Archivo mensual: mayo 2005

[link] España, epicentro del e-learning

Por quinto año consecutivo, el foro Online Educa concentró la atención de expertos, empresas y profesionales del mundo del e-learning para debatir sobre la educación a través de internet.
Online Educa se ha consolidado como el principal evento sobre formación online en idioma español.

“Online Educa Madrid 2005”, ha culminado Con la participación de casi 500 delegados provenientes de Europa y América Latina, los responsables de las políticas de educación virtual de los principales países de Iberoamérica y empresas del sector.

Objetivos cumplidos
Los participantes de Online Educa Madrid pudieron acceder a las últimas tendencias de la formación online, tuvieron la posibilidad de contactarse en forma directa con los especialistas hispanos y luso parlantes más destacados y lograron experimentar las herramientas tecnológicas más adoptadas por el sector. (leer más…)

Fuente:[Universia]

>>>[38]>Roberto, había dejado la paz del hogar…
todavía no sabemos muy bien por qué,
por los pechos de Eva?
por la esperanza de ser feliz?.<<<

[art] Estrategias de Organización en Proyectos e-Learning

Texto publicado originalmente en El Mercurio el día 3 de febrero de 2005.

Entre las diversas y variadas dificultades que las instituciones educativas enfrentan, para introducir el uso de las tecnologías de la información y la comunicación, en el proceso para mejorar la calidad del aprendizaje por medio del acceso a los recursos y servicios que la tecnología e Internet lo permiten, no sólo están presente los mitos circundantes y la resistencia a los cambios, bastamente explicitados por diversos autores competentes en el tema de educación a distancia, particularmente en referencia a los diferentes modelos de e-learning, sino que además surgen las estrategias y planes de acción necesarios para lograr que los principales actores del proceso educativo, acepten y asuman el compromiso de adquirir las competencias imprescindible para usar, adecuadamente, las tecnologías de la información y la comunicación en los procesos de aprendizaje. En este sentido, si bien es posible intuir y verificar las bondades y formas para comprender y aceptar el nuevo paradigma formativo, centrado preferentemente en el uso adecuado de la tecnología en pro del aprendizaje, las autoridades requieren a su vez de entidades y proyectos que posibiliten este inevitable cambio de paradigma. (leer más…)

Fuente: [universidad de valparaiso]

[link] Is ‘CraigsNews’ Coming Soon? By Eric Hellweg

While mainstream media outlets grapple with the role they will play in the 21st century, a new kind of media is on the rise, one that promises greater transparency in the creation of news.

It’s called collaborative citizen journalism (CCJ), where ordinary citizens band together on the Web to write original stories and critique mainstream media stories, using the Internet to connect with each other and to make sure their thoughts reach the public.

This new form of journalism differs from its more popular blogging cousin in that, unlike blogging, which eschews (in many cases) the more rigorous elements of journalism, collaborative media efforts tap into a particular community to make sure a story is as complete as possible.

In some cases, such as the Korean site OhMyNews, CCJ stories are reported by a team of volunteer journalists; in others, such as Wiki News, a group does serial fact-checking and vetting on an existing piece, calling attention to errors or omissions. (leer más…)

Fuente: [technologyreview]

[art] Thwarted innovation: what happened to e-learning and why
Posted by: Bonnie Bracey

Why did the USA’s boom in E-learning go bust?
Zemsky, R.; Massy, W.F. / Learning Alliance for Higher Education, USA , 2004

This report examines the debate over the success or failure of e-learning in the USA. It tracked the changing attitudes about and perceptions of e-learning by faculty and technical staff over 18 months across a wide sample of US colleges and universities each with substantial investments in e-learning. It also mapped the changing supply of e-learning providers and products.
The study debunks three failed assumptions:
• If we build it they will come: not so; despite massive investments in both hardware and software, there has yet to emerge a viable market for e-learning products. Only course management systems (principally BlackBoard and WebCT)—and PowerPoint lectures (the electronic equivalent of clip-art) have been widely employed. At the institutions participating in the study, more than 80 percent of their enrollments in “online” courses came from students already on their campuses.
• The kids will take to e-learning like ducks to water: not quite; students do want to be connected, but principally to one another; they want to be entertained, principally by games, music, and movies; and they want to present themselves and their work. E-learning at its best is seen as a convenience and at its worst as a distraction—what one student called “The fairy tale of e-learning.”
• E-learning will force a change in the way we teach: not by a long shot; only higher education’s bureaucratic processes have proved more immutable to fundamental change. Even when they use e-learning products and devices, most faculty still teach as they were taught—that is, they stand in the front of a classroom providing lectures intended to supply the basic knowledge the students need. Hence, we see the success of course management systems and PowerPoint— software packages that focus on the distribution of materials rather than on teaching itself. (leer más…)

Fuente:[digital divide network]

>>>[37]>tal vez , por mucho que quiera
no podría estar esperando nada,
si no fuese porque de cualquier manera,
los ojos de la radio siguen pululando por mis oidos.<<<

[art] Five Instructional Design Principles Worth Revisiting by Brenda Sugrue

The work of instructional designers has changed considerably in the past decade. Gone are the days when our biggest challenges were getting enough time from subject matter experts for task analysis or building interactivity into computer-based training materials. We still have those challenges of course, but in addition we have to contend with:

* increasingly complex and distributed development processes and access/delivery environments,
* designing modular learning assets that can be used and reused in different ways by different audiences,
* designing non-traditional learning spaces and systems that facilitate knowledge sharing and collaborative learning,
* designing learning and performance support materials that are embedded in work tasks and situations.

When approaching any of these design challenges it is sometimes easy to lose sight of fundamental principles that apply to all learning and all external conditions that support learning and performance. This article revisits some of those principles:

* Learning is not performance
* The medium is not the method
* Match external and internal conditions
* Authentic practice makes perfect
* One size does not fit all

(leer más…)

Fuente: [the criterion]