lunes, junio 30, 2008

Five minute University

Cuan real puede ser esto para nuestros estudiantes.

Father Guido Sarducci's Five Minute University

El reconocimiento facial llega por primera vez al portátil

A partir de ahora tu portátil puede saber quién eres con un simple vistazo. La tecnología de reconocimiento facial llega por primera vez al portátil con el objetivo de profundizar en la usabilidad del usuario a través de un sistema de acceso a través de Webcam. Este sistema de reconocimiento ha experimentado además algunos avances importantes en los últimos meses: ya existe un software capaz de procesar una secuencia de imágenes de una persona en posición frontal y en movimiento, reconociendo la expresión de su rostro, y averiguar si se ha levantado con el pié izquierdo o si siente miedo.

Continúe leyendo aquí.

domingo, junio 29, 2008

La creatividad y las instituciones educativas

Sir Ken Robinson hace una presentación sobre la creación de un sistema educativo que promueva la creatividad. Sir Robinson es autor de " Out of Pour Mind: Learning to be Creative" y un experto en innovación en la educación y empresas. Esta presentación fue grabada en febrero de 2006 en Monterey, California. Cortesía de www.Ted.com.

Do schools today kill creativity?

Ambientes de aprendizaje personales ("Personal Learning Environments")

Gracias a Ramón Ovelar nos llega esta interesante presentación de Malinka Ivanova sobre el uso de páginas de inicio para ambientes de aprendizaje personal (PLE, por sus siglas en inglés).

Para mí iGoogle es la mejor opción para lograr la página de inicio.

Creando presentaciones poderosas


Gracias al blog de VizThink comparto con ustedes este webinar. Excelente presentación.

Acceda a la misma aquí.

Aprendizaje constructivista

Para los estudiosos de la psicología educativa y el aprendizaje constructivista.

sábado, junio 28, 2008

Microsoft dará soporte a XP hasta el 2014


Aunque ya no se venderá más y solamente computadoras ultra portátiles lo incluirán como opción de sistema operativo, Bill Veghte, VP Senior de Microsoft, confirmó que se le continuará dando soporte a Windows XP (actualizaciones críticas y parches) hasta el 2014. Ésto es una forma de reconocer que Vista no tuvo el recibiento que se esperaba y que el sistema operativo preferido de Microsoft en este momento sigue siendo XP. Mientras tanto, muchos usuarios han dado el salto a Linux y a OS X en busca de seguridad y estabilidad.

Aprovechando lo que nos rodea

Me estuvo fascinante como este profesor utiliza la tecnología y el medioambiente para provocar el aprendizaje en su sala de clases. Aclaro, esto no impide que se haga usando cursos en línea. ¿Qué les parece?


dy/av : 002 : the next-gen lecturer from Dan Meyer on Vimeo.

Open, Connected, Social

Si eres un@ de los que piensa tomar el curso de connectivismo que comienza en septiembre te invito a leer este artículo. Alec Couros explica su filosofía, métodos de assessment, herramientas y destaca los retos del manejo de las discusiones distribuidas. Presenta las reacciones de los estudiantes. Todo esto resultado de un curso que estuvo enseñando recientemente.

Vía: Open Thinking & Digital Pedagogy

Referencias: Comunidades de práctica

Gracias al blog de los bibliotecarios de la Universidad de Puerto Rico Recinto de Mayagüez les reproduzco una lista de referencias que puede serles útil. En esta lista se destacan las más relacionadas al ambiente educativo y bibliotecas:
1. Using peer-to-peer technology for knowledge sharing in communities of practices
Decision Support Systems, Volume 45, Issue 3, June 2008, Pages 528-540
Chen-Ya Wang, Hsin-Yi Yang, Seng-cho T. Chou
2. Knowing in action: Beyond communities of practice
Research Policy, Volume 37, Issue 2, March 2008, Pages 353-369
Ash Amin, Joanne Roberts
3. The strategic drivers and objectives of communities of practice as vehicles for knowledge management in small and medium enterprises
International Journal of Information Management, Volume 28, Issue 1, February 2008, Pages 61-67
M. du Plessis
4. Constructing a community of practice to improve coursework activity
Computers & Education, Volume 50, Issue 1, January 2008, Pages 235-247
C.K. Chang, G.D. Chen, L.Y. Li
5. Sharing Expertise and Innovation: Communities of Practice in the Development of Small Libraries
Advances in Library Administration and Organization, Volume 25, 2007, Pages 239-257
Terttu Kortelainen, Päivi Rasinkangas
6. Exploring the social positions that students construct within a classroom community of practice
International Journal of Educational Research, Volume 46, Issues 3-4, 2007, Pages 116-128
Raymond Brown
7. Building Virtual Communities of Practice
Journal of the American College of Radiology, Volume 3, Issue 9, September 2006, Pages 716-720
Paul Nagy, C.E. Kahn Jr, W. Boonn, K. Siddiqui, C. Meenan, N. Knight, N. Safdar
8. Knowledge map creation and maintenance for virtual communities of practice
Information Processing & Management, Volume 42, Issue 2, March 2006, Pages 551-568
Fu-ren Lin, Chih-ming Hsueh
9. Communities of Practice: A Critical Perspective on Collaboration
Advances in Interdisciplinary Studies of Work Teams, Volume 12, 2006, Pages 53-79
Yue Lin, Michael M. Beyerlein
10. New directions in preparing professionals: examining issues in engaging students in communities of practice through a school–university partnership
Teaching and Teacher Education, Volume 21, Issue 1, January 2005, Pages 79-92
Louise M. Sutherland, Lesley A. Scanlon, Anthony Sperring

Sloodle: Moodlle con Second Life


Via DigiZen me entero de que existe un proyecto que pretende integrar Moodle y Second Life en algo que se ha llamado sloodle.

Presentaciones PowerPoint como videos Flash


iSpring es un adición gratuita a PowerPoint que permite convertir las transparencias estáticas de una presentación en un video Flash. Funciona inclusive con los formatos .pptx (PowerPoint 2007).
There are two advantages here – the converted presentation will weigh less (because of Flash compression) and second, the Flash movie will preserve all slide transitions, hyperlinks and animation effects that are otherwise lost when you upload slides to PowerPoint hosting services.

If you have any audio narrations or video clips in the PowerPoint file, they’ll also become available in the published Flash movie.
iSpring converts standard PowerPoint shapes and options into vectors, pixelation won’t happen if your audience decides to view the Flash presentation in full-screen.

Congreso Nacional Internet en el Aula

Comenzó el jueves, 26 de junio, El Congreso Presencial de Internet en el Aula en cuatro sedes oficiales (Barcelona, Madrid, Granada y Santander). Aquí una muestra del primer día.



Via Agrega.

Beneficios y ventajas de la educación a distancia

Revisando mi RSS me encuentro con estos dos videos que creo que resumen los beneficios y ventajas de la educación a distancia. Esto dicho por estudiantes que utilizan la modalidad. VEAMOS...



miércoles, junio 25, 2008

Conectivismo y conocimiento conectivo, el curso

Connectivism and Connective Knowledge is a twelve week course that will explore the concepts of connectivism and connective knowledge and explore their application as a framework for theories of teaching and learning. It will outline a connectivist understanding of educational systems of the future. George Siemens and Stephen Downes – the two leading figures on connectivism and connective knowledge - will co-facilitate this innovative and timely course.
El curso es gratis, a menos que desee créditos.

Puede encontrar más detalles aquí. Para Registrarse puede acceder a: http://www.elearnspace.org/connectivism.html.
El blog del curso se encuentra aquí.

Facebook y Blackboard


Blackboard desarrolla una aplicación que permite integrar Facebook. Parte de la premisa de que los jóvenes pasan bastante tiempo usando Facebook para mantenerse en contacto con sus amistades o redes sociales. De manera que vale la pena llevar los recursos educativos a su ambiente en lugar de "obligarlos" a moverse a Blackboard Vista para acceder sus cursos. Tenemos que esperar a ver las ventajas de la herramienta.

Lea más aquí.

Puede leer las condiciones de uso de BlackboardSyn - aplicación que permite integrar Blackboard y facebook en
TERMS OF USE FOR BLACKBOARD SYNC™ APPLICATION FOR FACEBOOK ("Blackboard Sync")

Adios, Bill Gates!


El 27 de junio de 2008, Bill Gates, co-fundador de Microsoft hace 33 años, abandona la compañía para concentrar sus esfuerzos en su trabajo filantrópico en la Fundación Bill % Melinda Gates.
"Hasta junio de 2008 estaré plenamente comprometido, a tiempo completo, y trabajaré para asegurar una suave transición", había dicho Bill hace dos años. Ahora cumplirá sus dichos y este 27 de junio abandonará el barco.
Microsoft quedará en manos de su fiel amigo Steve Ballmer, a quien conoce desde la Universidad de Harvard, y que desde principios del nuevo siglo dirige la compañía como consejero delegado.

Aquí puede ver un recorrido de la carrera de Gates y lo que le espera en el futuro.

martes, junio 24, 2008

Más sobre Blackboard contra Desire2Learn

La batalla continua entre Blackboard y Desire2Learn. En una sección de la página web de Desire2Learn han publicado algunas respuestas a las más recientes expresiones de Blackboard donde alegan que Desire2Learn ha violado la decisi'on de la corte.

domingo, junio 22, 2008

Tablas periódicas interactivas

Del blog de DigiZen les hago mención de las diferentes tablas periódicas interactivas que se pueden usar para aprender sobre los elementos. He añadido otras referencias que me parecen pueden serles útil.

1. Jalenack's Ajax Periodic Table of the Elements

2. Dynamic Periodic Table

3. Periodic Table - Chart of all chemical elements

4. Periodic Table Games

5. Interactive Periodic Table

6. Animated Periodic Table

7. WebElements: the periodic table on the web

8. Tabla periódica de los elementos (en español)

9. An Online Interactive Periodic Table of the Elements

10. Element Displays: The Most Beautiful Periodic Table Displays in the World

JOLT publica número sobre "Learning Management Systems"

El número más reciente del Journal of Online Learning and Teaching (JOLT) (Vol. 4, No. 2, junio 2008) tiene una sección especial sobre Learning Management Systems (LMS) de la próxima generación. Incluye los siguientes artículos:
Section 1: Research on Design and Usage
Blackboard as the Learning Management System in a Computer Literacy Course, Florence Martin

Lifelong Learning and Systems: A Post-Fordist Analysis, Patricia McGee and Marybeth Green

Learning Management Systems of the Future: Theoretical Framework and Design, Farhad Saba
Section 2: Defining Tools for a New Learning Space
Wikis as a Tool for Collaborative Course Management, Mark Frydenberg

Defining Tools for a New Learning Space: Writing and Reading Class Blogs, Sarah Hurlburt

The LMS Mirror: School as We Know IT versus School as We Need IT and the Triumph of the Custodial Class, Gary Brown and Nils Peterson
Section 3: Visioning Future Spaces
Deepening the Chasm: Web 2.0, Gaming, and Course Management Systems, Bryan Alexander

Identity, Power, and Representation in Virtual Environments, Frank Vander Valk

Breaking into the Fulcrum Arena: A Concept Paper Looking Beyond Next Generation LMS, Shalin Hai-Jew
Puede acceder a cada artículo en HTML o PDF aquí.

Este número incluye otros trabajos que se mencionan a continuación.

Research Papers
Structuring Asynchronous Discussions to Incorporate Learning Principles in an Online Class: One Professor’s Course Analysis, Andria Young

The Overall Effect of Online Audio Conferencing in Communication Courses: What do Students Really Think?, Lynn M. Disbrow

Investigating the Connection between Usability and Learning Outcomes in Online Learning Environments, Gabriele Meiselwitz and William A. Sadera

Self-aware and Self-directed: Student Conceptions of Blended Learning, Susan L. Greener
A Case Study
Teaching People to Bargain Online: The Impossible Task Becomes the Preferred Method, Carolyn D. Roper

Declaración de intenciones: joanplanas.tv

Ahora que he descubierto a Joan Planas les digo que tiene un fanático. Vean su adaptación de "El Gran Dictador" de Charlie Chaplin para hacer su "declaración de intenciones de joanplanas.tv".

Hacer una donación al Autor del vídeo

¿Qué es Twitter?


Muchos han escuchado hablar de Twitter, pero tal vez sean pocos los que realmente sepan lo que es. ¿Si preguntamos en Puerto Rico cuáles serán las respuestas?



Cortseía de Joan Planas.

Aprendizaje basado en problema: usando Second Life

Este video muestra un ejemplo de aprendizaje basado en problemas usando Second Life. Puede encontrar más detalles de este proyecto - PREVIEW, en su blog. Podrá encontrar otros vídeos. La profa. Maggi Savin-Baden en Coventry University dirige este proyecto.

Agrega: Recurso educativo


Agrega es una federación de repositorios de contenidos educativos digitales diseñada, pensada, desarrollada para poder interactuar con los recursos al máximo. Incluye áreas para:
Buscar Contenidos
Visualizar Contenidos
Descargar Contenidos
RSS feeder
A continuación un corto vídeo sobre Agrega y un segundo vídeo de Sebastián Muriel, Director General Red.ed sobre lo que es Agrega.



sábado, junio 21, 2008

Computadoras e Internet: ¿afectan la mente, personalidad, identidad?

¿Está la computadora formando la personalidad de los jóvenes de una manera diferente? Navegando por la Web encontré una referencia a un artículo publicado recientemente en New Scientist, sobe una neurofisióloga, la baronesa Susan Grennfield que expone la tesis de su nuevo libro: ID: The Quest for Identity in the 21st Century.

Las ideas principales de su libro se pueden resumir de la siguiente manera:
1. The mammalian brain, including ours, is "plastic" - human neuronal circuits are malleable, sensitive, easily shaped by external influences and by one's activities (witness the famed research showing that memorising street navigation had enlarged the hippocampus of London's licensed black taxi cab drivers).

2. She suggests the human mind isn't a mere abstraction, but is "the personalisation of the brain, a set of neuronal connections peculiar to each individual, driven in turn by that person's particular experience and interaction with the outside world".

3. Of course, the outside world now includes technology. (She also discussed biotechnology etc but I'll skip over that here.)

4. Might living effectively in 2 dimensions via a computer screen affect neuronal connectivity? (It's been estimated that western children spend about 6 hours a day in front of a computer screen currently.)

5. More specifically, would "continued interaction with a fast-paced, sensory-laden, multimedia environment predispose a brain to shorter attention spans?" Is it just coincidence that prescriptions of methylphenidate (Ritalin) for attention deficit hyperactivity disorder (ADHD) have trebled these last 10 years?

6. She also suggests that "the strongly visual, literal world of the screen" could affect our ability to develop the imagination and form the kind of abstract concepts that have hitherto come from first hearing stories, then reading oneself. "Will future generations prefer the here-and-now, opting for a strongly sensory experience over a more personalised cognitive narrative? When you play a computer game to rescue the princess, it is the experience that counts: you don't care about the feelings or thoughts of the heroine. When you read a book, the princess's welfare and fate is the whole point."

7. Following on from that, could "here-and-now, fast-paced sensory experiences" change how future generations see themselves and construct their identity? Could they choose to stay in a "more infantile world of passive reactivity to sensations", perhaps even "a world where there is no personal narrative at all, no meaning, no context, just the experience of the thrill of the moment?"
8. In her book ID: The Quest for Identity in the 21st Century, she suggests 4 scenarios for identity:
a. "Nobody" - an abrogation of the sense of self, hedonism, blowing our minds, letting ourselves go. She posits "that the newer technologies may predispose future generations to seek just this sort of condition."
b. "Someone" - the persona that prospers under liberal western consumerism.
c. "Anyone" - the persona of the collective identity in fundamentalist or communist cultures.
d. "Eureka" - "where the experience of creativity enables you to feel both fulfilled and to have a sense of individual identity (none of the first 3 scenarios seems satisfactory when taken alone). But she notes that some might object that the Eureka scenario could produce "a dysfunctional society of egocentric, eccentric individuals".
9. She theorises that newer technologies may predispose future generations to seek the "Nobody" scenario: "Twenty-first-century technology is giving us, for the first time and en masse, more time each day and the chance to live to an active old age, and this brings with it greater options for creating or experiencing a dystopia or a utopia than at any previous time."

10. While the dystopia is a risk, she also suggests: "Perhaps one answer would be to promote a mixed portfolio in which future generations flip from "let yourself go" (Nobody), to selfless, collective working (Anyone), to an occasional sense of personalised achievement (Someone), based not on superiority of status or possessions but on that internal glow that comes with insight and creativity (Eureka). Now that might even be fun."
Vía A Consuming Experience.

WorldWide Science


WorldWide Science es un portal que ayuda a congregar bases de datos científicas de todo el mundo. Esta iniciativa es de Departamento de Energía de os Estados Unidos. Los visitantes pueden pulsar en la región que deseen del mapa interactivo de la página priincipal y ver las bases de datos disponibles. Luego pueden acceder a la deseada para ve los recursos disponibles.

lunes, junio 16, 2008

Short and Sweet: Technology Shrinks the Lecture

A continuación un artículo que aparece en el Chronicle of Higher Education en la sección de Information Technology, Volumen 54, Issue 41, página A9. En el mismo se plantea la duración de una lección en video colocada en Youtube y su duración en tiempo.

Llegue a su propia conclusión.

By JEFFREY R. YOUNG

Dalton A. Kehoe, an associate professor of communication studies at York University, in Toronto, has for decades won teaching awards and praise for his lectures. So when he was asked to do his first online course, a couple of years ago, he was excited to head into a studio to capture his 50-minute talks on video.

When the recordings went online, however, they were anything but hits. The main complaint: They were much too long.

"It was the most extremely boring thing my students had ever seen," Mr. Kehoe acknowledges. His course evaluations, usually glowing, grew dismal.

"I had to sit to down and look at these lectures and realize that when you're looking at someone online as a talking head and shoulders in video, you just want to kill yourself after about 20 minutes," he says with a laugh.

So, for the first time in his 40 years of teaching, he decided to overhaul his lectures. He broke them up into 20-minute segments, each focusing on a narrow topic.

Other professors who have ventured into online education have made the same discovery: Just because 50-minute classroom sessions are the norm on a college schedule does not make that the ideal duration for students outside the lecture hall.

"Best practices are suggesting that shorter, modular clips … are more successful than 50-minute sections," says John G. Flores, chief executive of the United States Distance Learning Association. "The days of having someone lecture for 50 minutes via video pretty much are — or are least should be — a thing of the past," he says.

And professors who have experimented with the short form online have learned something else: Shorter may work better in the classroom, too.

Rise of 'Minilectures'

When talks are recorded, it's easy to experiment with different formats. Al Ducharme, assistant dean of distance and distributed learning at the University of Central Florida, records his online lectures in his office, using a Webcam and software by Tegrity Inc., a learning-technology company, that can grab the PowerPoint slides he shows during his talk. He points out that the standard length for video on the Internet is short — just a few minutes — and that such brevity is what students are used to. He divides his lectures into topic-based segments and makes each one only as long as the material warrants.

"Some traditional lectures are 50 minutes just because lectures always tended to be 50 minutes — but there's not 50 minutes worth of material in there," he says. "When I'm done, I'm done. I'm not just going to keep talking just fill up the time."

Diane Zorn, an instructor at York University, calls her videos for online courses "minilectures." She records them using a system from Sonic Foundry called Mediasite, designed to capture lectures and stream them online.

"I think even with a dynamic speaker, students after 30 minutes or 40 minutes are not going to be taking much in," she says.

Ms. Zorn mixes the short lectures with hands-on activities. In one recorded lecture for a course on reasoning, for instance, she asks students to pause the video, open up a worksheet from the course Web site, and watch a short clip from the film Bowling for Columbine while answering a series of questions about the arguments made in the clip.

"Students want to go discover things on the Internet themselves," she says, calling straight lecturing too passive. "Passive learning is even worse online than in the classroom. At least in the lecture hall, there are people around you that if you fall asleep, someone can give you a nudge."

Altering Tradition

Ms. Zorn says she has applied some lessons learned from teaching online to her classroom teaching.

She now delivers minilectures in person, and in between them she divides the students into teams to perform exercises on classroom computers. "I think this would have been effective all along," she says of her new lecture style.

Mr. Kehoe, the communication-studies professor at York, says his experience online has also changed his performance in person.

When he teaches an hourlong class, he now breaks his material up into sections so he can stop every 15 minutes or so for a three-minute break, during which he'll show a comedy video clip from YouTube or another Web site.

"I turned it into a kind of contest," he says. "They get to submit to me what they think are the funniest videos," and he picks from those, rejecting any that are too racy. (The biggest hit with students so far has been a Web video called "Do Not Fart"; the Canadian comic Russell Peters is also popular.)

Those short breaks pay off, he says. "When they move back to listening to me, they're concentrating in a way they weren't before."

His students agree. "It made classes feel shorter," says Adelaida Ortega, a student who graduated from York this month. "By having the lecture divided up into smaller sections, the course content seemed less overwhelming. I didn't feel like the material was zooming by me."

Another of Mr. Kehoe's recent students, Jessica McCrossan, says the class always looked forward to the "laugh break," as students called it. "I found it not only helped break the tension and relax us, it helped to bring us closer to the professor as a person."

Oversimplifying?

Not everyone thinks that breaking up lectures is a good idea, though.

Marian C. Diamond, a professor of anatomy and neuroscience at the University of California at Berkeley who has taught for more than 40 years, says her students often ask for her lectures to be longer, not shorter. "We're following systems, and you want to give as complete a lecture at a time as possible," she says. "That's what worries me about education today. Everybody's trying to simplify it."

But some longtime classroom professors say they have been organizing their lectures in smaller units all along.

"My lectures are already broken up into shorter sections," says Walter H.G. Lewin, a professor of physics at the Massachusetts Institute for Technology, who has taught for more than 40 years. "It varies from five minutes to 25 minutes."

His unusual lectures are full of playful demonstrations, almost a series of educational shorts.

The lectures are popular on the campus. And when MIT recently put recordings of them on YouTube, they quickly drew thousands of hits.

Mr. Kehoe, of York, says the irony is that in his communication courses, he has long taught that people's attention tends to drift after about 20 minutes of listening to information on any one topic. But he had never taken the advice to heart.

http://chronicle.com
Section: Information Technology
Volume 54, Issue 41, Page A9

Learning Management Systems of the Future

Learning Management Systems of the Future: A Theoretical Framework and Design

Abstract

While American institutions of higher education still lead the world in quality of instruction, research and service, certain trends are challenging their future. Immediate attention to resolving these issues is necessary if the American university is going to maintain world leadership in the foreseeable future. The theory of transactional distance is put forward as a roadmap for changing the industrial system of education to a post-industrial one in which each learner receives differential instruction based on his or her prior knowledge of the subject matter, learning preferences and metacognitive states. Management of learning and teaching is described in a dynamic environment in which learners can participate in defining the level of autonomy with which they are comfortable, and instructors can set the required level of structure according to the characteristics of each discipline taught thus providing the appropriate level of transactional distance at each point in time for each individual learner. Ramifications of this environment for the structure of the university are discussed and components of a future educational management system are specified.

Puede acceder al artículo aquí.

Farhad Saba
Department of Educational Technology
San Diego State University
San Diego, CA USA
fsaba@mail.sdsu.edu

domingo, junio 15, 2008

Nuevas formas de comunicación en las organizaciones

La comunicación es la esencia del ser humano. Un claro concepto que ha hecho de él lo que hoy conforma toda una sociedad. Emitimos un mensaje para que un receptor lo atienda e interprete. Acción–reacción es igual a comunicación.
Una bidireccionalidad que se acentúa aún más cuando se trata de la amalgama empresarial. Y aquí empiezan las tesis sobre la conveniencia de una “Comunicación Corporativa, Organizacional o Empresarial”, un nuevo concepto que despunta, de manera especial, en las empresas consolidadas. Sin embargo, es necesario establecer una serie de tipologías, jerarquías, demarcaciones y tendencias, pues se trata de un amplio campo cuyo origen, dicen los expertos, se encuentra a mediados del siglo XX, cuando las universidades comenzaron a crear sus facultades. Aquí nace la primera carestía: Organización, y por ende, Comunicación. Estos dos términos, que se asociaron allá por el año 1950, han dado lo que hoy se conoce como “Comunicación Empresarial”.

El uso de las Nuevas Tecnologías en la Comunicación Organizacional

Lo que comenzó allá por los años 50 como estrategias de mejora en la producción de una determinada institución, se ha convertido hoy en toda una Ciencia, de la que aún quedan muchos aspectos que indagar y descubrir, con el objetivo de optimizar el rendimiento de una organización. Pues bien, en este sentido, sobre todo en los últimos años, está adquiriendo un protagonismo ineludible el uso de las Nuevas Tecnologías o Tecnologías de la Información y Comunicación (TICs). Pasemos a ver algunos ejemplos de relación entre estos dos ámbitos.

Intranet. Se trata de una red dentro de un área local privada, ya sea empresarial o educativa, que proporciona los servicios propios de Internet. De esta forma, se convierte en una herramienta útil de comunicación entre la plantilla profesional que conforma una empresa, y sirve, además, como elemento mediante el que resolver problemas, dudas, intercambiar impresiones o impulsar ideas. Lo normal es que la Intranet integre un “link” de la web corporativa de la empresa, y sólo los miembros de la misma pueden acceder a ella a través de un código y una serie de datos.

Correos electrónicos internos. Son elementos útiles para comunicarse de manera rápida y eficaz. A través de ellos, se consigue ganar tiempo de trabajo, pues supone una comunicación más directa, lo cual deriva, a su vez, en una mayor dedicación a las tareas laborales y una mejora directa en la producción. Actualmente, la mayoría de las medianas y grandes empresas gozan de una red propia de correos electrónicos y su uso está ampliamente extendido.

Página web. Permite a la organización que el público vea sus servicios a través de Internet, el medio con los índices de audiencia más altos. La entidad expone aquí sus servicios, las personas que la integran, sus objetivos o sus cifras. Estos datos le otorgan credibilidad y por tanto confianza por parte del cliente, quien, a su vez, cada vez demanda más este servicio, por la comodidad y el ahorro de tiempo que le supone.

La difusión de la Cultura Organizacional a través de las TICs. Internet constituye un elemento fundamental para la creación y consolidación de una cultura organizacional o una imagen que defina a la organización a través de la palabra. Así, conceptos como web corporativa o Intranet sirven para difundir los objetivos que persigue la institución y la filosofía por la que se rige. Las Nuevas Tecnologías se convierten, a su vez, en un método útil para que el trabajador sea consciente de la línea por la que se rige la empresa, de sus fines, de sus orígenes, y esto, por supuesto, motiva al empleado, pues conoce a la perfección el organigrama que conforma la compañía para la que presta sus servicios.

Nuevamente vemos la importación de las tecnologías de la comunicación para formar grupos colaborativos en las organizaciones.

Usos educativos de Second Life

Videos que explican algunos usos educativos que tiene Second Life.



Evolución de la colaboración

Way-new collaboration
Presentación de febrero 2005.



"As Howard Rheingold himself puts it, "I fell into the computer realm from the typewriter dimension, then plugged my computer into my telephone and got sucked into the net." A writer and designer, he was among the first wave of creative thinkers who saw, in computers and then in the Internet, a way to form powerful new communities.

His 2002 book Smart Mobs, which presaged Web 2.0 in predicting collaborative ventures like Wikipedia, was the outgrowth of decades spent studying and living life online. An early and active member of the Well (he wrote about it in The Virtual Community), he went on to cofound HotWired and Electric Minds, two groundbreaking web communities, in the mid-1990s. Now active in Second Life, he teaches, writes and consults on social networking. His latest passion: teaching and workshopping participatory media literacy, to make sure we all know how to read and make the new media that we're all creating together."

sábado, junio 14, 2008

Ambiente de trabajo colaborativo

Hoy día es necesario que tod@s seamos superestrellas colaborativos. El problemas es que la colaboración es una destreza y un conjunto de practicas que rara vez se enseñan. Es algo que se va aprendiendo en el ambiente de trabajo sin estructura. Algunos tieinen el talento y lo utilizan, otros carecen de las habilidades.

El reto no se limita ha esto. La habilidad de una organizaci'on para apoyar esfuerzos colaborativos es altamente dependiente de la cultura organizacional. Algunas culturas promueven la colaboración mientras otras lo detienen en el punto de inicio.

Para empeorar las cosas, los proveedores de tecnología han concencido a algunas organizaciones de que solo necesitan adquirir un programa de colaboración para promover iniciativas colaborativas. ¿Porqué no funcionan? Sencillamente por que los individuos no saben como o por que la cultura organizacional funciona en contra de la colaboración.

Obviamente la tecnología juega un papel importante en la colaboración eefectiva. Pero el énfasis debe ser en desarrollar las destrezas de colaboración, practicas y modificar la cultura organizacional.
La tecnología hace que las cosas sean posible, pero personas colaborando son las que las logran.
Los invito a que lean el siguiente artículo Building a Collaborative Workplace.

martes, junio 10, 2008

280 Slides: presentaciones en línea


Puede crear presentaciones, accederlas desde cualquier lugar y compartirlas con el mundo. Con 280 Slides, no tiene que descargar un programa y es gratis.

sábado, junio 07, 2008

Medios sociales de comunicación

Aquí tenemos el video más reciente de CommonCraft. Se enfoca en las nuevas tecnologías de medios que permiten que cualquiera se convierta en un productor y herramientas que permiten la comunicación.

Historia de Internet: reportaje en Vanity Fair


El largo artículo de Keenan Mayo y Peter Newcomb en Vanity Fair del próximo Julio 2008 (An Oral History of the Internet. How the Web Was Won) es de lo más interesante e ilustrador, al menos en términos de divulgación. Es bueno saber -aunque sea en términos generales- quienes, cuando y qué hicieron para que haya sido posible la actual realidad de internet.

El artículo de Vanity Fair consiste en una muy larga serie de entrevistas (transcripciones y grabaciones orales) con algunos de los principales protagonistas de internet, desde sus orígenes hasta ahora.

Merece la pena dedicar un poco de tiempo.
Chapters:
I: The Conception
II: The Creation
III: The Web
IV: The Browser Wars
V: Going Public
VI: Boom and Bust
VII: Modern Times
VIII: The Last Word

Características del aprendiz adulto y el diseño de e-learning

En el ambiente de la educación en línea se observa un aumento constante de su uso por parte de aduotos y debe ser diseñado teniendo en mente las necesidades del aprendiz adulto. Este artículo discute la andragogía, un aspecto importante en la teoría de aprendizaje de adultos. Se repasan otras tres teorías de aprendizaje de adulto.

Characteristics of Adult Learners with Implications for Online Learning Design

Abstract
The online educational environment is increasingly being used by adults and should be designed based on the needs of adult learners. This article discusses andragogy, an important adult learning theory, and reviews three other adult learning theories: self-directed learning, experiential learning, and transformational learning. During this discussion, the theories are examined for the ways in which they may be applied to the design of online learning environments. In addition, the characteristics of adult learners are examined, and an analysis of how these characteristics influence the design of an online learning environment is presented. Recommendations follow regarding how to design an online classroom environment while considering the application of adult learning theories.
Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

Estatus del e-learning en la academia

Mientras navegaba por los diferentes RSS en que estoy registrado me topé con este artículo sobre el estado del e-learning en educación superior. Exploring the e-learning State of Art de Evelyn Kigozy Kahiigi, Love Ekenberg, y Danielson del Departamento de Computadoras y Ciencias de Sistemas, Universidad de Estocolmo, Suecia; y F.F Tusubira del Directorado de ICT Support, Makerere University, Sweden.

Abstract
"e-Learning implementation is an area in progress that continues to evolve with time and further research. Researchers in the field argue that e-learning is still in its infancy, resulting into numerous implementation strategies across a wide e-learning spectrum. It is particularly interesting to note that even in supposedly mature contexts, such as university education, there are wide discrepancies. While some universities have achieved considerable benefit in the adoption of e-learning (Meredith and Newton 2003), others are still struggling to realize the attainment of the minimal educational value (Marshall and Mitchell 2002). This is the case despite the skilled and interested personnel as well as increasing number of students in many cases forcing universities to embrace this education venture.

In this paper we explore the e-learning state of art. We provide a general overview of the learning process, evaluating some current implementation trends from which we point out a range of frameworks and strategies used in the past decade. We further look at the changes created by the adoption of e-learning within the higher education process. This is followed by an identification of emerging issues from which two problems are identified; 1) the limited uptake of technology as an instruction delivery method; and 2) the ineffective use of technology to support learning. In respect to this, future research should therefore seek to further investigate these aspects and to explore suitable approaches for effective implementation of e-learning to support learning. Not the least in higher education contexts."
Kahiigi, E. K. et al “Exploring the e-Learning State of Art.” The Electronic Journal of e-Learning Volume 6 Issue 2, pp77 -88, available online at www.ejel.org

Video informativo sobre Web 2.0

A continuación una versión en español de un video que explica lo que es la Web 2.0.



Algunos recursos adicionales:

Mapa Web2.0

Western Governors University conmemora su 10mo aniversario

Western Governors University es un ejemplo de una universidad establecida para atender las necesidades de un grupo de individuos que desea completar un grado universitario utilizando la educación a distancia. WGU acaba de cumplir 10 años de fundada. Posee las más altas distinciones en el campo de la educación a distancia y es reconocida y acreditada nacionalmente.

Más detalles aquí.

Aumentan los programas que otorgan grados en línea

Degree.com es una página web que se enfoca en programas que ofrecen grados en línea y aprendizaje a distancia. Han reportado un aumento de visitas de 38 % en el periodo de abril-mayo en comparación con los meses de febrero a marzo. Al hacer una encuesta informal las razones más sobresalientes para ello son
"the #1 reason for being interested in an online degree was “higher gas prices,” cited by 60 percent of those responding in May 2008. Other reasons given were convenience, parking, scheduling, babysitting and the cost of classes "
Gas is costing people upwards of $1000 a month,” says Sheila Danzig, who runs the Degree.com site. “And students are the last group who can afford that. Taking classes at home and other distance learning options allow students to avoid spending limited funds on gas and to have more time for a part-time job that helps pay the tuition bill. For the adult learner, online degree programs provide a perfect answer to a scarcity of time and resources, particularly for those who also work and have a family.
V'ia PR-USA.NET.

jueves, junio 05, 2008

Lecturas sugeridas

La revista digital eLearning Papers dedica su número 8 al tema «Apertura y aprendizaje en el mundo actual». Incluye los artículos siguientes:
- ¿Un mundo abierto? de Richard Straub.
- Web 2.0 y nuevos paradigmas de aprendizaje de Antonio Bartolomé.
- Universidades y Web 2.0: retos institucionales de Juan Freire.
- La innovación es para todos. El aprendizaje es para todos, entrevista a Anna Kirah.
- Abuelos y nietos: poética de una experiencia de aprendizaje intergeneracional de Aina Chabert y Monica Turrin.

Vía Aulablog2.

martes, junio 03, 2008

Para sentirnos orgullosos

Muchos preguntan sobre la contribución de los puertorriqueños. A continuación un video de la intervención de Jesús Omar Rivera "El Boricuazo" en el programa "A Calzón Quitao".

lunes, junio 02, 2008

Acrobat.com espacio de colaboración en la Web


Adobe Acrobat acaba de lanzar acrobat.com. Representa un espacio de colaboración utilizando las herramientas en linea de Adobe Acrobat. En Digital Inspiration se enumeran algunas virtudes y algunos ajustes que deben atenderse para que sea más efectivo el nuevo espacio. A continuación la lista.
The world is so excited about the launch of acrobat.com - a web based suite with a word processor, a screen sharing application, a PDF converter and online file hosting.

Like everything else from Adobe, it is a real pleasure working with every single component of Acrobat online. The interface is very well designed, the various features work just as expected and those visual effects make this suite all the more attractive.
And Adobe Buzzword is probably the only online word processor that can read as well as write files in the new docx format of Microsoft Office Word 2007.

The upcoming Adobe Reader 9 is tightly integrated with acrobat.com such that you can share PDF files on the web from the desktop itself.

I have been playing with acrobat.com for few hours and have found certain limitations that are difficult to ignore:

1. The PDF conversion engine of acrobat.com allows you to convert only up to 5 documents into PDF online. Am not sure why Adobe has imposed this low limit when services like Google Docs, Zamzar or Scribd offer unlimited conversions.
2. Adobe Acrobat.com offers 5 GB of free online storage but you cannot upload audio or video files including Adobe’s own Flash video format. You may however store PDFs, Office documents, images, Adobe formats (like Photoshop, Illustrator) and SWF files.
3. While you may upload documents to Acrobat.com in bulk using the web browser or by dragging them into the Acrobat AIR app, uploading files via email is currently not possible.
4. With 5 GB of storage space, you can literally upload thousands of files to your Acrobat.com account but managing so many files can get extremely tough because everything gets stored at one place - you can’t tag documents or arrange them in folders.
5. There’s no search feature in acrobat.com - forget searching inside the documents, there’s no option to search for file names even.
6. Adobe Acrobat.com offers an excellent file preview feature where you can read Office documents in the browser itself but the problem is that it renders everything in Flash. You therefore cannot copy-paste text or images from the documents without downloading them locally.
7. Each document on acrobat.com has its own unique web address but since you can publish documents as HTML web pages, the content will remain inaccessible on most mobile phone that cannot understand Flash (like my BlackBerry).
8. While you can upload files to acrobat.com in bulk via the browser or desktop, the reverse is is not possible. It is not possible to export all documents out of Acrobat.com in one go though you can download them one by one.

Una universidad en línea fatula

De eLearners.com les presento esta lista de diez formas de identificar una universidad o colegio que ofrece grados fatulos en línea.
10 Ways to Spot a Fake Online University or College

"On occasion I will get a question from someone on how to spot a fake school online. Note that I am talking specifically about degree mills, not necessarily unaccredited schools, there is a difference. First let’s define a degree mill, a degree mill is a “school” that will sell you a diploma and usually provide some sort of transcript with no work or at best very, very little work. These schools generally serve as a time bomb in people’s resume and often prey upon busy working professionals. Unfortunately some people go into the deal in the full knowledge that they are buying a “degree” in order to attempt to place it on their resume, fraudulently representing an education that they in fact did not receive or earn.

The following 10 items are “indicators” of a mill, meaning that although a school which meets some of the criteria below may not necessarily be a mill it is enough to be suspicious. "

1.) If the school does not mention accreditation whatsoever or claims accreditation from an agency not recognized by the U.S. Department of Education.
2.) If the school requests a resume and promises unlimited life/work experience towards your degree.
3.) If the school offers a flat rate for a certain degree level. For example rather than stating an Associate of Science is $175 per credit hour they simply give you the final price upfront such as Associate of Science = $3,500. Be especially wary of doctorate degrees with a fixed price.
4.) If the school request payment for the entire program upfront, usually using a credit card.
5.) If the school accepts Paypal.
6.) If the school has an almost exhaustible list of majors in almost any area you can conceive of including at the doctorate level.
7.) If the website will not mention the actual name of the school or schools from which you will “earn” your degree. These websites often claim to protect the university’s reputation by acting as the middle man to have your credentials reviewed. As the old Sarge would say, “Bravo Sierra”!
8.) If you cannot find any mention of the faculty, president, etc. anywhere on the website.
9.) If the school’s website is on one of those freebie “build your own” web hosting sites.
10.) If the school offers a “free sample” of what your diploma and or transcript or an image of what it would look like.
Again these 10 items are not guarantees that you are looking at a degree mill, but they are pretty good indicators.

Pedagogía 2.0

Como resultado del Web 2.0 se comienza a acuñar el término pedagogía 2.0. Catherine McLoughlin y Mark J. W. Lee hacen referencia al impacto de las nuevas tecnologías disponibles en el Web 2.0 y las aplicaciones de código abierto que han permitido que las redes sociales sean ubicuas en ambientes de aprendizaje. Como resultado de ello es necesario comenzar a pensar en una nueva pedagogía.

Esta nueva metodología incorpora las tecnologías Web 2.0 para organizar sus actividades de enseñanza - aprendizaje, donde los estudiantes tienen una participación activa en la generación de las expereincias de aprendizaje. Para ello se alude a la utilización de las redes sociales y las herramientas de comunicación como punto de partida en la nueva pedagogía 2.0.

Les invito a que lean el artículo aquí.

This article may be reproduced and distributed for educational purposes if the following attribution is included in the document:
Note: This article was originally published in Innovate (http://www.innovateonline.info/) as: McLoughlin, C., and M. Lee. 2008. Future learning landscapes: Transforming pedagogy through social software. Innovate 4 (5). http://www.innovateonline.info/index.php?view=article&id=539 (accessed June 2, 2008). The article is reprinted here with permission of the publisher, The Fischler School of Education and Human Services at Nova Southeastern University.

Future Learning Landscapes

Nuevamente surgen artículos con la propuesta de que la llegada del Web 2.0 ha de provocar cambios en paradigmas sobre los escenarios de aprendizaje y las estrategias de enseñanza.
"We envision that social technologies coupled with a paradigm of learning focused on knowledge creation and community participation offer the potential for radical and transformational shifts in teaching and learning practices, allowing learners to access peers, experts, and the wider community in ways that enable reflective, self-directed learning. The directive for the teacher to be a "guide on the side" as opposed to a "sage on the stage" (King 1993; Doolittle 2003) has been with us for many years, but Web 2.0 equips us with new ways in which to realize this goal while continuing to recognize the role of the teacher as an expert."
Abstract
Catherine McLoughlin and Mark J. W. Lee discuss the new pedagogical landscape made possible by the emergence of Web 2.0 social software, which allows users to become active contributors. Web 2.0 tools offer unparallelled opportunities for participation, productivity, and interaction. Through a discussion of emerging learning scenarios enabled by social software, McLoughlin and Lee posit that future learning environments must capitalize on the potential of Web 2.0 by combining social software tools with connectivist pedagogical models. The combination produces what the authors call Pedagogy 2.0, a model of learning in which learners are empowered to participate, learn, and create knowledge in ways that are personally meaningful and engaging.

Puede acceder al artículo aquí.

This article may be reproduced and distributed for educational purposes if the following attribution is included in the document:
Note: This article was originally published in Innovate (http://www.innovateonline.info/) as: McLoughlin, C., and M. Lee. 2008. Future learning landscapes: Transforming pedagogy through social software. Innovate 4 (5). http://www.innovateonline.info/index.php?view=article&id=539 (accessed June 2, 2008). The article is reprinted here with permission of the publisher, The Fischler School of Education and Human Services at Nova Southeastern University.