miércoles, julio 30, 2008

Nueva cara para Common Craft

Common Craft ha rediseñado su página web. El cambio mayor se puede notar en su tienda.

El siguiente vídeo les explica como funciona su sistema de licenciamiento.

lunes, julio 28, 2008

Biblioteca de imágenes de NASA


Una inmensa colección de fotografías históricas y videos estean disponibles al público por primera vez. Esto es el resultado de una colaboración entre NASA con Internet Archive.

Se han agrupado veintiuna colecciones de imágenes de NASA en un recurso en línea. El contenido del lugar abarca todas las actividades del programa aereoespacial estadoundinense, incluyendo imágenes de las misiones Apollo y vistas del telescopio espacial Hubble.

Los interesados en usar algunas de las imágenes con fines educativos deben cotejar su política de uso.
The NASA imagery offered on NASAIMAGES.ORG is generally not copyrighted. You may use this NASA imagery for educational or informational purposes, including photo collections, textbooks, public exhibits and Internet Web pages (personal or otherwise). This general permission does not extend to any use of the NASA insignia logo (the blue "meatball" insignia), the retired NASA logotype (the red "worm" logo) and the NASA seal (the "NASA Properties") whether or not used in conjunction with images obtained from NASAIMAGES.ORG. Notwithstanding the foregoing restriction, you may use the NASA name and the NASA initials only as indicators of the original source of the NASA imagery.

Departamento de Educación de E.U. publica guía para evaluar educación a distancia


Las evaluaciones que sobresalen en la guía, abarcan desde avalúo interno hasta estudiios científicos externos, demuesttran cómo los directores de programas y evaluadores han implantado exitosamente prácticas de evaluación contundentes apesar de los retos que parecen ser inherentes en un ambiente en línea.

En el preámbulo de la guía la secretaria del Departamento de Educación de E.U. señala:
Education in this country has evolved dramatically from the days of one teacher in a one-room schoolhouse. Today, student learning is no longer confined to a physical space. Computers and the Internet have broken through school walls, giving students greater opportunities to personalize their education, access distant resources, receive extra help or more-challenging assignments, and engage in learning in new and unique ways.

Although online learning is a relatively new enterprise in the K–12 arena, it is expanding rapidly, with increasing numbers of providers offering services and more students choosing to participate. As with any education program, online learning initiatives must be held accountable for results. Thus, it is critical for students and their parents—as well as administrators, policymakers, and funders—to
have data informing them about program and student outcomes and, if relevant, about how well a particular program compares to traditional education models. To this end, rigorous evaluations are essential. They can identify whether programs and online resources are performing as promised, and, equally important, they can point to areas for improvement.

The evaluations highlighted in this guide represent a broad spectrum of online options, from programs that provide online courses to Web sites that feature education resources. The evaluations themselves range from internal assessments to external, scientific research studies. All demonstrate how program leaders and evaluators have been able to implement strong evaluation practices despite some challenges inherent to examining learning in an online environment.

This guide complements another publication, Connecting Students to Advanced Courses Online, published last year by the U.S. Department of Education. Both are part of the Innovations in Education series, which identifies examples of innovative practices from across the country that are helping students achieve.

My hope is that this guide will assist evaluators and program leaders who seek to use data to guide program improvement aimed at achieving positive outcomes for our nation’s students.
Puede acceder al documento en:
U.S. Department of Education, Office of Innovation and Improvement, Evaluating Online Learning: Challenges and Strategies for Success, Washington, D.C., 2008.

Proyecto de ley amenaza con espiar a aprendices en línea

Muchos aprendices en línea valoran su privacidad de aprender desde sus hogares. Pero una nueva ley puede robarle la libertad para aprender en sus pijamas. De acuerdo con el Chronicle of Higher Education, una sección del proyecto de renovación del Higher Education Act requiere que las instituciones que ofrecen programas en línea deben probar que el estudiante haciendo el trabajo es el matriculado.

Explican que:
"Tucked away in a 1,200-page bill now in Congress is a small paragraph that could lead distance-education institutions to require spy cameras in their students' homes.

It sounds Orwellian, but the paragraph — part of legislation renewing the Higher Education Act — is all but assured of becoming law by the fall. No one in Congress objects to it.

The paragraph is actually about clamping down on cheating."
Si se aprueba el proyecto de ley, se espera que, los estudiantes en línea deben probar su identidad por medio de métodos tales como cámaras de vídeo, exámenes con proctors, registros de actividad de teclado, uso de lectores de huellas digitales.

Esta ley (H.R. 6304) fue firmada por el Presidente George Bush la segunda semana de julio. La misma está siendo retada en corte por la American Civil Liberties Union (ACLU).

¿Contribuye esta ley a promover la credibilidad del aprendizaje en línea? ¿Alejará a un grupo potencial de estudiantes al invadir su privacidad?

sábado, julio 26, 2008

Fallece Randy Pausch


Ayer falleció el Dr. Randy Pausch. Algunos recordarán que alcanzó la fama con su última presentación "The Last Lecture" ofrecida el 18 de septiembre de 2007 en Carnegie Melon.

Un mes antes de ofrecer su discurso le informaron que su cancer pancreático que le fue diagnosticado hacia un año, era terminal. Su presentación es una manera maravillosa de ver la vida y definitivamente muestra su pensamiento positivo y admiración por las cosas simples de la vida.

Lo extrañaremos.


Reseña noticiosa de ABC News.

Les refiero a la reseña que escribí en septiembre del 2007.

viernes, julio 25, 2008

Entrevista a Steve Wozniak antes de su presentación en BbWorld 2008

Steve Wozniak, a Silicon Valley icon and philanthropist for the past three decades, helped shape the computing industry with his design of Apple Computer's first line of products and influenced the popular Macintosh. For his achievements with Apple, Wozniak was awarded the National Medal of Technology by the President of the United States in 1985, the highest honor bestowed on leading innovators in the United States.

In 2000, Wozniak was inducted into the Inventors Hall of Fame and received the prestigious Heinz Award for "single-handedly designing the first personal computer and for then redirecting his lifelong passion for mathematics and electronics toward lighting the fires of excitement for education in grade school students and their teachers."

Making significant investments of both his time and resources into education, Wozniak “adopted" the Los Gatos School District in California, providing students and teachers with hands-on teaching and donations of state-of-the-art technology equipment. He also founded the Electronic Frontier Foundation and was the founding sponsor of the Tech Museum, Silicon Valley Ballet and Children's Discovery Museum of San Jose. Wozniak’s autobiography, iWoz: From Computer Geek to Cult Icon, was published in 2006.

Blackboard interviewed Wozniak before his keynote address at BbWorld '08.

1. What interests you most about attending BbWorld '08, where 2,000 members of the e-Learning community are gathering this week?

One of my personal goals in personal computers was to influence education, both via content and management. Early on, this became a recognized value of Apple, too. The Blackboard systems, frankly, are something that I admire. Teachers at all levels are my favorite people in the world. Anyone close to me would tell you that. Being among this combination of technologists and educators will be an important time for me.

When I was 10 years old, I told my father that I would be an engineer, like him, and secondly I would be a teacher. I did achieve both of these goals.

2. During DevCon 2008 and BbWorld '08, many Blackboard users will be presenting to their peers during break-out sessions. You present to many groups. Is presenting difficult for you, ever a bit scary?

Sometimes presentations are very hard. Those are times when a topic is not one that just rolls off my lips and brain. Such topics may be outside of my primary field. One time the topic was so difficult for me to contribute well on that I took a friend along to share the podium with me.

Every single presentation is scary to me. I am worried that I won't be appreciated, that my speech won't be entertaining or informative or stimulating enough. It's part of putting yourself on the line. When you present before a group, you are accountable and being judged. When friends or family or associates are with me, they can have an enjoyable time, however.

I don't get butterfly feelings in my stomach, but I'm very much a nervous wreck the night before any speech, and I have to be alone to finalize my ideas on paper. I try to gain a sense of the event and people, to know better what items I say, and in what way, will go over well. I often awaken a few times during the night to jot notes down. I often have a wakeup call as early as 4 AM to look over my notes and re-write them one last time, getting the flow in my head, like rehearsing.

Then, I forget any possibility of failure because it's like jumping into cold water. You have already leapt and can't stop from landing in the water, so you have succeeded, at least in jumping!

3. You invented the personal computer, which along with the Internet is revolutionizing industries. How do you see computers and the Internet revolutionizing education, specifically?

It's a real treat now to see such incredible things, like what Blackboard is doing, that we could not have imagined in the early days. We spoke of some benefits of education with computers even before starting this industry. We spoke of the ability of computers to help organize groups and to let us share by chatting. But we never imagined back then such complete worlds of the entry process of education being done in a single program, like a single home.

We didn't see the breadth or quality that is common today. It's hard to imagine such things when you start with cassette tapes for storage, not hard disks, not even floppy disks, and it's inconceivable that a computer could ever hold as much as a song.

When we took computers directly into education, it was mainly for content and secondarily for grading systems. It was hard to see our small computers running entire classes or school divisions, the way large mainframes ran companies by keeping all the salary and purchase and sales data. But it was always a primary hope of many of us who were principals in this revolution that it would aid the education process and more fully engage and use and train the brains of students.

4. You are personally involved in helping to improve education in Los Gatos, California. What are your overarching goals for this work?

I actually participated and taught (computers) in my district for eight years, but I don't do that currently. When I started, the Internet had not arrived, a computer couldn't hold a song, and few students had their own computers at home. I did not want to teach kids to be math and computer experts the way I was. I didn't want to teach something like engineering. I wanted to reach every child in the local fifth grade class (which was my main class each school year) in all the normal school subjects.

My number one goal was to make homework look good. Before the computer we had typewriters for company memos (that weren't hand-written). With the advent of the personal computer, and the first letter-quality printers, we could begin to use word processing to create inter-company documents that looked high quality, as in those jobs in which a lot of money was spent to send documents out to a professional printer. The words in the office communications were the same but the appearance was better. This improved communication when used well.

I remember a short passage in a psychology text in college discussing that when students do a good job and are praised the right way, they feel good about their abilities and work harder to continue doing good work in that subject. It's like positive feedback, something engineers understand well.

I figured that if my students did high-quality presentations of most of their school work, the approval and admiration of their teachers would inspire them to continue to strive for high-quality work throughout their lives.

My favorite approach, one I learned from a multiple-time Apple award-winning teacher in Pittsburgh, was to take normal school assignments and find a way to apply the computer abilities to those assignments, using graphics in documents, creatively laying out text areas, learning proper design and font rules, using charts and timelines and even spreadsheets when they applied.

The second leg of my program was to maintain a computer, to understand a bit about what it was doing inside and how to interpret error messages. They had to be able to own their own computer and use it full time, and that meant a lot of failures in those days. The students had to learn how to fix hardware and software problems. A bit of screwdriver work was mandatory, too.

Another leg of my program was the online world. At first there was no Internet, so this meant AOL. I felt it was important to get a feel for the power of distance when it was electrons through a modem. You could chat with about anyone in the world. When I first did this, it was before elementary schools had keyboarding classes. But my students had a reason to learn to use the keyboard more effectively.

I also included some creative work, such as digital cameras and video editing every year. It was unbelievably expensive then, but kids understand such things -- like digital photography -- when they can learn to do them. When I started teaching, there were no digital cameras for computers, only for TVs. A card that could bring TV signals into the computers cost more than the computers themselves. I don't even want to discuss what it took to edit things like music videos back then.

5. If someone sees you at the conference in Las Vegas this week, say in the hallway or on Exhibit Hall floor, should they come up and say hello?

Of course. I love meeting anyone, up until I have something else I have to do, and when that's the case, it's usually apparent. I don't mind autographing things or taking pictures with others. I would feel so lucky to do so with my own heroes, whether they are well known ones or not. It doesn't bother me most times. If I'm trying to stay up with a friend walking through an airport or whatever, and someone tries to grab me for a short comment, I get peeved. I don't like to get separated from whom I'm with. But at events like this one, there is always lots of ample time.

6. Five years from now, when faculty members, trainers, designers and administrators who attended BbWorld '08 are talking about your presentation, what do you hope they remember most?

My passion for creating new things and not being afraid to go in different ways. Also, I hope they remember me for being an excellent and not just normal engineer. I tried to be the best there was in certain things, and at a point in time, the things I worked on came to have great value. Hopefully, conference attendees will remember me as a normal, genuine person who hangs out with and likes teachers more than any other category of person, instead of keeping CEOs in my group of personal friends.

The short answer? That I am genuine and honest and care about kids of all ages.

Publicado BbWorld Blog,

Co-Fundador de Apple Steve Wozniak en Bb World 2008


El Chronicle of Higher Education publicó una reseña sobre Steve Wozniak y su presentación plenaria en la Conferencia de Bb World 2008, en Las Vegas , Nevada. Incluye un vídeo de dos minutos de una entrevista hecha a Wozniak luego de su charla.

El blog como recurso educativo

Les invito a leer el artículo -El Blog cmo recurso educativo- escrito por Emilio Bohórquez Rodríguez en Edutec-e de julio 2008.

Resumen
Internet nos ofrece todo un caudal de oportunidades para optimizar el proceso de enseñanza-aprendizaje. A pesar de estar asociado a su habitual carácter intimista y cotidiano, el blog es un recurso de amplias potencialidades a la hora de trabajar colaborativamente en el aula contenidos preferentemente transversales, así como competencias básicas. En definitiva, el weblog permite todo un abánico de experiencias compartidas que permiten al alumno la reflexión y el contraste de ideas propias y ajenas.

Más tablas periódicas interactivas


El pasado mes de junio gracias a DigiZen se inició una lista de referencias a tablas periódicas de elementos interactivas que decidí expandir.

A esa lista le añadimos una página intercativa con vídeo. En esta página en Inglés de la Universidad de Nottingham tenemos una maravillosa colección de 118 vídeos, uno para cada elemento de la Tabla Periódica, con experimentos, propiedades y curiosidades de cada uno .

Algunos vídeos sobre Bb

Un vídeo sobre lo que ofrece Blackboard.



Vídeo presentado en la Conferencia Bb World 2008 como parte de lo que se espera en el proyecto NG.

Impresiones de Bb World 2008

En términos generales Bb World 2008 estuvo bien organizado, sesiones relevantes y muy bueno para la imagen de Blackboard. Me pareció que por primera vez en algunos años mostraron los esfuerzos de personal técnico de Blackboard por mostrar un producto robusto que ha de apoyar el futuro de la enseñanza y el aprendizaje.

Desde la perspectiva de los usuarios, el project NG (Next Generation) promete tener en el futuro lo que Netvibes, Pageflakes, iGoogle,... y varios colaboradores de Blackboard pueden hacer al presente con interfases personalizadas de "drag and drop" e interoperabilidad entre contenidos basados en ele Web y servicios. Los cambios en interfase de Blackboard pueden ser superficiales dado que necesariamente puede ser que no hayan cambios en la funcionalidad del producto. Sin embargo, todos esperamos un producto mejor, más rápido y robusto.

La realidad es que las plataformas y portales Web 2.0 están presentes en todas partes y Blackboard tiene que añadirle valor a su producto si es que nuestras instituciones van a seguir buscando fondos para subvencionar el mantener cosas como el "Community System" cuando existen excelentes portales que no están asociados a costos de licenciamiento anual (no tan sólo Moodle, Sakai, Drupal, Joomla, Mediawiki, hasta Pageflakes, Netvibes, iGoogle, etc.). Blackboard se tiene que mover a un formato abierto con mejor interoperabilidad para que el aprendiz pueda ser capaz de integrar contenido fácilmente y sin barreras. No importa que el contenido provenga del sistema de Bb, de Moodle, o de W3CSchools. Creo que Blackboard y el Community System pueden crecer si integran servicios Web, el "single sign-on" con la habilidad de permitir que los usuarios puedan ampliar su portal personalizado y hacer lo que deseen con su contenido (no solo el contenido institucional). De esta manera sería posible que un estudiante integre su lista de tareas de Blackboard a Facebook o muestre una foto de su cuenta de Picassa en su página Web de Blackboard, o accese el "Googe Reader" desde uno de sus cursos en Blackboard.

Estoy muy contento con lo que parece ser un futuro muy prometedor con el producto de Bb donde su filosofía parece ser ofrecer de moverse de "MÁS, MÁS, mejor, mejor" a "MEJOR, MEJOR, más, más". Solo el futuro dirá.

domingo, julio 20, 2008

De regreso de BbWorld 08


Por fin de regreso en Puerto Rico. Estuve en la 10ma Conferencia Anual de Usuarios de Blackboard (Blackboard y WebCT) en Las Vegas, Nevada. La verdad que Las Vegas es otro mundo. Los días cortos y las noches largas. Los talleres y las conferencias de BbWorld fueron de las mejores. Este año las ssesiones donde los usuarios de Blackboard y WebCTdemostraron o hablaron de sus servicios y logros fueron la orden del día. Más adelante estaré publicando algunas fotos y reacciones ha algunas de las presentaciones.

sábado, julio 12, 2008

Herramienta para encuestas en línea: Kwik Surveys



Kwik Surveys es una herramienta gratuita que tiene los siguientes atributos:
1. Completamente GRATIS.
2. No envían mensajes No solicitados.
3. Gratis y fácil de usar.
4. Resultados al momento.
5. Puede personalizar el logo y la apariencia.
6. Existe un foro de usuarios.
7. Puede salvar los resultados.
8. Puede recibir avisos por correo electrónico.
9. Utilidad de correo electrónico.
10. Tiene sobre 1,000 usuariios.
11. Seguro y serviciio confiable.
12. No tiene anuncios
Los invito a que lo prueben.

Edublogs 2008: Tercer Encuentro de Edublogs


En los días 3, 4 y 5 de julio se llevó a cabo en la Facultad de Ciencias de la Educación de la Universidad de Santiago de Compostela el III Encuentro de Edublogs. Varios de los materiales pueden ser encontrados aquí.

Exámenes de profesores publicados en línea

Por medio de DigiZen nos enteramos de un artículo publicado en el Chronicle of Higher Education ralacionada a sitios que se están dedicando a publicar exámenes de semestres anteriores. En la publicación se destaca la preocupación de los profesores:
But some professors have raised concerns about the site, arguing that it could be used to cheat, especially if professors are not aware of the site, and reuse old tests.

"There’s an academic-integrity concern," said James W. Posakony, chairman of the University of California at San Diego’s Academic Senate. And he said that professors at the university hold the copyright to their exams, and that some professors feel they should have control of how they are distributed. The Academic Senate sent an e-mail message in May to all professors and instructors at the institution letting them know of the existence of the site, and others like it, and warning them that some students might use it, said Mr. Posakony.
Algunos podemos estar en desacuerdo con lo expuesto. Una manera sencilla de resolver esta preocupación consiste en no repetir los mismos exámenes todos los semestres. Evitar los exámenes de selección múltiples una segunda opción. Finalmente, se puede recurrir a exámenes donde el estudiante realmente pueda poner en práctica lo aprendido; pruebas de ensayo.

Algunos profesores señalan que tienen derechos de autor sobre sus exámenes y estean solicitando que sus obras maestras (los exámenes de selección múltiples) sean retirados de estos lugares:
More than 40 professors have contacted PostYourTest.com and insisted that their test materials be removed, and another 200 professors asked that they be added to a "ban list" so that their materials not be included in the future …
Sepan todos que los que toman las pruebas siempre encuentran maneras de conseguir las preguntas. Por retirarlos de estos lugares y reclamar derechos de autor no evita que los estudiantes las obtengan.

¿Qu'e opciones existen? Lo dejo ante ustedes...
Vía DigiZen.

lunes, julio 07, 2008

Código sobre mejores prácticas de uso razonable de videos en línea

En ocasiones los educadores utilizan "uso aceptable o razonable" como excusa para utilizar material de video con derechos de autor aunque no aplique para su situación. Les invito a que accedan a este documento preparado por el "Center for Social Media" que recoge algunas prácticas aceptadas.

domingo, julio 06, 2008

Web 2.0 en las empresas

Si pensaba que el Web 2.0 sólo tenía su aplicación en la educación he aquí una presentanción de Abbie Lundberg, editora jefe de CIO Businesss Technology Leadership. De acuerdo con Forrester Research, el gasto en tecnologías Web 2.0 crecerá a $4.6 billones en los próximos cinco años. Con esto llegaría al nivel de la programación de inteligencia empresarial, uno de las áreas de mayor crecimiento en años recientes.

Hoy día la mayoría de las aplicaciones del Web 2.0 son usadas internamente. Sin embargo, Forrester proyecta que los Blogs, Wiki y herramientas de redes sociales, junto con la colaboración y el manejo del conocimiento se utilizarán más para comunicarse y colabirar con los clientes y los socios.

Muchas opranizaciones se reusan a incorporar las herramientas del Web 2.0 por que no comprenden su impacto y la oportunidad de promover mayor colaboración entre los usuarios. Ya hemos visto como las universidades han comenzado a incorporar estas herramientas, tanto internamente com externamente.

sábado, julio 05, 2008

Podcasting en educación

Campus Technology ha publicado un artículo para ponernos al día sobre los beneficios del podcast en educación. En la página web de Educause se define el podcast como
Podcasting is a mobile technology. It is portable, either through personal computers or mobile devices (MP3 player, handheld, cell phone, or laptop). It also enables just-in-time, 24 x 7 access to information. Traditional podcasts deliver only audio, while enhanced podcasting may be multimedia, incorporating images or video.
Puede leer más aquí.

Usuarios de YouTube


Los que usamos YouTube nos acabamos de enterar de esta noticia. Les incluyo la noticia y un enlace al lugar donde pueden publicar comentarios.
The Law and Your Privacy

As you may have seen in the news, YouTube received a court order to produce viewing data from our database, including usernames and IP addresses. In order to protect our community's privacy, we strongly opposed this motion when Viacom and others filed it.

The court felt differently and ordered us to produce the data. Viacom said that they need general viewing information to determine the proportion of views on YouTube of copyright infringing content vs. non-infringing content.

Of course, we have to follow legal process. But since IP addresses and usernames aren't necessary to determine general viewing practices, our lawyers have asked their lawyers to let us remove that information before we hand over the data they're seeking. (You should know, IP addresses identify a computer, not the person using it. It's not possible to determine your identity solely based on your IP address. Rather, an IP address can reveal what geographic area you're connecting from, or which Internet service provider you're using.)

Why do we keep this information in the first place? It helps us personalize the YouTube experience, getting you closer to the videos you most want to watch. We have many features on the site that help users discover and share compelling content, and we're improving the video experience through recommendations, related videos, and personalized directories that help you find meaningful videos.

We'll continue to fight for your right to share and broadcast your work. The court did impose some encouraging limits -- they agreed with us that Viacom should not have access to private videos or our search technology. Also, the information we provide will be designated highly confidential under court order and only Viacom's outside counsel and experts will have access to it.

Legal matters aside, our focus remains on providing you with the best possible YouTube experience and we continue to be committed to protecting your privacy. Every day, millions of creative people from around the world are posting new, original content. You, our community, are creating the YouTube experience now and tomorrow.

Sincerely,
The YouTube Team

Michael Wesch y el Futuro de la Educación


Michael Wesch autor de varios videos sobre el uso de la tecnología en educación que han alcanzado los primeros lugares en YouTube hace una presentación en su UNiversidad. Acceda aquí para disfrutar de su charla.

Profesores y tecnología: sin ayuda o sin esperanza

Los invito a escuchar esta conversación entre Warren Arbogast, un consultor en tecnología y Scott Carlson, reportero del Chronicle of Higher Education. Tratan el tema de "learned helplessness" que prevalece al querer promover el uso de la tecnología en la universidad.

Episode 20 - Professors and Technology: Helpless or Hopeless?

Más allá de la clase

Steven Downes es uno de las personas que más rastreo por lo ingenioso e innovador de sus ideas. A continuación una muestra.



También les incluyo la sesión de preguntas al finalizar la actividad en que estuvo participando en España.

viernes, julio 04, 2008

Normas en la educación a distancia

Cuando una institución de educación superior considera ofrecer cursos o programas en línea surgen varios asuntos que deben reglamentados por la organización. e igual manera debe cumplir con reglamentaciones de agencias estatales y fedeerales, en el caso de los Estados Unidos.

El siguiente artículo presenta seis asuntos que son de importancia para los educadores a distancia, incluyendo: (1) derechos de autor y protección de la privacidad de los estudiantes, (2) estructura de costos de matrícula y cuotas, (3) recursos bibliotecarios y los servicios, (4) derechos de autor y protección de materiales instruccionales, (5) compensación a los instructores y el apoyo, y (6) acceso al Internet y capacidad de conexión, Se presentan ejemplos de como algunas instituciones han atendidos estos asuntos en sus normas o políticas.

Read this document on Scribd: Policy Issues in Distance Education

Interacción en Educación a Distancia

En este artículo se presenta un breve resumen de como se visualiza la interacción en la literartura actual de educación a distancia desde el llamado de Moore en el 1989 para clarificar el tema. Se presenta un resumen de los tipos de interacción entre individuos y no-humanos se han considerado en el contexto de la educación a distancia mediada por la computadora donde se examina "Student-to-Content Interaction Strategies Taxonomy" y el modelo " Community of Inquiry" como marcos de referencia para examinar interacciones futuras en un ambiente de educaci'on a distancia. Vía Jennifer Maddrell.

Read this document on Scribd: Interaction in Distance Education

martes, julio 01, 2008

El número más reciente de International Review of Research in Open and Distance Learning

Acaba de publicarse el número más reciente de The International Review of Research in Open and Distance Learning, Vol. 9, No.2. A continuación el editorial por Jon Baggaley (Profesor de Tecnología Educativa, Centro de Educación a Distancia, Universidad de Athabasca).
This issue of IRRODL contains papers from Brazil, Greece, Sri Lanka, Canada and the US, and reviews of distance education developments in Africa, Asia, and the Caribbean. A new world of distance education (DE) is coming together in the developing world, as old media such as radio and the telephone merge with each other and the Internet to form wholly original interactive partnerships. So I now offer you a new piece of jargon, coined to pay respect to the creative return to older DE media: ‘paradigm rollback’ – you heard it here first! This odious but quite typical piece of verbiage signifies “a shift back to an idea whose time has come,” as in the case of DE technologies supplanted for a while by the promise that the Internet would do the job better. I just looked the term up on Google, and find only one reference to it so far – in the conference presentation where I coined the term a week ago! Let’s see how many references there are to ‘paradigm rollback’ a few months from now among those for whom jargon is all . . .

The first paper by Stella Porto and Zane Berge discusses how DE is shaped by the socio-political context. Brazil is a developing country undergoing rapid globalization, yet much of its legislation remains rooted in past practices. Porto and Berge argue that legislation in Brazil is currently inimical to the deployment of public DE throughout the country. Private sector companies have stepped in to fill the void created by this problem, in the effort to serve employees' training needs. The downside of this trend, Porto and Berge argue, is that private sector efforts will widen the digital divide between Brazil's urban/ rural and rich/ poor.

The socio-political theme is also pursued by Gerasimos Koustourakis, Chris Panagiotakopoulos, and Dimitris Vergidis in a study employing a Bersteinian theoretical framework at The Hellenic Open University (HOU). The work is grounded within the larger Greek geopolitical landscape, by showing that HOU was born with one foot in the DE world and the other in the traditional educational environment, and that this bifurcated approach is being used to inform other universities’ DE practices throughout Greece. The authors argue that it may not be wise to use the HOU as an exemplar at this juncture, owing to the scant research so far conducted into the efficacy of its DE practices.

The remaining main section papers are from North America. Sherry Piezon and William Ferree discuss Perceptions of Social Loafing in Online Learning Groups. The witty and thought-provoking concept of social loafing points to an entirely different form of online behaviour compared with that commonly described as ‘lurking.’ The paper discusses how students’ ‘loafing’ can affect the process and outcomes of online learning, especially in group contexts.

It is followed by a study of Online Self-Regulatory Learning Behaviors by Lucy Barnard, Valerie Paton and William Lan. These authors discuss how positive perceptions of online course communication and collaboration have been associated in the literature with better learning outcomes, while self-regulated learning behaviors have been linked to academic achievement. Their results, however, indicate that the actual picture is not that simple.

In a related paper, Arbaugh examines and validates the popular Community of Inquiry (CoI) framework for online education, and presents empirical evidence of CoI's ability to predict both perceived learning and satisfaction with the online delivery medium.

We then have a report by Terry Müller who examines the persistence of women as online learners in degree-completion programmes at a college in the Northeastern United States. Müller’s study indicates the many barriers to online learning encountered by women, and the gap between this reality and the promise that online university-level courses would provide them with increased educational access, flexibility, and convenience. The paper's constructive finding is that women's persistence in online learning can be increased by efforts to boost their motivation levels in relation to particular personal attributes.

One such attribute, ‘emotional intelligence’ (EI), is then discussed by Robin Berenson, Gary Boyles, and Anne Weaver, in a study of the relationship between students’ EI and final grade point averages. The study indicates that EI profiles can help to predict the students who will become successful online learners, and that ‘soft EI skills’ can enhance academic success.

The final paper by Gabriella Brandes and Natasha Boskic indicates that the online 'e-portfolio' activity has particular potential for increasing student motivation, satisfaction, and achievement. This Canadian study demonstrates that e-portfolios can be valuable not only for compiling students' learning activities, but also in a central repository that students can use to support one another's learning and to develop collective expertise.

The final sections of this issue contain a Research Notes report from the Open University of Sri Lanka about Instructional Strategies in Teaching Engineering at a Distance.

We then have two book reviews on New Directions in University Education: Perspectives from the Caribbea n, and Collaborative Learning: Two perspectives on theory and practice.

The latest installments in the popular Technical Reports concern The Return of Educational Radio, and Mobile Learning in Developing Nations . As at the beginning of this editorial, we see the timeliness and validity of the new ‘paradigm rollback’ concept!

This typically large edition of IRRODL ends with re-broadcasts of recent sessions organised by the Canadian Institute of Distance Education Research. Over to you!