sábado, julio 31, 2010

Google, el campeón entre buscadores móviles

Detalles aquí.

The top 20 countries on the Internet, and what the future might bring


Here are some standout facts and observations that give additional perspective to the Internet usage of the top countries on the Internet.
  • There are a total of 1.8 billion Internet users in the world.
  • There are 32 countries with more than 10 million Internet users.
  • The top 10 countries on the Internet together have 1.17 billion Internet users. That’s 65% of all Internet users in the world.
  • The top 20 countries on the Internet together have 1.47 billion Internet users. That’s just under 82% of all Internet users.
  • India is the fourth largest country in terms of Internet users in spite of having an Internet penetration of a measly 6.9%. This thanks to its huge population.
  • China takes the top spot both in terms of population and Internet users. China has almost twice (1.8x) as many Internet users as the United States.
  • China together with the United States, the top two countries, make up half of the Internet users in the top 15.
  • Out of the top 20 countries, the five with the highest Internet penetration (not users) are: United Kingdom (82.5%), South Korea (81.1%), Germany (79.1%), Japan (78.2%), United States (76.3%).
By Internet penetration, we mean the share of the population made up of Internet users.

Vía Pingdom.

¿Qué es la Web 2.0?


El conjunto de redes, tecnologías y sistemas que conforman la Sociedad de la Información encuentra en la red su principal escenario de acción. La web es un medio relativamente joven, y en constante evolución. En poco tiempo hemos pasado de una web estática, en la que el usuario tenía un papel pasivo, meramente observador, a una web dinámica, participativa y colaborativa, donde los usuarios se convierten en protagonistas activos, creando y compartiendo contenidos, opinando, participando, relacionándose.

A esta nueva web se la denomina Web 2.0 o web social, y nos ofrece grandes posibilidades en el ámbito educativo.  El siguiente vídeo recoge algunas de las ideas principales de lo que es la Web 2.0. (Vídeo de Educasur.)

¿Estamos atento a nuestros alumnos?

Aunque tiene 3 años, recoge aspectos importantes a los que como maestros debemos estar atentos.  Por cierto, no importa la modalidad: presencial o en línea.

viernes, julio 30, 2010

Google Earth: Muestra condiciones atmosféricas

La más reciente versión de Google Earth v5.2, ahora muestra las condiciones de lluvia y nieve.
Now you can track weather patterns ranging from light drizzle and snow to hurricanes and blizzards in Google Earth 5.2. First, enable the clouds layer, then zoom into a particular location where it may be raining or snowing. Currently, our precipitation data cover some areas in North America and Europe. You can see if it’s available in a particular place by enabling the radar layer.

jueves, julio 29, 2010

Aprendizaje 2.0: Innovación en Acción

La Red de Educadores Puertorriqueños les invita al taller - Aprendizaje 2.0: innovación en Acción. El mismo será el sábado 21 de agosto en el Recinto de Mayagüez de la Pontificia Universidad católica de Puerto Rico. Comienza a las 8 am e incluye un certificado de cuatro (4) horas contacto, libre de costo.  Para inscribirse acceda aquí.
Conferencias:

Dr. Mario Núñez Molina -El RSS: la herramienta omnipresente en el aprendizaje 2.0
Profesora Sandra Vega -El docente de hoy y la comunicación digital
Profesor James Lynn - Aplicaciones móviles para educadores
Dr. Edgar León - Proyecto de Tecnología Comunitaria "Modelo Para Puerto Rico"
Ruth E. Hernández y Juan Gabriel Rivera -Pensar y Diseñar para la Web 2.0
Aprendizaje 2.0:Innovación en Acción

Los 10 avances del futuro, según la revista ‘Technology Review’

La revista ‘Technology Review’, especializada en el ámbito tecnológico y científico, realiza cada año un listado de las diez tecnologías emergentes más importantes del momento y que se espera tengan un impacto fuerte en el tipo de productos y servicios que saldrán al mercado. La selección la realiza el equipo directivo de la publicación quien, [...] Más detalles en Tecnología al Día.

miércoles, julio 28, 2010

Vídeos y los derechos de autor

Interesante artículo - Movie Clips and Copyright, sobre el impacto de los nuevos lineamientos publicados por la oficina de Derechos de Autor de Estados Unidos el pasado lunes.  Se señala que:

" Librarians are usually too scrupulous, and too scrutinized by university lawyers, to assist faculty in breaking the law, says Aufderheide. Ditto campus information-technology hands. The outside possibility of an expensive lawsuit by a powerful body like the MPAA has been a deterrent, even if lawsuits against university targets have been rarely, if ever, carried out, says Aufderheide and several other experts in academe.
The new exemptions, however, will permit librarians to help professors and students decrypt, edit, and repurpose DVD content, says Aufderheide. Such services could become standard parts of the library’s service menu, which would almost certainly increase the frequency with which professors teach with excerpted film and television content."

martes, julio 27, 2010

Blog: Señora Davis y la Tecnología Educativa

Me he topado con este blog de nombre Señora Davis y la Tecnología Educativa  que me ha parecido muy interesante.  Su propósito es muy sencillo - "el viaje de una maestra de español a través de sus estudios de maestría en Tecnología Educativa".  Les invito a que exploren sus publicaciones.

26th Annual Conference on Distance Teaching & Learning

La Universidad de Wisconsin, Madison realizará su 26ta Conferencia Anual sobre la enseñanza y aprendizaje a distancia del 4-6 de agosto en el Centro de Convenciones Monoma Terrace.  Los objetivos de la conferencia son:

Teach
  • Discuss critical success factors and innovative practices in distance education and training.
  •  Examine the key components of effective applications: needs analysis, course design, teaching methods, active learning, learner support, management, policy, and evaluation.
  • Share successful approaches, strategies, and techniques.
  • Identify active teaching/learning methods for effective engagement, motivation, and performance outcomes.
  • Discuss major issues, new developments, and trends.
Learn
  • Reflect on progress made in distance education.
  • Consider future possibilities for distance education.
  • Increase knowledge about teaching/training at a distance.
Connect
  • Facilitate networking among distance educators, practitioners and administrators.
  • Share program resources via technology (e.g., print, audio, video, multimedia, and the Internet).

How E-learning Solution helps Organizations, Schools and Colleges? | Knowledge Management System (KMS) Blog


E-learning tools are the best way to help organizations, colleges, universities in providing online training courses at vast scale. The value of e-learning solution increased when Swine Flu became a show stopper this year to many small businesses due to which on-demand training became a cost effective solution.
With the help of e-learning software employees hit by Swine Flu were able to participate in online meetings and conferences. It helped the organizations as well as their employees to maintain the momentum of business without affecting the revenue.


Read more at:
How E-learning Solution helps Organizations, Schools and Colleges? | Knowledge Management System (KMS) Blog

domingo, julio 25, 2010

My Digital Library: Leveraging Today’s Mobile and Participatory Information Ecosystem

On July 29, Kristen Purcell will be teaching part of the Digital Libraries à la Carte course at Tilburg University in the Netherlands. The international course is offered each summer by the Tilburg Innovation Centre for Electronic Resources, or TICER. Kristen will share data on the growing mobile landscape both globally and in the US, highlight key aspects of today’s changing information ecology, and explore with librarians how they can leverage these two trends in their work. (You can follow the conversation on Twitter with the hashtag #ticer2010.)


My Digital Library: Leveraging Today’s Mobile and Participatory Information Ecosystem

jueves, julio 15, 2010

Universities and Libraries Move to the Mobile Web

Resultados de un estudio por Pew Foundation y publicado en Educause Quarterly reporta los siguientes aspectos sobresalientes:

  • Web-enabled smartphones (and their applications) have converged with cloud computing to change the ways people interact with each other and their environments.
  • The academic community has only recently adopted mobile technology, and the few existing studies focus on one or two institutions rather than taking a cross-institutional view of mobile websites.
  • The study reported here examined the mobile websites of large research universities and their libraries in the United States and Canada.
  • Results found that few functions on university mobile websites clearly addressed educational needs, highlighting an opportunity to provide more educational links and applications.
Puede acceder al artículo aquí.

7 detalles que debe saber sobre alternativas para LMS

Educause en su afán de mantenernos informados y educados sobre asuntos actualizados e innovadores en relación a la tecnología y la enseñanza han publicado un opúsculo - 7 Things You Should Know About LMS Alternatives. A continuación un resumen.
A traditional learning management system (LMS) provides a set of tools to manage learning resources, administrative functions, assessments, and grading. Alternatives to conventional LMSs include social bookmarking tools, document sharing applications, social networking sites, timeline tools, and media options available in the cloud. Institutions or individual faculty increasingly use various combinations of these and other resources to support their unique learning environments and goals and to perform all of the functions of a traditional LMS tool.
The "7 Things You Should Know About..." series from the EDUCAUSE Learning Initiative (ELI) provides concise information on emerging learning technologies. Each brief focuses on a single technology and describes what it is, where it is going, and why it matters to teaching and learning. Use these briefs for a no-jargon, quick overview of a topic and share them with time-pressed colleagues.

Blackboard y los textos electrónicos

Blackboard acaba de anunciar acuerdos con McGraw-Hill, Follett Higher Education Group y Barnes and Noble para que los profesores puedan asignar y los estudiantes puedan acceder libros de textos electrónicos y otros materiales digitales por medio de su plataforma.

Más detalles en:

sábado, julio 10, 2010

Journal of Information Literacy - Número más reciente

La edición de Verano 2010 del Journal of Information Literacy se ha publicado. Incluye:
  • Mapping Student Information Literacy Activity against Bloom's Taxonomy of Cognitive Skills: Judith Keene, John Colvin, Justine Sissons
  • A scoring rubric for performance assessment of information literacy in Dutch higher education: Jos van Helvoort
  • LibGuides in Political Science: A Gateway to INformation Literacy and Improved Student  Research: Jonathan Miner, Ross Alexander
  • QR Codes: using mobile phones to deliver library instruction and help at the point of need: Andrew Walsh
  • Using online video to promote database searching skilss: the creation of a virtual tutorial for Health and Social Care students: Karen Gravett
Incluye informes de la conferencia LILAC sobre la educación en Literacia de la Información en los Estados Unidos.

Para el texto completo puede ir a:  http://ojs.lboro.ac.uk/ojs/index.php/JIL/index

YouTube Leanback

La respuesta de Google a la televisión del futuro será a través de Internet.  pronto esperan tener Google TV disponible.  Mientras tanto, para ir explorando la reacción del público han lanzado el beta de YouTube Leanback.

YouTube Leanback es una versión simplificada y sencilla de navegación a través de su página de vídeos.  Hasta ahora, el usuario hace búsquedas más o menos complejas y va reproduciendo los contenidos.  Sin embargo, los directivos de Google tienen la impresión de que esta manera de hacer las cosas es demasiado compleja para el público televisivo acostumbrado a usar un solo dedo para cambiar de canal y controlar el volumen.

Google pretende combinar dos experiencias en una.  La facilidad de la televisión actual, en la que el usuario tiene un número prefijado de canales, y las capacidades del propio portal de servir contenidos ilimitados.  Está diseñado para que un usuario, sentado en el sillón acceda a los contenidos con un mando a distancia en el que emplea apenas cuatro o cinco botones.
La flecha que apunta hacia arriba da acceso al buscador, mientras que la que apunta hacia abajo busca automáticamente vídeos similares al que se acaba de ver, y tras pulsar una segunda vez, saca otra lista de categorías.  La tecla da acceso al panel de reproducción que permite pausar, reproducir, o rebobinar el vídeo además de pasar al siguiente o al anterior de la lista.  La mayoría de los vídeos se ven a pantalla completa y en alta definición, y tras un corto periodo de tiempo, el sistema es capaz de sugerir nuevos vídeos.  Además, tiene una interfase para teléfonos móvil.

eType - traducción y coteja deletreo en tiempo real

eType es una herramienta para PC (no está disponible para MacOS X) que permite escribir con corrección evitando errores de deletreo en muchos idiomas.

Aplicaciones Web para Historia

Este vídeo de unos 7 minutos recogen una excelente gama de recursos de la Web que se pueden utilizar en la enseñanza de Historia.

jueves, julio 08, 2010

Reacciones a adquisiciones de Blackboard

Ya comenzaron las reacciones por las recientes adquisiciones que está por hacer Blackboard de Elluminate y Wimba.  Lea los detalles en:

Blackboard comprará a Elluminate y Wimba

Blackboard continúa adquiriendo productos para fortalecer su sistema de manejo de cursos en línea.  Ahora adquirirá Elluminate y Wimba.  Más detalles en:

domingo, julio 04, 2010

Moodle 2.0 en 2 minutos

Algunos atributos de la nueva versión de Moodle en 2 minutos.

University Instructors’ Perceptions of Factors in Distance Education Transactions

Abstract

Understanding instructors' perceptions of distance education transactions is becoming increasingly important as the mode of distance learning has become not only accepted, but preferred by many students. A need for more empirical data was evident as anecdotal information still dominates the research literature. The study focused on the faculty of an established distance learning program at a small Midwestern university. Faculty who used technology distance education (TDE) were surveyed. Demographic information and faculty perceptions on course context, students, interpersonal and procedural transactions, learning and teaching transactions, and assessment transactions were gathered. The quantitative analysis found slight differences in perceptions among demographic subgroups and perception categories. Recommendations for future study, including research in both quantitative and qualitative realms, were proffered.

Marthann Schulte, PhD.
Park University
mschulte@park.edu

Online Journal of Distance Learning Administration, Volume XIII, Number II, Summer 2010University of West Georgia, Distance Education Center

How do students use podcasts to support learning?

Sheila Scutter, Ieva Stupans, Tim Sawyer and Sharron King
University of South Australia
Podcasting is used commonly recreationally and is now increasingly used in education. The technology for podcasting is readily available, easy to use and inexpensive, making it an attractive option for providing additional flexible learning resources for students. However, little is known about how podcasts are used by students and the implications for learning. This paper describes how podcasts were used by students in a medical radiation program. In common with many other health science programs, the medical radiation program has a large content load, particularly in first year where courses such as anatomy and physiology are introduced. Students generally used podcasts to review lecture content, especially when they had difficulty with understanding lectures or new terminology. Students generally listened to the recordings whilst viewing the lecture PowerPoint presentations on a home computer. Results from this study indicate that academics need to contemplate the introduction of instructional methods such as podcast lectures within the broader context of instructional goals.
Scutter, S., Stupans, I., Sawyer, T. & King, S. (2010). How do students use podcasts to support learning? Australasian Journal of Educational Technology, 26(2), 180-191. http://www.ascilite.org.au/ajet/ajet26/scutter.html

Towards Best Practices in Online Learning and Teaching in Higher Education

by Jared Keengwe & Terry T. Kidd, MERLOT Journal of Online Learning and Teaching Vol. 6, No. 2, June 2010

This article examines a review of literature related to online learning and teaching. The authors provide a brief historical perspective of online education as well as describe the unique aspects of online teaching and learning. The barriers to online teaching, the new faculty roles in online learning environments, and some implications for online learning and teaching are also provided. This article is intended to stimulate reflections on effective strategies to enhance faculty success in their transition from traditional pedagogical platforms to online learning and teaching.
MERLOT Journal of Online Learning and Teaching, Vol. 6, No. 2, June 2010             


Universal Instructional Design Principles for Moodle

Abstract

The paper identifies a set of universal instructional design (UID) principles appropriate to distance education (DE) and tailored to the needs of instructional designers and instructors teaching online. These principles are then used to assess the accessibility level of a sample online course and the availability of options in its LMS platform (Moodle) to increase course accessibility. Numerous accessibility-sensitive plug-in modules are found to be available to Moodle users, though relatively few features were included in the sample course analysed. This may be because they have not been made available to instructors at the institutional level. The paper offers a series of recommendations to improve the accessibility of online DE to learners with diverse abilities, disabilities, and needs.

A Top Ten List for Successful Online Learning Courses


by Richard J. Wagner, Jeff P. Vanevenhoven, James W. Bronson; MERLOT Journal of Online Learning and Teaching


Many of us have been teaching online courses for several years. In that time we have learned what works and what doesn’t from a mix of hands-on-experience, fellow online faculty, platform specific training, and exposure to pedagogical research. While training and research have their value, we learned the most about preparing an effective online course from personal experience and working with our peers. When asked to prepare a presentation for new online faculty we sat down and pooled our knowledge with respect to course design and course management. The result of this collaborative session was a list of pragmatic practices required for a successful online course. While the list could be longer, and certainly doesn’t include all our favorite practices, we believe we have included those practices that are the key to success.

 http://jolt.merlot.org/vol6no2/bronson_0610.htm

Guía para uso de Google Vídeo Chat

Vídeo que exp,ica como usar Google Video Chat.

Pronto: Informe Horizon Iberoamérica 2010

Un vídeo de presentación del proyecto con declaraciones de Iolanda Garcia, directora de Innovación del eLearn Center y coordinadora del Informe Horizon Iberoamérica 2010.  Además, les incluyo una presentación corta de lo más sobresaliente del Informe.




Interactive Portfolios at ISTE 2010

Presentación que recoge aspectos de la utilidad de los portafolios electrónicos.

Hacia una definición común de la educación libre y abierta por Franco Iacomella



Vía Aprendizaje 2.0.

Writing an eLearning RFP / RFQ: Some Tips

When evaluating many types of products and services, companies or organizations sometimes use an RFP (Request For Proposal) / RFQ (Request For Quotation) process. There are challenges associated with the RFP / RFQ process, such as the length of time it can take, its complexity, and more.

Writing an e-Learning / Learning Management Systems RFP / RFQ can be a pretty daunting job. The task of putting together a good e-Learning RFP / RFQ is exacerbated because Learning Management Systems software and e-Learning Solutions can possess many layers of complexity, especially when they are developed to integrate with and meet the needs of your organization’s information technology backbone.

Communicating your institution’s needs is often difficult. The tips below are by no means exhaustive, as they are designed to give you some suggestions and information to help you with writing an e-Learning / Learning Management System software RFP / RFQ.

1. You need to perform a thorough internal and external needs assessment, research, and planning long before you sit down to write your e-Learning / Learning Management Systems RFP / RFQ.

2. Provide a company background statement that is specific and gives potential vendor companies information that is useful. If your e-Learning initiative will serve several departments, it might be a good idea to provide some sort of an organizational framework in your RFP / RFG with a little history to help fill in the pieces of the puzzle.

3. If at all possible, try to write it within the context of a team or at the very least, get a colleague, your supervisor, or you assistant to be another set of eyeballs on the document. RFP / RFQs can have a tendency to be long, complicated, and involved documents, so having someone else to review your work, can be very beneficial. It’s even better when one or more of the principle stakeholders help with the writing of the e-Learning / Learning Management Systems RFP / RFQ.

4. Supply a statement of work that is specific and gives potential vendor companies information they will need. Its important to remember that an e-Learning solution / Learning Management System is a tool used to achieve and / or promote a various set tactics as part of an entire training strategy which ideally, should be in line with company or department goals. Since it is a tool that is executed and used as part of a tactic, be sure to provide enough detailed information that is specific to your desired uses of an e-Learning solution along with your department’s goals and objectives.

If it involves an academic program keep in mind the outcomes or profile of the alumni expected upon graduation.

5. Develop a set of user personas so potential vendor companies will be given framework as to how their system will be used by every person that will touch it at your organization. Provide a breakdown of technical skill required for each user persona, including the technical requirements of any other IT systems they would use and need to be integrated into the e-Learning Solution / Learning Management System technology. In the academic environment, the basic skills that users will have must be detailed.

6. Prioritize features and functionality into a hierarchy based on the concepts of absolutely must have (priority 1), would like to have (priority 2), nice to have but not necessary (priority 3), or something along these lines to demonstrate level of importance to the vendor companies that will submit proposals for your RFP / RFQ.

7.  Ask for and include sections for ‘RFP / RFQ boilerplate’ type of information. Some are listed below:
Vendor Information-Your RFP / RFQ should contain a vendor information section that details all contact information, company size, public or private, the number of years in business, etc. You may also want to ask for financial information. 
General Product/Service Information-This section should include general information on the proposed system such as the release date, version, total number of users, the number of years in service, server platform, database technology, java clients, browser compatibility, any licensing, support, and maintenance agreements, and more. It’s also good to ask how the potential vendor company differentiates itself from its competitors and to include a list of any URLs, user names, and passwords to the demonstration version of their product. 
Reference Information-This section is an area for the potential vendor company to list three or more reference customers and a partial list of clients.
 8.   Provide a place for the prospective vendor company to detail their proposed solution. It should cover in detail the product; pricing; its implementation; IT platform requirements; licensing or hosting requirements; system configuration; testing; user loading; HRIS data loading; interfaces between software applications that need to be developed; acceptance testing; general functionality; priority 1, 2, and 3 features and functionality (as discussed in #6); user hierarchies; localization; course and curriculum administration; system administration; authoring tools; system and authoring tool training; project plan and timelines; maintenance; support; and more.

9. Create a question and answer section for the prospective vendor company. The question and answer section contain questions about the technology; system requirements; project implementation; time needed for implementation; testing acceptance period; or another types of questions that are specific and germane to e-Learning solutions / Learning Management Systems implementation initiative.

10. Clearly identify the number of copies, formats, submission dates, locations where the proposal should be sent, and next steps. Be sure to include a date as to when you will be choosing your shortlist for the next round of evaluation.


sábado, julio 03, 2010

Conjunto de presentaciones interesantes

Excelentes presentaciones que muestran los atributos de varios recursos disponibles en la Web para enriquecer el diseño de cursos en línea.


¿Qué nos motiva? ("The surprising truth about what motivates us")

Luego de que vean este vídeo, los invito a explorar posibilidades de cómo aplicarlo al diseño de cursos en línea.

Adobe Captivate 5 y Adobe eLearning Suite 2 de prueba disponibles en línea

Ya se encuentran disponibles Adobe Captivate 5 y Adobe eLearning Suite 2 disponibles para Windows y MacOS.  Son excelentes productos para crear módulos instruccionales.  Acceda aquí para más detalles.

Algunas observaciones sobre el pasado Virtulal Educa Santo Domingo 2010

El compañero Waldo D. Sánchez hace Algunas observaciones sobre el pasado Virtulal Educa Santo Domingo 2010 sobre lo presentado en el más reciente Virtua Educa, realizado en Santo Domingo. Me parece muy acertado el resumen que hace de las tendencias en la educación a distancia, sobretodo en latinoamérica y el Caribe.

¿Planificamos para lo inesperado?

Me tropecé con este trabajo It’s the One You Don’t See That’ll Kill You en Blooging Innovation sobre la planificación estratégica versus planificación para varios escenarios.  Los invito a que lo lean y vean cómo se extrapola a la creación de programas a distancia.

De Web 1.0 a la Web 3.0

Un corto vídeo sobre la evolución de la Web.

jueves, julio 01, 2010

I Gotta Feeling - se puede si ponemos de nuestra parte

Hoy mientras hice un recorrido por la ciudad de Chicago me enteré de que Oprah había realizado una proeza interesante.  No les cuento, vean el vídeo!