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So far Mariana Largo has created 390 blog entries.

Educar en el siglo XXI: Toni Solano y Linda Castañeda

2020-05-19T16:26:50+00:00May 18th, 2020|Tags: , , , , , , |

Xenon es una empresa de servicios conformada por expertos en educación que acompañan el proceso de transformación de centros educativos hacia la digitalización. Desde el mes de marzo, Xenon ha iniciado el tercer ciclo de conferencias en formato webinar bajo el título "Educar en el siglo XXI. Educar más allá de los muros de la escuela". Semanalmente se realizan conversatorios con diferentes invitados alrededor de temas como la evaluación, el uso de herramientas digitales, entre otros, en el marco de los retos educativos actuales y, particularmente, en relación con la época de confinamiento que vivimos en el que se debe enseñar [...]

Learning across boundaries: How librarians are bridging children’s interests

2020-04-21T08:15:24+00:00April 16th, 2020|Tags: , , , |

As part of the Families Learning Across Boundaries (FamLAB) Project, the Joan Ganz Cooney Center surveyed library professionals in the U.S. about how they are connecting children’s learning across settings. Learning across boundaries: How librarians are bridging children’s interests Report underscores the commitment to serving their communities that many librarians share as they actively seek to understand their patrons’ interests and needs, and find innovative ways for their libraries to evolve as community learning centers. At the same time, nearly half of our respondents reported that the general public simply may not be as aware that libraries provide such a wealth of [...]

Conectar con el entorno. Promover aprendizajes culturalmente relevantes desde el Aprendizaje-Servicio

2020-04-13T08:03:38+00:00April 13th, 2020|Tags: , , , , , |

El artículo Conectar con el entorno. Promover aprendizajes culturalmente relevantes desde el Aprendizaje-Servicio publicado en el portal EDUforics presenta una experiencia de Aprendizaje y Servicio Solidario (APS) realizada en el Instituto de Educación Secundaria Miguel Catalán de Coslada (Madrid), específicamente, detalla el proyecto de visitas al Museo Arqueológico Nacional en el que participan alumnos del instituto y personas mayores de centros del municipio de Coslada. Asimismo, el artículo resume algunos aspectos teóricos que sustentan la premisa de que la selección de contenidos culturalmente relevantes es un elemento básico para favorecer aprendizajes con sentido, y cómo ello requiere a su vez abrir la escuela a la [...]

The Personal Learning Plan: Goal Setting to Be Future Ready

2020-04-22T08:33:14+00:00April 9th, 2020|Tags: , , , , , |

In this post, Kathleen McClaskey, author of Make Learning Personal website, explains how teachers can use the student's Learner Profile and Personal Learning Backpack to develop goals an effective Personal Learning Plan (PLP), so each learner can develop agency and gain personal experiences to make decisions for college and career and to be future-ready. The purpose of a Personal Learning Plan (PLP) is to assist learners to develop goals with a set of action steps to achieve those goals, ways to monitor their own progress, show evidence in reaching the goal and a reflection on achieving it. The PLP has four specific focuses: [...]

The Role of After-School Digital Media Clubs in Closing Participation Gaps and Expanding Social Networks

2020-04-11T15:55:30+00:00April 6th, 2020|Tags: , , |

This article considers how after-school digital media clubs, as an example of informal learning, can provide meaningful opportunities for youth to participate in the creation of interest-driven learning ecologies through media production. Ethnographic research was conducted in two after-school digital media clubs at a large, ethnically diverse, low income public high school over the course of an academic year. The after-school clubs provided students with opportunities to develop digital literacies that could be leveraged for the acquisition of cultural and social capital.  Although participation in the clubs expanded students’ offline social networks, restrictive school policies blocked access to social media and [...]

Measuring experiences of interest-related pursuits in connected learning

2020-04-11T15:36:53+00:00April 2nd, 2020|Tags: , , , |

This paper describes an effort to develop a survey instrument capable of measuring important aspects of adolescents’ experiences of interest-related pursuits that are supported by technology. The measure focuses on youths’ experiences of connected learning (Ito et al. in Connected learning: an agenda for research and design. Digital Media and Learning Research Hub, Irvine, 2013), an emerging model of learning across settings supported by digital media. Specifically, the instrument aims to measure the depth with which youth are able to engage in an interest-related pursuit, the level of support and encouragement they receive from peers, and the degree to which their pursuit involves performance [...]

Educational ICT report: Brazil’s mobile-only internet use grows

2020-04-11T15:15:57+00:00March 30th, 2020|Tags: , , , |

The 7th edition of the ICT Kids Online Brazil survey was recently launched by the Comitê Gestor da Internet no Brasil. Drawing on a nationally representative survey with 2,964 internet-using children aged 9 to 17 and one of their parents, the Brazilian report is the longest-running in the Global Kids Online network with annual waves since 2012. In 2018-19, the survey estimated that 86% of Brazilian children aged 9 to 17 years are internet users – up from 85% in the previous year. While inequalities in access to and use of digital technologies persist, some of the gaps are slowly decreasing. [...]

Collaborating and Connecting, the emergence of the sharing economy

2020-04-11T15:21:50+00:00March 26th, 2020|Tags: , , , |

This book was published by Reisch & Thogersen in the UK. While sharing is a longstanding form of exchange, new forms of sharing have emerged. What is innovative about today’s sharing is that it is a market form in which strangers—rather than kin and communities—exchange goods and services. The contemporary sharing economy creates new ways of provisioning goods and services and opportunities for what we have called connected consumption, relying on peer-to-peer relationships rather than existing market actors to mediate exchanges. In this book chapter by the Connected Learning Alliance, the authors suggest that participation in the sharing economy is motivated [...]

¿Por qué vamos a la escuela?

2020-04-11T14:40:23+00:00March 23rd, 2020|Tags: , , , , |

¿Qué hace que una escuela sea una escuela? ¿Qué diferencia la escuela de otros entornos de aprendizaje? ¿Qué la hace especialmente valiosa? ¿Qué nos da la escuela que no nos dan otros contextos educativos? son algunas de las preguntas que aborda la Dra. Elena Martí Ortega, miembro de nuestro equipo y catedrática de Psicología Evolutiva y Educación de la Universidad Autónoma de Madrid, en esta entrevista realizada en el marco del programa Enclave de educación de la Fundación Santillana.  

Beyond Learning-As-Usual, Connected Learning Among Open Learners

2020-03-18T09:03:27+00:00March 18th, 2020|Tags: , , , |

This is a report published by Lindsey “Luka” Carfagna. Is part of a series on connected learning that was made posible by grants from the John D. and Catherine T. MacArthur Foundation in connection with its grant making initiative on Digital Media and Learning. Open learning has emerged within the public imagination as a potentially disruptive force in higher education. It has attracted the attention of policy makers, venture capitalists and the technology sector, key functionaries in higher education, teachers, students, activists, progressives, futurists, and researchers. Despite the amount of attention it has received in popular media, there has been very little research on open [...]