Recursos

In their own words: what bothers children online? with the EU Kids Online Network

Mariana Largo2021-02-08T23:53:10+01:00febrero 26th, 2020|Etiquetas: educación a lo largo de la vida, informe, tecnología, trayectorias de aprendizaje|

Nearly 10,000 children told these authors in this report about what upsets them and their friends online. Their responses were diverse, revealing a long list of concerns. Pornography (named by 22% of children who told us of risks) and violent content (18%) top children’s online concerns. Overall, boys appear more bothered by violence than girls, while girls are more concerned with contact-related risks. Violence receives less public attention than sexual material, but many children are concerned about violent, aggressive or gory online content. As children told them, video-sharing websites are often associated with violent and pornographic content, along with a range [...]

GLOBAL KIDS ONLINE: CHILE / Chilean children’s internet use and online activities

Mariana Largo2021-02-08T22:54:07+01:00febrero 19th, 2020|Etiquetas: aprendizaje conectado, educación secundaria, informe, tecnología|

The aims of this study were to: (a) adapt the Global Kids Online survey to be applied in the Chilean context; and (b) to gather data from a representative sample related to the access, uses, skills and risks of young internet users in Chile. About findings, first, in relation to access, results show that 84.5% of households with child internet (9 to 17 years-old) users have a connection at home, which is higher than the home access of all Chilean households (76%) (SUBTEL, 2016). However, there are differences by socioeconomic group (SEG) regarding the availability and type of connection. Second, regarding [...]

Stages of Personalized Learning Environments

Mariana Largo2020-02-11T13:04:37+01:00febrero 17th, 2020|Etiquetas: entornos personales de aprendizaje, infografía, personalización del aprendizaje|

In this chart, Barbara Bray and Kathleen McClaskey present a work called “Stages of Personalized Learning Environments (PLE)”. The authors present how learners use voice and choice when they create their Learner Profile (LP) and Personal Learning Plans (PLP). The authors updated their previous work, changing some of the terminology and wanting to align the chart with the information in their book called “How to Personalize Learning” (2016). Stages of Personalized Learning Environments (PLE) version 5 from Barbara Bray & Kathleen McClaskey

Steps to Creating the Conditions for Deep, Rigorous and Applied Learning

Mariana Largo2021-02-08T23:01:57+01:00febrero 14th, 2020|Etiquetas: aprendizaje profundo, comunidades de aprendizaje, educación formal, infografía|

Many school administrators, teachers and parents want the education provided to children to be high quality, rigorous and connected to the world outside the classroom. Teachers are trying to provide these elements in various ways, but a group of schools calling themselves the “Deeper Learning Network” have codified some of what they believe are essential qualities of deep learning. Some of these qualities include learning designated content, critical thinking, communication skills, collaborating effectively and connecting learning to real-world experiences. The infographic Steps to Creating the Conditions for Deep, Rigorous, Applied Learning shows us the keys of how to promote deeper learnings. [...]

Learner Voice

Mariana Largo2020-02-11T12:42:39+01:00febrero 12th, 2020|Etiquetas: aprendizaje personalizado, educación primaria, ESO, prácticas educativas escolares, sitio web|

The Institute for Personalized Learning, division of Cooperative Educational Service Agency #1 presents in this section one of the principal elements of personalized learning closely associated to learning goals: Learner Voice. The role of learner voice implies making decisions, set goals and take ownership of their progress. The final aim is to construct learning communities to advocating for resources and learning supports. In this section you will find some resources about the why, what and how of the role of learner voice: Why? Research Article: Amplifying Student Voice (pgs. 242-252) What? Blog post: Student Voice in Educational Reform Blog post: Learner Voice Demonstrates [...]

Diàleg “Itineraris personalitzats que connecten escola i comunitat”

Mariana Largo2021-02-08T23:05:04+01:00febrero 10th, 2020|Etiquetas: ecología del aprendizaje, educación formal, personalización del aprendizaje, prácticas educativas escolares, prácticas educativas no escolares, trayectorias de aprendizaje, video|

Dins de la Jornada Anual d’Educació 360 del 2020 té lloc aquest diàleg amb tres professionals de l’educació al qual reflexionen sobre la creació d’itineraris que connecten l’escola i la comunitat com estrategia de personalització de l’aprenentatge. Els participants són César Coll (catedràtic de Psicologia Evolutiva i de l’Educació de la Universitat de Barcelona), Susana Gallardo (cap d’estudis de l’Escola Riera de Ribes de Sant Pere de Ribes), Ramon Grau (director de l’Institut Quatre Cantons de Poblenou. Barcelona), amb la moderació de Moisès Esteban-Guitart (professor de psicologia evolutiva i de l’educació de la Universitat de Girona)

Things to consider when planning learning activities

Mariana Largo2020-01-31T15:35:22+01:00febrero 7th, 2020|Etiquetas: currículo, educación formal, infografía, personalización del aprendizaje|

This infographic offers several questions to ask oneself while designing learning activities, in order to make sure you are considering different aspects that can help to personalized learning. It could be useful for any subject and any kind of activities. It will help you to think about the opportunities for learners to tap into their own personal interests and to express themselves using their voices, if it going to be useful and relevant but also funny for learners, if they are going to have the opportunity to show what they have learned and to shine with it… It could be very [...]

From Vision to Reality: Personalized, Competency-Based Learning for All Kids

Mariana Largo2020-01-31T15:25:28+01:00febrero 5th, 2020|Etiquetas: aprendizaje personalizado, aprendizaje profundo, educación formal, guía|

From this page you can download for free this guide designed by Virgel Hammonds and Jesse Moyer. The authors talk about the pillars of personalized learning, which involves putting students in the center and requires attending to four factors: deeper learning, equitable and basic curriculum, considering the learner agency, and the social and emotional skills. It offers recommendations to implement personalized learning with strategies for students, teachers and districts or communities. Download the report https://knowledgeworks.org/resources/vision-reality-personalized-cbe/

All learning is personal

Mariana Largo2020-01-31T15:18:18+01:00febrero 3rd, 2020|Etiquetas: aprendizaje personalizado, educación primaria, educación secundaria, prácticas educativas escolares, sitio web|

The Institute for Personalized Learning, division of Cooperative Educational Service Agency #1 presents in this section the core components of their learning model. This one stipulates learning activity is autonomous, initiated and controlled by the learner. For all learners can get this level and become a key contributor to their learning, connections, interactions or context must be identified. To achieve this, educators have to know thoughtfully what motivates the learner and what are their interests about. These 3 core components are: • Learner profiles (Demographic data, academic status, learning-related skill set, potential learning drivers). • Customized learning paths (Develop personal learning [...]

Característiques d’un centre educatiu 360

Mariana Largo2020-01-31T15:06:33+01:00enero 31st, 2020|Etiquetas: aprendizaje conectado, ecología del aprendizaje, infografía, prácticas educativas escolares, prácticas educativas no escolares|

Aquesta infografia elaborada per Mireia Mas presenta les característiques distintives dels Centres Educatius 360 a Catalunya. Es descriuen 13 característiques que defineixen una escola o institut 360, és a dir, que treballa en xarxa amb altres agents, temps i espais educatius per a millorar les condicions d'igualtat educativa de l'alumnat. No és necessari complir totes les característiques, però sí que realitzar accions que connectin el centre educatiu amb l'entorn, que connectin el temps i els espais lectius i no lectius, i que connectin els aprenentatges realitzats pels estudiants dins i fora de l'escola. (Fes clic en la imatge) https://www.educacio360.cat/recursos/caracteristiques-dun-centre-educatiu-360/