Recursos

What (and where) is the ‘learning’ when we talk about learning in the home?

Mariana Largo2020-01-10T12:18:52+01:00enero 8th, 2020|Etiquetas: educación a lo largo de la vida, informe, prácticas educativas no escolares, trayectorias de aprendizaje|

In trying to address the vexed challenge of theorizing learning transfer to make sense of how we learn across social contexts and what learning might mean in more informal domestic circumstances, Stevens and his colleagues offer a series of detailed studies of gaming in the home (Stevens, Satwicz, & McCarthy, 2008). In this report Sefton-Green talk about this work. For him, they argue that we need to look at the “dispositions and purposes” that people bring with them to experiences and then consider “what people make of experiences in other times and places in their lives” (pp. 63–64). Learning, they suggest, [...]

The Opportunities for Choice

Mariana Largo2020-01-10T11:54:09+01:00enero 6th, 2020|Etiquetas: actividades de aprendizaje, infografía, personalización del aprendizaje|

(Click on the image) The goal of providing more choice is to move from being participants of learning to become self-directed, independent learners with agency. It is about teachers and learners changing mindsets and having “can do” attitudes. This takes time and a process for both teachers and learners. When you acquire the skills needed for advocacy and innovation, learners automatically take more responsibility for their learning. The more choices learners make on their own will give them the skills to advocate for what they are passionate about and become more innovative about how they discover their purpose for learning. The [...]

Continuum of Voice: What it Means for the Learner

Mariana Largo2020-01-10T09:23:56+01:00enero 3rd, 2020|Etiquetas: actividades de aprendizaje, entornos personales de aprendizaje, infografía, personalización del aprendizaje|

(Click on the image) http://kathleenmcclaskey.com/voice/ Voice gives learners a chance to share their opinions about something they believe in. We adapted the Continuum of Voice chart we used from research from Toshalis and Nakkula at the Students at the Center in our post Learner Voice Demonstrates Commitment to Building Agency. We added examples that illustrate each level to support implementation using a design by Sylvia Duckworth. The learning environment changes as you encourage voice and can see learners taking more control of their learning. This occurs across the Stages of Personalized Learning Environments (PLE). Continuum of VoiceTM by Barbara Bray and [...]

PEAK—Our Personalized Learning Platform

Mariana Largo2019-12-18T08:31:28+01:00enero 1st, 2020|Etiquetas: actividades en línea, aprendizaje conectado, aprendizaje personalizado, sitio web|

PEAK is a Personalized learning Platform designed by K12 representatives. The aim of this open platform is to meet the specific needs of students, teachers, and administrators. This provides online and blended programs and helps teachers easily manage them. In other words, it empowers teachers to monitor performance, customize courses, and differentiate instruction to meet students' individualized needs. Teachers and administrators can personalize, integrate and manage online learning programs with the PEAK platform in order to students access to digital courses and content. The Platform includes tools like: • Interactive dashboards • SIS integration • Course customization • Enrollment management • [...]

Educator competencies for personalized, learner-centered teaching

Mariana Largo2019-12-13T10:22:27+01:00diciembre 30th, 2019|Etiquetas: aprendizaje personalizado, competencias específicas, guía|

The Council of Chief State School Officers (CCSSO) and Jobs for the Future (JFF) publish Leadership Competencies for Learner-Centered, Personalized Education, a resource that serves as a first step in identifying the knowledge, skills, and dispositions leaders must master in order to build and sustain learner-centered, personalized schools and learning environments. This set of competencies describes and defines what leaders need to know and be able to do in order to create transformative, student centered-learning communities. Learner-centered refers to four specific practices that together show strong evidence of success in preparing students for college, careers and civic life: Personalized learning Competency-based [...]

Supercharging the Classroom: Using Technology to Support Personalized Learning

Mariana Largo2019-12-13T10:15:07+01:00diciembre 27th, 2019|Etiquetas: educación formal, personalización del aprendizaje, tecnología, video|

Sal Khan famously got his start in education by tutoring his cousin in math over the internet. Eventually he began creating YouTube videos, which turned into Khan Academy, a personalized learning nonprofit with thousands of videos, articles, and interactive exercises accessible from all over the world. At Khan Lab School, an innovative private school for kids ages 5 to 15+ founded in 2014—it doesn’t use traditional grades—education is designed around scalable models of personalization, mastery-based learning, and project-based learning. Khan’s virtual platform is one tool used to get students working at their own pace. And teachers act as “experts” who provide [...]

Continued Progress: Promising Evidence on Personalized Learning

Mariana Largo2019-12-13T10:07:08+01:00diciembre 25th, 2019|Etiquetas: actividades de aprendizaje, aprendizaje personalizado, experiencias de aprendizaje, guía, intereses|

The Bill & Melinda Gates Foundation has engaged RAND to carry out an ongoing study of foundation-funded schools that are employing promising approaches to personalized learning. This research is part of a public commitment the foundation has made to spread effective practices across districts and charter networks, develop innovative roles for teachers, and support implementation of college-ready standards. This is the second report in a series focused on the achievement data, school design characteristics, and teacher and student perceptions of schools implementing personalized learning The concept of personalized learning has been around for some time, but the adoption of personalized learning [...]

Educació 360º

Mariana Largo2019-12-13T10:03:33+01:00diciembre 23rd, 2019|Etiquetas: aprendizaje conectado, ecología del aprendizaje, prácticas educativas escolares, sentido del aprendizaje, sitio web|

Educació 360 és una aliança per a promoure més oportunitats educatives amb equitat i connectar temps i espais educatius. La proposta ha sorgit des de la Fundació Jaume Bofill, la Federació de Moviments de Renovació Pedagògica i la Diputació de Barcelona, qui han decidit sumar esforços i han convocat en ajuntaments, centres educatius, entitats, recursos i iniciatives de tot tipus. Aquestes organitzacions s'han plantejat el repte que tothom tingui més i millors oportunitats educatives en tots els temps i espais de la seva vida i connectar l'educació i els aprenentatges entre el temps lectiu i el no lectiu, i que cada [...]

L’Institut Cardener i la personalització de l’aprenentatge

Mariana Largo2019-12-13T09:55:34+01:00diciembre 20th, 2019|Etiquetas: educación formal, educación secundaria, personalización del aprendizaje, prácticas educativas escolares, video|

David Atzet, director de l’Institut Cardener (Sant Joan de Vilatorrada, Barcelona), explica en aquest vídeo com l’organització i el funcionament del centre es vertebra al voltant dels reptes que planteja la creixent necessitat d’una major personalització de l’aprenentatge escolar. El vídeo està gravat en el marc de la III Jornada de Treball sobre Currículum i Instituts Escola organitzada per la Federació de Moviments de Renovació Pedagògica de Catalunya amb la col·laboració de l'Associació de mestres Alexandre Galí de Terrassa.

Los “mapas de intereses” una práctica educativa orientada a reforzar el sentido de los aprendizajes escolares

Mariana Largo2019-12-18T09:07:56+01:00diciembre 18th, 2019|Etiquetas: artículo, educación primaria, intereses, personalización del aprendizaje, prácticas educativas escolares, proyecto de investigación, sentido del aprendizaje|

Los “mapas de intereses”, una práctica educativa orientada a reforzar el sentido de los aprendizajes escolares es un texto publicado en el portal www.EDUforics.com, en el que se describe la práctica de innovación que se ha diseñado y llevado a cabo en las clases de 5º de educación primaria del CEIP Alba Plata. Esta publicación tiene dos objetivos principales. En primer lugar, se presenta la identificación, valoración, reflexión, construcción y re-construcción de los intereses y objetivos de aprendizaje del alumnado como una estrategia de personalización orientada a favorecer la realización de aprendizajes con sentido. En segundo lugar, se ilustra esta estrategia de [...]