aprenentatge connectat

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El aprendizaje servicio: bases pedagógicas e ideas clave

2020-07-02T08:52:55+00:00Tags: , , , , , , |

     Video resumen de la intervención "El aprendizaje Servicio: bases pedagógicas e ideas clave" a cargo de Josep María Puig, catedrático de Teoría e Historia de la Educación de la Facultad de Pedagogía de la Universitat de Barcelona, en el marco del V encuentro para la promoción del aprendizaje servicio, realizado el  15 de noviembre de 2012 en Barcelona.

BROKERING YOUTH PATHWAYS. A toolkit for connecting youth to future opportunity

2020-06-10T09:36:17+00:00Tags: , , , , , |

Brokering Youth Pathways was created to share tools and techniques around the youth development practice of “brokering” or connecting youth to future learning opportunities and resources. Brokering Youth Pathways was produced by Hive Research Lab, an applied research partner of Hive NYC Learning Network —a community of informal educational organizations dedicated to supporting digital learning. “Brokering” is an important equity-oriented practice that out-of-school-time (OST) educators can take up in support of youth learning and development. Brokering is means of supporting identity development, social capital building and long-term, interest-driven learning across settings through actively connecting program participants to new learning opportunities like out of school [...]

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

2020-04-21T08:15:19+00:00Tags: , , , |

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 [...]

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

2020-04-11T15:15:51+00:00Tags: , , , |

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. [...]

World Mobile City Project: Barcelonada’20

2020-03-03T11:33:24+00:00Tags: , , , , |

La xarxa LaceNET, a través del World Mobile City Project (WMCP), organizó la Barcelonada’20. Esta actividad tuvo lugar el día 18 de febrero de 2020 en la ciudad de Barcelona, en España, y consistió en una innovación educativa que promueve la personalización del aprendizaje escolar a través de la puesta en marcha de recorridos por la ciudad. Alrededor de 2000 estudiantes de primaria y/o secundaria de diferentes centros educativos de zonas más o menos aledañas a Barcelona, recorren diferentes puntos de la ciudad a la par que van realizando en dichos puntos un conjunto de actividades mediadas por tecnología. Hay que [...]

Learning across boundaries: how parents and teachers are bridging children’s interests

2020-03-02T12:21:23+00:00Tags: , , , |

This report presents findings from separate surveys of 1,550 U.S. parents and 600 pre-K–8 teachers on whether, to what extent, and how U.S. children ages 3–12 are linking their learning experiences across home, school, and community settings. The inquiry paid particular attention to the ways in which caregivers and teachers support and, in some cases, impede the development of young children’s interests and the learning associated with pursuing these interests. Focusing on differences across demographics, the developed environment, and socio-economic status while taking an equity perspective, findings highlight areas of weakness and strength in this ecosystem of connected learning, suggesting what [...]

Connected Learning: Reflections on a Decade of Engaged Scholarship

2020-02-28T13:39:11+00:00Tags: , , , , |

This report presents a vision for understanding and revitalizing the ways in which we support learning during these changing times. Responding to the interests and needs of young people, researchers, educational practitioners, and policy and technology makers, this report synthesizes a varied set of content and perspectives: empirical research on the changing landscape of new media and learning, design principles, evaluation approaches, learner and case studies oriented to identifying and spreading positive innovations. The authors were part of the Connected Learning Research Network (CLRN), an interdisciplinary group of scholars, designers, and educational practitioners, who collaborated between 2011 and 2019 to study [...]

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

2020-03-02T13:45:53+00:00Tags: , , , |

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 [...]

Participació al diàleg “Itineraris personalizats que connecten escola i comunitat”

2020-02-10T16:24:11+00:00Tags: , , , , , |

En el context de la Jornada Anual d'Educació 360, es va dur a terme el diáleg "Itinenraris personalizats que connecten escola i comunitat". A l'acte van participar el Dr. César Coll, catedràtic de Psicologia Evolutiva i de l´Educacio de la Universitat de Barcelona; Susana Gallardo, cap d´estudis de l´Escola Riera de Ribes; i Ramón Grau, ex-director de l´Institut Quatre Cantons del Poblenou. Va estar moderat per Moisès Esteban, professor de la Universitat de Girona. L´objectiu de la sessió va ser donar eines a docents i directors de centres educatius per generar itineraris personalizats en què els infants connecten els aprenentatges tant de [...]

Característiques d’un centre educatiu 360

2020-01-31T15:06:34+00:00Tags: , , , , |

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/