ecología del aprendizaje

/Tag: ecología del aprendizaje

2020 EDUCAUSE Horizon Report. Teaching and Learning Edition

2020-07-01T13:01:03+00:00abril 30th, 2020|Tags: , , , , , |

The 2020 Horizon Report was published by EDUCAUSE*, a global nonprofit organization whose members include US and international higher education institutions, corporations, not-for-profit organizations, and K–12 institutions. In the report, they have sought to retain the elements that higher education professionals and leaders have come to value over many years—its focus on the trends, technologies, and practices shaping the future of teaching and learning, based on a methodology that grounds the findings in the perspectives and expertise of a panel of leaders in higher education. Also, they have sought to innovate and improve upon the report this year, moving the focus away from forecasts [...]

What is a Personal Learning Network?

2020-07-02T11:19:36+00:00abril 27th, 2020|Tags: , , , , |

In the video below, Marc-André Lalande offers a concise, useful definition that simplifies the idea from hashtags and movements and social engagement and badges and, well, all the buzzwords you hear, into a clear explanation that works not just within education, but any field. “A Personal Learning Network -PLN is a way of describing the group of people that you connect with to learn their ideas, their questions, their reflections, and their references. Your PLN is not limited to online interactions, but it is that online, global interactive part that really makes it special. It is personal because you choose who’s part [...]

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

2020-06-10T09:36:15+00:00abril 23rd, 2020|Tags: , , , , , |

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

2020-04-21T08:15:18+00:00abril 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 [...]

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

2020-04-11T15:55:22+00:00abril 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

2020-04-11T15:36:47+00:00abril 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 [...]

Collaborating and Connecting, the emergence of the sharing economy

2020-04-11T15:21:44+00:00marzo 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 [...]

Congreso: Aplazamiento del IV Congreso ISCAR Ibérico: Cultura Digital y Cambio Social

2020-03-18T11:36:38+00:00marzo 11th, 2020|Tags: , , |

Pilar Lacasa, Rut Martínez, Laura Méndez, Alba García e Iris Barrajón, organizadoras del “IV Congreso ISCAR Ibérico” han informado que se ha tomado la decisión de aplazar el evento a los días 26, 27 y 28 de octubre de 2020. La organización ha hecho los siguientes anuncios: (1) Se amplía el plazo de envío de propuestas, por si alguien quisiese participar en las nuevas fechas. La fecha límite es el 31 de abril 2020. El formulario online continúa abierto. (2) El 20 Junio de 2020 es la nueva fecha límite de inscripciones reducidas. (3) El 18 de Octubre de 2020 es [...]

Connected Learning: Reflections on a Decade of Engaged Scholarship

2020-02-28T13:39:10+00:00febrero 28th, 2020|Tags: , , , , |

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 [...]

Diàleg “Itineraris personalitzats que connecten escola i comunitat”

2020-02-11T23:30:02+00:00febrero 10th, 2020|Tags: , , , , , , |

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)