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Aprendiendo a Distancia
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Colaborando para una mejor educación en línea para adelantar la evolución de la enseñanza y aprendizaje usando la tecnología y pedagogía como estrategias.
Curated by
Alfredo Calderón
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Scoop.it!
Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs. In years past, the traditional learning paradigms of behaviorism, cognitivism, and constructivism have been the benchmarks against which the learning process has been measured. What happens, though, when you throw into the mix all the technological advancements that have come about over the last 40-50 years? These theories certainly do not become obsolete by any means, but they do need to be used in a very different way to be able to incorporate the attributes of a 21st century learning environment. In today’s technology-rich society, it has become increasingly important to learn how to learn. Vail put it simply by declaring that learning must be a way of being (1996). Via Ana Cristina Pratas, Gust MEES 
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Scoop.it!
This article is an attempt to address a possible gap in Connectivist thinking, and its expression in cMOOCs. It’s to do with the experience of technology novices, and unconfident learners in cMOOC environments. It comes from a phenomenon, and experience I identified in a recent MOOC I participated in and the experience is best described like this: To learn in a cMOOC you need to connect. To connect in a cMOOC you need to learn. Via Peter B. Sloep
Rose Heaney's curator insight,
May 15, 2014 4:12 AM
Love the title. Check the article itself but also the commentary by curator with further links. 
Lia Goren's curator insight,
May 23, 2014 2:06 AM
Comparato lo que dice Keith Brennan " Al igual que muchos educadores, yo soy un pragmático. Coqueteo descaradamente con toda teoría que me atrae. Soy ideológicamente promiscuo. Voy con lo que funciona y soy implacable en eliminar a lo que no funciona. Hago esto porque no existe una teoría de " talla única ". Debido a que no existe una "talla única " de estudiantes. Esto es así, debido a que los estudiantes, los participantes y los aprendices son la métrica final que mide cualquier teoría y la experiencia es el campo de pruebas de las teorías. La fe en una teoría, la monogamia ideológica, se interpone en el camino de la evidencia." Recomiendo este post del portal Hybrid Pedagogy de Keith Brenann sobre las cosas que hay que considerar para proteger, asegurar y promover la motivación y la autoconfianza de los estudiantes en aulas y cursos. Vale para cualquier entorno de aprendizaje que se quiera considerar. |
