[link] España, epicentro del e-learning

Por quinto año consecutivo, el foro Online Educa concentró la atención de expertos, empresas y profesionales del mundo del e-learning para debatir sobre la educación a través de internet.
Online Educa se ha consolidado como el principal evento sobre formación online en idioma español.

«Online Educa Madrid 2005», ha culminado Con la participación de casi 500 delegados provenientes de Europa y América Latina, los responsables de las políticas de educación virtual de los principales países de Iberoamérica y empresas del sector.

Objetivos cumplidos
Los participantes de Online Educa Madrid pudieron acceder a las últimas tendencias de la formación online, tuvieron la posibilidad de contactarse en forma directa con los especialistas hispanos y luso parlantes más destacados y lograron experimentar las herramientas tecnológicas más adoptadas por el sector. (leer más…)

Fuente:[Universia]

[art] Estrategias de Organización en Proyectos e-Learning

Texto publicado originalmente en El Mercurio el día 3 de febrero de 2005.

Entre las diversas y variadas dificultades que las instituciones educativas enfrentan, para introducir el uso de las tecnologías de la información y la comunicación, en el proceso para mejorar la calidad del aprendizaje por medio del acceso a los recursos y servicios que la tecnología e Internet lo permiten, no sólo están presente los mitos circundantes y la resistencia a los cambios, bastamente explicitados por diversos autores competentes en el tema de educación a distancia, particularmente en referencia a los diferentes modelos de e-learning, sino que además surgen las estrategias y planes de acción necesarios para lograr que los principales actores del proceso educativo, acepten y asuman el compromiso de adquirir las competencias imprescindible para usar, adecuadamente, las tecnologías de la información y la comunicación en los procesos de aprendizaje. En este sentido, si bien es posible intuir y verificar las bondades y formas para comprender y aceptar el nuevo paradigma formativo, centrado preferentemente en el uso adecuado de la tecnología en pro del aprendizaje, las autoridades requieren a su vez de entidades y proyectos que posibiliten este inevitable cambio de paradigma. (leer más…)

Fuente: [universidad de valparaiso]

[link] Is ‘CraigsNews’ Coming Soon? By Eric Hellweg

While mainstream media outlets grapple with the role they will play in the 21st century, a new kind of media is on the rise, one that promises greater transparency in the creation of news.

It’s called collaborative citizen journalism (CCJ), where ordinary citizens band together on the Web to write original stories and critique mainstream media stories, using the Internet to connect with each other and to make sure their thoughts reach the public.

This new form of journalism differs from its more popular blogging cousin in that, unlike blogging, which eschews (in many cases) the more rigorous elements of journalism, collaborative media efforts tap into a particular community to make sure a story is as complete as possible.

In some cases, such as the Korean site OhMyNews, CCJ stories are reported by a team of volunteer journalists; in others, such as Wiki News, a group does serial fact-checking and vetting on an existing piece, calling attention to errors or omissions. (leer más…)

Fuente: [technologyreview]

[art] Thwarted innovation: what happened to e-learning and why
Posted by: Bonnie Bracey

Why did the USA’s boom in E-learning go bust?
Zemsky, R.; Massy, W.F. / Learning Alliance for Higher Education, USA , 2004

This report examines the debate over the success or failure of e-learning in the USA. It tracked the changing attitudes about and perceptions of e-learning by faculty and technical staff over 18 months across a wide sample of US colleges and universities each with substantial investments in e-learning. It also mapped the changing supply of e-learning providers and products.
The study debunks three failed assumptions:
• If we build it they will come: not so; despite massive investments in both hardware and software, there has yet to emerge a viable market for e-learning products. Only course management systems (principally BlackBoard and WebCT)—and PowerPoint lectures (the electronic equivalent of clip-art) have been widely employed. At the institutions participating in the study, more than 80 percent of their enrollments in “online” courses came from students already on their campuses.
• The kids will take to e-learning like ducks to water: not quite; students do want to be connected, but principally to one another; they want to be entertained, principally by games, music, and movies; and they want to present themselves and their work. E-learning at its best is seen as a convenience and at its worst as a distraction—what one student called “The fairy tale of e-learning.”
• E-learning will force a change in the way we teach: not by a long shot; only higher education’s bureaucratic processes have proved more immutable to fundamental change. Even when they use e-learning products and devices, most faculty still teach as they were taught—that is, they stand in the front of a classroom providing lectures intended to supply the basic knowledge the students need. Hence, we see the success of course management systems and PowerPoint— software packages that focus on the distribution of materials rather than on teaching itself. (leer más…)

Fuente:[digital divide network]

[art] Five Instructional Design Principles Worth Revisiting by Brenda Sugrue

The work of instructional designers has changed considerably in the past decade. Gone are the days when our biggest challenges were getting enough time from subject matter experts for task analysis or building interactivity into computer-based training materials. We still have those challenges of course, but in addition we have to contend with:

* increasingly complex and distributed development processes and access/delivery environments,
* designing modular learning assets that can be used and reused in different ways by different audiences,
* designing non-traditional learning spaces and systems that facilitate knowledge sharing and collaborative learning,
* designing learning and performance support materials that are embedded in work tasks and situations.

When approaching any of these design challenges it is sometimes easy to lose sight of fundamental principles that apply to all learning and all external conditions that support learning and performance. This article revisits some of those principles:

* Learning is not performance
* The medium is not the method
* Match external and internal conditions
* Authentic practice makes perfect
* One size does not fit all

(leer más…)
Fuente: [the criterion]

[art] The Effectiveness of Assessment Learning Objects Produced Using Pair Programming

Andrew Adams, Jude Lubega, Sue Walmsley and Shirley Williams,
School of Systems Engineering, The University of Reading, UK
a.a.adams@rdg.ac.uk, j.t.lubega@rdg.ac.uk, sue.walmsley@rdg.ac.uk shirley.williams@rdg.ac.uk

ABSTRACT

Pair Programming is a technique from the software development method eXtreme Programming (XP) whereby two programmers work closely together to develop a piece of software. A similar approach has been used to develop a set of Assessment Learning Objects (ALO). Three members of academic staff have developed a set of ALOs for a total of three different modules (two with overlapping content). In each case a pair programming approach was taken to the development of the ALO. In addition to demonstrating the efficiency of this approach in terms of staff time spent developing the ALOs, a statistical analysis of the outcomes for students who made use of the ALOs is used to demonstrate the effectiveness of the ALOs produced via this method.

Keywords: Learning Objects, Assessment, Blended Learning, Pair Programming

1. Introduction

Learning objects [LOs] (Wiley 2000a) are a new design concept for “learning content”: digital entities suitable for reuse. Instructional Designers build small instructional components that can be re-used in different contexts. An example learning object would be a short introduction to Boolean logic. This object could be incorporated into many subject areas: mathematics; philosophy; computing; engineering. Related objects could include a multiple choice test on simple propositional logic tautologies. Where a LO is designed for assessment it can be called an Assessment Learning Object [ALO].

Many of the different approaches to Instructional Design are based on software development methods. For a range of software development project types, traditional software engineering methods have begun to be regarded as too “heavyweight”, given their lack of flexibility. This led to the development of various «lightweight» or «agile» approaches to software design. Combinations of such approaches are often grouped under the title “eXtreme Programming” [XP] (Beck 2000). One of the most commonly used elements of XP is “Pair Programming”, which involves two programmers working on a small independent section of a program. One programmer “drives” the development, typing in the actual code, while the other combines the role of “navigator” (deciding which direction the “driver” takes next) with that of “driving instructor” (providing instant feedback and review of the code being produced). The two programmers periodically switch roles and, when necessary, brainstorm solutions to tricky sections.

At The University of Reading a blended learning (Lubega and Williams 2003) approach is taken to the separate modules: (leer más…)

Fuente: [ejel]

[not] Helsinki, 2005

Conferences >>
EDEN 2005 ANNUAL CONFERENCE

Lifelong E-Learning
Bringing e-learning close to lifelong learning and working life:
a new period of uptake

EDEN 2005 Annual Conference
20-23 JUNE, 2005
Helsinki University of Technology
Helsinki, Finland

(leer más…)

Fuente: [eden-online]

[link] Universia, el modelo

Hace unos días dos instituciones celebraban conjuntamente su anivesario. La Universidad de Sevilla con 500 años a sus espaldas y Universia con tan sólo cinco. La joven Universia llevaba, sin embargo, 850 universidades socias procedentes en su mayoría de América Latina (Argentina, Brasil, Chile, Colombia, México, Perú, Puerto Rico, Uruguay y Venezuela) además del sistema universitario de España y Portugal, íntegramente representado. Hoy constituye un modelo de referencia, un camino que marca lo que se podría hacer en la sociedad de la información e Internet en nuestro país.

Universia nació en plena explosión de las «puntocom». No obstante, su evolución y desarrollo ha sido muy diferente a la mayoría de los «portales» que nacieron hace más de cinco años. Hace dos días en Sevilla, los Reyes decían ante más de 400 rectores: «no sólo es el mayor portal de educación e investigación en lengua española, sino también un ejemplo de los frutos que puede rendir la colaboración entre la iniciativa privada y la Universidad. Una colaboración a la que rendimos el homenaje de nuestro sincero reconocimiento». En términos muy elogiosos se refería igualmente un día antes el Presidente Rodríguez Zapatero. (leer más…)

Fuente: [noticias sobre internet]

[not] E-Learning de Proargentina

Enviado el Lunes, 23 de Mayo de 2005 por ExportaPymes

Apoyo al Exportador

Lanzamiento del Campus Virtual de Proargentina. Educación a distancia para PYMES a traves de internet. El Subsecretario Pyme, Federico Poli encabezará este 24 de mayo, el lanzamiento de esta herramienta que permitirá acercar Capacitación a todos los puntos del país, en forma efectiva y a disposición de los usuarios en cualquier momento del día y desde cualquier computadora con acceso a Internet.

Asimismo, este instrumento resulta fundamental para cumplir con los objetivos de mejora de la competitividad y la producción de las PyMEs exportadoras argentinas, acercándoles capacitación y entrenamiento de calidad a los empresarios del país.

El encuentro, que cuenta con el apoyo de la Cámara Argentina de Comercio Electrónico, será transmitido en vivo a través de la Sala de Videoconferencias de Proargentina a la que puede acceder desde el vinculo que se encuentra en la Página de Inicio del Portal (www.proargentina.gov.ar).

Además, será posible interactuar, formular preguntas e inquietudes para los panelistas desde cualquier computadora.

Disertarán:

– Lic. Federico Poli, Subsecretario de la Pequeña y Mediana Empresa.
– Virgilio Tedin, Coordinador General de Comercio Exterior y Proargentina.
– Marcos Pueyrredon, Presidente de la Cámara Argentina de Comercio Electrónico.

Fecha y lugar: Martes 24 de mayo las 11:30 en la sede de la Red Media Educativa, Florida 935, segundo piso. (leer más…)

Fuente: [exporta pymes]

[link] Learn for fun, learn for life

Across the country learning events and programmes are expertly designed to cater for all needs and tastes, and are offering everything from computing to samba, says Richard Louden

When it comes to devising events for Adult Learners Week, Scotland’s public and voluntary agencies can draw on a wealth of experience which is deployed year in, year out to create adult education programmes for all needs and tastes.

They may even enlist local celebrities to generate maximum publicity. The North-East Scottish Adult Learning Partnership, which links Aberdeen City and Aberdeenshire councils with local universities and colleges, Careers Scotland and First Group, recently involved Aberdeen FC players in the official launch of its 2005 diary of events at Pittodrie Stadium.

Rhonda Fraser, marketing and media manager at Aberdeen College, said: “Thanks to the Partnership, we have produced a diary with more than 180 activities, many of which would not have been possible but for institutions working together, combining their resources and activities. We have forged valuable links that will drive Adult Learners Week in years to come.” (leer más…)

Fuente: [sunday herald]