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Ple, Entornos personalizados de aprendizaje

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Presentación, hecha de muchas otras y mi experiencia, sobre los Entornos Personales de Aprendizaje http//www.dreig.eu/caparazon

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Ple, Entornos personalizados de aprendizaje

  1. 1. Entornos personales De información De investigación De relación De colaboración De participación Dolors Reig Hernández (dreig): De Aprendizaje http://www.dreig.eu/caparazon El caparazón
  2. 2. YA NO… http://www.zooomr.com/photos/mgratzer/2408352/
  3. 3. Identidad digital
  4. 4. Revolución creativa
  5. 5. El cambio de paradigma incluye el paso del conocimiento elaborado por unos pocos expertos a Formas colaborativas de construcción del conocimiento
  6. 6. Receta para un PLN • Encontrarse con otros • Convertirse en parte de la multitud • Comer de “buffet” http://budurl.com/BuildaPLN CC Flickr by Kirako
  7. 7. • En los PLE (Personal Learning Environments) el estudiante controla y gestiona su aprendizaje: - Los objetivos - El contenido y el proceso - Se comunica con otros en el proceso de aprendizaje • De escritorio o en la nube (basado en servicios web - Cloud Computing) • Puede incluir episodios de aprendizaje formal como informal en una única experiencia. Redes sociales , Peer-to-Peer, servicios web, sindicación en un entorno personal y autogestionado. • Es un término nuevo pero representa desde sus orígenes una alternativa al e- learning tradicional. Colloquia fue el primer sistema de e-learning peer to peer, Elgg, PebblePAD le siguieron. A diferencia de las tradicionales plataformas, que presentan un enfoque centrado en la institución o en el curso, los PLE se centran en el usuario, que crea a la vez que consume información y conocimiento.
  8. 8. Pirámide de la motivación humana (Maslow) Las redes de PLE intereses derivan de la necesidad de autorealización Redes Personales de Aprendizaje Las redes sociales derivan del afecto Modificado dreig de Designing social websites, Christina Wod
  9. 9. ENTORNOS PERSONALES, REDES PERSONALES Un Personal Learning Environment (PLE) es una colección auto definida de servicios, herramientas y dispositivos que ayuda a los estudiantes a construir sus Redes Personales de conocimiento (PKN), poniendo en común nodos de conocimiento tácito (ej. Personas) y http://mohamedaminechatti.blogspot.com/200 nodos de conocimiento explícito (ej. 9/04/ple-pkn.html Información).
  10. 10. ¿PARA QUÉ? Potenciar la conversación y el aprendizaje social a través de la conectividad y la interactividad Desarrollo profesional contínuo Establecer conexiones interesantes a nivel global Julie Lindsay http://123elearning.blogspot.com
  11. 11. Conectivismo: La gente aprende del mismo modo que las redes… http://www.downes.ca
  12. 12. EVOLUCIÓN del Aprendizaje, del CONOCIMIENTO Idea más conectada = más contexto = + conocimiento
  13. 13. MODELOS
  14. 14. http://www.cetis.ac.uk/members/ple/resources/edf.ppt
  15. 15. Scott Leslie: https://edtechpost.wikispaces.com/page/view/PLE+Diagrams
  16. 16. La base tecnológica RSS Antes: La información había Ahora: que buscarla La información fluye, las fuentes se citan, se reproducen, Adaptado de: PLN for edtech nos llega sola
  17. 17. Pero las redes no consisten solo en seguir a otros… Debemos CONTRIBUIR
  18. 18. http://www.flickr.com/photos/62884569@N00/2060506605 BLOG
  19. 19. Criterios para elegir el entorno: -Estilo de aprendizaje -Multimedia -Adaptable a los cambios: -Sobre datos, más que documentos -Basado en servicios abiertos, interoperables. http://edtechtrek.blogspot.com
  20. 20. Aproximaciones: Lectores de Feed AVANZADOS
  21. 21. E-portfolios
  22. 22. Criterios para elegir el contenido: Personas, colectivos de interés. Temas: Tags, Twines, Grupos, Búsqueda Búsqueda en tiempo real
  23. 23. ENTORNOS VERTICALES o PREDISEÑADOS, especializados según necesidades
  24. 24. Si un proyecto es verdaderamenta innovador, lo más posible es que no sepamos su coste exacto al principio. Si conocemos su coste exacto, la agenda exacta, es probable que se esté basando en una tecnología obsoleta. Joseph Gavin Jr. El énfasis se sitúa en ofrecer varias herramientas como opciones, no en especificar ninguna de ellas La facilidad de uso debe ser un criterio fundamental (Tim Berners Lee, David Jones)
  25. 25. El objetivo es crear un entorno que anime la innovación pedagógica, más que especificar determinada pedagogía (Johnston, 1996; Mischra & Koehler, 2006; McMaster & Wastell, 2005; Surry & Farquhar, 1997) Sin propósito concreto, de forma colaborativa, negociados alrededor de necesidades e intereses particulares. Adaptados al contexto de cada participante (Jones & Muldoon, 2007) • David Jones
  26. 26. Las instituciones que se adaptan a las necesidades de una economía en contínua transformación, sobreviven. Las que no cambian se vuelven irrelevantes (Klor de Alva, 2000, p. 40) Teoría de la complejidad (Snowden & Boone, 2007) Soporte activo a las culturas tradicionales de cada disciplina (Harpe & Radloff, 2006) http://flickr.com/photos/bcnbits/468186933/ • David Jones
  27. 27. Aprendizaje para toda la vida… Fuente: PLN for edtech http://www.zooomr.com/photos/celinec/2639797/
  28. 28. • Datos abiertos, interoperables (Linked data) • Personalización • Ubicuidad • Lifestreaming • “Mashup” Remezcla • Importancia del contexto
  29. 29. Barcelona, 25 de abril, Dolors Reig Hernández (dreig): http://www.dreig.eu/caparazon

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