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Las tensiones del aprendizaje 2.0

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Presentación sobre las tensiones del aprendizaje o barreras del propio aprendizaje en instituciones universitarias

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Las tensiones del aprendizaje 2.0

  1. 1. Las tensiones del aprendizaje 2.0 Ir más allá de la propia herramienta 2.0 Fernando Santamaría Glez.
  2. 2. Toda auténtica educación se efectúa mediante la experiencia. J. Dewey. Democracia y educación. Ed. Losada. 1978
  3. 3. Índice • Aprendizaje en la universidad: • Investigación en entorno personal de aprendizaje • Contexto en el que se implementa • Desarrollo del PLE • Formación del profesorado: • Contexto • Nuevas formas de formación • Obstáculos y tensiones
  4. 4. Aprendizaje en la universidad
  5. 5. Bill Farren
  6. 6. Bill Farren
  7. 7. Nos movemos T e o Cognición Aprendizaje Comunidades r í situada haciendo de práctica a C o aprendizaje situado / Learning by doing Networks of Practice m cognición distribuida p l e web ambiental virtual worlds <-> Web3D redes distribuidas j i d a d Aprendizaje centrado en el estudiante
  8. 8. Educación expansiva Teoría del aprendizaje expansivo Yrjö Engeström, 1999
  9. 9. Algunos problemas detectados • Viejas metodologías con nuevas formas de aprendizaje. • Nuevas alfabetizaciones con respecto viejos procesos. • Espacios físico inadecuados para una metodología colaborativa. • Importancia al contenido en vez de las conexiones. • Algunas competencias no son evaluables de manera sumativa. • La teoría y la práctica siguen desvinculadas. • El surfeo sobre la inmersión (rapid learning). • La innovación educativa requiere de liderazgo para imbuir nuevas actitudes y formas en este entorno tecnosocial. Unido el uso de TICs/ Internet a nuevos modelos pedagógicos.
  10. 10. Algunos problemas detectados • Estructuras poco dinámicas a la hora de implementar redes de aprendizaje o espacios para la interacción. El conocimiento tácito es importante y se deberían activar procesos serendipíticos en flujos reticulares (Kilduff y Tsai, 2003) • El aula fue creada para formas transmisivas de educación. No se conciben estructuras de aula en aprendizaje en red. Tiempos estanco de 45 min +/-. • Se separan temas y materias curriculares. • Los organismos de acreditación y calidad “estrangulan” aspectos como la identidad institucional, la innovación y creatividad. Estandarizaciones estanco.
  11. 11. Abierto Cerrado Utilidad Transformación Formal Inform al Experto Amateur Acreditación Rep utación Epistemología Ontología Hetera Je rarquía rq uía Educación Negocio Ritmo Profundidad adecuado
  12. 12. Evolución del ecosistema online
  13. 13. Ideas PLE/PLN
  14. 14. A partir de gráfico de catspyjamasnz Ideas PLE/PLN
  15. 15. PLE, PLN y PfLN
  16. 16. Mi PLE
  17. 17. A partir del PLE...PLN
  18. 18. Evaluación formativa Evaluación Evaluación Evaluación alternativa para el auténtica Aprendizaje Autoevaluación Calificación Coevaluación negociada Negociación Curricular
  19. 19. Formación del profesorado
  20. 20. Redes sociales para la formación Los entornos de redes sociales son un buen argumento para establecer una comunidad de usuarios de pares (profesores) en un área temática. Puede ser un catalizador y difusor de las competencias digitales adecuadas para en entorno tecnosocial en el que estamos inmersos.
  21. 21. Aprendizaje flexible, contextual, proactivo...
  22. 22. Generar una ciberinfraestructura efectiva para la formación ubicua y transparente
  23. 23. •iste - NETS: uno de los más prestigiosos. Busca apoyar la mejora de las competencias de los docentes, afrontando los desafíos que supone el desempeño de “trabajadores del conocimiento” en este entorno tecnosocial. Desde Europa destaca los Standars for the Award of Qualified Teacher Status. El Gobierno de Gran Bretaña con estos estándares intenta hacer un proceso integral de formación para docentes de acuerdo con escalas de formación y desempeño en distintos grados.
  24. 24. European Pedagogical ICT Licence El propósito central de esta iniciativa es desarrollar un proceso de acreditación de profesores para el uso de las TIC en ambientes pedagógicos. Se sustenta en combinar el conocimiento pedagógico con el desarrollo de habilidades para la integración de las TIC.
  25. 25. Unesco 2004
  26. 26. Plataformas con estructura conversacional y participativa conversational framework Tipos de “media”: narrativo, interactivo, comunicativo, adaptativo, productivo Laurillard
  27. 27. Plataformas para la participación procesos cognitivos Uno de los contextos del PLE - Wikinomics
  28. 28. No-lugar, movilidad y flujos de trabajo líquido nos llevan a Knowmad J. Moravec
  29. 29. 10 principios para un futuro •Autoaprendizaje. •Estructuras horizontales. •De una autoridad relevante a una credibilidad colectiva (reputación). •Establecer una pedagogía descentralizada y periférica. •Aprendizaje en red. •Código abierto para implementar estructuras (ciberinfraestructuras). •Interactividad y conectividad como aprendizaje. •Movilizar redes, activarlas para generar aprendizaje. •Escalabilidad flexible y simulación En “The Future of Learning Institutions in Digital Age. Informe de McArthur Fundation. 2009
  30. 30. ALLEE, V. (2003). The future of knowledge : increasing prosperity through value networks. Amsterdam ; Oxford: Butterworth-Heinemann. ANKLAM, P. (2007). Net work : a practical guide to creating and sustaining networks at work and in the world. Amsterdam ; Boston ; London: Elsevier/Butterworth-Heinemann. AREA MOREIRA, M., GROS SALVAT, B., & MARZAL GARCÍA-QUISMONDO, M. A. (2008). Alfabetizaciones y tecnologías de la información y la comunicación. Madrid: Síntesis. BARNETT, R. (2008). Para una transformación de la universidad : nuevas relaciones entre investigación, saber y docencia (1* ed ed.). Barcelona: Octaedro. BEETHAM, H., & SHARPE, R. (2007). Rethinking pedagogy for a digital age : designing and delivering e- learning. London ; New York: Routledge. BENITO, Á., & CRUZ, A. (2005). Nuevas claves para la docencia universitaria en el Espacio Europeo de Educación Superior. Madrid: Narcea. BOSCHMA, J. (2008). Generación Einstein : más listos, más rápidos y más sociables : [comunicar con los jóvenes del siglo XXI]. Barcelona: Gestión 2000. CHESBROUGH, H. W. (2009). Innovación abierta: nuevos imperativos para la creación y el aprovechamiento de la tecnología. Barcelona: Plataforma Editorial. CONOLE, G., & OLIVER, M. (2007). Contemporary perspectives in e-learning research : themes, methods, and impact on practice. Abingdon, Oxon ; New York: Routledge. DUART, J. M. (2008). La universidad en la sociedad red : usos de internet en educación superior. Barcelona: Ariel. FANDOS GARRIDO, M. (2009). Las tecnologías de la información y la comunicación en la educación: un proceso de cambio. Tarragona: Publicaciones URV. GARCÍA-VALCÁRCEL MUÑOZ-REPISO, A. C. (2009). La incorporación de las TIC en la docencia universitaria: recursos para la formación del profesorado. Barcelona: Editorial Davinci. JARVIS, P. (2006). Universidades corporativas : nuevos modelos de aprendizaje en la Sociedad Global. Madrid: Narcea. JOHN, P. D., & WHEELER, S. (2008). The digital classroom : harnessing technology for the future of learning and teaching. London: Routledge. KILDUFF, M., & TSAI, W. (2003). Social networks and organizations. London: SAGE. LAURILLARD, D. (2005). Rethinking university teaching : a conversational framework for the effective use of learning technologies (2nd ed.). London ; New York: RoutledgeFalmer. Bibliografía
  31. 31. LÓPEZ NOGUERO, F. (2005). Metodología participativa en la enseñanza universitaria. Madrid: Narcea. LÓPEZ PASTOR, V. M. (2009). Evaluación formativa y compartida en educación superior : propuestas, técnicas, instrumentos y experiencias. Madrid: Narcea. MASON, R., & RENNIE, F. (2008). E-learning and social networking handbook : resources for higher education. New York ; London: Routledge. MUÑOZ, F. I., & MOYA, J. L. M. (2008). Metodología participativa en el aula universitaria. la participación del alumnado. Barcelona: Octaedro Institut de Ciéncies de L'Educació. PISANI, F., & PIOTET, D. (2009). La alquimia de las multitudes : Cómo la web está cambiando el mundo. Barcelona: Paidós. PITTINSKY, M. S. (2006). La universidad conectada : perspectivas del impacto de Internet en la educación superior en EEUU. Archidona (Málaga): Consorcio para la Enseñanza Abierta y a Distancia de Andalucía "Fernando de los Ríos". PRIETO NAVARRO, L. (2008). La enseñanza universitaria centrada en el aprendizaje : estrategias útiles para el profesorado (1a ed). Barcelona: Octaedro : ICE-UB. PULIDO, A. (2009). El futuro de la universidad: un tema para debate dentro y fuera de las universidades. Madrid: Delta Publicaciones. ROJAS BRAVO, G. (2005). Modelos universitarios : los rumbos alternativos de la universidad y la innovación. México: Universidad Autónoma Metropolitana. Fondo de Cultura Económica. ROSEN, A. (2009). E-learning 2.0: proven practices and emerging technologies to achieve real results. New York: AMACON. RUÉ, J. (2007). Enseñar en la universidad : el EEES como reto para la educación superior. Madrid: Narcea. SHIRKY, C. (2008). Here comes everybody : the power of organizing without organizations. [London]: Allen Lane. TAPSCOTT, D., & WILLIAMS, A. D. (2007). Wikinomics : La nueva economía de las multitudes inteligentes. Barcelona: Paidós. TELLO DÍAZ-MAROTO, I. (2009). Formación a través de Internet : evaluación de la calidad (1 ed.). Barcelona: Editorial UOC. UNWIN, L., HUGHES, J., & JEWSON, N. (2007). Communities of practice : critical perspectives. London: Routledge. VEEN, W., & VRAKKING, B. (2006). Homo zappiens : growing up in a digital age. London: Network Continuum Education. VERDÚ, V. (2009). El capitalismo funeral : la crisis o la Tercera Guerra Mundial. Barcelona: Anagrama. Bibliografía
  32. 32. Gracias por su atención Fernando Santamaría http://www.fernandosantamaria.com

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