Cómo la tecnología de código abierto ha reducido los costes de la educación

Cómo la tecnología de código abierto ha reducido los costes de la educación

Habitualmente encontramos casos en los que las escuelas compran sistemas de tecnología muy costosos con el objetivo de mejorar el entorno tecnológico de la escuela. Tablets, pizarras interactivas y software educativo son las opciones más demandadas. Sin embargo, en la mayoría de los casos, asumir el alto coste de estas tecnologías es algo complicado y realmente innecesario. Existen otro tipo de alternativas gratuitas o de bajo coste muy apropiadas para la educación que pueden encontrarse investigando poco sobre el tema.

Según un artículo de eSchool News, a pesar de que las escuelas hayan aumentado considerablemente la presencia de la tecnología en sus entornos, aún siguen siendo vulnerables a las caras y complicadas aplicaciones comerciales. Si se alejasen de este tipo de aplicaciones y utilizaran tecnologías y software libre o de código abierto, las escuelas podrían reducir considerablemente los costes de su infraestructura tecnológicamanteniendo todas las funcionalidades y ventajas de las aplicaciones caras.

Algunas aplicaciones de software libre están empezando a extenderse en las escuelas y centros de educación superior tanto privados como públicos de todo el mundo. Linux(principalmente Ubuntu), LibreOfficeOpenOffice.org, (como sustituto de Microsoft Office) y Moodle (herramienta para la gestión de tareas como exámenes, entrega de trabajos, distribución de las actividades y discusiones en línea) son algunas de las opciones más utilizadas por las organizaciones e instituciones que no pueden comprar licencias a gran escala.

Open source school

Los expertos aseguran que optar por estas alternativas de software libre puede generar unahorro sustancial. Además, escoger este tipo de software puede influir de forma positiva también en la productividad de los alumnos y profesores, que podrán instalar el mismo software en sus dispositivos personales. Esto también asegura una igualdad de oportunidades para todos y cada uno de los estudiantes, con independencia de su capacidad adquisitiva.

Por otro lado, la utilización de software libre hará que los estudiantes desarrolla habilidades en la toma de decisiones a la hora de elegir entre tecnologías comerciales u otras de código abierto. Los alumnos dejarán de depender por completo del software comercial, y también estarán más alejados de otras opciones como la piratería de software de pago y la violación de licencias.

La investigación sobre la aplicación del software libre en las escuelas también ha demostrado el éxito de esta alternativa. En 2011 se llevo a cabo un estudio en la Universidad de Hawaii-Monoa en el que participaron estudiantes y profesores de matemáticas. Se les proporcionó ordenadores portátiles con Ubuntu Linux como sistema operativo, Open Office, Firefox, y software libre matemático más específico (PSPP, Freemind y Kig).

Después de seis meses se realizó una encuesta a los participantes para evaluar su experiencia. Un 60% aseguró haber tenido una experiencia positiva, frente a un 20% neutral y un 20% de participantes descontentos. Las experiencias positivas hacían referencia a los beneficios de una amplia gama de software libre disponible, la facilidad de configuración de dispositivos periféricos, la velocidad de computación, y las características de los equipos. En cambio, las opiniones negativas aludían a la incompatibilidad con Windows o software OSX y la falta de un servicio de soporte técnico con experiencia.

Por el momento, son muchas las escuelas que aún están desinformadas sobre el potencial de las tecnologías libres. Muchas de las herramientas de código abierto disponibles no logran llegar a este público. Además, para que las escuelas comiencen a adoptar estas tecnologías hacen falta más datos e investigaciones sobre la eficacia de este tipo de software. Por lo tanto, es el momento de predicar los beneficios del software libre.

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Analyzing Game: Serious Games Design Assessment Framework

Here you will find how Eric Klopfer introduces Dr. Konstantin Mitgutsch of Playful Solutions and his Serious Games Design Assessment Framework for analyzing serious games (1:11). They go on to compare other game design frameworks, and discuss the importance of purpose, coherence and engagement in creating a great game (3:19).

The Serious Games Design Assessment Framework will provide some factors to consider as you reflect on some of the games we have discussed this week.  It will also be helpful as you begin to consider ideas for your course project.

From: MIT Ed Tech

Regards

Games as Experiences

Prof. Sasha Barab of the Center for Games for Impact at Arizona State University and Eric Klopfer consider games as experiences, and the nature of how we draw meaning from gameplay. Sasha explores the importance of a game’s story on how players interact with each other outside of the game (5:14). 

As you watch this video, think about some powerful moments playing games in your own life (not necessarily digital!) and moments of great learning. Are there ways to marry the two? How are they similar or dissimilar? What are the conversations that could have or did emerge from both?”

By MIT EdTech Máster

Regards

https://youtu.be/DRi2TyNQDdw

Videogame Case Study Part I: Math Blaster

Dear reader. Here is an excellent chat, this is part of one of my classes at MIT, and I want to share with you

Prof. Eric Klopfer and Scot Osterweil, Creative Director of the Education Arcade at MIT, play and discuss aspects of the computer game MathBlaster. Scot explains how “edutainment games” like MathBlaster are not designed to help students who are struggling with the concepts (5:25). Eric then talks about the importance of substantive feedback for student learning (7:31).

https://youtu.be/vrZbj65Awf4

Regards

Julia

How to make a game 2

Article, entirely from gamasutra.com

Interacting

Picture and article from: http://www.gamasutra.com/view/feature/167418/what_makes_a_game.php?page=2

A Hierarchy of Interactive Systems

As I said, a lot of different types of media get bunched up together in a giant bracket we refer to as “video games,” but as I also said, I think we all know that games are also their own unique thing when it comes to any non-digital fields. Employees at Toys R Us have no problem separating their puzzles from their board games, each of which usually get their own separate areas, for instance.

I’ve created a chart that illustrates the relationships between some of the different types of interactive systems that we encounter in the world casually known as “games”:

Simulators (Examples: Flight Simulator, Sim City, Dwarf Fortress) — A simulator is a type of interactive system whose primary responsibility it is to simulate something.

In the end, one of the interesting differences between a simulator and a game is that it’s not a valid complaint to say that a simulator isn’t fun. Simulators really have no inherent requirement to be fun — they only need to simulate something.

So, you could have a simulator that simulates something fun and interesting as in Dwarf Fortress, or you could have a plant-growing simulator. It’s worth noting that even in Dwarf Fortress, there’s no guarantee that anything particularly interesting will happen.

I recall one game where my fortress went totally undisturbed, with almost no significant events happening for many hours. Were it a game, I might be disappointed, but given that it’s a simulator, I actually appreciate that this is a real possibility.

To be more precise, the real difference between a simulator and a game is that a simulator is not a type of contest, and a game is. Of course, I suppose you could have a “contest simulator”, but the fact remains that competition is not an inherent part of simulation.

Contests (Examples: a weightlifting contest, Guitar Hero, Simon) — All games are contests, but not all contests are games. The issue is that while contests are competitive, they do not require meaningful decisions. They are often a pure measurement of ability — a simple question of “how much weight can you lift”, or for the example of Guitar Hero or Simon, “how well have you memorized this sequence”. It can be a bit hazy in some situations, but generally I think most of us have a pretty good innate sense of what the difference is between a game and a contest.

One exception to this would be something like Guitar Hero, which I expect that many people would be appalled at the thought that it is a contest, and not a game. Firstly, you should know that calling something “not a game” is not a value judgment, although it’s often mistaken for one. I personally believe that Guitar Hero is a lot more like a contest than a game, because it is a pure measurement of ability, and I would argue that little or no meaningful decisions can be made during play.

Puzzles (Examples: a Portal level, a jigsaw puzzle, a math problem) — A puzzle is another word for “a problem”. A puzzle has a single correct answer — a “solution”.

Some games can also be solved (“perfect information” games, such as chess, where all the information about the game state is known to the player), however if it is common for people to be able to solve a game, it’s considered a knock against that game (Tic-Tac-Toe is solved easily by most people other than very young children, and therefore it is not considered a good game for adults). Puzzles, on the other hand, do not get a knock for having a solution; that’s what they’re all about.

So do puzzles have “decision-making”? I argue that they do not — at least, certainly not at all in the same way that games do. Puzzles are not games, because while some puzzles allow players to make decisions, this is actually rather irrelevant to the outcome. All that matters for a puzzle is whether or not the player gave the correct answer.

If a math problem asks four plus six, if you say 10, you have solved that puzzle. What you did along the way changes nothing about the outcome. So, while you can make decisions while attempting to find the solution, these decisions are actually irrelevant to the puzzle. In games, decisions that are made by the player have effects that change the state of the game, and the outcome of the game. So in games, a player’s decisions really matter in a way that they don’t in puzzles, and this is the way that I draw the line between games and puzzles.

Enemies of the Decision

As I see it, we’ve got three major issues that are most guilty of threatening the meaningful decision in games. These are also examples of problems which would naturally be avoided if game designers adopted my philosophy for games. They are character growth, saved games, and a story-based structure.

Character Growth. Ideally, a game should be increasing in difficulty as a game progresses. However, we’ve now got an expectation that our character — our avatar — will gradually increase in power as the game progresses.

Of course, designers try to make up for this by cranking the late game difficulty further, but this is a very bad position to put yourself in, and it’s one of the reasons why we in video games have such trouble balancing our games.

Essentially, you’re trying to hit a moving target. Assuming that the player can become better at the skill of the game, and the character can also become more powerful, and both of these can happen at somewhat irregular rates, the prospect of balancing late-game difficulty becomes impossible.

Anyone who’s played a Final Fantasy game through to the end can back me up on this (I remember the final boss ofFinal Fantasy VII being pathetically easy for my Cloud to take down.) I think the designers of such games are aware of this issue and prefer to err on the side of “too easy”.

Of course, if your game is too easy, then your decisions are no longer meaningful (as my decisions weren’t meaningful in my Sephiroth battle — I think it was a foregone conclusion just based on character stats alone).

Saved Games. I call the quicksave/quickload (or any similar system) “the most powerful weapon ever wielded” in a video game. This one is so straightforward that I can keep it short: essentially, a player’s job is to try to play his best; to try to make optimal moves. The game allows you to save and load whenever you want. So, when faced with a difficult decision, what is the logical thing to do? Save the game, then make the decision. Well, it looks like that was a bad idea! Re-load the game, and try Door Number Two. Hooray! I’m so good at this game!gamasutra.com

I will end to share with you this excellent article written on gamasutra.com

Julia

Attracting teachers to Ed Tech: Smartphone and learning

SMARTPHONE TABLET AND LEARNING

Introduction proposal

Attracting teachers to the use of technological devices in the classroom as part of the Project: learning challenge in the use of Technology for teachers with MITx and Peeragogy.org, Chapter II

smartphone 1

Image by bsbooklove.blogspot.com

There are many critics of the use of mobile phones in class, probably they are right.

The case is to understand its use in classes can be highly difficult to comprehend, not only for teachers but also for students.

This because none of both participants in this debate knows how to use it, students haven’t had adequate guidance or have not been at all. Teachers have not had time to learn to use to do the same, and the end is a problem somewhat difficult.

THE STUDENTS

  1. The student uses the mobile to play and chat, playfulness.
  2. The student has not been taught its use as a digital citizen.
  3. Students should be taught the correct use as an instrument for learning.

dlp-technology-for-classroom-projectors

Image b
THE TEACHERS
  1. For teaching staff, both technological change so quickly and with an antiquated education system committed to the status quo, it is understandable that the word technical device panic them.
  2. Teachers do not know that the specialized apparatus with which can save time and make their classes more motivating, is nothing more than the phone used as such, to chat, send messages, all tasks that have not required much learning as one might have thought at first.
  3. We should attract teachers to a simple, fun and totally practical learning these skills. Thus, they can pass on their knowledge to their students, promoting a new educational system in which technology has a place. Because we learn, puts us things easier to explain, we can have an immediate feedback if we wish and so much more.

 

“If educators teach the respectful and appropriate use of technology in the classroom and use it to build their skill as well, the future of education technology looks bright.”

By Marcus A. Hennessy

“Learning is natural; another thing is to teach.”

Julia Echeverria

Read more on in the next article

Learning Challenge III

Dear reader, to finish with the Idea and acknowledge about challenge to learn, I am glad to show you two videos:

“The first one features Greg Schwanbeck, a teacher and instructional technology coach at Westwood High School, and the second features Dr. Matthew Schneps, who works on several projects here at MIT and elsewhere. Both videos introduce a thought-provoking and difficult design challenge and your help is needed”.

Watch both videos and then decide which design challenge is most interesting to you.”

Waiting for your comment and ideas, here or in any social media I share with.

Greg Schwanbeck video:

 https://youtu.be/w2Ovgcz95DQ

Dr. Matthew Schnep:

 https://youtu.be/mLFsON1rMF0

Hope you like it

Julia Echeverria Moran

Active Learning challenge: auto draft

 

Dear readers, as part of the “Educational Technology” course, given by MITx (Massachuset Institute of Technology), “I’ve been thinking of my own learning challenge needs, in a real scenario. I do not say everything what I think is right, which is why I propose this reflexions, if you have any comment feel free to comment my autodraft. To start with the definition, I invite you to see the below video, very clear and instructive.

Video by: Andrianna Gervais

Abstract
My learning challenge on educational technology right now is: To design
 a course about educational technology for the teachers. The challenge will be to arrive to teacher who maybe want or not to learn some technology, and get in contact with some hight school in order to offer to test the course as an strategic that cover to challenge, if I present the course like a test, I think they will feel less stress, and at the same time, I test the course.
How the course would be used, and how it would benefit the learner.
Background.
All who are dedicated to teaching does want to engage and motivate student for better kownledge understanding using some technological tools
The professionals I know and my selve have understood that it is necessary to go on whith own PLE (personal learning environment), in order to be at the head of education, but the vast majority of teachers and students do notknow how to use educational technology in the classroom or on it.
We can find on the network that any researcher or teacher in these areas say it is necessary to move in that direction, we all agree that teachers andtrainer the need to acquire these skills.
Today we work with artificial intelligence, augmented reality, simulations,app that allow us to not only design customized courses but, also perform many collaborative actions that allow the students to improve their learninghow to properly use the tools found on the network such as educational video game, all this in order to motivate students to create their own PLE making collaborative work.
Here I have an interesting video: Building Connections by Breaking Barriers

https://youtu.be/HHKjDSu1vo0
What do I need? Research and design a course on digital skills for teachers aged over 25 years or either graduates and teachers no age limit in order to acquire the knowledge that is absolutely necessary for the school, in your personal life and with its surroundings. So, We Have to define Who the learner is and on what context They are using technology. For sure our learners will be teacher studying by themselves, or tailored a course for different schools and it's needed for learning. I will like to propose to find different free tool that will work with collaborative learning inside and outside the schools, the context I have say already is, “learning how to design a course with collaborative work”. I preferred to think in term of synchronous and asynchronous collaborative learning, using blended learning, or/ and other different methodology, in the first time we will work thinking on a Moodle platform but we can try another.

Leer más “Active Learning challenge: auto draft”

Peer 2 Peer University

Dr. J. Philipp Schmidt, a research scientist here at MIT, talks about Peer 2 Peer University (P2PU), an online platform that supports peer learning, a type of collaborative learning. In peer learning, learners are responsible for their own learning trajectory but by working together, they learn about a topic as well as other skills. Principles such as openness and creative learning guide the design of this type of community. Check out the segment where Philipp discusses the four Ps (4:10 in the video).