Hola, he encontrado una infografía que puede ser interesante para vosotros.
Julia Echeverria Moran
via: aula planeta
Hola amigos, he encontrado esta excelente infografía, espero que os sea de utilidad
Julia Echeverria Moran
Estimados amigos, espero que esta excelente y comprobada infografía os sea de ayuda.
Un cordial saludo y feliz día
Julia Echeverria Moran
Estimados lectores, he encontrado esta excelente infografía, espero que os sea de utilidad
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Going on with collaborative learning and word.
It’s misleading to see teachers as the only people students learn from during their educational journey. Students learn from each other too.
Of course, this will always happen informally and spontaneously. But through techniques such as collaborative learning and peer-to-peer learning, it can also be a structured, full part of the classroom.
These two methods enable students to share and shape the learning process themselves, acting as participants and not just recipients.
And with new technologies making them even more invaluable, here’s our quick guide…
What are they?
Collaborative learning is where students work in small groups to discuss concepts and find solutions to problems.
Peer-to-peer learning is where one student leads another through a concept, in which the first student is an ‘expert’ and the second is a novice. The peers don’t necessarily need to be from the same class or age group.
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What is the difference?
Peer-to-peer learning is learning from each other.
This distinction is important. Because both techniques can, for example, mean a pair of students working together, it’s essential to understand what they should be doing differently for each.
Which is better?
They’re equally valid! They have different purposes and benefits, so you should use them in that context.
When could you use collaborative learning?
You might want to involve collaborative learning after introducing students to a concept (whether that’s them reading material or watching video before class, or a ‘kick-off’ lecture). Collaborative learning is based on the principle that ‘two (or more) heads are better than one’ in terms of then interrogating, understanding and absorbing that concept.
Students can discuss the material, and, together, take their comprehension a stage further. It’s also a good way for them to address misunderstandings and clarify misconceptions.
Collaborative learning can be anything from quick three-minute exercises to break up the classroom pace, to a complete semester/term-long working group.
When could you use peer to peer learning?
We all know students learn at different paces, so encouraging the faster learners to help others is always a good idea. But peer-to-peer learning is helpful for both students: by explaining and presenting a concept, the ‘expert’ student takes their own understanding on a level, and develops their exposition skills.
Be proactive with peer-to-peer learning. Set up the session by preparing each student for their role, swop the roles each time and so on.
What are the main benefits?
Across both techniques:
What are the pitfalls?
As with any exercise where students are (to an extent) ‘left to themselves’, a teacher needs to monitor the basics. For example:
How can technology play a part?
This it is the clue now a day for both, collaborative and peer to peer learning
I hope you have enjoy this post, lets go for another interesting matter on next post
Julia Echeverria Moran
This article was posted originally on http://www.itworx.education/collaborative-learning-vs-peer-to-peer-learning/
Siendo ésta una metodología a la cual ya no podemos sustraernos, considerando el magnifico resultado que está dando en las aulas, os presento una infografía que nos ilustra sobre los pasos para aplicar el flipper classroom, estoy segura que os hará pensar y sobre todo, os ayudará en clases. Vía
Julia Echeverría Moran
Moodle 2.8 llegó a nuestras manos en Noviembre de 2014. Seis meses después, tal y como nos tienen acostumbrados en las últimas actualizaciones, Moodle 2.9 verá la luz. Lo hará exactamente (si todo va bien) el 11 de mayo de 2015.
Moodle es la plataforma LMS más conocida y utilizada a nivel mundial. No obstante, el uso que normalmente hacemos de ella es muy limitado, utilizando tan sólo una pequeña parte de su potencial.
La siguiente infografía muestra algunas “curiosidades” y hechos interesantes sobreMoodle. Y es que una comunidad de 70 millones de usuarios y unos 300.000 programadores y desarrolladores, por fuerza, da mucho de sí y mucho de lo que hablar.
Autor: Oscar Montero publicado originalmente en http://www.conasa.es/7-datos-y-realidades-sobre-moodle-que-es-interesante-conocer/#
About this article and in general I see there is a variable that is never taken into account and it is the need for flexibility in any project, whether gamified, educate, persuade, ecc.
If we are flexible and communicate that we are, we can always change things when problems arise, any action, we can make online, should start from this premise. (it is my idea now a day).
We live in a medium in which what we now think and preach, probably tomorrow will no longer be valid and that is why I recommend having carefully with our ideas, that is, not presenting them as if they were an absolute truth, but try always a assessment of what we do among our peers and always ask for feedback to improve our work, Andrzey is quite right in points touching but may also sometimes Leaking some things, which does not mean that their theories are really interesting as interesting has been its description and analysis of the psychology of the players (user) that if well studied can help us greatly in our activity, It have served me well in my educational work and on the design of online courses, only a little gamification is always beneficial but neither should abuse it.
I’m sure this article will interest you.
A question I get asked a lot is, “Why does gamification fail?”. Gartner said that by 2014, 80% of gamified systems will fail due to poor design. My question is, what is poor design? I had thought that it was really just implementing “thin layer” points, badges and leader boards to a system that was already not working. Whilst that is true, it actually misses out on some important extra factors.
So, with that in mind, here are some reasons that I feel will contribute to gamification not working.
Of course I have to start with thin layer gamification. I’ve said it many times, you can’t polish a turd. If you stick a thin layer of gamification on a broken system, it will have no long term effect. If your expenses system is so hard to use that people are often late, or don’t bother using it – consider why before you consider gamification. Is it because you need 40 video tutorials to understand how it works? If that is the case, the system probably needs to be simplified. If that is not possible, how about gamifiying the tutorials, so at least people watch them and know how to use the system!
Another big reason gamification doesn’t work, no matter how well thought out the technicalities of it are, is that it just isn’t engaging. I’m not a rocket scientist. I can read up on the subject and understand the principles, but at the end of the day, I’m not going to try and build a space rocket in my back garden. That being the case, why are so many non game designers trying to build games? Often the things being built that in the designers own words are “meant to be fun”, just aren’t It is hard to make a good game, it is also hard to take game elements and make an engaging experience.
Sometimes it can all go wrong because you don’t set the boundaries clearly enough. If there is a way to cheat in a system, someone will find it. You either have to include that “emergent” game play into your system – or you have to make sure that it is not possible. Clearly define the rules up front and if possible enforce them automatically so that there can be no question in peoples mind of what the rules are!
If you design a system that really encourages a structured learning process, where people have to achieve certain levels of expertise before moving on, then achieverswill love it (using my user types), but other users such as free spirits andphilanthropists will be far less interested. You have to cover more bases than that, unless you are trying to get only one type of user to use the system. If it is a learning system, allow the philanthropists to answer peoples questions, give thesocialisers a way to communicate. Let the free spirits create their own modules and explore the content in their own way. Finally, let the players (remembering that players are a group of users in their own right in my user types) earn points and badges.
The final one I want to look at is the actual user. You may have a wonderful system that is designed to cover every user type there is. You may have perfectly balanced your user journey and your reward systems with intrinsic motivation. So why is it not working? Possibly because you are trying to gamify someone who just isn’t interested? You have to consider the people involved. Are they disengaged because there is a bit of their role that is not very interesting. For instance, do they not bother to enter sales calls, even though the system is easy to use? Then maybe you can gamify that. However, what if there is a person who just isn’t into sales. What if they are the wrong person in the wrong job? Gamification is never going to engage them in a role they just plain don’t like. It could actually make it worse. But, game thinking still has the answer. Allow them to evolve beyond their current role. A boss rules people, a leader encourages and nurtures them. They are not afraid to help people achieve everything they can. Gamification may not be the way, but a simple understanding of what makes people tick can.
Contrary to popular belief, gamification and game thinking is not bullshit. Sadly, many of the implementations we have seen and some of the people who are talking about it, do have the faint odour of manure about them.
Gamification is not always the answer. Sometimes it is much easier than that. Look really hard at why you want to gamify something in the first place. You may be able to solve your engagement problem far more quickly and cost effectively if you just improve the foundations of what you are building first. You have to have good foundations and a solid structure before you start painting the walls.
Posted at: http://www.gamified.uk/
Imagen de: verdefosforito.workpress.com
Estimados lectores, he aquí 31 recursos, estos han sido preparados por Eduardo Labrador quien es un excelente profesional. Recomiendo visitar su blog: http://www.eduardolabrador.com/ en su sitio podréis encontrar material muy interesantes,
Estoy segura que os gustará este artículo y que os será de gran ayuda en vuestros trabajos.
Un saludo cordial
En internet existen gran cantidad de recursos disponibles, y muchos de ellos son de los llamados recursos de dominio público que pueden ser utilizados de forma libre y sin restricciones. Además en internet también podemos encontrar muchos otros recursos concopyright, pero cuyas licencias son lo suficientemente “libres” como para que los utilicemos con algunas restricciones, como por ejemplo la necesidad de nombrar al autor. Recomiendo visitar la página de Creative Commons para saber más al respecto.
Esta entrada tan solo pretende ser una lista de aquellos sitios que he ido recopilando y que ofrecen estos tipos de recursos. Espero que os sean de utilidad: