¿Qué hacías cuando te enteraste del ataque a las Torres Gemelas? ¿Qué hacían tus padres cuando se enteraron del asesinato de JF Kennedy?
¿Cómo aprendemos y retenemos información los seres humanos? Necesitamos saberlo si pretendemos que alguien aprenda algo con nosotros, ya sean nuestros hijos, compañeros, colaboradores o alumnos…
Para poner todo en primera persona y que resulte más próximo a nuestra experiencia vital, te ruego que pienses ahora qué hechos son los que recuerdas mejor en tu vida.
¿Qué momentos o experiencias han dejado más huella en ti? ¿Qué se te ha marcado a fuego? Por favor, recuerda un par de esos acontecimientos antes de continuar.
The journal is at the crossroad of theoretical development and empirical examples related to learning resources, transformation processes, learning environments and digital resources. The subject areas covered include learning designs and resources, multimodal texts, didactic science and pedagogy.
Este libro ofrece distintas reflexiones y puntos de vista sobre el papel que desempeñan las nuevas tecnologías, y profundiza en el debate sobre el sentido educativo de las TIC
The opportunities offered by the use of technology in education are many. It transforms the pedagogy and can lead to an improved and more engaging learning experience. These effects are not limited to the classroom, for example, the transformation of distance education into e-learning and blended learning offers new options for delivery and new opportunities for in-service teacher training and support. The capacity of ICT to build borderless networks represents possibilities for innovative peer learning across territories and countries. In addition to redefi ning access to knowledge and instructional design and provision, the penetration of ICT in all dimensions of economic, social and cultural activities has far-reaching implications in terms of the skills required to become an active member of society. The ability of students to utilize ICT has become a new requirement for effective education systems.
In 2011, éduscol ouvre quatre portails disciplinaires nationaux. Publiés sous la responsabilité de la Direction générale de l'enseignement scolaire et mis en œuvre par le centre national de documentation pédagogique (Cndp), ils constituent un espace de référence qui complète les ressources déjà accessibles sur éduscol.
Grâce à une veille des différents sites professionnels, ces portails présentent et mutualisent un ensemble d'informations, de ressources et de scénarios pédagogiques autour de trois grands thèmes : enseigner, s'informer et se former.
En s'appuyant sur le site éduscol, ils permettent une lecture facile et un accès direct à des outils performants au service des enseignants. Ils s'adressent à ceux qui souhaitent trouver un support pédagogique de qualité et une réponse officielle à leurs interrogations professionnelles.
D'autres portails ouvriront au cours de l'année.
Depuis Juin 2007, les élèves de collège et de lycée peuvent réviser leurs cours sur leur téléphone portable et bénéficier de conseils pédagogiques. WapEduc, l'Ecole Nomade, est en ligne sur tous les mobiles depuis trois ans: 32.000 élèves ont pris l'habitude de réviser leurs cours sur leur mobile en situation nomade et de s'informer (bus, attente chez le médecin, chez soi sans Internet).
Nous travaillons à ce projet depuis 2005, date à laquelle nous avons obtenu le soutien du Rectorat de l'Académie de Montpellier ainsi qu'une distinction en tant que lauréat du E-Learning Awards (parmi 600 projets européens).
ICT integration in education is a thematic priority for the Flemish Association for Development Cooperation and Technical Assistance (VVOB). VVOB is using a range of support strategies for ICT integration in education in different countries around the world. A crucial factor in these strategies is capacity development on ICT integration among teachers, teacher educators, educational managers and policy makers.
This capacity development includes the provision of strategic and technical advice, the facilitation of training, knowledge building and sharing, and the facilitation of effective partnerships amongst various stakeholders.
In South-East Asia, VVOB has education programmes with an ICT component in Cambodia and Vietnam. In these programmes, Teacher Education Institutions (TEIs) are the main partners. VVOB believes that dedicated educators will always be essential for any successful ICT4E initiative, since they are the key to the appropriate and effective use of technology. In both countries the work aims at the use of ICT to enhance classroom teaching and student learning by teachers’ (and/or teacher educators). Different ICTs are introduced (referring to Technology Knowledge). Educators are encouraged to reflect on pedagogical aspects (referring to Technological-Pedagogical Knowledge) and to apply and try out certain approaches in subject teaching (Technological-Pedagogical-Content Knowledge) (see also: www.tpack.org). As argued by Ng, Miao & Lee (2010), too often the approach to ICT integration in teacher training is the one-off crash course on computer literacy. VVOB goes beyond this by engaging educators in exciting learning trajectories on integration of ICT in their day-to-day teaching practice. A guiding principle is to start from the existing curriculum and only to introduce relevant tools and materials that can enhance or even innovate teaching and learning. The TEIs and especially schools in both countries are still coping with limited ICT resources. However, optimal use of existing resources could result in creative solutions.
In 2009 the Ministry of Education developed an ICT master plan in collaboration with UNESCO. One of the components of the plan is the introduction of interactive multimedia for teacher training.
VVOB Cambodia helps to implement this part of the ICT master plan, and focuses on the development of ready-made multimedia learning materials, specifically for science teacher trainers. These materials mainly include animations, simulations and video clips, and are produced in collaboration with teacher trainers and ministry officials to ensure ownership and quality control.
The materials match the curricula and are contextualized. The set of technical competencies to operate these multimedia applications is minimal, which helps to lower the barrier for use. Support materials have been developed to guide the teacher trainers in how to create most added learning value by use of these interactive applications. This added value is achieved through application of student centred approaches, whereby students are encouraged to reflect upon abstract and complex concepts. Student teachers acquire a superior conceptual understanding of their subject topics and construct knowledge in an interactive way.
Over 200 interactive multimedia applications have been prepared, and a team of trainers consisting of 20 teacher trainers and educational officials are being trained in the use of these applications. They share and transfer their skills to their peers during nation-wide workshops and the follow-up of these workshops, reaching a total of more than 100 teacher trainers. This allows them to improve their teaching and to close the digital divide, learning how to use ICT in an effective manner.
This website freely shares the learning materials developed by VVOB in cooperation with its partners. Although the site is bilingual (Khmer/English), most of the materials available are in Khmer as they are intended for use in the Cambodian teaching curriculum.
The emphasis is on providing interactive multimedia and video clips in order to integrate ICT in teacher training practice.
VVOB Vietnam focuses on training teachers and teacher educators on the use of ICT to activate students in the learning process. A training package on “ICT for Active Teaching and Learning (ATL)” was developed with a core group of teacher educators of five TEIs. More than 500 teacher educators have been trained. They developed lesson plans integrating ICT, and invited peers to observe and evaluate their teaching practice. At the end of the 3-year programme the use of ICT in teaching practice significantly improved in these TEIs (see impact study: www.vvob.be/vietnam/). As a result also pre-service students are more exposed to effective use of ICT. Following up on the Next Gen Curriculum development workshop from UNESCO Bangkok, VVOB Vietnam is involved in the development of an ICT curriculum for pre-service teachers - in collaboration with Hanoi National University of Education (www.hnue.edu.vn) and the Vietnamese National Institute for Education Sciences (www.vnies.edu.vn).
In 2011 the “ICT for ATL” package was used for training of almost 3000 in-service teachers in lower-secondary schools. Training was supplied by the provincial Departments of Education and Training following the VVOB approach on “ICT for ATL”. Each module of the training package, introduces a technology-enhanced instructional design together with technical instructions and manuals for the tools. It complements this with examples and case studies on the use of these tools in classroom teaching in Vietnam. These illustrations consist of videos, lesson plans and teacher materials as well as links to relevant resources and research papers on instructional designs in a Vietnamese context (www.vvob.be/vietnam/). Pending assessment by the Ministry of Education and Training, the training package will be included in a reference list for national training materials for in-service teachers.
The interactive training package on “ICT for ATL”, developed by VVOB and its partners, can be consulted online in Vietnamese as well as in English. The ambition of this platform is to collect and share examples of integration of ICT in classroom teaching, not only from Vietnam, but from educators from all over the world.
VVOB is the Flemish Association for Development Cooperation and Technical Assistance. “Education for Development” is VVOB’s motto and its overall objective is to contribute to sustainable poverty reduction and to a more equal world with increased opportunities for all. The organisation’s main objective is to sustainably improve the quality, efficiency and effectiveness of education and training in developing countries. VVOB is currently active and has well established partnerships with Ministries of Education in ten countries in Africa, Asia and South America.
Die Schülerinnen und Schüler im Bereich der Berufsschule sollen Kompetenzen im Umgang mit digitalen Medien erwerben, um den veränderten Anforderungen der Arbeitswelt nachhaltig gerecht zu werden. Der Unterricht mit digitalen Medien soll durch Lehr- und Lernarrangements geprägt sein, die neue Formen der Unterrichts-organisation und neue Unterrichtsmethoden beinhalten. Sie sollen selbst organisiertes Lernen der Schülerinnen und Schüler sowie individuelle Förderung weitgehend ermöglichen und so ein wichtiges Fundament für das Lebensbegleitende Lernen schaffen.
The 27th edition will focus on Designing for learning. How can teachers develop new approaches to the design of learning activities and whole curricula that takes account of the new complex, technologically enhanced learning contexts? Deadline for submissions: 21 October 2011. Publication foreseen in December 2011. Guest editor: Gráinne Conole, University of Leicester, Head of the Beyond Distance Research Alliance.
New open, social and participatory media clearly have significant potential to transform learning and teaching. The emergence of these technologies has shifted practice on the Internet away from passive, information provision to active, user engagement. They offer learners and teachers a plethora of ways to communicate and collaborate; to connect with a distributed network of peers, and to find and manipulate information. In addition there are now a significant range of free educational resources and tools. However despite this, technologies are still only used marginally in an educational context. Learners and teachers lack the necessary digital literacy skills to harness these new technologies.
This new learning context raises some thought-provoking issues. In a world where content and services are increasingly free, what is the role of formal education? What new teaching approaches and assessment methods are needed? How can we provide effective learning pathways to guide learners through the multitude of educational offerings now available? How can teachers develop new approaches to the design of learning activities and whole curricula that takes account of this new complex, technologically enhanced context? What assessment strategies are appropriate?
Falconer and Littlejohn (2008, p. 20) argue that there are three challenges facing teachers: i) the increasing size and diversity of the student body, ii) the increasing requirement for quality assurance, and iii) the rapid pace of technological change. Conole (2004) has argued that there is a gap between the promise and reality of the use of technology in education and that there is little evidence that education has changed fundamentally.
Much use of technology appears to simply replicate bad classroom practice resulting in simple Web page turning (Oliver, 2000). Similarly Masterman (2008a, p.210) argues that the lack of uptake of technologies is due to a number of factors: lack of awareness of the possibilities, technophobia, lack of time to explore the use of technologies, aversion to the risks inherent in experimentation and fear of being supplanted by the computer. Agostinho et al. (2008: 381) suggest that the uptake of the use of high-quality ICT-based learning designs in higher education has been slow.
Factors include: low levels of dissemination of ICT-based learning projects, lack of ICT-based learning examples to model, lack of time, support and training. Sawyer (2006, p. 8) argues that the impact of the significant investment in computers in schools has been disappointing. There are few studies that show that computer use is correlated with improved student performance. Similarly Koedinger and Corbett (2008, p. 61) write that as new technologies have emerged many hoped that they would have a radically transformative effect on education, but in reality the impact was much less than expected.
The gap between the potential and actual use of technology is a paradox and this is at the heart of the growth of a new area of research that has emerged in recent years. Learning design research aims to better understand this mismatch. It focuses on the development of tools, design methods and approaches to help teachers design pedagogically effective learning activities and whole curriculum, which make effective use of technologies.
Two recent edited collections provide a useful overview of the field of learning design (Beetham and Sharpe, 2007; Lockyer et al., 2008). Conole (forthcoming) defines learning design as follows:
A methodology for enabling teachers/designers to make more informed decisions in how they go about designing learning activities and interventions, which is pedagogically informed and makes effective use of appropriate resources and technologies. This includes the design of resources and individual learning activities right up to curriculum-level design. A key principle is to help make the design process more explicit and shareable. Learning design as an area of research and development includes both gathering empirical evidence to understand the design process, as well as the development of a range of learning design resource, tools and activities.
This call focusses on learning design. Learning design as a term is being used in a number of different ways, this special issues aims to clarify these different perspectives. Arguably, designing for learning is one of the key challenges facing education today; it offers a potential solution to address some of the challenges outlined above. It provides a methodology to help guide and support teachers in the creation of effective learning interventions and resources, which harness the potential of social and participatory media. Papers are welcome on any aspects of learning design, some suggested areas of focus are listed below:
- What are the implications of new social and participatory media for education and how can they be harnessed more effectively to support learning?
- What are the different ways in which learning interventions can be represented?
- How can social networking and other dialogic tools be used to enable teachers to share and discuss their learning and teaching practices, ideas and designs?
- What are the implications for learners, teachers and institutions of new social and participatory media?
- What new pedagogies are emerging as a result of the use of new social and participatory media?
- How are Open Educational Resources being design, used and repurposed?
- What are the implications for formal institutions of the increasingly availability of free resources, tools and even total educational offerings, such as Massive Online Open Courses (MOOCs)?
Papers of the follow types are welcome:
- Reviews of aspects of the latest learning design results.
- Empirical studies and evaluations of learning design interventions.
- Policy papers and briefings, particularly looking at the implications of new social and participatory media for learning and teaching.
- Papers on different learning design methodologies and representations.
- Reports and evaluation on learning design visualisation tools.
- Reports and evaluations of pedagogical planners.
- Empirical studies on the nature of social and participatory media, their key characteristics and how they can be used by learners and teachers.
- Case studies on how learners and teachers are using technologies and associated design implications.
- Theoretical underpinnings of the field of learning design.
- The relationship between learning theories and learning design.
- Critiques of the relationship between learning design and related fields, such as instructional design, pedagogical patterns and learning sciences.
The article submission closes on October 21, 2011 The provisional date of publication is December 2011.
For further information and to submit your article, please contact: email@example.com
Professor Gráinne Conole, University of Leicester, UK.
See the complete guidelines at: Instructions for writers