juandon. Innovación y conocimiento

La búsqueda del conocimiento en una Sociedad de la Inteligencia


11 febrero, 2011

Inclusive E-learning «, in English, second part.



——From these type of approaches and according to our students´ characteristics we will determine the process and the degree of involvement and use of e-learning-inclusive.

Similarly remove or replace all those variables that affect the users-students, so we can talk about fixing and accomodarting all the variables to our first and only partner, the student.

We really need to make teaching and learning a lot more flexible, much more inclusive (diverse, richer in tools and feedback mechanisms, we have the virtual learning environment, typical of Web 2.0 to collect and apply (Moodle, Dokeos, CLAROLINE),  but it is not enough, perhaps the simulators, The Semantic We 3.0 magnify the possibilities, but it still hasn´t been applied nor are willing to apply it, we must investigate a lot more and in a collaborative way, not individual, because then it will be   of a little use.


We will create research groups about INCLUSIVE-ELEARNING,  with experts in different areas, methodological, structural, programmatic, instrumental, psychological  with authentic  synthesizer  of all  the process leaders of social open mind and soothing word, we can do  it, we can introduce satellites  to go in a higher operating speed and synchronous communication, effective and without weaknesses,  multiconference calls in TV  on cable and satellite, where users and their partners, teachers and other participants and collaborators … can enrich the continuous process evaluations …., with immediate feedback possibilities, because if it occurs rapidly over time, its consequences produce benefits, satisfaction … that is what we really seek in any  EVALUATION ..
In most virtual classes, the typical Learning Management System (LMS – Learning Management System), its use is fairly generic, almost all have discussion forums, calendars, multiple choice assessment tools, group work spaces, and pin board. Many  of them  also have the ability to chat.


Beyond these common features, the LMS tend to differ from each other with further details: Does chat tool have a file with a search tool?, can you get off the posts to read them offline? These features can be very useful, but are also quite generic in the sense that they are basically improved general purpose tools that already exist. Our virtual classrooms may be getting smarter, but they are still very «one size fits all ‘. They are not especially suited to teach specific subjects to specific students in a particular way.

The inclusive E-learning virtual classrooms are more flexible tan physical counterparts, and not less. If some of these applications exist now-a-days and can be included in an LMS, but there aren´t as many as they can and will be. The current technical design philosophy of the LMS may be causing a delay in the progress towards the kind of flexible virtual classrooms that teachers need to provide education on-line quality. In order to have a substantial development of specialized teaching tools at an acceptable pace, the LMS must be designed from the very beginning to make development and the integration of new tools as simple as possible.


Each virtual class can be seen as a set of circumstances of environment, or moments depending on the subject. The ideal on-line platform allows you to reproduce these moments according to the subject and also create new scenarios, but this will only be possible when the platform is designed so that teachers and students can adapt it to their needs and enrich them with their personal socializing contributions, giving them a better sequence quality, evaluation and economy results and here we will enter into the job with Social Networks, due to the fact that Social Networks do allow an open source, the continued implementation not only of information and communication, but of self-healing in both knowledge and values, ideal for universities, as well as performance and productivity for the professional and business world.


Among my “new friends”, they tell me to write about the connection of E-LEARNING INCLUSIVE and Social Networks, but I think it is very clear, but never rather clear that if anyone thinks that this will be used to dynamite education and its current structure, I wouldn´t even dare, it’s out of the question,…but what about if I can place them together! If they work well together? (according to PISA Report, they don´t) Whatever, next!   Let´s not deal with Reports, let´s leave Reports for some other time, don´t you think!



We are more interested in obtaining an education and hence an updated, constantly renewed training, suited to changes, due to the fact that whatever happens in this precise moment, will change next second. Whatever we know today,  will become history tomorrow, since changes occur so fast that that´s why  EscucharLeer fonéticament Diccionario – Ver diccionario detalladoSocial Networks please us with renewed training, RSS are  the spearheads, without them it would be impossible to keep up-to-date, nor the users, nor the rest of training and the educational system could do their job properly, we would be trapped in negligence, in the Neanderthal of knowledge,  of present and let´s not speak about the future, since it was written on my last thought and this thought has already passed, since my last line has been written, that’s why we must adapt ourselves to the 2.0 WEB, to the 3.0 WEB and their virtual environments, to the holographic aspects that are already here, in a zis zas. We will move in such approaches that will make existing tools not to work, they will become relics, where the methodological approaches will be different because USER-STUDENT(that as we have said, we are all at a precise moment  and more in more moments)





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