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juandon. Innovación y conocimiento

La búsqueda del conocimiento en una Sociedad de la Inteligencia

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27 abril, 2011

THE LEARNING SOCIETY OF HERSELF WITH ICT

juandon

Ple

 

To implement a new type of learning in this new era, we need infrastructure, along with “attitude” …

Profound institutional change, spatial and temporal traditional boundaries of education. Learning is lifelong and breadth of life. And some new and important things need not be learned in formal classes, and you can learn in easy to use interfaces, with a help menu, through education on the shoulder by a friend or colleague. informal learning … Angel-Pio González Soto and Juan Domingo Farnós (juandon) Informal learning or need to adapt more to the world of workhttp://www.suite101.net/content/aprendizaje-informal-a3075 of Jay Cross.

This is just in time learning “just enough, a new insight of pedagogy. This requires a systematic investment in new access infrastructure, hardware, software, technical support and teacher professional learning.

To change the balance of learning so that students are discoverers and responsible, available knowledge assets beyond the previously restricted orbit of teacher and textbook … recorders become empirical observation is become journalists and editors of knowledge taking place in many contexts.

Students become actors of knowledge, at least as much as are the recipients of knowledge ( prosumers ) This requires an extra effort on the part of society in research on e-learning and pedagogy

Recognize the differences between students and use them as a productive resource. Students are better able to utilize the resources of their identities and apply their experiences to the learning environment, to observe and report in a way that ties in with their own perspectives and knowledge represented in the timbre of his voice, which calls, including a kind of sum between the digital divide and seek EXCELLENCE personals of each, to improve as individuals and in turn make a better society.

This requires an investment that promotes large-scale, long term, testing in laboratory conditions and development of proven ways in which all students can be hired to fulfill their aspirations and realize their potential.

To extend the range and combination of modes of representation in which students can express their knowledge in the text or image, audio or video, data set or software program. This will require investment in interdisciplinary research and learning professionals to provide teachers with adequate toolbox ‘grammar of meaning that allow students to use a wider range of media in learning .

https://juandomingofarnos.wordpress.com/2011/02/28/100-herramientas-de-la-web-2-0-para-el-aula/

Develop skills of conceptualisation, navigating a path through the identification in the form of file names and thumbnails, navigation architectures menus and directories, the semantic tagging folksonomies actually home, formal taxonomies that define domains content, and standards used to create web sites, fill Web links, identify the areas of database and determine the content of the document.

Angel-Pio González Soto and Juandon/ /

These new media everywhere needs a peculiar sensitivity conceptualization, which involves sophisticated forms of pattern recognition and outlining.

To connect your own social thought in the mind of the distributed cognition and collective intelligence, here we introduce the studies Evironament Social Learning from Jane Hart , which allow us to work in network scenarios.

 In the era of ubiquitous computing, not just what we know, but what we can find.

This makes testing a closed book and much of the rote learning is an anachronism. To advance this line of interdisciplinary research is required to create assessment tools provide assessment information more useful and relevant formative and summative assessment of students, parents and educators. http://www.scribd.com/full/34150307?access_key = key-2n650wbclpx8z7b8e21

To build the knowledge, we must build collaborative cultures. Our Ubiquitous Computing invites forms of social reflexivity that can create ” communities of practice “to support learning.

In the context of learning everywhere, teachers can take advantage of the enormous energies to the knowledge side as equals and the power of collective intelligence .

Students may participate as individuals who previously would have been regarded as strange or even out the playing field in the learning process, parents and other relatives, friends, critics and experts. Scenarios are now learning all we can each have our personal learning environment ( PLE ), as we said our friend Xavier Suñe., and also work with the most sophisticated and powerful NLP ….

The digital workspace technologies ‘social networks’ are a fertile ground for this type of work, both simple and transparent when it comes to high differential contributions to educational organizations and the marking of work.

Technology, however, is only a means to support the overall goal of ubiquitous learning.

Other aspects include:

  • learning in amplitude, within the limits of formal learning and accreditation fade is available for learning-in-situ.
  • Lifelong learning, from early childhood education, learning community and the workplace, to retraining a workforce that can retire at an increasing age.
  • Full-service learning, integrated learning services crossing health, welfare, employment and other community services.
  • 7 days a week, 7-11 expanded time schools online instruction as well as play and socialize.
  • flexible delivery of training, supporting a range of options for home education, education online.

Technology can support these moves towards greater ubiquity of education. But not enough to produce them.

 

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COM ÉS UN CENTRE ACOLLIDOR?

juandon

Centre acollidor

Igualtat d’oportunitats i d’inclusió escolar davant de la diversitat de la comunitat escolar.

Característiques d’un centre acollidor

Tres eixos:

  1. Consolidar la llengua catalana com a eix vertebrador del projecte educatiu.

  2. Fomentar l’educació intercultural i respectar la diversitat cultural.

  3. Promoure l’equitat per evitar qualsevol tipus de marginació.

Requisits:

  1. Consolidar la llengua catalana com a eix vertebrador del projecte educatiu.

Diferents documents de centre han de contemplar aquest eix:

    1. Projecte lingüístic: donar resposta a la sitaució sociolingüística de l’alumnat

    2. Projecte curricular: desenvolupar un currículum obert que ha de contemplar: la interculturalitat i un enfocament metodològic adequat.

Tenir programacions multinivell a totes les assignatures

Motiu: Atès que necessitem que el centre sigui inclusiu, és necessari demanar la programació multinivell (sobretot a secundària), ja que s’ha de treballar la llengua oral i escrita a totes les àrees i adaptar el currículum de l’alumne en funció del seu aprenentatge i dels seus coneixements (no oblidem que l’alumne s’adscriu a un curs en funció de l’edat i no dels coneixements)

És necessari desmuntar el mite de la divisió de l’alumant en funció del seu rendiment escolar. El treball en grups flexibles pot ser atractiu per al professorat perquè només cal treballar un únic nivell d’aprenentage, però crea exclusió escolar. En el moment que dividim l’alumnat dins d’un centre no estem donant igualtat d’oportunitats. Com s’hauria de trencar aquesta dinàmica tan utilitzada a secundària?

    1. L’alumant nouvingut durant dos anys i, excepcionalment tres, va a l’aula d’acollida i, per tant, en bona part de l’horari de les assignatures o crèdits està fora del grup classe o flexible

    2. En el cas que un alumne tingui altres dificultats d’aprenentage, com no haver estat escolaritzat o tenir algun problema psicopedagògic, ha de tenir el suport del psicopedagog del centre durant unes hores a la setmana per poder suplir i corregir les seves mancances.

Tota aquesta adaptació ha d’estar recollida als Plans individuals intensius (PII) (veure annex 1 i annex 2), ja que és l’única manera de reflectir en la seva totalitat el procés d’aprenentatge d’un alumne nouvingut.

    1. Reglament de Règim Intern : drets i deures de la comunitat educativa

ús de la llengua catalana, respecte a la diversitat i a la igualtat d’opotunitats.

    1. Pla d’acollida: pensat per a tota la comunitat educativa (alumnes i professors) i en especial per a l’alumant nouvingut.

  1. Fomentar l’educació intercultural i respectar la diversitat cultural.

    1. Pla d’accio tutorial: Treballar la interculturalitat i fer del centre educatiu un centre acollidor i, per tant, és necessari treballar la diversitat cultural i social des de les tutories, ja que és en aquest espai on en el grup classe es veu més la diversitat de l’alumnat. Com treballar-ho?

a.1. L’alumnat ha de formar part de la societat catalana sense perdre els seus referents.

a.2. Fomentar actituds positives envers la diversitat

a.3. Treballar la interculturalitat als diferents continguts curriculars

a.4. Potenciar la participació escolar d’alumnes i famílies (punts de trobada)

  1. Promoure l’equitat per evitar qualsevol tipus de marginació.

    1. Garantir la integració escolar

    2. Prevenir l’absentisme creant, a ser possible, una comissió local per prevenir-lo

    3. Detectar necessitats físiques, cognitives, afectives i socials i corregir-les

    4. Facilitar la informació sobre beques i ajuts per no discriminar econòmicament ningú.

    5. Treballar la xarxa associativa de la població per integrar l’alumnat nouvingut i la seva família.

/media/disk/escola inclusiva/1-centre acollidor1A,B,C/CARACTERÍSTIQUES D’UN CENTRE ACOLLIDOR1C.ppt

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