juandon
http://economia.elpais.com/economia/2015/10/19/actualidad/1445247761_397664.html#?ref=rss&format=simple&link=guid La Universidad no te coloca en el trabajo…decía el presidente de la CRUE española…
Pues señor presidente de la CRUE, si la universidad no puede hacer esto en pleno siglo XXI, mal me lo pinta y mas razon da los que creemos que o la Universidad cambia de verdad o se va al garete….juandon
La aparente desconexión entre lo que los estudiantes están aprendiendo en sus programas de grado y las habilidades que los empleadores requieren ha despertado interés en los programas de formación basados en competencias. Las empresas necesitan empleados con las habilidades y los necesitan ahora y si la universidad nos el os proporciona, la pregunta es obvia ¿para que sirve hoy la universidad?
Ya se ya se, para educarnos, eso esta dicho en TENER CULTURA, bien, eso está en internet, porque eso de cultura se refiere a CONTENIDOS y claro, yo personalmente y cada vez mas gente, para eso prefiero Internet, ya que me da mas libertad, las ubicuidad, y me facilita la vida económicamente y en él tengo a mi disposición los mejores profesores del mundo, no los que me obliga a tener la universidad.
El aprendizaje ocurre todos los días, todo el día, para la mayoría de la gente en el lugar de trabajo. Sin embargo, se nos desafía a diario en nuestros esfuerzos para desarrollar las habilidades y competencias que nos permitan ser más productivos y satisfechos en el trabajo.
Dentro de la formalidad de la Universidad podemos . establecer cuestiones de alto nivel (hipótesis)
¿Qué podría orientar hacia el futuro del aprendizaje como mirada, qué ideas y principios sustentan y lo que lo hace diferente de otras prácticas de enseñanza y aprendizaje?
¿Cuáles son las condiciones que permiten orientarla hacia el futuro aprendizaje? ¿Cuáles son los problemas y desafíos?
¿Cómo podrían ser promovido y orientado el futuro del aprendizaje con sus enfoques transformacionales, habilitados y sostenidos?
Promover un programa de mentores. Fortalecer el asesoramiento y el apoyo del personal de diversas organizaciones estudiantiles Formaciones / manuales sobre prácticas de búsqueda para mejorar la diversidad. Política de carrera dual. Evaluación del servicio debe incluir un componente de la diversidad / difusión. Redes grupo / apoyo a la nueva facultad. Crear folleto con información sobre los recursos (sociales) solicitado por los profesores bajo-representado, por ejemplo, la ropa, peluquería, guardería y las organizaciones sociales. Colocar señales sobre el campus «que son bienvenidos aquí».
Richard Meyer, Multimedia Learning
SED 618 Multimedia in the Classroom
Dr. Kenneth Berry
- What is cognitive theory about?
Cognitive theory is about how the principles of multimedia design should be geared towards how people are able to process the information. In some cases, the presenter is providing information at a rate or in a design that many people cannot handle because they have the assumption that people are all able to process this information in the same way that it is being presented.
- What are Meyers 3 assumptions of learners?
Meyers 3 assumptions of learners are the dual-channel assumption; the limited-capacity assumption and the active-processing assumption. Dual channels means that humans have separate channels to process visual and auditory information. Limited capacity refers to a limit in the amount of information that can be processed by each channel individually. Finally, active processing is where humans are engaged by attending to relevant incoming information, organizing selected information into coherent mental representations, and integrating mental representations with other knowledge.
- What is a channel? What are the dual channels?
A channel is a processing path that takes information that is presented in a particular manner and takes it through the various stages of memory until it is finally stored in the long-term memory. The dual channels are separate paths that are each responsible for a different type of information. One is the auditory/verbal channel, responsible for sound-presented information like verbal directions, and the other is the visual/pictorial channel, which handle all the visual information including written words and pictures.
- What are some of the limits on our short-term memory? Define what short term memory is?
Short-term memory is also known as the working memory. This is the location where all information that is presented to the individual is processed and links the verbal to the pictorial. Its limitations are based on the principle that the working memory or short-term memory can only process so much information at one time and must get that information into the long-term memory for any kind of storage or risk losing what is being processed.
- How does multimedia support learning? Describe how using one of the examples from the chapter.
Multimedia supports learning by causing the learners to engage in 5 different cognitive processes in order to process the information. First, they must select the relevant words to process in the verbal working memory. Then, to select the relevant images for processing in the visual working memory and third, to organize the words into a verbal mental model. Fourth, to organize the selected the images into a visual mental model and finally to integrate the verbal and visual representations with prior knowledge. As an example, should a student choose to learn about lighting this would undergo the series of steps. In looking up lighting in a multimedia encyclopedia, the student is presented with the definition, effects and pictures, both static and dynamic. Any of the pictures will move into the images section of the working memory until it forms a pictorial model that interacts with the prior knowledge. The word can either go through the audio or visual processing. By moving through the audio process, the words move into the sounds where the verbal model is activated to interact with the prior knowledge. In the visual process, the words are taken through the eyes to create an image, which is used to link a sound or series of sounds and organize into a verbal model to interact with the prior knowledge. Unlike the last model, by going through a direct path to the prior knowledge, the information is better understood and processed. The last model provides a path that moves between both processing channels and can lead to difficulties in understanding and comprehending.