Imagination
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Síntesis de recursos para reflexionar sobre nuevas formas de entender el aprendizaje. Viejas preguntas en nuevos escenarios
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Imagination
- 1. 3+3+6 Cristóbal Cobo Romaní, phd Oxford Internet Institute University of Oxford www.invisiblelearning.com “everything is illuminated in the light of the past”.
- 2. "Nothing under the sun is new" (Ecclesiastes 1:9). Picasso exclamó: "Después de Altamira, todo parece decadente". (15,000 AC) “We drive into the future using only our rear view mirror.” Marshall McLuhan
- 3. http://people.bu.edu/wwildman/WeirdWildWeb/media/galleries/philosophy/philosophy_gallwancient.htm La escritura, según Platón, es inhumana al pretender establecer fuera del pensamiento lo que en realidad sólo puede existir dentro de él. Es un objeto, un producto manufacturado...La escritura debilita el pensamiento. {Fedro (274-277) y en la Séptima Carta.}
- 5. World (traditional) Literacy Projected world adult illiteracy in 2015 UNESCO
- 6. World Illiteracy Rate 1970 – 2000 (prognosis for 2005 – 2015), age 15 years and over. Source UNESCO Institute for Statistics (UIS).
- 7. info-nano-eco-cogno era > new literacies Source: Foguer.1999. Catching Up with the Economy. American Economic Review. 89(1) World Population http://cgd.s3.amazonaws.com/GrowthReportAppendix.pdf
- 8. Sweet Land of Liberty: 1920 http://www.shorpy.com/node/9454 ¿y la innovación social? Innovación tecnológica
- 9. "Nothing under the sun is new" (Ecclesiastes 1:9). The Leader Post. June 14, 1967. 1. “Education is no longer terminal”. The explosion of knowledge will cause sweeping curriculums changes”. 2. “There will be so much knowledge available that the primary problem will be to teach students how to find what they need”. 3. “Technologies […] opportunities for learning new skills”. 4. “The greatest challenge education faces is to deal with the new importance of radio, television, recording … Computers will be a crucial”.
- 10. ¿Qué es lo que no queremos? Nuevas tecnologías para hacer lo mismo de siempre
- 13. 3 flujos de información (alfabetismos) básicos creación de contenidos consumo distibución "…too focused on teaching students how to use specific software and fails to allow for development of more advanced computer skills… wider ICT skills and greater creativity and…used across all lessons". http://www.guardian.co.uk/government-computing-network/2011/apr/21/intellect-crticises-ict-curriculum-schools
- 14. http://www.flickr.com/photos/passetti/546864 1095/sizes/o/in/photostream/ Alfabetismo básico #1 Crear / Conectar/ Traducir conocimientos
- 15. http://www.fowlerbiblecollection.com/martin- luther-bibles.html Distribución de conocimiento bajo costo, alta difusión, flujo descentralizado Alfabetismo básico #2 desintermediación Alfabetismo básico # 3 Consumo selectivo e inteligente / http://mindshift.kqed.org/2011/05/10-open-education-resources-you- abierto + semántico+ socialmente organizado may-not-know-about-but-should/
- 17. contenido continente contexto
- 18. • contenido: librería • continente: dispositivo • contenido + contexto: escuela analógica • contenido + continente: laptops subutilizada • contenido + continente + (multi)contexto: aprendizaje invisible
- 19. 6 ideas para un contexto oportuno de aprendizaje (con o sin tecnología)
- 20. Nuevos puentes entre aprendizajes “Mi abuela quería que yo tuviera una educación, por eso me mantuvo fuera de la escuela.” Frase atribuida a Margaret Mead. {1}
- 21. Aprendizaje entre pares micro-transferencias – (diferentes edades, usos, contextos, fines) OLPC (uy) 45% estudiantes aprendió a usar laptop a través de sus pares, We learn…. 36% aprendió por su cuenta 10% of what we read. 19% con ayuda de un docente 20% of what we hear. 30% of what we see. 50% of what we both see and hear. 70% of what is discussed with others 80% of what we experience 95% of what we teach -William Glasser- {2}
- 22. Uncertainty can lead to knew Knowledge Aprendizaje para toda la vida > HTM (tiempo/espacio) Más que el qué aprendemos > cómo (des/re)aprendemos 70/20/10 90% lo aprendemos de manera informal 70% trabajo/experiencias. Princeton´s center for creative leadership 20% interacción con otros. 10% aprendizaje formal. {3}
- 23. Comunidades experimentales > ensayo/error + combinar disciplinas + resolver problemas reales (living labs) laboratorios (TIC fuera del aula) (experiencias empleabilidad) San Francisco Exploratorium {4}
- 24. Instrumentos más flexibles de validación, reconocimiento y certificación de aprendizaje (estándares y pruebas parametrizadas son insuficientes) > tácito + habilidades blandas + talentos "Recognition of Non-Formal and Informal Learning" OCDE. Werquin. 2010 {5}
- 25. Dejar de hablar de hardware y centrarnos + en el mindware info-estructura a la socio-estructura “Agentes del conocimiento” – adaptables antonomasia (knowmads) (conectar/traducir) {6}
- 26. “Los jóvenes crecen en la escuela como si fueran brutos, porque nunca ven ni escuchan nada conectado con las circunstancias comunes de la vida cotidiana.” Aunque esta frase la pronuncia Gaius Petronius en el Satyricon, aún es vigente en nuestros días. Late 1st century AD
- 27. Blade Runner (1982) [ http://scrapetv.com/News/News%20Pages/Science/pages-2/Flying-cars-unlikely-before-the- end-of-the-year-Scrape-TV-The-World-on-your-side.html
- 28. Eugene Register-Guard – Sep 5, 1963. … the future of the US education. Scientific technology has been taking place in the classroom in the form of educational television, teaching machines, electronic computers […] There is so much to learn and so little time in which to learn it… Tape recorders, earphones and phonographs [give students] individualized instruction”.
- 29. Spokane Daily Chronicle - Oct 29, 1948. • Television as a significant in its future affect upon the American way of living…something that every educator must take into consideration • […TV] open ups a brand new world. • […] Radio is a poor medium …ear is not as reliable as the eye […] students learn better reading that listening.
- 30. Digi-Log: "Briefcase Portability" (1976)
- 31. John Moravec, phd Docente Estudios de Innovación Posgrado de Estudios Liberales, Universidad de Minnesota. Cristóbal Cobo Romaní, phd Oxford Internet Institute University of Oxford www.aprendizajeinvisible.com
Notes de l'éditeur
- Why don´t try with a backward perspective of what has been happening so far.
- Literacy was a key challenge during the last century. Massive campaings were implemented all arround the globe to help and teach people to develop the basic skills to read and write, Literacy Campaign. 1950.
- As can be seen in this map that illustrates the illiteracy at the beginning of the 20th century illiteracy was as high as 50% of world population and was spread all around the world apart from US, UE and Au (SOURCE??).Now, in this second map elaborated by UNESCO, we can see that the level of illiteracy has decreased dramatically and it is expected to drop until 15% of world population.Map of 1900 http://users.rcn.com/mwhite28/literacy.htmMap 2015 http://www.uis.unesco.org/en/stats/statistics/literacy2000.htm
- According to the UNESCO, the World Illiteracy rate (of people over 15 year s old) has droppedparticularly fast in the last 40 years.
- This graph published by Roger Fogel in the American Economic Review illustrate in the big picture of some of the majors events in the history of technology (from 9,000 BC to present), where the growth in incomes was accompanied by unprecedented increases in population and exponential increase in the rate of scientific discoveries.
- Keeping those quick changes and radical innovations would make sense to see that traditional education would jump quickly from a XIX century approach toward a XXI century perspective, where we all would be able to have computers in every single kid would have access to a digital device. Sure, doubtless with that our educational systems would nicely updated and showing very nice and sexy little computers.
- Education experts predict full-time learning in future. The Leader Post. June 14, 1967.Canadian scholars predicted predicted: “Learning experiences will become more and more recognized”. “We will be seeing more use of devices, various mechanical devices such as TV and programmed learning machines to make the most effective use of technologies to make the most effective use of highly trained teachers”. “The greatest challenge education faces is to deal with the new importance of radio, television, recording and other changing devices”. “Technologies make retraining essential and additional leisure creates opportunities for learning new skills”. “There will be so much knowledge available that the primary problem will be to teach students how to find what they need”. “Keep learning to keep up to date… Education is no longer terminal”. The explosion of knowledge will cause sweeping curriculums changes”.” Computers will be a crucial factor”.
- Eugene Register-Guard - Sep 5, 1963. An outlook to the future of the US education. Scientific technology has been taking place in the classroom in the form of educational television, teaching machines,… electronic computers […] Home television has had a tremendous impact on education […] There is so much to learn and so little time in which to learn it… Tape recorders, earphones and phonographs [give students] individualized instruction”.
- Spokane Daily Chronicle - Oct 29, 1948. Television as a significant in its future affect upon the American way of living…something that every educator must take into consideration […TV] open ups a brand new world. […] Radio is a poor medium …ear is not as reliable as the eye […] students learn better reading that listening.