3. Paul Gilster, Digital Literacy
(John Wiley & Sons, 1998).
1998
2001
Larry Cuban, Oversold and underused:
computers in the classroom
(Harvard University Press, 2001).
Makers: The New Industrial Revolution
By Chris Anderson
(Crown Business, 2012)
2011
2012
Radar Networks 3
4. innovación estructural
tecnología social
contenido continente
innovación social
contexto
4
Radar Networks 4
5. La (permanente)
crisis de la
alfabetizacióGn
Radar Networks 5
6. Oxenham (1980)
Alfabetismos como
síndrome modernización
(flexibildiad, adaptación, v
Presentation Title
oluntad de cambio).
A Nation at Risk (1983) "La
crisis de la alfabetización"
en naciones post-
Industriales. Reformas
Educativas > Alfabetismos
Funcionales. The turn of the century millions of jobs will involve laser
technology and robotics.
Technology is radically transforming
OCDE [1990- ]: Relación a host of other occupation
entre
―… [the workers] lack
alfabetización, crecimiento
adequate 21st Century IT
económico y
skills to fuel the information
empleabilidad.
Analfabetismo: ageLiteracies: Everyday Practices and Social Learning'
New economy...‖
2011 by Lankshear and Knobel http://t.co/r7pTaTbk
Radar Networks 6
8. Lankshear and Knobel (2011)
Gilster: Dominio de
La alfabetización -> ideas sobre el de las
metáfora de teclas.
Presentation Title
competencia funcional 1. "Post-tipográficas‖
(tecnológicamente Producción
alfabetizados). de‗textos‘. De tinta a
píxeles.
Alfabetización 2. Comportamiento:
mediática: uso crítico nuevas prácticas
de medios (comprender sociales
significado (participativa, colabo
en contexto). rativa y distribuida).
New Literacies: Everyday Practices and Social Learning' Gilster, P. Digital Literacy. NY: John
2011 by Lankshear and Knobel http://t.co/r7pTaTbk Wiley & Sons, Inc.1997 Networks 8
Radar
9. http://elchr.uoc.edu
‗Tecnologías‘ Emergentes
Un año o menos De dos a tres años De cuatro a cinco
años
Contenido Abierto Entornos Personales Analíticas de
de Aprendizaje Aprendizaje
Aplicaciones Móviles
Tabletas Cursos Masivos
Computación en nube Abiertos en Línea
Aprendizaje Basado
Entornos
en Juegos Aplicaciones
Colaborativos
Semánticas
Geolocalización
Realidad Aumentada
Perspectivas Tecnológicas en Iberoamérica 2012-2017
El Informe Horizon.Ib (eLearn Center de la UOC y del New Media Consortium).
Radar Networks 9
12. traditional literacy + 21st century literacies
illiterate educational institutions
1950
Literacy: number of people (+15) who can read and
12
write Radar Networks 12
14. United Nations Millennium Development Goals
Increase adult literacy by 50%
2015
14
Radar Networks 14
15. World Illiteracy Rate 1970 – 2000 (prognosis for 2005 – 2015), age 15 years and over. Source UNESCO
Institute for Statistics (UIS).
15
Radar Networks 15
16. Global ICT developments, 2000-2010*
100
90 Mobile cellular telephone
80 subscriptions
Internet users
70
Per 100 inhabitants
60
50
40
30
20
10
0
*Estimates2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010*
Source: ITU World Telecommunication /ICT Indicators database
16
Radar Networks 16
17. http://www.ragtag.info/2011/feb/2/history-world-100-seconds/
Access only 2 every 7
telegeography.com
One (random) day
in Wikipedia…
Digital divide > 424,000 articles + 14,200 geo-tagged event
[by Gareth Lloyd and Tom Martin.]
connectivityAntarctica than any
More Articles of
84% articles from EU and US
other country in South America or
Africa 17
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of the World‘s Knowledge. London, Convoco! Edition.
Radar Networks 17
18. Distribución de artículos de Wikipedia
connectors, amplifiers
@timoreilly we are
Graham, M., Hale, S. A. and Stephens, M. (2011) Geographies of
the Worlds Knowledge. Ed. Flick, C. M., London, Convoco!
Edition.
Multiplicar alfabetismos :
prosumer – filtrar y (re)usar
[economía de la atención] Radar Networks 18
20. El cambio es La
cultural (no solo alfabetizació6n
funcional), aprende Title digital no busca
Presentation
r a aprender y a
conectar reemplazar la
contextos. alfabetizació6n
tradicional,
sino ampliar y
diversificar
(cultura digital).
(Littlejohn, Margaryan and Vojt, 2010).
Digi-Log: "Briefcase Portability" (1976) (Carrington and Robinson, 2009; Selwyn, 2010, 2011)
JISC/British Library commissioned Researchers of Tomorrow Radar Networks 20
21. 3 alfabetismos básicos
OECD - [digital reading skills] 2011
Crear contenidos
Compartir
Conocimiento
Traducir/
integrar
Alfabetización: capacidad para aplicar conocimientos y habilidades en áreas estratégicas a
fin de analizar, comunicar con eficacia, resolver problemas en diferentes situaciones (OCDE,
21
2004).
Radar Networks 21
22. Transitar de la
consulta a la
curación/creac
ión de
Basic literacy #1
Create/ Connect / translate knowledge contenidos.
22
Radar Networks 22
24. aprendizaje
emergente
DIY
Formación auto -
básica y aprendizaje
media
aprendizaje a lo
largo de la vida
Basic literacy #2
Knowledge distribution, low cost, decentralization 24
http://mindshift.kqed.org/2011/05/10-open-education-
resources-you-may-not-know-about-but-should/ Networks 24
Radar
25. www.opencontent.org/definition
The 4 R's of Openness
Reuse—The most Redistribute - People
basic level of can share the work with
openness. others
Revise — People can
adapt, modify, or translate the
form the work
Remix — Take 2 or more
resources, combine them and create
a new resource.
Hilton, J. W. (2010, January 11). The 4 R's of Openness and the ALMS Analysis: Frameworks for Open Educational Resources.
Radar Networks 25
26. Creciente expectativa
sobre las capacidades
docentes y recursos de
aprendizaje disponibles Title
Presentation
en clases.
La ‗cultura de Recursos
Educativos Abiertos‘
(con licencias abiertas)
es un espacio ideal para
compartir
conocimientos y
desarrollar nuevas
habilidades digitales
conjuntamente.
Digital Futures in Teacher Education
Radar Networks 26
27. Howard Rheingold: Crap Detection
To evaluate information from several
sources, assessing the credibility (criteria) of the
content.
in.reuters.com
in.reuters.com
Basic Literacy # 3
Retrieve, select, analyze, contextualize 27
Radar Networks 27
29. Jugar: Experimentar y resolver
problemas.
Adaptación: adoptar roles,
improvisar y descubrir.
Simulación: Interpretar, crear Title
Presentation
modelos del mundo real
Apropiación: Remezclar
contenido y medios.
Multitarea:
Administrar la atención.
Cognición Distribuida: Sumar
capacidades de muchos.
Criterio: Evaluar diferentes
fuentes.
Transmediación: navegación
entre medios.
Networking: Conectar
información.
Negociación: (Jenkins, 2006)
Radar Networks 29
31. fuentes y tiempo de aprendizaje, medios de evaluación, espacio de
aprendizaje,
31
Radar Networks 31
32. Habilidades blandas (soft skills)
uso de TIC experimentación
fuera del aula aprendizaje entre pares
(aprendizaje adaptación
informal) habilidades blandas 32
Radar Networks 32
33. • Colaboración, trabajo
(Problema de la Torre de Babel)
• Pensamiento crítico: en
resolución de red, negociación, creaci
problemas, de gestiónTitle
Presentation ón distribuida.
complejidad.
• Aprendizaje
• contextual, adaptabilida
Búsqueda, síntesis, s d cultural y conciencia
elección y difusión de global.
información.
• Auto-Dirección:
• asumir riesgos, espíritu
Creatividad, curiosida emprendedor.
Comparing Frameworks for ―21 st. Century Skills‖. Chris
Dede. Harvard Graduate School of Education., 2009.
d
y exploración. • Comunicación Radar Networks 33
34. Escenarios de evolución
Aprender n internacional sobre modelos
Hiper-estimulación – educativos de futuro (2012) F. Telefónica
Experimentación
Presentation Title
Hiper-estimulación
–
Experimentación
Aprendizaje en red
(individuo
colectivo)
Comunidad de
aprendizaje
Tribu
Radar Networks 34
35. Collaboration
Critical Thinking
Habilidades para la innovación Contextual Learning
Synthesizing of information
Communication
Self-Direction
Creativity.
Presentation Title
cognitive skills
Total soft and
Self-Direction
disseminating
Collaboration
required per
Synthesizing
information
Contextual
Creativity
Critical-
thinking
learning
Comm.
org.
and
Green Peace 8 7 1 7 4 2 2 31
World Bank 10 3 1 15 9 5 4 47
OECD 7 2 2 10 6 2 1 30
Google 4 4 3 4 2 2 4 23
Apple 6 4 1 7 4 4 5 31
Samsung 6 NA NA 6 1 3 4 20
Total of soft and 41 20 8 49 26 18 20
cognitive skills
per dimension
Radar Networks 35
36. Competencias TIC: Competencias
n en interpersonales:
medios, n, Flexibilidad habilidades
Presentation Title
n efectiva y sociales y colaboración
TIC. y liderazgo.
Pensamiento tico:
lisis tico
n, pensamien
to tico,
n de
problemas, creatividad.
n internacional sobre
modelos educativos de futuro (2012) F. Telefónica Radar Networks 36
37. ¿Qué pasó
con
(y sus amigos)
Prensky?
Radar Networks 37
39. "No podemos asumir
que ser miembro de la
Presentation Title
‘Generación Net’ es
sinónimo de saber
cómo emplear la
tecnología de manera
estratégica para
optimizar la
experiencia de
aprendizaje".
Australia, Kennedy et al., 2008 found lack of
homogeneity in technology adoption patterns
Radar Networks 39
40. "No hay evidencia para
sugerir que los
Presentation Title
estudiantes tengan un
conocimiento profundo
de la tecnología, su
uso depende del
contexto.
In Canada, Bullen et al., 2008 investigated
students‘ fit to the ―millennial‖ profile.
Radar Networks 40
41. ”Falta evidencia para
apoyar que la actual
Presentation Title
generación de
estudiantes prefiere
el aprendizaje
experimental, la
alfabetización
digital, la conectividad
constante"
In Canada, Bullen et al., 2008 investigated
students‘ fit to the ―millennial‖ profile.
Radar Networks 41
42. "La idea de que
la Generación
Presentation Title
Net es más
proclive a
participar Sólo 1/3 de adolescentes
‘brit’ manifestaron
[mediante la
profundo interés y
web] resulta
facilidad por la
exagerada" tecnología.
In the United Kingdom, a 2007 survey by
Synovate, Williams and Rowlands, 2008, Jones et
al., 2010)
Radar Networks 42
43. Las evidencias
Presentation Title no apoyan la
premisa de que
los jóvenes son
universalmente
conocedores de
la web.
In the United States, Hargittai (2010)
Radar Networks 43
44. Existe clara
variación Presentation Title
entre
estudiantes
(100%‗conectados‗),
Los estudiantes de
bajo nivel socio-
económico (...)
muestran niveles
más bajos‗know-
how‘de la web que el In the United States, Hargittai (2010)
resto.
Radar Networks 44
50. Intensity of computer use in school lessons, and digital reading performance
[OECD average-15]
http://tinyurl.com/pisa2009 50
Radar Networks 50
51. Críticas a la Es muy reciente para
evaluación del evaluar impactos.
impacto Presentation Title
[OCDE]:
Las evaluaciones se
Dificultad para medir realizan
los que se entiende inmediatamente
por despuééééeés de
aprendizaje/habilida utilizar los
des.. dispositivos.
Diferentes El efecto acumulativo
expectativas. de los medios
digitales no es lo
amnesia tecnológica
Radar Networks 51
52. Algunos de los
dominios
potencialmente más
Presentation Title
interesantes no han sido
suficientemente
documentados
empíricamente.
Reflexión crítica; valores relacionales
creatividad y experimentación; habilidades
meta-cognitivas; habilidades espaciales,.
Radar Networks 52
63. Mitología digital
Efecto de las TIC: Insuficiente
evidencia para demostrar efectos
notables en desarrollo de 63
obra de dan perjovschi. what happened to US?
habilidades cognitivas. Radar Networks 63
64. Acumulación de
conocimiento (bancaria):
Paso del
‗just in case‘al
‗just in time‘
(flexibilidad).
la primera brecha digital
fue‗efecto‘ (de desigualdad)
la segunda causa de
http://tiny.cc/comunidadaprende
nuevas
64
obra de dan perjovschi. what happened to US?
Radar Networks 64
65. Software abierto
sí, pero también
hardware y, sobre
todo, conocimientos
http://tiny.cc/openpower
abiertos.
Sujetos híbridos
digitales-analógicos:
Traduzcan
conocimientos de un
ámbito a otro y que sean
capaces de 65 conectar
http://tiny.cc/pensamientoD
obra de dan perjovschi. what happened to US?
disciplinas.
Radar Networks 65
66. Más allá del currículum:
Ampliar hacia el
aprendizaje no formal
y competencias
blandas.
http://tiny.cc/invisiblelibro
66
obra de dan perjovschi. what happened to US?
Radar Networks 66
67. Estereotipos: No es apropiado
referirse a ‗milenials‘ nativos
digitales, etc.
como distintivo
generacional
(dicotómicas
y generalistas).
+ conexión no
siempre es mejor:
clave está en lo
que se hace mientras
se está conectado. 67
obra de dan perjovschi. what happened to US?
Radar Networks 67
68. Nuevos mecanismos:
para reconocer los
conocimientos habilidades
(blandas ) adquiridos por
vía no formal.
http://tiny.cc/evaluaME
68
obra de dan perjovschi. what happened to US?
Radar Networks 68
69. @cristobalcobo
http://tiny.cc/ppts
69
Oxford Internet Institute Research Fellow.
Radar Networks 69
70. Connected Minds Technology and Today's
Learners Centre for Educational Research
and Innovation OECD. F.Pedró
http://www.oecd-
ilibrary.org/education/connected-
Presentation Title
minds_9789264111011-en
New Literacies: Everyday Practices and
Social Learning' 2011 by Lankshear and
Knobel http://t.co/r7pTaTbk
A Report to the Nation and the Secretary of
Education United States Department of
Education by The National Commission on
Excellence in Education. April 1983
http://teachertenure.procon.org/sourcefiles
/a-nation-at-risk-tenure-april-1983.pdf
How Teens Do Research in the Digital
World. Nov 1, 2012 by
Purcell, Rainie, Heaps, Buchanan
http://pewinternet.org
Global Education Digest 2009 Comparing
Education Statistics Across The World
Radar Networks 70
Notes de l'éditeur
Let me propose a trilogy of tree key dimensions: that articulate contents, with containers and the adequate context.Here the challenge is not only to through technology away but also work in the context (here the invisible learning is the KEY)
A Report to the Nation and the Secretary of Education United States Department of Education by The National Commission on Excellence in Education .April 1983 http://teachertenure.procon.org/sourcefiles/a-nation-at-risk-tenure-april-1983.pdf
My second statement has to do with the integration of literacies. The traditional literacy (usually measured as the amount of people who read and write, over 15 years old)And the 21st century literacies which has to do with a higher order and and more complex skills.Here, you can see this mobible teaching-technology used almost at the same time than the “learning machine” but used in the farms of China.
We have done a pretty good job. Reducing significantly the illiteracy around the world. Based on the UN Millenium Development Goal, this is how the illiteracy will look in 2015, where the problem will be much more focalized than in the past.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.htmHOWEVER, A LOT HAS TO BE DONE TO REDUCE THE DIFFERENCESS BETWEEN THE MALE AND FEMALE POPULATION- AND ALSO, TO SOLVE THE A REAL CAPABILITY TO UNDERSTAND IN A MININGFUL WAY WHAT ITS READ Progress of Literacy in Various Countries (1953. UNESCO) first time data concerning literacy as reported in national censuses carried out since 1900.[UNESCO’s International Literacy Statistics 1950-2000. John A. Smyth 2005]
According to the UNESCO, the World Illiteracy rate (of people over 15 year s old) has dropped particularly fast in the last 40 years.However, now we have a different world. This grapgh made by the International Telecommunication Union, show us how fast has grown the internet (30%) and the mobile subscription (reaching almost 80% of the world)
MihalyCsikszentmihalyi wrote that the creative process normally takes five steps (Creativity, 1996, p.79): Preparation - becoming immersed in problematic issues that are interesting and arouses curiosity. Incubation - ideas churn around below the threshold of consciousness. Insight - the “Aha!” moment when the puzzle starts to fall together. Evaluation - deciding if the insight is valuable and worth pursuing. Elaboration - translating the insight into its final work.
Connected Minds Technology and Today's Learners Centre for Educational Research and Innovation OECD. F.Pedró http://www.oecd-ilibrary.org/education/connected-minds_9789264111011-enhttp://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpg
Un estudio hecho en Uruguay, país que adoptó el proyecto One Laptop Per Child en su sistema educativo, mediante una en- cuesta nacional realizada a más de 5.600 estudiantes, identificó lo siguiente: un 45% de los estudiantes aprendió a usar el laptop a tra- vés de sus pares, un 36% de los estudiantes lo aprendió por su cuen- ta y sólo el 19% con la ayuda de un docente. Esta proporción varía según el nivel socio económico (NSE). Es decir, en el NSE medio-alto el 53% aprendió de un amigo o familiar, relación que disminuye hasta un 14% de los niños de NSE bajo-bajo (donde la escuela y el autoaprendizaje tienen una mayor relevancia) (Martínez, 2009).
The relationship between students’ computer use at school and performance in digital reading tends to be negative with a slight curve.NAVIGATION: “After accounting for students’ performance in print reading, the relationship between digital reading performance and the frequency of browsing the Internet at home for schoolwork is close to linear” (p.189).”Navigation is a key component of digital reading, as readers “construct” their text through navigation. Thus, navigational choices directly influence what kind of text is eventually processed. Stronger readers tend to choose strategies that are suited to the demands of the individual tasks. Better readers tend to minimise their visits to irrelevant pages.” (p.20)SEARCHING FOR INFORMATION: “The more frequently students search for information on line, the better their performance in digital reading. Being unfamiliar with online social practices, such as e-mailing and chatting, seems to be associated with low digital reading proficiency”LACK OF INTEGRATION: “It is likely that the low level of ICT use at school indicates that ICT has not yet been fully integrated into pedagogical practices” (p.153)MODERATE FREQUENCIES OF USE: “The relationship between the frequency of computer use at home for leisure and for schoolwork and digital reading performance is not linear, but rather mountain-shaped: in other words, moderate users attain higher scores in digital reading than both rare and intensive users”.POSITIVE EFFECT OF ICT AT HOME: “The frequency of computer use at home for leisure is positively related to navigation skills, which is an essential and unique part of digital reading, while the frequency of computer use at school is not. These findings suggest that students are developing digital reading literacy mainly by using computers at home to pursue their interests [...] it is important to encourage students to develop navigation skills and to foster self-confidence through using computers at home, while providing guidance on how to balance the amount of time students spend using computers with time for other activities.”NEGATIVE EFFECT OF THE SCHOOL: “Computer use at school is not positively associated with digital reading performance [...] access to computers at school is not the sole determinant of performance; students who use computers at school must also develop the knowledge and skills needed to locate and use the range of information available through the computer.”NOT TO BRING OUT-OF-SCHOOL-KNOWLEDGE:“In some lessons at school, students were frustrated about not being able to suggest different or better ways of using technologies, saying they got told off. Students also said that some teachers did not welcome students’ out-of-school knowledge more generally into the classroom: “if you try to link it [out of school activities] with something in lessons, it’s always wrong and they’ve got to be always right.”Bringing in out-of-school knowledge into the classroom can be seen as undermining teachers’ authority when it is framed as a question of who is ‘right’, or which knowledge is ‘legitimate’, but for other teachers it is simply a case of working with whatever students bring to a particular task.After identifying the gap between the ICT practices at the school and at home, Grant states a question that we think is quite important: “How schools could foster particular skills and components of digital literacy?, rather than How they [teachers-students] could build connections between home and school digital literacy practices?“.
http://bimg1.mlstatic.com/cuaderno-artesanal-de-papel-reciclado-hecho-a-mano-18x21cm_MLA-F-3147795781_092012.jpgPeña-López, I. (2012). Las competencias digitales como medios de producción. Seminario RRHH Misión Chile-España. Citilab, Cornellà de Llobregat, 13 de septiembre de 2012. Cornellà de Llobregat: THP. RetrievedSeptember 13, 2012 from http://ictlogy.net/presentations/20120913_ismael_pena-lopez_-_competencias_digitales_medios_produccion.zip