KNetwork Project (Atlantic Area): Presentation. 08.10

•

0 j'aime•214 vues

KNetwork Project (Atlantic Area): Presentation. 08.10 - 5 key question about the project. Juan Cristobal Cobo Research Fellow Oxford Internet Institute University of Oxford. Original source: Prezi (http://bit.ly/a5PDPV)

Contenu connexe

En vedette

Epgp bm brand_extensions_ppt

Rajendra Inani

Msrdc case study

Rajendra Inani

Group 8 epgp - meeting management - communication presentation

Rajendra Inani

Epgp(one year) 2009-10_fsr_group4_03.12.09

Rajendra Inani

Epgp 2009-10 int'al immersion- assignment_#1_upmc_rajendra inani #27

Rajendra Inani

Merrimack tractors analysis - final

Rajendra Inani

Epgp (one year) 2009-10_be_group assignment_group 4_30nov09

Rajendra Inani

Trans share inc - case study submission 12 sep 09 v1.1

Rajendra Inani

Epgp (one year) 2009-10_mos_ assignment_#1_18jan10

Rajendra Inani

Epgp (one year) 2009-10_cost management_group assignement_case i_25nov09

Rajendra Inani

Epgp (one year) 2009-10_cf_ assignment_#4_19jan10

Rajendra Inani

Epgp (one year) 2009-dell assignment_#1_19jan10

Rajendra Inani

Epgp (one year) 2009-10_hrm_group assignment_group 4_9jan10

Rajendra Inani

Delta and singapore analysis

Rajendra Inani

Monthly Touches

FredKusch

Self motivation

Harinadh Karimikonda

Facebook marketing for business - Alicia Young

PodCamp Cleveland

En vedette (17)

Epgp bm brand_extensions_ppt

Msrdc case study

Group 8 epgp - meeting management - communication presentation

Epgp(one year) 2009-10_fsr_group4_03.12.09

Epgp 2009-10 int'al immersion- assignment_#1_upmc_rajendra inani #27

Merrimack tractors analysis - final

Epgp (one year) 2009-10_be_group assignment_group 4_30nov09

Trans share inc - case study submission 12 sep 09 v1.1

Epgp (one year) 2009-10_mos_ assignment_#1_18jan10

Epgp (one year) 2009-10_cost management_group assignement_case i_25nov09

Epgp (one year) 2009-10_cf_ assignment_#4_19jan10

Epgp (one year) 2009-dell assignment_#1_19jan10

Epgp (one year) 2009-10_hrm_group assignment_group 4_9jan10

Delta and singapore analysis

Monthly Touches

Self motivation

Facebook marketing for business - Alicia Young

Plus de @cristobalcobo

There has been a considerable progress in integrating technological innovations to facilitate the learning process. This has a potentially important implications on student’s learning process as well as the role of teachers. SMART Classroom is a machine-assisted educational platform developed in Korea that allows learners to study at their own pace while teachers play a role as advisers, coaches and facilitators. Artificial intelligence allows for identification of optimal lessons based on learning algorithms and patterns of individual learning. The session will showcase an example of a framework of Korean education policies and an initiative of smart classroom, and how it has contributed to improving the learning quality and reducing the education gap in Korea. @cristobalcobo https://cristobalcobo.net

How smart are smart classrooms? Evaluating International Evidence

@cristobalcobo

"¿Aprender a conectarse o conectarse para aprender?"

@cristobalcobo

Building large-scale evidence for education (the case of Plan Ceibal, Uruguay)

@cristobalcobo

Presentación Innovación Pendiente

@cristobalcobo

This presentation summarizes some of the key trends in the changing ecosystem of higher education. Rather than a particular adoption of certain technology, a novel certificate or a new business model, what we explore is how the disintermediation of education is changing the boundaries, strategies and infrastructure of universities. The complex phenomena of 'uberization' of education offer new opportunities as well a number of deep redefinitions. What is clear is learners are in charge and education institutions are invited to re-think some of their traditional strategies. This presentation was prepared for the 8th ENQA General Assembly (European Association for Quality Assurance in Higher Education) in Sèvres, France, on 26-27 October 2017, hosted by the Centre International d’Etudes Pédagogiques (CIEP). http://www.enqa.eu/ More information: @cristobalcobo

Changing landscapes of higher education -

@cristobalcobo

La presentación expone una visión de algunos de los desafíos que se observan en la educación superior a nivel global. Los ejes de análisis son: desintermediación * masividad * Nuevas formas de producción del conocimiento * Nuevos formas de reconocer el conocimiento * Mercantilización del conocimiento * Inteligencia Artificial. Más información: www.fundacionceibal.edu.uy @cristobalcobo

La innovación pendiente en la Educación Superior

@cristobalcobo

Repensando la relación con la tecnología

@cristobalcobo

Esta presentación ofrece una revisión de prácticas de producción científica con perspectiva internacional en innovación en investigación, destacando centros de excelencia y redes académicas relevantes que adoptan valiosas estrategias en el desarrollo de investigación desde el mundo académico. También se analizan estratégicas concretas que promueven consolidar una cultura de investigación y publicación científica con rigor y excelencia en el claustro académico. Para ello se ofrecen experiencias relevantes sobre: Producción científica; Publicación académica (oportunidades y problemáticas al aproximarse al circuito de journals científicos así como a los circuitos alternativos de divulgación científica) y, por último, Formas de transferencia de conocimiento (índices de impacto, métricas alternativas, etc.). Se incluye un Workshop sobre prácticas de publicación en revistas científicas y de acceso abierto. Objetivos: 1. Analizar, junto a los asistentes, qué estrategias e incentivos desarrollar para estimular la publicación científica. Considerando en este análisis tanto el contexto institucional como factores exógenos relevantes (nacionales e internacionales). 2. Identificar los principales circuitos de publicación científica tanto a través de rankings internacionales como mediante los canales alternativos (sociales y/o digitales) de publicación científica. 3. Explorar plataformas, herramientas y circuitos que favorezcan y estimulen diferentes formas de publicación científica. @cristobalcobo @fundacionceibal

¿Cómo innovar en la investigación?

@cristobalcobo

L@S: Fourth Annual ACM Conference on Learning at Scale April 20 – 21, 2017 @ Massachusetts Institute of Technology organized with the Association for Computing Machinery (www.acm.org). In 2007, Plan Ceibal became the first nationwide ubiquitous educational computer program in the world based on the 1:1 model. It is one of the most important programs implemented by Uruguay’s Government to minimize digital divide and is based upon three pillars: equity, learning and technology. As of 2007, Plan Ceibal has covered public schools, providing every student and teacher in kindergarten, primary and middle school with a laptop or tablet and internet access in the school, as well as a comprehensive set of educational software platforms. Plan Ceibal reached 85% of the students in Uruguay (100% of public education 1 to 9 grades students) reducing significantly the digital divide between the “have” and the “have-nots”. After the massive deployment of devices, platforms and connectivity, as well as educational resources, now the focus is particularly on teachers training, development of new pedagogies as well as a new culture for understanding teaching and learning (i.e. new pedagogies for deep learning). This presentation summarize the "computational thinking" and the "maker culture" promoted by this public policy in Uruguay. http://www.fundacionceibal.edu.uy/en/page/about-us by @cristobalcobo

Computational Participation: Towards a National EducationPolicy in Uruguay ...

@cristobalcobo

Seminar: "From Good Intentions to Real Outcomes: Equity by Design in Learning Technologies". Presented at the Data & Society a research institute focused on the social and cultural issues arising from data-centric technological development (https://datasociety.net) Friday, February 10, 2017 Plot: The project implemented by Plan Ceibal in Uruguay allows primary school children between fourth and sixth grades to have three 45 minute slots per week of English: one taught by a remote teacher, model of language and in charge of introducing and explaining the linguistic content corresponding to each week through his remote presence via videoconference equipment; and two forty-five-minute slots with the classroom teacher, who following the lesson plans sent to her every week, may review, accompany and guide her students in the learning of English. Coherence between remote lessons and face to face lessons is ensured by a half hour virtual coordination between the two teachers involved in the learning process, in which concerns, learning and teaching styles are discussed (source: https://en.wikipedia.org/wiki/Ceibal_project#English_project ) * Special thanks to Ceibal en Inglés team as well as @datasociety team. By @cristobalcobo from @fundacionceibal

Blended teaching: Remote English instruction in Uruguay

@cristobalcobo

Cultura Maker: Pensando en el Pensamiento Computacional #Coding #DIY

@cristobalcobo

-Pareciera que la innovación está sólo en los gadgets y herramientas digitales. Sin embargo, uno de los cambios más profundos está en la (re) conceptualización del conocimiento. -Mientras seguimos explorando las mejores pedagogías para aprender con tecnología, vemos que las (verdaderamente) nuevas tecnologías (inteligencia artificial) están empezando a desarrollar capacidades de aprender. -¿Por qué la disrupción aún no llega al aula (si ya llegó la tecnología)? ¿Qué habilidades serán desplazadas si empiezan a surgir más sistemas autómatas (máquinas que aprenden)? ¿Si innovamos en las tecnologías por qué no lo hacemos en las formas de evaluar y reconocer el conocimiento?. La charla: La innovación pendiente: Nuevas formas de evaluar y reconocer el conocimiento en la era digital, se dictó en BETT LATAM en Ciudad de México en Octubre de 2016. Más información: innovacionpendiente.com

"La innovación pendiente: nuevas formas de evaluar y reconocer el conocimient...

@cristobalcobo

In this presentation are identified some of the new knowledge landscape trends (i.e. artificial intelligence, automated skills recognition tools, increasing demand for HE). The current knowledge recognition strategies implemented in the context of MOOCs open the landscape to explore more flexible ways of application and recognition of knowledge, regardless if it developed in formal or informal settings. Name of the event: International MOOC Colloquium - 2nd Edition - The MOOC Identity #MOOCidentity organized by Federica Web Learning - Università degli Studi di Napoli Federico II More information: @cristobalcobo

MOOC and Synthetic Cognition: non-technological challenges on the road

@cristobalcobo

The future of higher education a constantly moving target (11 key questions)

@cristobalcobo

This study focusses on the role of highly active participants in online learning communities on Facebook. These people, often known as “power users” in the literature on social computing, are a common feature of a wide range of online learning groups, and are responsible not only for creating most of the content but also for getting discussion going and providing a basis for other’s participation. We test whether similar dynamics hold true in the context of online learning. Based on a transactional dataset of almost 10,000 interactions with an online community of 32 postgraduate students who were following the same online course, we find evidence that power users also exist in the context of online learning. However, whilst they do create a lot of content, we find that they are not fundamental to keeping the group together, and in fact are less adept at creating content which generates responses than other “normal” users. This suggests that online learning communities may have different dynamics to other types of electronic community: it also suggests that design efforts should not be focused solely on attracting a small core of “power learners”. Rather, diverse types of users are needed for online learning communities to survive and prosper. Authors: Cristóbal Cobo, Center for Research - Ceibal Foundation, Uruguay Monica Bulger, Data & Society Research Institute, United States Jonathan Bright, Oxford Internet Institute, United Kingdom Ryan den Rooijen, Oxford Internet Institute, United Kingdom Presented at the LINC Conference (MIT, 2016) Digital Inclusion: Transforming Education through Technology.

What role do “power learners” play in online learning communities?

@cristobalcobo

Usability First - Introduction to User-Centered Design

@cristobalcobo

The aim of this paper is to describe an innovative large-scale action research in the field of education. This paper illustrates a unique sample of a global network of schools working together as a "living lab" to test, implement and improve innovative pedagogical practices in seven different countries (clusters). This experience can be regarded as a disruptive experiment from the methodological (i.e. network of schools), pedagogical (i.e. learning by creating) and accountability perspective (i.e. novel ways of assessing learning outcomes). This global network allocates special relevance to the cultural and contextual specificities of each member. This paper focuses on the Uruguayan case, the only non-developed partner country, which is working in incorporating up to 2,800 schools in this global network by the end of 2019. After providing a background and key figures of the current education system in Uruguay, the authors describe the outcomes of this experience so far (2013- 2016) and highlight some of the expected achievements and instruments to assess the second phase of this experience (2016-2019), with special emphasis in the design of new metrics and the adoption of new assessment tools. After stating the conclusions, the paper points out the limitations and further questions to be explored along the implementation of this global experiment in education. By Cobo, Brovetto, Gago

A Global Network for Deep Learning: the Case of Uruguay

@cristobalcobo

El Plan Ceibal se ha convertido en una poderosa plataforma para extender y ampliar las oportunidades de enseñanza y aprendizaje de los estudiantes de educación pública en Uruguay. El uso tanto de los dispositivos (tablets y laptops) como de la infraestructura (red y softwares) registra volúmenes de demanda sin precedentes. Por otra parte, los datos que Plan Ceibal administra integran fuentes de información relacionadas con la gestión escolar, la administración de las plataformas tecnológicas así como la utilización de numerosas herramientas y aplicaciones educativas. Este tsunami de datos es una cantera de valiosísima información para apoyar la educación. Pensando en el grado de uso de las plataformas educativas que ofrece Plan Ceibal, es posible crear un indicador de “participación en línea” (engagement) como resultado del nivel de actividad e interacción de los propios estudiantes en dos plataformas: PAM (plataforma adaptativa de matemáticas) y CREA2 (learning management system). ¿Cuáles son los perfiles de “participación” de los sujetos? ¿Estos perfiles responden algún patrón de clasificación socio-económica o geográfica? ¿Cuál es el perfil de participación de los docentes en cada una de estas plataformas? ¿Se identifica consistencia en el tipo de uso de estas plataformas? ¿En qué medida es posible encontrar correlaciones entre el grado de “participación en línea” de los estudiantes y su participación (asistencia) en clases presenciales? Estas y otras interrogantes serán analizadas durante la presentación. Más información: http://fundacionceibal.edu.uy/ @cristobalcobo

Hacia la construcción de un perfil en 360 grados de los usuarios del @Plan_Ce...

@cristobalcobo

The objective is to introduce and justify the use of analytics to measure and identify how students use and interact with ICTs. This presentation will explain how analytics work (graphics and interfaces) and the advantages of using analytics. What aspects of appropriation and use of ICT can be measured with analytics that cannot be measured with existing indicators? With an analytics software on the computer, what do we want to know about how students use technology?

Analíticas de aprendizaje - An overview of Educational Software and Analytics

@cristobalcobo

Nuevas métricas - Red Global de Aprendizajes @cristobalcobo

@cristobalcobo

Plus de @cristobalcobo (20)

How smart are smart classrooms? Evaluating International Evidence

"¿Aprender a conectarse o conectarse para aprender?"

Building large-scale evidence for education (the case of Plan Ceibal, Uruguay)

Presentación Innovación Pendiente

Changing landscapes of higher education -

La innovación pendiente en la Educación Superior

Repensando la relación con la tecnología

¿Cómo innovar en la investigación?

Computational Participation: Towards a National EducationPolicy in Uruguay ...

Blended teaching: Remote English instruction in Uruguay

Cultura Maker: Pensando en el Pensamiento Computacional #Coding #DIY

"La innovación pendiente: nuevas formas de evaluar y reconocer el conocimient...

MOOC and Synthetic Cognition: non-technological challenges on the road

The future of higher education a constantly moving target (11 key questions)

What role do “power learners” play in online learning communities?

Usability First - Introduction to User-Centered Design

A Global Network for Deep Learning: the Case of Uruguay

Hacia la construcción de un perfil en 360 grados de los usuarios del @Plan_Ce...

Analíticas de aprendizaje - An overview of Educational Software and Analytics

Nuevas métricas - Red Global de Aprendizajes @cristobalcobo

KNetwork Project (Atlantic Area): Presentation. 08.10

Recommandé

Recommandé

Contenu connexe

En vedette

En vedette (17)

Plus de @cristobalcobo

Plus de @cristobalcobo (20)