Category Archives: Reflexiones sobre educacion

Realidad Virtual, no tan lejos de la escuela.

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Actualmente me encuentro cursando un Mooc sobre realidad virtual en educación organizado por el Intef. En mi escuela me pidieron dar una capacitación al respecto para lo cual preparé este Prezi que les comparto aquí abajo:

http://prezi.com/e4izfkytsmxk/?utm_campaign=share&utm_medium=copy

Si les interesa el tema les dejo dos artículos que me resultaron muy interesantes:

  1. Un resumen de Preguntas y Respuestas en torno al tema: http://allvreducation.blogspot.com.ar/2016/07/10-preguntas-y-respuestas-en-torno-la.html 
  2. Un interesante artículo que establece la relación entre la realidad virtual y la taxonomía de Bloom: http://www.catedraupm-masterd.es/blog/innovacion-educativa/realidad-virtual-y-aprendizaje

Del aula tradicional al aula TRANSMEDIA

Actualmente me encuentro realizando un curso a distancia acerca del aula transmedia. Transmedia es un concepto acuñado por Jenkins, que se refiere a “un proceso en el que los elementos integrales de una obra de ficción se esparcen sistemáticamente a través de muchos canales de distribución con el propósito de crear una experiencia de entretenimiento unificada y coordinada. Lo ideal es que cada medio proporcione su propia contribución original al desarrollo de la historia.”  Para llevar el concepto de la teoría a la práctica se nos propuso llevar esta viñeta a un relato con palabras y contar la historia de este niño que hoy es docente. Comparto mi historia y mi experiencia transmedia con ustedes.

Tonucci la lectura

El docente de inglés mirando a sus alumnos disfrutar al mostrarle al resto del grupo sus creaciones surgidas a partir de la lectura de una historia de Sherlock Holmes, simplemente sonríe. Se los ve entusiasmados y divertidos. Hay trabajos para todos los gustos: videos, canciones, historietas, un video juego, un mapa interactivo, y muchas cosas más. El docente se alegra de haber logrado su objetivo, motivar e interesar a sus alumnos, y por sobre todo, acompañarlos en el camino del desarrollo del pensamiento propio, crítico y reflexivo. Recuerda con un dejo amargo, sus años en la escuela en los que había docentes que sólo los hacían leer, para después darles un montón de actividades esquemáticas y cerradas para realizar. Por suerte, también se cruzó con unos pocos a los cuales les interesaba lo que pensaban sus alumnos y se encargaron de fomentar ese amor por la lectura, que hoy lo trajo hasta aquí… ¿Habrá en algunos años algún alumno en un aula del futuro dando clases y recordandolo? Quizas, y el círculo sigue completandose y volviendo a comenzar.

 

Luis Iglesias, el camino de un maestro

Al conocer los pensamientos y la experiencia de Luis Iglesias en su escuelita rural, uno siente que el tiempo se detuvo. Sus problemas son los nuestros, sus planteos y preguntas son las que nos hacemos reiteradamente en nuestras escuelas y más ahora, con el ingreso de las nuevas tecnologías en nuestras aulas. ¿Qué provoca que los pensamientos de estos creativos de la educación no se generalicen?

Seguramente hoy en día habrá muchas experiencias innovadoras dando vueltas por las aulas de la Argentina, muchas ideas que no se socializan, muy probablemente porque sus artífices piensan que están haciendo algo chiquitito, sin importancia… quizás dentro de unos cuantos años salgan a la luz y volvamos a creer que el tiempo se detuvo. Ojalá no sea así… ojalá empecemos a viralizar esas ideas y hacerlas grandes con la colaboración de todos.

El oficio de enseñar…

En El oficio de enseñar, Edith Litwin (2008) cita la reflexión de un docente
en el marco de una investigación educativa. Este docente decía:

Deberíamos evitar la tentación de dictar clases magistrales. La
clase magistral tiene una cuota de autoengaño: el docente percibe
que dio la clase bien y entiende que el tema, por añadidura, se
aprendió bien. A una exposición prolija, un aprendizaje pulcro y
ordenado. Pero es muy común que los estudiantes digan: “sabe
mucho del tema, pero no le entendemos nada”. Uno debería
invertir más tiempo en pensar: ¿cómo debo enseñar el contenido
de mi clase? Un ejercicio posible es pensar qué y cómo enseñar si
solo tengo una única oportunidad de dar clase a estos
estudiantes, o cuáles son las cinco cosas que no deberían dejar de
saber (RL, Universidad ORT, Uruguay).

Del aula aumentada a la sociedad aumentada: TIC, TAC, TEP

Me parece muy interesante lo que plantea Dolores en la conferencia. Nuestra meta debe ser ir hacia un uso de las nuevas tecnología que propicie la participación de los ciudadanos acompañado de un pensamiento crítico (TEP). Dejar de lado el rol pasivo de mero receptor de información (TIC). Es por esto que en la escuela debemos proveer a nuestros alumnos con las herramientas para alcanzar este fin que por ahora suena un poco utópico. Para esto, es necesario corrernos de la posición de la escuela como mera transmisora de conocimiento. Hoy la información esta en todos lados. Podemos acceder a ella rápidamente y a veces de forma mucho más completa que como la obtenemos en la escuela. En su lugar, debemos empezar a enseñar a nuestros alumnos cómo manejar todo ese caudal de informacion, cómo pensar críticamente acerca de lo que leemos, cómo crear su propio contenido online, cómo trabajar colaborativamente, etc. Es decir, cómo usar el internet en todo su potencial. Sólo podremos alcanzar este objetivo poniendo manos a la obra y guiándolos en estos procesos en la escuela. Dándoles libertad para trabajar y aprender de sus propios errores.

NOTE: If you want to know what I have to say about this in English go to: https://sabridv.wordpress.com/2010/12/08/critical-thinking-we-aim-at-it/

RSCON3: It’s all about them…

RSCON3 is over… is it really over? Of course not, there are still a lot of presentations I would like to watch. But wasn’t it on 29 / 07 you may be wondering… Yeah, but that’s the magic of an online conference. If you could not attend, don’t worry you can always watch the recordings. I strongly advice you to do so, if you haven’t yet. You can find all the recordings here.

Fortunately, this time, appart from attending this wonderful conference, I was able to give my own presentation. I really enjoyed it. Even though at the beginning I was a bit nervous ( it was my first presentation ever), I managed to relax and have fun. I would like to thank @davedodgson for having helped me by doing a wonderful job as a moderator. I love learning collaborately, so I am very thankful for having had this opportunity of giving a bit back to my PLN, after so much taking. If you haven’t attended my presentation, and you’d like to see me in action:  here you can watch the recording, and here you can find the powerpoint I’ve used during it. I would love to know your opinion about it, get some advice on how I can improve my presentation skills or whatever comment you may want to do.

But let’s stop talking about me and let’s pass on to the important thing: my reflection about the conference. I don’t have a lot of things to say, apart from the fact that it was a wonderful experience, I’ve added a lot of new memebers / friends to my PLN, and I’ve learned a lot. However, what struck me the most, was that I have attended many sessions about completely different topics, and we all ended up speaking about the same: our students. Our students were the main protagonists of the whole conference. That shows how much passion we all put into our profession. We are all trying to improve and to find the best way in which we can teach them. We may not have found the answer yet, but the fact that we are treading this path, looking for it together, is more than enough. We are already reforming education, by making little (?) changes in our classrooms. Let’s keep on walking along this path, let’s meet again in RSCON4. See you there! =)

Collaborative learning path leading to RSCON4

Let’s start thinking outside the box!

I think this video to be totally self-explanatory. I believe that the most important conclusion we can derive from it is not to let the fear of the unknown paralised us. We should open our minds, explore, stop complaining and try to find a way out. Sometimes the most implausible of the solutions is the key that will get us out of the box. Narrowmindess emprisons us, let’s liberate our minds and our students’ too.

” You are out of jail, out of the cage; you can open your wings and the whole sky is yours. All the stars and the moon and the sun belong to you. You can disappear into the blueness of the beyond….Just drop clinging to this cage, move out of the cage and the whole sky is yours. Open your wings and fly across the sun like an eagle.” Osho Christianity, the Deadliest Poison and Zen… Chapter 6

Understanding  that the cage has always been open, or that the world has always been there outside the box  for us to explore, can make us feel a little shaky at first. It’s fine, and natural to feel like that, but we shouldn’t let it prevent us from enjoying all the blessings living outside the box has to offer us.

A few questions to reflect about this: what are the implications of this video for education? And for the use of new technologies in education? And most important of all, how can we apply it to life in general?. I have already talked about the importance of developing critical thinking and thinking outside the box in this post, if you want to keep on reading. Your opinions in Spanish or English will be more than welcome… Have a nice weekend!

Just Feel the Music…

Itay Talgam, an orchestra conductor,  has discovered that the secrets of good conducting shed light on leadership in general… and I can add that it is very relevant to teachers too. First, have a look at the video and enjoy the music.

Talgam opens his speech by saying that a conductor’s ability relies on just using a small gesture to create order out of chaos. A teacher’s dream come true! A finger-snap and all the students on task… Well, we all know that this is an impossible mission to achieve, so let’s try to figure out what is behind that small movement that creates a ripple effect.

The secret apparently has to do with finding equilibrium, not being authoritarian, and at the same time keep on being the authority figure. YEAH,  we all know that… but how can we achieve that  F***ING  balance that is being preached everywhere in this new-age, zen era we are living in.

Talgam in his video shows us different styles of conducting, from which we can derive some practical ideas. Let’s start talking about  Ricardo Muti’s style. He has a strong sense of responsibility. He wants to be so clear that he becomes overclear (what an irony!). There’s only one interpretation of the music and that’s HIS (we all have our little egos in there apparently)… If we transfer this to the classroom, it reminds me of  the teachers who consider that it’s THEM the only ones that possess THE KNOWLEDGE. Knowledge is given, it is not a construction. It is not developed in the classroom. It is a finished thing, to be introduced in the student’s mind. Things have to be done, in the way they have always been done. There’s no room for innovation, and therefore, there’s no room for development.

Maybe, these teachers suceed in having quiet students, who follow their orders to the letter and repeat parrot-like whatever it is they have “taught” them. But, have they learnt? Is this the aim of education? Are we teaching the students or the book, as the third conductor presented by Talgam does?  Do we want students who just mirror us and repeat our stories? or do we want to learn with them and create a trascending story constructing knowleadge together?

By taking into account the other conductors’ methods presented in the video, we can conclude that they believe the musicians need to have a voice too, which derives,  following our metaphor,  in students having a voice in our classrooms. We should just guide them and not give orders to them. Why? Because in this way we are really teaching them, we are giving them space to find their own way of doing things, of telling their own stories… As Talgam explains, this method without clear instructions works because it’s as if the musicians are on a rollercoaster. The forces of that process put the action into place. You know what to do and you become a partner. This experience is exciting for the players. The “teacher-conductor” is just there effortlessly enjoying the music.

But what if someone deviates from what he’s supposed to be doing? Then, the “teacher-conductor” enters in action. He is still a figure of authority, but he is not authoritarian. The authority is there,  but authority is not enough to make people partners. The teacher should keep some control in the classroom, but not all of it. Let’s overcome our fears and start giving students more control … we may be surprised at the results (let’s allow them to solve their conflicts, choose the topics they would like to discuss in class, and so on and so forth). We may feel at the beginning that we are loosing authority, but that’s not true; we are becoming partners, we are creating together and sharing the responsibility of making the lesson and the course a successful one.

Little by little, step by step, empowering our students, we may get to the wonderful point of “doing without doing”…  because

If you love something, give it away…

Re-Evaluate Value… by Using Rubrics? Part 2

In this post, I have expressed my desire of changing the way in which I was going to evaluate my students this year;  especially the mark I have to give them regarding the attitudinal aspect (nota de concepto). I believe that most of the time, this mark becomes quite subjective, as we don’t have clear evidence of why we are giving the students that mark. Apart from that, students don’t know exactly what is comprised in that mark, and therefore, they don’t know exactly what is expected from them or what they can do to improve this mark the following term. For that reason, this mark is a bit unfair sometimes, or at least, they may feel it to be so if the teacher doesn’t take the trouble of telling them why they got that mark. Trying to overcome this issue, I’m planning to give rubrics a try this year ( you may get more information about them here )

I’ve made a draft of a rubric to assess attitude in class here. I would love to know your opinions about it and ways in which I can improve it or ideas to tackle this problem in another way. Looking forward to your comments. Thanks in advance.

I ♥ Collaborative Learning

This post is in answer to the 30 goals challenge for educators. You can see my answer to the previous goal here.

“The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. ”

by John Lubbock

A lot can be said, and has been said in answer to this goal, about learning. However, I’m going to focus on my favourite way of learning: COLLABORATIVE LEARNING. I love learning WITH and FROM others. If alone we can get to do a simple and easy project, by being with others, we can always go a step further. I have learnt a lot by sharing ideas with others, face to face and online. I have always perfected my own creations by exchanging ideas with colleagues. I’m always refreshed and full of new ideas after a short trip over the blogsphere and twitter.

Being part of this online community of educators has made me realise how important it is the presence of others, who are undergoing the same learning journey, in order to motivate us and push us forward. Of course, we can learn on our own. However, by interacting and exchanging information with others, we can achieve a lot more and the trip becomes more fun.  @saandreoli shows us in this diagram in her blog how our learning experience is enriched by the interaction with others:

by @saandreoli

In what ways can this be reflected in our classrooms? I believe that by making students aware of the convenience of collaborating and sharing with each other. Some of them, do that naturally. Some others, need a gentle push. That’s where teachers come into scene.

What do you think? What are your believes about learning? How can we encourage it in our classrooms?