1. El documento analiza las nuevas formas de aprendizaje colaborativo en la era digital y los nuevos alfabetismos requeridos.
2. Se discuten tres alfabetismos básicos: crear contenidos, compartir conocimiento y analizar e integrar información de múltiples fuentes.
3. También se examinan las habilidades blandas requeridas como la colaboración, el pensamiento crítico y la auto-dirección del aprendizaje.
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
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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,
voluntad de cambio).
Presentation Title
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.
OCDE [1990- ]: Relación entre Technology is radically transforming
alfabetización, crecimiento a host of other occupation
económico y empleabilidad.
[the workers] lack adequate
Analfabetismo: imposibilidad de
21st Century IT skills to fuel the
contextualizar la información.
information age economy...
New Literacies: Everyday Practices and Social Learning'
2011 by Lankshear and Knobel http://t.co/r7pTaTbk
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8. Lankshear and Knobel (2011)
Gilster: Dominio de ideas
La alfabetización -> sobre el de las teclas.
metáfora de competencia
Presentation Title
funcional (tecnológicamente 1. "Post-tipográficas
alfabetizados). Producción de textos .
De tinta a píxeles.
Alfabetización mediática: 2. Comportamiento:
uso crítico de medios nuevas prácticas
(comprender significado sociales (participativa,
en contexto). colaborativa 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).
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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
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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
*Es$mates
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010*
Source:
ITU
World
Telecommunica$on
/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.]
connectivity than any other
Nore Articles of Antarctica
84% articles from EU and US
country in South America or Africa
17
Graham, N., Hale, S. A. and Stephens, N. (2011) Geographies of the World s Knowledge. London, Convoco! Edition. Oxford Internet Institute.17
Radar Networks
18. @timoreilly we are connectors, amplifiers Distribución de artículos de Wikipedia
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 cultural La alfabetizació6n
(no solo funcional), digital no busca
aprender Presentation Title
a aprender y
reemplazar la
a conectar contextos.
alfabetizació6n
tradicional,
sino ampliar y
diversificar
(cultura digital).
(Littlejohn, Nargaryan 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/creación
de contenidos.
Basic literacy #1
Create/ Connect / translate knowledge 22
Radar Networks 22
24. aprendizaje
NOOCs
emergente
DIY
Formación auto - aprendizaje
básica y
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 basic Redistribute - People can
level of openness. share the work with 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
Presentation Title
disponibles 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
Where is Hillary Clinto
n? www.DiTzeitung.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.
Presentation Title
Simulación: Interpretar, crear
modelos del mundo real
Apropiación: Remezclar
contenido y medios.
Nultitarea:
Administrar la atención.
Cognición Distribuida: Sumar
capacidades de muchos.
Criterio: Evaluar diferentes fuentes.
Transmediación: navegación entre
medios.
Networking: Conectar información.
Negociación: Interactuar/adaptarse.
(Jenkins, 2006)
Radar Networks 29
32. "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 32
33. "No hay
evidencia para
Presentation Title
sugerir que los
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 33
34. 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 34
35. "La idea de que la
Generación Net es
Presentation Title
más proclive a
participar
[mediante la web] Sólo 1/3 de
adolescentes ‘brit’
resulta exagerada"
manif estaron
profundo interés y
facilidad por la
tecnología.
In the United Kingdom, a 2007 survey by Synovate,
Williams and Rowlands, 2008, Jones et al., 2010)
Radar Networks 35
36. Las evidencias no
Presentation Title apoyan la premisa de
que los jóvenes son
universalmente
conocedores de la web.
In the United States, Hargittai (2010)
Radar Networks 36
37. Existe clara variación
entre estudiantes
Presentation Title
(100% conectados ),
Los estudiantes de bajo
nivel socio-económico
(...) muestran niveles
más bajos know-
how de la web que el
resto.
In the United States, Hargittai (2010)
Radar Networks 37
43. Intensity of computer use in school lessons, and digital reading performance
[OECD average-15]
http://tinyurl.com/pisa2009 43
Radar Networks 43
44. Críticas a la evaluación Es muy reciente para
del impacto [OCDE]: evaluar impactos.
Presentation Title
Dificultad para medir los Las evaluaciones se
que se entiende por realizan inmediatamente
aprendizaje/habilidades.. despuééeés de utilizar los
dispositivos.
Diferentes expectativas.
El efecto acumulativo de
Dificultad de los medios digitales no es
generalizar. lo suficientemente
examinados.
amnesia tecnológica
Radar Networks 44
45. Pas a Pas (.d
Algunos de los dominios k)
potencialmente más
interesantes no han sido
Presentation Title
suficientemente
documentados
empíricamente.
Reflexión crítica; valores relacionales
creatividad y experimentación; habilidades meta-
cognitivas; habilidades espaciales,.
Radar Networks 45
47. fuentes y tiempo de aprendizaje, medios de evaluación, espacio de
aprendizaje,
47
Radar Networks 47
48. Habilidades blandas (soft skills)
uso de TIC experimentación
fuera del aula aprendizaje entre pares
(aprendizaje adaptación
informal) habilidades blandas 48
Radar Networks 48
49. (Problema de la Torre de Babel) • Colaboración, trabajo en
• Pensamiento crítico: red, negociación, creación
resolución de problemas, distribuida.
de gestión complejidad. Title
Presentation
• Aprendizaje contextual,
• Búsqueda, síntesis, adaptabilidad cultural y
selección y difusión de conciencia global.
información.
• Auto-Dirección: asumir
• Creatividad, curiosidad riesgos, espíritu
y exploración. emprendedor.
Comparing Frameworks for “21 st. Century Skills”. Chris
• Comunicación multimedia y
Dede. Harvard Graduate School of Education., 2009.
multi-contexto.
Radar Networks 49
50. Escenarios de evolución
Aprender con tecnología Investigación 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 50
51. Collaboration
Habilidades para la innovación Critical Thinking
Contextual Learning
Synthesizing of information
Communication
Self-Direction
Presentation Title
Creativity.
cognitive skills
Total soft and
Self-Direction
disseminating
Collaboration
required per
Synthesizing
information
Contextual
Creativity
thinking
Critical-
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 51
52. Competencias TIC: Competencias
Alfabetización en medios, interpersonales: Flexibilidad
información, comunicación habilidades sociales y
Presentation Title
efectiva y TIC. colaboración y liderazgo.
Pensamiento crítico:
Análisis crítico información,
pensamiento sistemático,
resolución de problemas,
creatividad.
Aprender con tecnología Investigación internacional sobre
modelos educativos de futuro (2012) F. Telefónica Radar Networks 52
63. Mitología
digital
Efecto de las TIC: Insuficiente evidencia
para demostrar efectos notables en
desarrollo de habilidades cognitivas.
63
obra de dan perjovschi. what happened to US?
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 nuevas
http://tiny.cc/comunidadaprende
64
obra de dan perjovschi. what happened to US?
Radar Networks 64
65. Software abierto sí, pero
también hardware y, sobre
todo, conocimientos
abiertos.
http://tiny.cc/openpower
Sujetos híbridos digitales-
analógicos: Traduzcan
conocimientos de un ámbito
a otro y que sean capaces de
conectar disciplinas.
http://tiny.cc/pensamientoD
65
obra de dan perjovschi. what happened to US?
Radar Networks 65
66. Nás 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 Ninds Technology and Today's
Learners Centre for Educational Research and
Innovation OECD. F.Pedró
http://www.oecd-ilibrary.org/education/
connected-minds_9789264111011-en
Presentation Title
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
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).
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
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?“.
Global Education Digest 2009 Comparing Education Statistics Across The World
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
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.
Jenkins, H, Clinton, K, Purushotma, R, Robison, A, Weigel, M (2006). Confronting the challenges of participatory culture: Media education for the 21st century. MacArthur Digital Media and Learning White Paper. Chicago, IL: The John D and Catherine T MacArthur Foundation.