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Similar a Cristóbal Cobo: Los nuevos alfabetismos digitales
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Cristóbal Cobo: Los nuevos alfabetismos digitales
- 1. "Nothing under the sun is new" (Ecclesiastes 1:9). Picasso exclamó: "Después de Altamira, todoparecedecadente". (15,000 AC) “We drive into the future using only our rear view mirror.” Marshall McLuhan
- 2. 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.}
- 3. Real Academia Española http://www.chinadaily.com.cn/60th/2009-09/29/content_8750466.htm
- 4. World (traditional) Literacy Projected world adult illiteracy in 2015 UNESCO
- 5. World Illiteracy Rate 1970 – 2000 (prognosis for 2005 – 2015), age 15 years and over. Source UNESCO Institute for Statistics (UIS).
- 6. info-nano-eco-cogno era > nuevos alfabetismos Source: Foguer.1999. Catching Up with the Economy. American Economic Review. 89(1) http://cgd.s3.amazonaws.com/GrowthReportAppendix.pdf World Population Alfabetismo: capacidadparaaplicarconocimientos y habilidadesen áreas clave y paraanalizar, razonar y comunicarsede maneraefectivamientras se examinan, interpretan y resuelvenproblemasen diversassituaciones (OCDE, 2004).
- 7. Innovacióntecnológica ¿y la innovación social? Sweet Land of Liberty: 1920 http://www.shorpy.com/node/9454
- 8. "Nothing under the sun is new" (Ecclesiastes 1:9). The Leader Post. June 14, 1967. “Education is no longer terminal”. The explosion of knowledge will cause sweeping curriculums changes”. “There will be so much knowledge available that the primary problemwill be to teach students how to find what they need”. “Technologies […] opportunities for learning new skills”. “The greatest challenge education faces is to deal with the new importance of radio, television, recording … Computers will be a crucial”.
- 9. ¿Quées lo que no queremos?Nuevastecnologíasparahacer lo mismode siempre
- 12. 3 flujos de información (alfabetismos) básicos creación de contenidos consumo distribución "…toofocused 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
- 13. http://www.flickr.com/photos/passetti/5468641095/sizes/o/in/photostream/ Alfabetismobásico #1 Crear / Conectar/ Traducirconocimientos
- 14. http://www.fowlerbiblecollection.com/martin-luther-bibles.html Luther translated New Testament (Greek into German – 1534) Distribución de conocimiento bajocosto, altadifusión, flujodescentralizado Alfabetismobásico #2 desintermediación Alfabetismobásico # 3 Consumoselectivo e inteligente / abierto + semántico+ socialmenteorganizado http://mindshift.kqed.org/2011/05/10-open-education-resources-you-may-not-know-about-but-should/
- 17. contenido: librería continente: dispositivo contenido + contexto: escuelaanalógica contenido + continente: laptops subutilizada contenido+ continente + (multi)contexto: aprendizaje invisible
- 18. 6 ideas para un contextooportuno de aprendizaje (con o sin tecnología)
- 19. Nuevospuentesentre aprendizajes “Miabuelaqueríaqueyotuvieraunaeducación, poreso me mantuvofuera de la escuela.” Fraseatribuida a Margaret Mead. Education and Training 2020: Flexibilidad + empleabilidad { 1 }
- 20. Aprendizajeentrepares micro-transferencias – (diferentesedades, usos, contextos, fines) OLPC (uy) 45% estudiantesaprendió a usar laptop a través de sus pares, 36% aprendióporsucuenta 19% con ayuda de un docente We learn…. 10% of what we read. 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 }
- 21. Uncertainty can lead to knew Knowledge Aprendizajeparatodala vida > HTM (tiempo/espacio) Másque el quéaprendemos > cómo(des/re)aprendemos 70/20/10 70% trabajo/experiencias. 20% interacción con otros. 10% aprendizaje formal. 90% lo aprendemos de manera informal Princeton´s center for creative leadership { 3 }
- 22. Comunidades experimentales> ensayo/error + combinar disciplinas + resolver problemas reales (living labs) laboratorios abiertos (TIC fuera del aula) (experiencias empleabilidad) San Francisco Exploratorium { 4 }
- 23. 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 }
- 24. Dejar de hablar de hardware y centrarnos + en el mindware info-estructura a la socio-estructura (habilidadesdigitales) “Agentes del conocimiento” – adaptablesantonomasia (knowmads) (conectar/traducir) Pasaporte de habilidades { 6 }
- 25. 3+3+6 alfabetismos dimensiones ideas Puentes + Pares + LLL DIY + Lab + Instr Flex + Mindware
- 26. John Moravec, phd DocenteEstudiosde Innovación Posgradode EstudiosLiberales, Universidad de Minnesota. Cristóbal Cobo Romaní, phd Oxford Internet Institute University of Oxford www.aprendizajeinvisible.com
Notas del editor
- 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”.