Este documento resume dos actividades educativas. La actividad 5 permitió al autor repasar los pasos para desarrollar un proyecto, identificar problemas en su entorno, y aplicar una estructura con objetivos de aprendizaje. La actividad 6 ayudó al autor a conectar el aprendizaje en el aula con el mundo laboral y organizar su tiempo para completar las actividades.
Actividad final de curso: reflexiones sobre lo que ha supuesto la realización del curso "Alfabetización Digital para Colectivos en Riesgo de Exclusión Social. Estrategias para la Intervención Socioeducativa"
Actividad final de curso: reflexiones sobre lo que ha supuesto la realización del curso "Alfabetización Digital para Colectivos en Riesgo de Exclusión Social. Estrategias para la Intervención Socioeducativa"
Building eduCommons Sustainability Through Social SourcingTom Caswell
A presentation on current efforts to move eduCommons (an open source OpenCourseWare content management system) from a grant-funded project to a community supported development model called social sourcing. This presentation was given at the OCWC Global 2009 Conference in Monterrey, Mexico on April 23, 2009.
Open Assessments and OERs as Enablers in Competency-Based Education Tom Caswell
Call for Demos for the X International UOC UNESCO Chair Seminar
Title: Open Assessments and OERs as Enablers in Competency-Based Education
Tom Caswell, Helix Education
Brandon Muramatsu, MIT
It has been said that if you are measuring seat time rather than competency then you are measuring the wrong end of the student. Competency-based education has received a great deal of attention as a disruptive innovation that promises to raise quality and lower the cost of higher education. EDUCAUSE defines competency-based education (CBE) as awarding academic credit based on mastery of clearly defined competencies. In traditional higher education time is fixed and learning varies, which is why students receive grades at the end of a quarter or semester. Contrast this with competency-based education, where learning is fixed and time varies for each student. But if time varies then how do students know when they are done? Assessments play a central role in CBE because student performance must be measured against set standards.
While there are vast repositories of OERs, relatively few come with assessments to validate knowledge or check for understanding. In this demo we will show the Open Embedded Assessment (OEA) tool developed by MIT and Open Tapestry. Open Assessment complements existing OER efforts with tools to allow instructors to embed assessments in any OER, thereby providing students with a richer learning experience. Faculty can also create shared collections of assessment items with other faculty. We will demonstrate the current state of Open Embedded Assessments as both a formative and a summative tool. We will discuss the opportunities and challenges of a CBE implementation.
As more institutions explore competency-based education the need for an open infrastructure will grow. Helix Education is developing CBE courses using OERs to show what is possible within the Helix platform. Open Embeddable Assessments allow OERs to be leveraged into richer learning environments. Enhanced with Open Embeddable Assessments, these environments can provide valuable information back to students, faculty, and instructional designers. This data can expose gaps and deficiencies in the course -- areas that should be strengthened. And with open content the opportunity for data-driven improvement can be fully realized because the OERs can be legally modified. Together, Open Embeddable Assessments and OERs create a virtuous cycle of continuous improvement that can serve competency-based education well.
1. COMENTARIO ACTIVIDAD No. 5 La experiencia en esta actividad fue muy satisfactoria, me permitió retomar paso a paso cada una de las partes que conforman un proyecto, saber identificar los problemas existentes en nuestro entorno y aplicarlos de acuerdo a una estructura establecida con sus NCL con sus respectivos resultados de aprendizajes que conllevan a la formulación de las actividades que un aprendiz debe desarrollar durante el tiempo de duración del proyecto. Trabajar con herramientas como la Carpeta de Evidencias y el Blog, es de gran utilidad ya que nos permiten de una manera ordenada cargar nuestras actividades e ir realizando un comentario previo de lo que se hizo en ella. Además me permitió aplicarlos también en mi curso con mis aprendices. COMENTARIO ACTIVIDAD No. 6 Esta actividad permite hacer una relación directa con de los que realiza en el proceso formativo y lo que se hará en el mundo laboral, también pude aclarar el punto en que no es necesario realizar una actividad por cada resultado de aprendizaje o al contrario se pueden plantear varias por un resultado. Además de que a través de ellas se logra organizar el tiempo de desempeño por cada actividad.