sábado, 24 de junio de 2017

The data revolution in education. Informe @UNESCO #BigData


The Data Revolution in EducationHoy traemos a este espacio este informe de la UNESCO, de 81 pp., .titulado "The data revolution in education." que nos presentan así:

The ambitious Agenda for Sustainable Development and Education 2030 requires countries to report more and better quality data to track progress and inform policymaking on education and learning. But how will this broad data agenda be met?

As the Inter-agency and Expert Group Sustainable Development Goal indicators (IAEG–SDG) meets in Ottawa from 28-31 March, the UIS has released a paper that calls for a data revolution in education built on the foundation of national statistical systems and supported by a global compact for monitoring the global education goal, SDG 4.
The Data Revolution in Education, produced by the UIS as a background paper for the Education Commission, includes a set of recommendations for producing and disseminating high-quality education statistics for planning and monitoring progress toward education targets. 
The report calls for changes across three broad areas that address both the supply and demand sides of national education information systems.
Enabling environment: National statistical organizations require an enabling environment underwritten by more funding, investments in technology and skilled personnel, and greater efforts to overcome the fragmentation of education data and evidence sector across government agencies.
Aquí os dejamos el executive summary

(leer más...)

 Fuente: [ slideshare vía UNESCO]

viernes, 23 de junio de 2017

Call for Proposals. #TECH2017 Digital Pedagogies for Building Peaceful and Sustainable Societies. India


Hoy traemos a este espacio aTECH 2017, que tendrá lugar del December 16-18, 2017 | enVisakhapatnam, India, bajo el título  "Digital Pedagogies for Building Peaceful and  Sustainable Societies"

TECH 2017: Call for Proposals has been released. Apply NOW!
June, 2017
The UNESCO Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP) is calling for proposals for its international conference titled ‘Transforming Education Conference for Humanity’ (TECH) in partnership with the State Government of Andhra Pradesh in Visakhapatnam, India from December 16 – 18, 2017. The Conference is also supported by the Government of India – Ministry of Human Resource Development.
TECH invites submissions for proposals on the following themes that can be presented through a variety of formats (panel discussions, workshops, e-posters, learning zone and more..):
  • 21st Century Skills: The skills needed to address the challenges of the 21st century will be very different from the skills prioritized over the past six decades. New challenges in a rapidly changing world will require new skills for success. The advancements in the digital world have played a key role in shrinking the world and connecting societies in ways never seen before in human history. The conference focuses on exploring how digital pedagogies actually improve the efficiency of learning using the vast amount of big data and information available. In addition to improving numeracy and literacy through critical thinking, new competencies to meet 21st century challenges include social emotional skills such as mindfulness, empathy and compassion. Please apply now if you have something to say in the following areas:
    • Digital Games, pedagogies and assessments
    • Fostering Social and Emotional Learning
    • Multimodal digital platforms for Design Thinking and systems approach to learning
    • Artificial Intelligence in learning
    • Augmented and virtual reality as digital pedagogies
  • 21st Century Schools for Inclusive, Equitable and Quality Education: Technology offers a great possibility to make learning bespoke. Every individual learns differently, some more common than others. Digital pedagogies offer the possibility of designing the future school, in which students are provided an environment where they are able to build their own lesson plans and advance at their own speed and comfort. Advances in the use of big data and multimedia to design lesson plans offer customized attention to each learner. Please apply now if you have ideas on the design of future schools along the following themes:
    • Technology enabled innovative tools for screening, assessment and measuring outcomes
    • Teacher training and capacity building for inclusive education through digital platforms
    • New Technology Applications in the classroom
    • Traditional Education vs. digital education and its Integration
  • 21st Century Policies for the implementation and mainstreaming of digital pedagogies in educational systems: Governments around the world have invested an enormous amount of resources and efforts into ICT in education in order to reform their informal, formal, and non-formal education systems. If you have worked on the implementation and mainstreaming of digital pedagogies, do submit your proposal on any of the following themes:
    • Best practices and models in policy development, financing and delivery
    • Community based approaches in informal and non-formal education systems
    • Intellectual Property Rights and digital pedagogies
    • Regulations and management of digital resources and the Internet
Still can’t find a match of your idea in any of the above topics? Go ahead and share your stories, solutions and products to transform education for humanity and challenge us!
The application process requires interested individuals to complete and return the Application Form along with their proposals / presentations to tech@unesco.org
Submission Guidelines:
  • The title of the proposal should convey the exact topic and its content.
  • A brief yet detailed description of your session covering the subject, objective and proposed outcome.
  • The method you use to deliver your presentation must align with one of the session formats
  • Please also submit a brief bio of the presenter and co-presenter.
All of the above must be submitted to tech@unesco.org by (11:59 p.m. Indian Standard Time) August 15, 2017.
To download the Application form, click here.
To download a detailed Call for Proposals document, click here. (leer más...)

 Fuente: [TECH2017]

jueves, 22 de junio de 2017

Outcomes of Openness: Empirical Reports on the Implementation of OER. IRRODL Vol 18, No 4 (2017)

Hoy traemos a este espacio el último número de IRRODL The International Review of Research in Open and distributed learning.

Vol 18, No 4 (2017)

Special Issue: Outcomes of Openness: Empirical Reports on the Implementation of OER

Table of Contents

Editorial

Emprical Outcomes of Openness
John Hilton III

Research Articles

David Annand, Tilly Jensen
Sarah Goodier
Jessie R Winitzky-Stephens, Jason Pickavance
Marcela Chiorescu
David Wiley, Ashley Webb, Sarah Weston, DeLaina Tonks
Daniel Patrick Kelly, Teomara Rutherford
Christina Hendricks, Stefan A. Reinsberg, Georg W Rieger
Feng-Ru Sheu, Meilun Shih
Eulho Jung, Christine Bauer, Allan Heaps
Lane Fischer, David Ernst, Stacie L Mason
Cailean Cooney
Gabrielle Vojtech, Judy Grissett
Rajiv Sunil Jhangiani, Surita Jhangiani
SuBeom Kwak

Notes from the Field

Jonathan Lashley, Rebel Cummings-Sauls, Andrew B. Bennett, Brian L. Lindshield
Kim Grewe, William Preston Davis
 (leer más...) Fuente: [ IRRODL]

miércoles, 21 de junio de 2017

La integración efectiva del dispositivo móvil en la educación y en el aprendizaje. Monográfico de RIED

Hoy traemos a este espacio el

Nuevo Monográfico de RIED Vol. 20(2) - Julio 2017

RIED 20(2) – Julio 2017


  • García Aretio, L. (2017). Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativo y móvil. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 9-25. doi: http://dx.doi.org/10.5944/ried.20.2.18737
  • Ramírez-Montoya, M., & García-Peñalvo, F. (2017). Presentación. La integración efectiva del dispositivo móvil en la educación y en el aprendizaje. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 29-47. doi: http://dx.doi.org/10.5944/ried.20.2.18884
  • Mateus, J., Aran-Ramspott, S., & Masanet, M. (2017). Revisión de la literatura sobre dispositivos móviles en la universidad española. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 49-72. doi: http://dx.doi.org/10.5944/ried.20.2.17710
  • Humanante-Ramos, P., García-Peñalvo, F., & Conde-González, M. (2017). Entornos personales de aprendizaje móvil: una revisión sistemática de la literatura. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 73-92. doi: http://dx.doi.org/10.5944/ried.20.2.17692
  • Joo Nagata, J., Martínez Abad, F., & García-Bermejo Giner, J. (2017). Realidad Aumentada y Navegación Peatonal Móvil con contenidos Patrimoniales: Percepción del aprendizaje. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 93-118. doi: http://dx.doi.org/10.5944/ried.20.2.17602
  • Berns, A., Palomo Duarte, M., Isla Montes, J., Dodero Beardo, J., & Delatorre, P. (2017). Agenda colaborativa para el aprendizaje de idiomas: del papel al dispositivo móvil. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 119-139. doi: http://dx.doi.org/10.5944/ried.20.2.17713
  • Fonseca Escudero, D., Redondo, E., Sánchez, A., & Valls, F. (2017). Educating Urban Designers using Augmented Reality and Mobile Learning Technologies. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 141-165. doi: http://dx.doi.org/10.5944/ried.20.2.17675
  • Cabero Alemanra, J., Fernández Róbles, B., & Marín Díaz, V. (2017). Dispositivos móviles y realidad aumentada en el aprendizaje del alumnado universitario. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 167-185. doi: http://dx.doi.org/10.5944/ried.20.2.17245
  • Martín R., D., & Tourón, J. (2017). El enfoque flipped learning en estudios de magisterio: percepción de los alumnos. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 187-211. doi: http://dx.doi.org/10.5944/ried.20.2.17704
  • Martín-Ramos, P., Ramos Silva, M., & Pereira da Silva, P. (2017). Smartphones in the teaching of Physics Laws: Projectile motion. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 213-231. doi: http://dx.doi.org/10.5944/ried.20.2.17663
  • Mülbert, A., & Pereira, A. (2017). Implementação de mídias em dispositivos móveis: um framework de aplicação em grande escala na educação a distância. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 233-254. doi: http://dx.doi.org/10.5944/ried.20.2.17673
  • Agila-Palacios, M., Ramirez-Montoya, M., García-Valcárcel, A., & Samaniego-Franco, J. (2017). Uso de la tableta digital en entornos universitarios de aprendizaje a distancia. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 255-271. doi:http://dx.doi.org/10.5944/ried.20.2.17712
  • Sánchez-Prieto, J., Olmos-Migueláñez, S., & García-Peñalvo, F. (2017). Motivación e innovación: Aceptación de tecnologías móviles en los maestros en formación. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 273-292. doi: http://dx.doi.org/10.5944/ried.20.2.17700
  • Gutiérrez Esparza, G., Margain Fuentes, L., Canul Reich, J., & Ramírez del Real, T. (2017). Un modelo basado en el Clasificador Naïve Bayes para la evaluación del desempeño docente. RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 293-313. doi: http://dx.doi.org/10.5944/ried.20.2.17717
  • Marçal, E., Andrade, R., & Viana, W. (2017). Mobile Learning em aulas de campo: um estudo de caso em Geologia.RIED. Revista Iberoamericana De EducacióN A Distancia, 20(2), 315-336. doi:http://dx.doi.org/10.5944/ried.20.2.17711
(leer más...) Fuente: [ RIED]

martes, 20 de junio de 2017

Structuration of Personal Learning Environments. @mkalz Slideshare


Hoy traemos a este espacio esta slideshare titulada "Structuration of Personal Learning Environments" de

Marco Kalz

Marco Kalz


    • Maastricht Area, NetherlandsNetherlands
  • Professor of Open Education
  • Education
  • www.marcokalz.de
  • 0031455762718
  • Marco Kalz is Professor of Open Education at the Faculty for Management, Science and Technology and the Welten Institute (Research Centre for Learning, Teaching and Technology) of the Open University of the Netherlands. Marco is a fellow of the Interuniversity Center for Educational Sciences (ICO) and the Dutch research school information and knowledge systems (SIKS). He is the chair of the special interest group on Technology-Enhanced Assessment (SIG TEA) of the European Association of Technology-Enhanced Learning (EATEL). He is a member of the editorial board of the International Journal of Technology-Enhanced Learning (IJTEL) and serves as program committee member of the core conferenc...

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(leer más...) Fuente: [slideshare @mkalz  ]

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