segunda-feira, 8 de setembro de 2014

Noticias desde la CUED del fin de semana y del día 08/09/2014

RIED-Blog: APOYO ADAPTATIVO BASADO EN IMS-LD Y ESTRATEGIAS PSICO-EDUCATIVAS PARA LA FAMILIARIZACIÓN ...: http://sco.lt/4xZdjt 

Congresso ISATT2014. Formação e trabalho docente na sociedade da aprendizagem: http://sco.lt/5BCNyz 

Javier Tourón: ¿Puede la escuela resistirse al cambio?: http://sco.lt/5U3bw9 

El MIT investiga el camino hacia el aprendizaje online más eficiente: http://sco.lt/6bTdR3 

Materiales instruccionales para cursos online: http://sco.lt/51pcgr 

El Internet de las cosas y la sociedad colaborativa: http://sco.lt/5QBYEz 

Pixel Bit número 45 Revista de Medios y Educación: http://sco.lt/4wMqR7 

Paradigma del auto-aprendizaje, mediante la investigación y las TIC!: http://sco.lt/7tEdw9

Two Incredibly Useful Videos on Flipped Learning: http://sco.lt/8yZyXx

Top 5 Tips For A Blended Classrooms: http://sco.lt/5OapgP

Trying Out Gamification In the Classroom? These Tools Are For You: http://sco.lt/5pDYH3 

Aprendizaje en Red. Experiencia de conversación: http://sco.lt/8H47iT 

¿Por qué las competencias básicas en educación obligatoria? Competencias básicas y currículo: http://sco.lt/7zgC01 

Preparando un nuevo curso al revés: http://sco.lt/59u5hZ 

terça-feira, 29 de julho de 2014

Boletim da CUED do dia 29/07/2014 trás bons artigos para estudo das TIC e Educação

RIED-Blog: MEDIAÇÃO PEDAGÓGICA EM EDUCAÇÃO A DISTÂNCIA: INOVAÇÃO NA DOCÊNCIA UNIVERSITÁRIA NO PROCES...: http://sco.lt/7HMtQf

E-learning o la urgencia de cambiar la organización del tiempo docente en las universidades: http://sco.lt/7RESCP

Educación personalizada: ¿Educas personas o formas alumnos?: http://sco.lt/87Nt0z

125 cursos universitarios, online y gratuitos que inician en agosto: http://sco.lt/5sipyT

Redes de Aprendizaje y Conocimiento Conectivo de STEPHEN DOWNES (castellano): http://sco.lt/7aaiaf

ePortfolio Checklist for Teachers: http://sco.lt/8iCZBx

The Flipped Classroom: ¿no has 'flipado' aún?: http://sco.lt/4sPsvJ

11 Amazing Evernote Features Every Teacher Should Know about: http://sco.lt/75Rjxx

La Generación Z ¿Cómo piensan y cómo aprenden?: http://sco.lt/5xC1Gz

Alejandro Piscitelli: La Educación en la Era Digital: http://sco.lt/6DVxFh

Pop Quiz! Do You Really Need Quizzes in Online Training?: http://sco.lt/6Vx6kz

Escolarizar la tecnología: http://sco.lt/8GUkfR

segunda-feira, 21 de julho de 2014

Noticias desde la CUED del fin de semana y del día 21/07/2014

Noticias desde la CUED del fin de semana y del día 21/07/2014


RIED-Blog: “M-LEARNING EN CIENCIA” - INTRODUCCIÓN DE APRENDIZAJE MÓVIL EN FÍSICA (RIED, Vol. 13, núm...:http://sco.lt/6rsyvp
Información y conocimiento en la era digital: http://sco.lt/7VPOwT

12 hipótesis de trabajo sobre pedagogía virtual: http://sco.lt/5hvRbd

Conectivismo: http://sco.lt/8ZGL7R

Paradigma educativo: http://sco.lt/6UxeKH

11 Sitios web para encontrar libros y revistas académicas: http://sco.lt/4ljfwP

Aulas pensadas para el futuro: http://sco.lt/721dvl

Submitting a doctoral thesis on online learning? Some things to keep in mind: http://sco.lt/4qcysz

¿Es usted un tecnooptimista?: http://sco.lt/86wqtV

Evolution of a Flipped Classroom: http://sco.lt/9CrNlR

How Google Glass Can Be Used in Education: http://sco.lt/7z05Fh

¿Cómo debe ser el libro de texto digital?: http://sco.lt/6amxWb

terça-feira, 20 de maio de 2014

The Problem of the Cultural Development of the Child (I)

The problem

In the process of development the child not only masters the items of cultural experience but the habits and forms of cultural behaviour, the cultural methods of reasoning. We must, therefore, distinguish the main lines in the development of the child’s behaviour. First, there is the line of natural development of behaviour which is closely bound up with the processes of general organic growth and the maturation of the child. Second, there is the line of cultural improvement of the psychological functions, the working out of new methods of reasoning, the mastering of the cultural methods of behaviour.

Thus, of two children of different ages the elder can remember better and more than the younger. This is true for two entirely different reasons. The processes of memorizing of the older child have undergone, during his additional period of growth, a certain evolution – they have attained a higher level – but only by means of psychological analysis may we reveal whether that evolution proceeded on the first or on the second line.

Maybe the child remembers better because his nervous and mental constitutions which underlie the processes of memory were developed and perfected, because the organic base of these processes was developed; in short, because of the mneme or mnemic functions of the child. However, the development might follow quite a different path. The organic base of memory, mneme, might remain substantially unaltered during the period of growth, but the methods of memorizing might have changed. The child might have learned how to use his memory in a more efficient way. He could have mastered the mnemotechnical methods of memorizing; in particular, he may have developed the method of memorizing by means of signs.

In fact both lines of development can always be revealed, for the older child not only remembers more facts than the younger one, but he remembers them in a different way. In the process of development we can trace that qualitative change in the form of behaviour and the transformation of some such forms into others. The child who remembers by means of a geographical map or by means of a plan, a scheme or a summary, may serve as an example of such cultural development of memory.

We have many reasons to assume that the cultural development consists in mastering methods of behaviour which are based on the use of signs as a means of accomplishing any particular psychological operation. This is not only proved by the study of the psychological development of primitive man, but also by the direct and immediate observation of children.

In order to understand the problem of the cultural development of the child, it is very important to apply the conception of children’s primitiveness which has recently been advanced. The primitive child is a child who has not undergone a cultural development, or one who has attained a relatively low level of that development. If we regard children’s primitiveness in an isolated state as a special kind of underdevelopment, we shall thereby contribute to the proper understanding of the cultural development of behaviour. Children’s primitiveness, i.e. their delay in cultural development, is primarily due to the fact that for some external or internal cause they have not mastered the cultural means of behaviour, especially language.

However, the primitive child is a healthy child. Under certain conditions the primitive child undergoes a normal cultural development, reaching the intellectual level of a cultural man. This distinguishes primitiveness from weak-mindedness. True, child’s primitiveness may be combined with all the levels of natural capacities. Primitiveness, as a delay of cultural development, nearly always retards the development of a defective child. It is often combined with mental retardation.

But even in this mixed form, primitiveness and weak-mindedness remain two phenomena essentially different in kind, the origins of which are totally different. One is the retardation of the organic or natural development which originates in defects of the brain. The other is a retardation in the cultural development of behaviour caused by insufficient mastery of the methods of cultural reasoning.

Take the following instance. A girl of nine years, quite normal, is primitive. She is asked, ‘in a certain school some children can write well and some can draw well. Do all children in this school write and draw well?’ She answers, ‘How do I know; what I have not seen with my own eyes, I am unable to explain. If I had seen it with my eyes ....’

Another example: a primitive boy is asked, ‘What is the difference between a tree and a log?’ He answers, ‘I have not seen a tree, nor do I know of any tree, upon my word’. Yet there is a lime tree growing just opposite his window. When you ask him, ‘And what is this?’ he will answer, ‘This is a lime tree’.

The retardation in the development of logical reasoning and in the formation of concepts is due here entirely to the fact that children have not sufficiently mastered the language, the principal weapon of logical reasoning and the formation of concepts. Petrova [1925, p. 85], the author of the work containing the above examples, states: ‘Our numerous observations prove that the replacing of one imperfect language by another equally imperfect always prejudices psychic development. This substitution of one form of reasoning by another lowers especially the psychic activity wherever the latter is in any case weak’. In our first example, the girl has changed her imperfect Tartar language for the Russian, and has not fully mastered the use of words as means of reasoning. She displays her total inability to think in words, although she speaks, i.e. can use the words as means of communication. She does not understand how one can draw conclusions from words instead of relying on one’s own eyes. The primitive boy has not as yet worked out a general abstract concept of ‘tree’, although he knows individual kinds of trees. That reminds us that in the language of many primitive races there is no such word as ‘tree’; they have only separate words for each kind of tree.

(Continues...)
Disponível em: https://www.marxists.org/archive/vygotsky/works/1929/cultural_development.htm

Noticias desde la CUED del día 20/05/2014

CUED: A respuestas, inútiles…, preguntas inteligentes!: http://sco.lt/7J0OLB

Reflexiones sobre el rol docente en los nuevos ambientes mediados por TIC en enseñanza superior: http://sco.lt/6dynwn

REDU Vol.12 nº1 (Enero-Abril, 2014). Monográfico "Evaluación Formativa mediante E-rúbricas": http://sco.lt/5WrTm5

¿Qué es la Pedagogía Abierta? Parte 1: http://sco.lt/8gihWb

Estudiantes de los #MOOC: ¿Quiénes son y que los motiva?: http://sco.lt/8A1Fvl

El ABC de flipped classroom (clase invertida): http://sco.lt/8tDbLV

Servicios de almacenamiento en la nube... ¡Elige el tuyo!: http://sco.lt/7Cu12n

Making memories: http://sco.lt/52lzzF

Do You Know The 4 Stages Of Learning?: http://sco.lt/7DbSlt

En búsqueda de la enseñanza virtual-Parte 1: http://sco.lt/65HcLR

The value and function of knowledge is changing: http://sco.lt/7mAOuH

Recursos digitales y tradicionales: ¡la combinación perfecta!: http://sco.lt/9A8A1h

El aprendizaje "emergente" es impredecible!: http://sco.lt/6SW1ib

18 Ways To Use Rubrics In Education: http://sco.lt/63knfV

Noticias desde la CUED del día 20/05/2014

CUED: A respuestas, inútiles…, preguntas inteligentes!: http://sco.lt/7J0OLB

Reflexiones sobre el rol docente en los nuevos ambientes mediados por TIC en enseñanza superior: http://sco.lt/6dynwn

REDU Vol.12 nº1 (Enero-Abril, 2014). Monográfico "Evaluación Formativa mediante E-rúbricas": http://sco.lt/5WrTm5

¿Qué es la Pedagogía Abierta? Parte 1: http://sco.lt/8gihWb

Estudiantes de los #MOOC: ¿Quiénes son y que los motiva?: http://sco.lt/8A1Fvl

El ABC de flipped classroom (clase invertida): http://sco.lt/8tDbLV

Servicios de almacenamiento en la nube... ¡Elige el tuyo!: http://sco.lt/7Cu12n

Making memories: http://sco.lt/52lzzF

Do You Know The 4 Stages Of Learning?: http://sco.lt/7DbSlt

En búsqueda de la enseñanza virtual-Parte 1: http://sco.lt/65HcLR

The value and function of knowledge is changing: http://sco.lt/7mAOuH

Recursos digitales y tradicionales: ¡la combinación perfecta!: http://sco.lt/9A8A1h

El aprendizaje "emergente" es impredecible!: http://sco.lt/6SW1ib

18 Ways To Use Rubrics In Education: http://sco.lt/63knfV

quarta-feira, 7 de maio de 2014

Noticias desde la CUED del día 07/05/2014

Open Praxis Vol 6, No 2 (2014): http://sco.lt/8pRHTl

Redes informáticas: una apuesta a la calidad educativa:http://sco.lt/9N99Av

¿Cómo elaborar un artículo científico?: http://sco.lt/4h36Ez

Diez herramientas de Google que quizá desconozcas: http://sco.lt/7sL9qz

Passive MOOC Students Don’t Retain New Knowledge, Study Finds:http://sco.lt/5VZhOT

6 Herramientas de investigación para profesores y estudiantes:http://sco.lt/7Q9u1x

Blended learning: http://sco.lt/706vnV

SEMANTIC WEB and PERSONALIZATION: http://sco.lt/9481Sb

How Are Teachers and Students Using Khan Academy?:http://sco.lt/7wu677

Truth about MOOCs: Do they inform you or educate you?:http://sco.lt/6ExarZ

Why online teaching is profitable: http://sco.lt/7dBFcf

Professores criam plataforma para escrever e publicar livros gratuitamente:http://sco.lt/6UluDZ

terça-feira, 8 de abril de 2014

Notícias da Cátedra EAD da Unesco

CUED: Entre la educación visible y la invisible… algunos buscan puentes!. http://sco.lt/86uBFp

García Aretio: Convocatoria de Monográficos en RIED: http://sco.lt/8BfVmT

Yovanni Ruiz – La educación a distancia en el Perú (para el análisis y la discusión): http://sco.lt/80b9hx

Seminario Iberoamericano “Ciencia, Tecnología, Universidad y Sociedad”: http://sco.lt/5ci8wL

Revista "Aprender para Educar con Tecnología" - Número 7: http://sco.lt/4ybTfd

Internautas móviles que prescinden del ordenador: http://sco.lt/5SQBTV

Aulas tech: las tecnologías que están cambiando el aprendizaje: http://sco.lt/7yF8jp

Infografia: 20 claves educativas para 2020: http://sco.lt/58BRJJ

10 de los mejores complementos de Google Docs para estudiantes y profesores: http://sco.lt/7qj2q9

What are Teacher’s Biggest Challenges in 2014?: http://sco.lt/7tZ28n

Blogs and wikis in formal higher education: examples of open education: http://sco.lt/7jGFWr

Bitácora de la EaD Nº 3: http://sco.lt/6ZJD6X

Universidades innovadoras (I): http://sco.lt/6Vvvov

De docentes a agentes de aprendizaje: http://sco.lt/6AMPw1

quarta-feira, 5 de fevereiro de 2014

Notícias da Cátedra Unesco de EAD

Noticias desde la CUED del día 05/02/2014


CUED: Dos caminos, una idea…”una socio-educación disruptiva y/o una educación profesionalizada”…:http://sco.lt/5UEhPN

LOS MOOCS Y SU PAPEL EN LA CREACIÓN DE COMUNIDADES DE APRENDIZAJE Y PARTICIPACIÓN | RIED: http://sco.lt/5kZSXB

Open EducationWeek 2014: http://sco.lt/8sHrf7

Redes Abiertas: Dialogues (I): Take class notes. Dialogos(I): Tomar apuntes:  http://sco.lt/7xoVvN

Boletín 24 Centro de conocimiento: ¿Humanizan las TIC la educación?: http://sco.lt/6n3CkL

Qué es y para que sirve Evernote infografiahttp://sco.lt/8WHx57

Los expertos subrayan la necesidad de formarse toda la vida: http://sco.lt/81Lfu5

MOOC, FabLabs, design thinking… L’imagination au pouvoir en formation continue: http://sco.lt/7d4CKf

How to prepare your learners for online success: http://sco.lt/4vJGSX

Beyond the Hype: Have MOOCs Missed The Mark? – Edudemic: http://sco.lt/5o2UmP

Aviso a navegantes: La nueva formación de formadores es colaborativa: http://sco.lt/64PmXh

22 eBooks gratuitos de Social Media en Español: http://sco.lt/7KXs5x

MOOCs as Disruptive Innovation?: http://sco.lt/6ELk5x