Friday, August 27, 2010
Thursday, August 26, 2010
How Do You Unblock Poptropica?
What are the major changes in the environment?
What are the major changes in the environment? (in epistemological terms) Does the world really changed?
The basis for answering (not my personal opinion) is the magnificent text Diego: LEAL, D. (2010): Online Education and the role of tutor.
From 2006 to 2010, my environment shift work: Go to have a board in the classroom, at least 21 computers, which remain intact, because I did not change.
The only change I am experienced. The small change I am experimenting with joy (I found out in this course), sometimes scares me. Gandhi
remember at all times: "must be the change you want to see in the world." 
What are the major changes in the environment? (in epistemological terms) Does the world really changed?
The basis for answering (not my personal opinion) is the magnificent text Diego: LEAL, D. (2010): Online Education and the role of tutor.
From 2006 to 2010, my environment shift work: Go to have a board in the classroom, at least 21 computers, which remain intact, because I did not change.
The only change I am experienced. The small change I am experimenting with joy (I found out in this course), sometimes scares me. Gandhi
remember at all times: "must be the change you want to see in the world."
Wednesday, August 25, 2010
Prom Dress Catalogs Free Online
FIRST VERSION.
Teaching Learning Environments mediated by ICT. Proposed intervention. First version
My new notebook Calculation: Blog me
initial analysis / Justification
With this speech I intend to take my belief: that if they do not explain ... the young do not learn.
Cambiare, What will I feel better if we are not math notebook in 11 ° A?, What happen if your notebook is a blog? How students solve a problem, who simply shot? How do you investigate? How do you write?
"In this project, we investigate the most economical way of forming a can. First, this means that V is the volume of a cylindrical can and need to find the height h and radius r that minimizes the cost of metal to make it. If you ignore any scrap metal in the manufacturing process, the problem is to minimize the surface area of \u200b\u200bthe cylinder. In example 2 of section 4.7, was resolved this problem and found that h = 2r, ie, the height should be equal to the diameter. But if you go to your pantry or the supermarket with a rule, find that the height is usually greater than the diameter and the ratio h / r varies from 2 to about 3.8. " (Stewart 2008 .)
Can you explain this phenomenon?
Purpose of the intervention.
1. Students to solve a problem without calculus.
2. To learn calculation for themselves.
3. Seen as forming a network between them.
4. Summon, so everything (questions, input, consultation, evaluation, reporting of the solution of the problem and progress) is made through the Blog.
intervention components: Participation. Participate
the 38 students from 11 ° A. Involved solving the problem in the blog, in a collaborative way.
Participate
means, write the way of how they solved the problem. Building on the work of the other blog, Internet, teacher. Make entries reflections of others and one's own blog.
How adds value to the participants for their intervention? Rather than add value my speech to the participants, I have the expectation to break with the traditional method of teaching and learning (experiment) and your creativity will bring them themselves (obviously me too).
Will the boys if they learn calculus? If the experiment comes to fruition, will have learned to solve problems. Learned how to lead and of course to minimize a function.
Components of intervention: Evaluation. Assessed
initial solution to the problem (need not be correct). The search for information. Respect for copyright. The blog entries of others. Creativity, quality of writing. Coherence in discourse.
remove the rubric would be remiss.
I also want a self-assessment has an important role.
Components of intervention: Moderation.
The idea is to be a mediator (facilitator), do not expose this knowledge as I did today.
Provide resources, processes Guide, encourage, motivate, provoke creativity, ask at any time and will not leave them alone.
favors moderation I want autonomy, and self-regulated learning.
How do the assessment? In the measure that encourages autonomy, and self-regulated learning.
What are the factors that may affect (or put at risk if not carried out) the proposed intervention? If the intervention is a failure, it touched me to assume the risks of not having worked the theme of the fourth school term, failure to comply with the purpose of degree and not answer the question problematical. References
Stewart, J. (2008). Calculus: early transcendental. (Sixth edition). Mexico: Cengage Learning Editores, SA
DocTIC course, taken with Diego Leal in July-October 2010.
I aware of any comment. 
Teaching Learning Environments mediated by ICT. Proposed intervention. First version
My new notebook Calculation: Blog me
initial analysis / Justification
With this speech I intend to take my belief: that if they do not explain ... the young do not learn.
Cambiare, What will I feel better if we are not math notebook in 11 ° A?, What happen if your notebook is a blog? How students solve a problem, who simply shot? How do you investigate? How do you write?
"In this project, we investigate the most economical way of forming a can. First, this means that V is the volume of a cylindrical can and need to find the height h and radius r that minimizes the cost of metal to make it. If you ignore any scrap metal in the manufacturing process, the problem is to minimize the surface area of \u200b\u200bthe cylinder. In example 2 of section 4.7, was resolved this problem and found that h = 2r, ie, the height should be equal to the diameter. But if you go to your pantry or the supermarket with a rule, find that the height is usually greater than the diameter and the ratio h / r varies from 2 to about 3.8. " (Stewart 2008 .)
Can you explain this phenomenon?
Purpose of the intervention.
1. Students to solve a problem without calculus.
2. To learn calculation for themselves.
3. Seen as forming a network between them.
4. Summon, so everything (questions, input, consultation, evaluation, reporting of the solution of the problem and progress) is made through the Blog.
intervention components: Participation. Participate
the 38 students from 11 ° A. Involved solving the problem in the blog, in a collaborative way.
Participate
means, write the way of how they solved the problem. Building on the work of the other blog, Internet, teacher. Make entries reflections of others and one's own blog.
How adds value to the participants for their intervention? Rather than add value my speech to the participants, I have the expectation to break with the traditional method of teaching and learning (experiment) and your creativity will bring them themselves (obviously me too).
Will the boys if they learn calculus? If the experiment comes to fruition, will have learned to solve problems. Learned how to lead and of course to minimize a function.
Components of intervention: Evaluation. Assessed
initial solution to the problem (need not be correct). The search for information. Respect for copyright. The blog entries of others. Creativity, quality of writing. Coherence in discourse.
remove the rubric would be remiss.
I also want a self-assessment has an important role.
Components of intervention: Moderation.
The idea is to be a mediator (facilitator), do not expose this knowledge as I did today.
Provide resources, processes Guide, encourage, motivate, provoke creativity, ask at any time and will not leave them alone.
favors moderation I want autonomy, and self-regulated learning.
How do the assessment? In the measure that encourages autonomy, and self-regulated learning.
What are the factors that may affect (or put at risk if not carried out) the proposed intervention? If the intervention is a failure, it touched me to assume the risks of not having worked the theme of the fourth school term, failure to comply with the purpose of degree and not answer the question problematical. References
Stewart, J. (2008). Calculus: early transcendental. (Sixth edition). Mexico: Cengage Learning Editores, SA
DocTIC course, taken with Diego Leal in July-October 2010.
I aware of any comment.
Bathing Suit Incontinence Adults Australia
The stark reality in Colombia. Claims
What are the demands of society in the 21st century is doing to education (school), teachers, students and parents?
The stark reality in Colombia.
As a Colombian I'm finger first understand what happens in Colombia on new paradigms and demands of the knowledge society (which is already among us), we are required.
Education is an intangible, is a long-term goal, and sown in education, for the harvest, pick another generation. This essay aims to demonstrate how education is the tool to escape poverty and improve the quality of life.
The Colombian government does not believe in the thesis that we defend: education is the tool to escape poverty and improve the quality of life. Colombians either. We grow up with a general feeling that we are not capable. We do not have a sense of sovereignty, lack of social glue or rationality public know not interact with each other. For the purposes of the preceding paragraph: we are not potting soil for the occurrence of a phenomenon such as Singapore or Malaysia.
is true that Colombia took the path of modernization. Our leaders and we believe that good management is a material management is to invest in bridges and roads, which caused a trap this endless stream of corruption, an idiosyncrasy of facility and the cronyism that makes it rise by no job skills, intelligence but the way to be friends with .... (. If you are a friend of .... or has donuts, arrives).
For every human being are key elements condiciones mínimas para vivir. Todos queremos unas condiciones mejores (mejorar calidad de vida, calidad de tiempo).
Parece una contradicción pero tener petróleo, diamantes, productos agrícolas o diversidad, no garantiza que todos tengamos calidad de vida, en palabras de los economistas, aumento del índice Per cápita.
Países con los índices Per cápita mas altos del mundo son países sin recursos naturales como: Luxemburgo, Irlanda, Liechtenstein, Malasia, Singapur, Taiwán, Israel o Hong Kong. Todos estos países se la jugaron por la educación, le apostaron a la educación y GANARON.
La educación en América Latina y especialmente en Colombia, is the daughter of service is the worst paid, and budget should never be a teacher, it is becoming, in a shameful thing.
Latin America, especially Colombia has the world's best land for farming, and the Netherlands, a country without land produces more flowers than Colombia. The reason this happens is: the development in genetic engineering, distribution and marketing capacity of the Dutch, says Michael Poster from Harvard University. What I mean is that Latin America works with business and science of the last century.
We believe that diversity and natural products is our salvation, but commodity prices collapsed in 80% (Note the following statistics: In 1960 30% of global gross domestic product was the raw material is now 4%. The bulk of the world economy is in the services sector by 68% and industrial sector holds 29 %).
not clear from the above statistics that should be left raw materials to side. The issue would be to use the industry as a springboard to enter the knowledge economy (in the knowledge society). Knowledge (education) is the new paradigm of wealth. What rescued from Nokia and Premji is its versatility to educational change. Nokia produced and sold pine trees and now produces cell. A cell does not leave the timber and a gallon of oil produces no software, but this is a striking example of education shows that if you break the paradigm. Countries like China, Ireland, Poland and the Czech Republic and the way they did was to invest in education, science, technology and innovation.
Education provides silver. The new paradigm is: provides education dollars and euros. Patents are the product of education. Motorola developed the technology of the future in the Sichuan capital Chengdu, a place where there are 40 universities and a million engineers.
Latin America to understand that the education is the output. Latin American countries are lost in discussions of economic model to follow, while century powers STUDY knowledge.
See what happened when we implement economic models:
Some abbreviations:
CTI = Science Technology and Innovation.
LAC = Latin America and the Caribbean.
ISI = import-substitution industrialization. NCL =
local creative core.
R & D = research and development.
ECLAC = Economic Commission for Latin America and the Caribbean
UNESCO = United Nations Educational
Science and Culture.
OAS = Organization of American States.
Confucius says: "If your objective is to advance one year planting wheat. If your objective is to advance 10 years, plant trees. If your goal is to move 100 years, educate your children. "
policy of ISI is the mother of our backwardness in CTI, LAC.
the 40 politicians, who apparently did not know the words of Confucius, claiming that imported mature technology "machines were brought, designs, flow charts, diagrams, operation and maintenance" but more importantly the NCL not reproduced. For those politicians
irrelevant skills of learning to learn, autonomy and powers of the CTI. "The social fabric able to invent and take the invention from idea to social use remained based in developed countries." That's how LAC firms lacked an R & D and governments did not encourage the NCL. ALC
When he realized his mistake, was created and born ECLAC national councils of science and technology 60 (70) to see what could be done following the guidelines of UNESCO and the OAS.
UNESCO and the OAS "planted the idea that science and technology were a powerhouse of growth in a rich soil fertilized by the desire for modernization and development." Some of the results destacables de este periodo son: La profesionalización de las actividades científicas, creación de laboratorios del I+D de empresas públicas; pero aún así existió el divorcio entre investigación y producción en ALC.
La década perdida como se le conoce a la de los ochenta, introdujo los aspectos principales de la globalización (El cambio de rol del estado: descentralización, apertura de las economías al cambio y a la competitividad). Camino también equivocado, ya que la globalización obligo a importar tecnología de punta hasta donde fuera posible, pero de nuevo la investigación local y la innovación local quedaron por fuera de la estrategia económica.
In the nineties we have an apparent wealth "is a desindustrializante policy, which dismantled the productive and not promote the competitiveness of domestic firms through the development (adaptation, improvement, creation) of the technologies." Unlike China and Japan, Latin America will not derail the technology and try to build it.
Here are some statistics regarding R & D investment to GDP ratio, which shows that Latin American governments do nothing to the development of R & D:
Zone% GDP 0.6% ALC
European Union 1.7% USA 2.8%
Japan
3.13% 2.52% South Korea
The R & D expenses are in dollars per capita:
Argentina Brazil 36.67 34.76 14.39
Uruguay Paraguay
USA 0.98 940.35 445.23 Canada
Spain 132.31
Current trends in international cooperation in STI policy are determined by UNESCO with support from the IDB and the World Bank, speaking in general terms to support, promote and improve the CTI in LAC. Colombia
like in 100 years of solitude and not to forget to remember that education is the only way. It should invest in education, science and technology. Educate generations are not under the stigma of corruption and cronyism, if the collaborative work and the right way and worthy to ascend, it is because I am worth.
corruption and lack of courage to assessments allow our universities are the worst in the world. In Washington D. C there is a research center called the Inter-American Dialogue, where an international expert working in the field of education in Latin America called Jeffrey Puryear. This research confirms that the indices of Shanghai and the Times are true: We have the worst universities in the world. We have 2 universities in the post 200, the UNAM and the UBA. We know
investment in EDUCATION, SCIENCE AND TECHNOLOGY is very important, but do not expect the Saints to do, because it is not their priority. But if we can make incremental initiatives such as: respect, be disciplined, try to be as ethical as possible, and what the Galois GROUP (hotbed of mathematics): PLANT CALCULATION LOGIC AND ALGEBRA AND THESE ARE THE NEURONS OF A ROBOT. It seems important
from here (the previous approach Diego and colleagues) and what follows is the answer to the original question (What are the demands that society in the 21st century is doing to education (school) , teachers, students and parents) under the World Bank's perspective, the European Union and the Organization for Economic Cooperation and Development that are the ones that do propaedeutic on Education, research and articles by some authors.
century society 21 has the following characteristics: globalization, multiculturalism, technological revolution and uncertainty in valuation, see Tejada (2000).
The previous framework can say that the demand for education: an open and flexible curriculum, an organizational change schools and teachers become agents of change.
The curriculum should flow from the contextualization, in the sense that integrates cultural innovation. It is the core content. Best from curriculum to choose content.
In this new curriculum construction must learn to weave the internal logic of the subject to be taught, with the psychological and cognitive student to explore and develop the highest number of student's mental operations.
Content Selection Criteria: Objectivity, Currency, validity, significance, representativeness, EXEMPLARY, Significance, Portability, Utility-Applicability, Context.
"the centers of the future have to be a new types of institutions, not only for the roles assigned to or by the type of relationship established between them, because their education is supported by new tools is easy to describe as institutions supported by the network "Gonzalez Soto (2000) .
Globalization and new technologies are leading us quickly to the acquisition of new jobs and ways of life and communication where cyberspace is the center, we face a new concept of space, time, communication: they have to do with asynchronous and distance. It is quite possible that the disappear-face education, and family gatherings gone at 6 and 30 pm or football matches in the street at any time of day. What I can say now is that I could feel the convenience of virtual education as a student at the Technological Institute of Monterrey and DocTIC.
With regard to teaching "With the new professional role requires new skills (knowledge: knowledge, know-how, knowledge to be, and know to be) to deal appropriately with such complex context where reflexivity and the investigation must be one of its basic guidelines for working with the routine. In this regard, we point out briefly around technological competencies (know-how or use new tools educational technologies), social and communication skills (feedback, group processes and teamwork, negotiation, interpersonal relationships, know-how social and behavioral), theoretical skills (new knowledge and new learning theories in professional situations), and psychoeducational skills (teaching methods with the aid of computerized multimedia tools, mentoring and monitoring methods in a situation of self, career guidance, professional development techniques, methods of individualization of learning, etc ..)".
not to be understood that the introduction to society knowledge and particularly the introduction of new technologies end up with school failure, the negative attitude of students and the irresponsibility of parents, who only want their children arrive at school for them to rest.
We are speaking of some demands and principal, demanded by society in general is: ethics and social commitment, liability, love, solidarity, honesty is more important than any machine and is the future. However
the OECD argues that labor skills are to be taught in educational institutions to form the knowledge worker. Labour competencies are divided into interpersonal (teamwork, collaboration, leadership), intrapersonal (motivation, attitude, learning throughout life, problem solving, effective communication, self-confidence and analytical skills) and skills in the use of ICT.
... ... ... .., well, here we go with the intervention ... ... ... ... ... ... ... 
What are the demands of society in the 21st century is doing to education (school), teachers, students and parents?
The stark reality in Colombia.
As a Colombian I'm finger first understand what happens in Colombia on new paradigms and demands of the knowledge society (which is already among us), we are required.
Education is an intangible, is a long-term goal, and sown in education, for the harvest, pick another generation. This essay aims to demonstrate how education is the tool to escape poverty and improve the quality of life.
The Colombian government does not believe in the thesis that we defend: education is the tool to escape poverty and improve the quality of life. Colombians either. We grow up with a general feeling that we are not capable. We do not have a sense of sovereignty, lack of social glue or rationality public know not interact with each other. For the purposes of the preceding paragraph: we are not potting soil for the occurrence of a phenomenon such as Singapore or Malaysia.
is true that Colombia took the path of modernization. Our leaders and we believe that good management is a material management is to invest in bridges and roads, which caused a trap this endless stream of corruption, an idiosyncrasy of facility and the cronyism that makes it rise by no job skills, intelligence but the way to be friends with .... (. If you are a friend of .... or has donuts, arrives).
For every human being are key elements condiciones mínimas para vivir. Todos queremos unas condiciones mejores (mejorar calidad de vida, calidad de tiempo).
Parece una contradicción pero tener petróleo, diamantes, productos agrícolas o diversidad, no garantiza que todos tengamos calidad de vida, en palabras de los economistas, aumento del índice Per cápita.
Países con los índices Per cápita mas altos del mundo son países sin recursos naturales como: Luxemburgo, Irlanda, Liechtenstein, Malasia, Singapur, Taiwán, Israel o Hong Kong. Todos estos países se la jugaron por la educación, le apostaron a la educación y GANARON.
La educación en América Latina y especialmente en Colombia, is the daughter of service is the worst paid, and budget should never be a teacher, it is becoming, in a shameful thing.
Latin America, especially Colombia has the world's best land for farming, and the Netherlands, a country without land produces more flowers than Colombia. The reason this happens is: the development in genetic engineering, distribution and marketing capacity of the Dutch, says Michael Poster from Harvard University. What I mean is that Latin America works with business and science of the last century.
We believe that diversity and natural products is our salvation, but commodity prices collapsed in 80% (Note the following statistics: In 1960 30% of global gross domestic product was the raw material is now 4%. The bulk of the world economy is in the services sector by 68% and industrial sector holds 29 %).
not clear from the above statistics that should be left raw materials to side. The issue would be to use the industry as a springboard to enter the knowledge economy (in the knowledge society). Knowledge (education) is the new paradigm of wealth. What rescued from Nokia and Premji is its versatility to educational change. Nokia produced and sold pine trees and now produces cell. A cell does not leave the timber and a gallon of oil produces no software, but this is a striking example of education shows that if you break the paradigm. Countries like China, Ireland, Poland and the Czech Republic and the way they did was to invest in education, science, technology and innovation.
Education provides silver. The new paradigm is: provides education dollars and euros. Patents are the product of education. Motorola developed the technology of the future in the Sichuan capital Chengdu, a place where there are 40 universities and a million engineers.
Latin America to understand that the education is the output. Latin American countries are lost in discussions of economic model to follow, while century powers STUDY knowledge.
See what happened when we implement economic models:
Some abbreviations:
CTI = Science Technology and Innovation.
LAC = Latin America and the Caribbean.
ISI = import-substitution industrialization. NCL =
local creative core.
R & D = research and development.
ECLAC = Economic Commission for Latin America and the Caribbean
UNESCO = United Nations Educational
Science and Culture.
OAS = Organization of American States.
Confucius says: "If your objective is to advance one year planting wheat. If your objective is to advance 10 years, plant trees. If your goal is to move 100 years, educate your children. "
policy of ISI is the mother of our backwardness in CTI, LAC.
the 40 politicians, who apparently did not know the words of Confucius, claiming that imported mature technology "machines were brought, designs, flow charts, diagrams, operation and maintenance" but more importantly the NCL not reproduced. For those politicians
irrelevant skills of learning to learn, autonomy and powers of the CTI. "The social fabric able to invent and take the invention from idea to social use remained based in developed countries." That's how LAC firms lacked an R & D and governments did not encourage the NCL. ALC
When he realized his mistake, was created and born ECLAC national councils of science and technology 60 (70) to see what could be done following the guidelines of UNESCO and the OAS.
UNESCO and the OAS "planted the idea that science and technology were a powerhouse of growth in a rich soil fertilized by the desire for modernization and development." Some of the results destacables de este periodo son: La profesionalización de las actividades científicas, creación de laboratorios del I+D de empresas públicas; pero aún así existió el divorcio entre investigación y producción en ALC.
La década perdida como se le conoce a la de los ochenta, introdujo los aspectos principales de la globalización (El cambio de rol del estado: descentralización, apertura de las economías al cambio y a la competitividad). Camino también equivocado, ya que la globalización obligo a importar tecnología de punta hasta donde fuera posible, pero de nuevo la investigación local y la innovación local quedaron por fuera de la estrategia económica.
In the nineties we have an apparent wealth "is a desindustrializante policy, which dismantled the productive and not promote the competitiveness of domestic firms through the development (adaptation, improvement, creation) of the technologies." Unlike China and Japan, Latin America will not derail the technology and try to build it.
Here are some statistics regarding R & D investment to GDP ratio, which shows that Latin American governments do nothing to the development of R & D:
Zone% GDP 0.6% ALC
European Union 1.7% USA 2.8%
Japan
3.13% 2.52% South Korea
The R & D expenses are in dollars per capita:
Argentina Brazil 36.67 34.76 14.39
Uruguay Paraguay
USA 0.98 940.35 445.23 Canada
Spain 132.31
Current trends in international cooperation in STI policy are determined by UNESCO with support from the IDB and the World Bank, speaking in general terms to support, promote and improve the CTI in LAC. Colombia
like in 100 years of solitude and not to forget to remember that education is the only way. It should invest in education, science and technology. Educate generations are not under the stigma of corruption and cronyism, if the collaborative work and the right way and worthy to ascend, it is because I am worth.
corruption and lack of courage to assessments allow our universities are the worst in the world. In Washington D. C there is a research center called the Inter-American Dialogue, where an international expert working in the field of education in Latin America called Jeffrey Puryear. This research confirms that the indices of Shanghai and the Times are true: We have the worst universities in the world. We have 2 universities in the post 200, the UNAM and the UBA. We know
investment in EDUCATION, SCIENCE AND TECHNOLOGY is very important, but do not expect the Saints to do, because it is not their priority. But if we can make incremental initiatives such as: respect, be disciplined, try to be as ethical as possible, and what the Galois GROUP (hotbed of mathematics): PLANT CALCULATION LOGIC AND ALGEBRA AND THESE ARE THE NEURONS OF A ROBOT. It seems important
from here (the previous approach Diego and colleagues) and what follows is the answer to the original question (What are the demands that society in the 21st century is doing to education (school) , teachers, students and parents) under the World Bank's perspective, the European Union and the Organization for Economic Cooperation and Development that are the ones that do propaedeutic on Education, research and articles by some authors.
century society 21 has the following characteristics: globalization, multiculturalism, technological revolution and uncertainty in valuation, see Tejada (2000).
The previous framework can say that the demand for education: an open and flexible curriculum, an organizational change schools and teachers become agents of change.
The curriculum should flow from the contextualization, in the sense that integrates cultural innovation. It is the core content. Best from curriculum to choose content.
In this new curriculum construction must learn to weave the internal logic of the subject to be taught, with the psychological and cognitive student to explore and develop the highest number of student's mental operations.
Content Selection Criteria: Objectivity, Currency, validity, significance, representativeness, EXEMPLARY, Significance, Portability, Utility-Applicability, Context.
"the centers of the future have to be a new types of institutions, not only for the roles assigned to or by the type of relationship established between them, because their education is supported by new tools is easy to describe as institutions supported by the network "Gonzalez Soto (2000) .
Globalization and new technologies are leading us quickly to the acquisition of new jobs and ways of life and communication where cyberspace is the center, we face a new concept of space, time, communication: they have to do with asynchronous and distance. It is quite possible that the disappear-face education, and family gatherings gone at 6 and 30 pm or football matches in the street at any time of day. What I can say now is that I could feel the convenience of virtual education as a student at the Technological Institute of Monterrey and DocTIC.
With regard to teaching "With the new professional role requires new skills (knowledge: knowledge, know-how, knowledge to be, and know to be) to deal appropriately with such complex context where reflexivity and the investigation must be one of its basic guidelines for working with the routine. In this regard, we point out briefly around technological competencies (know-how or use new tools educational technologies), social and communication skills (feedback, group processes and teamwork, negotiation, interpersonal relationships, know-how social and behavioral), theoretical skills (new knowledge and new learning theories in professional situations), and psychoeducational skills (teaching methods with the aid of computerized multimedia tools, mentoring and monitoring methods in a situation of self, career guidance, professional development techniques, methods of individualization of learning, etc ..)".
not to be understood that the introduction to society knowledge and particularly the introduction of new technologies end up with school failure, the negative attitude of students and the irresponsibility of parents, who only want their children arrive at school for them to rest.
We are speaking of some demands and principal, demanded by society in general is: ethics and social commitment, liability, love, solidarity, honesty is more important than any machine and is the future. However
the OECD argues that labor skills are to be taught in educational institutions to form the knowledge worker. Labour competencies are divided into interpersonal (teamwork, collaboration, leadership), intrapersonal (motivation, attitude, learning throughout life, problem solving, effective communication, self-confidence and analytical skills) and skills in the use of ICT.
... ... ... .., well, here we go with the intervention ... ... ... ... ... ... ...
Tuesday, August 24, 2010
Train Simlator And Amtrak
Retrospective on my blog. Born the idea of \u200b\u200bintervention.
Taken From LEAL, D. (2010): Online Education and the role of tutor.
William Shakespeare, in the story's Dream Summer Night writes: "the dreamer always Demons imagines there really are in hell." Obeying the Master's words Diego Leal: "I would say the most important to the process is to keep an open mind." Well! just that I do and, to that extent espantare Demons (not really exist) that are only created by not allowing my brain to move forward.
After my presentation I say "I've never dabbled with a proposal for ICT in the classroom. I've always used the chalk board. I would like to use ICT to see whether indeed evolve (change, transform) the ideas that students have, on concepts mathematicians. "
Then my interest: "1. Convert this technology into an instrument (in the words of Rabardel). 2. Understand issues related to education in other countries. 3. Make new friends. 4. Develop a proposal for intervention of ICT in my teaching. 5. Learning to work collaboratively. 6. Breaking with the traditional assessment paradigm. 7. Breaking the paradigm of the kind of chalk and board.
Then come the ideas of Blanca Margarita Parra: "Hello, William!
My background is in mathematics but I have dedicated to the teaching of mathematics rather than mathematics itself.
I am no expert on this in computing, but my students have gotten into the use of certain technology tools for the projects I've assigned. Through them I've learned some things.
For example, my algebra students (first semester of school) should do an animation of a batted baseball and then cached by another player. When I proposed the project, I imagined that they would in a succession of images on paper, in booklet form (must have a name for it) and encouraged to move quickly leaves. It was teamwork. The surprise was that each team used different technological tool (on which they learned on their own), and no paper. I learned a lot with them. July 31, 2010 9:06 "
" Really, I think students are a source of a lot of knowledge for teaching. The generation of the Internet are very concerned abreast of new developments, resources, etc. and are well ahead of their teachers. I think it is a commonplace to say that the traditional school limited that it supports the overall development of students, but it remains true.
If you are interested in other approaches to develop learning in students invite you to see this WebQuest I did for a course in Chetumal, for teachers from different areas. This is the methodology of problem-based learning (PBL for its acronym in English): http://questgarden.com/q/problemas. I use this methodology at different times in my courses. "
"For example, this semester my course of Calculus I (Differential) begins with three cans real three different beverages: juice, 225 ml Welch, a regular can of Coca Cola and a can of Red Bull (250 ml ). The question students must answer is cans What is the most efficient model in terms use the minimum amount of material for its construction? And they can do whatever is necessary to respond , but must base its response.
is the beginning of the course, the path analysis methodologies will be constructed more or less complex but very efficient, as the calculation provides. But mostly it is to learn to use all its resources to solve problems. August 6, 2010 18:06.
"In The Fifth Discipline, Peter Senge provides that to work effective in solving a problem or implementing a proposal must be a shared goal team members. Without this, it is difficult to achieve a desired result. also operates in class. August 4, 2010 18:02.
Daniel Mocencahua said
"Hey, want to share with you a couple of my students work they did in GeoGebra. Although they are on the second half of career (interactive design) the concepts used are of high school: conic sections. The goal is to use mathematics as an aid in the design, so they made these simulators:
http://www.geogebra.org/en/upload/files/sinnerei/solar.html http://dl.dropbox.com/u/7889949/INDEX.html
I think your guys could do something similar (a simulator) with a dynamic geometry software (GeoGebra) that allows automatically generate an HTML page, which means I could hang dropbox is online. For more information I'm at your command. August 1, 2010 17:44 "
Here the idea: I propose to my students to solve the problem of beer cans, tuna or Coca-Cola, in the following situation: First: Create a blog. Second, to solve the problem mathematically arising need and do not know, therefore have to learn on their own and all you do to solve the problem, they must write in his blog.
The problem coincide with the purpose and problem-question grade 11 °. I thought only solve the problem, and not (be an experiment)
DEGREE OBJECTIVE: Study
real variable functions, limits and derivatives, such as basic concepts to solve life problems that involve minimizing or maximizing quantities, costs, areas, time. QUESTION
Problematizing:
WHAT SHOULD BE THE BEST SIZE FOR THE COST OF MATERIAL USED IN A CAN OF BEER, COCACOLA OR MINIMUM SEA TUNA? 
Taken From LEAL, D. (2010): Online Education and the role of tutor.
William Shakespeare, in the story's Dream Summer Night writes: "the dreamer always Demons imagines there really are in hell." Obeying the Master's words Diego Leal: "I would say the most important to the process is to keep an open mind." Well! just that I do and, to that extent espantare Demons (not really exist) that are only created by not allowing my brain to move forward. After my presentation I say "I've never dabbled with a proposal for ICT in the classroom. I've always used the chalk board. I would like to use ICT to see whether indeed evolve (change, transform) the ideas that students have, on concepts mathematicians. "
Then my interest: "1. Convert this technology into an instrument (in the words of Rabardel). 2. Understand issues related to education in other countries. 3. Make new friends. 4. Develop a proposal for intervention of ICT in my teaching. 5. Learning to work collaboratively. 6. Breaking with the traditional assessment paradigm. 7. Breaking the paradigm of the kind of chalk and board.
Then come the ideas of Blanca Margarita Parra: "Hello, William!
My background is in mathematics but I have dedicated to the teaching of mathematics rather than mathematics itself.
I am no expert on this in computing, but my students have gotten into the use of certain technology tools for the projects I've assigned. Through them I've learned some things.
For example, my algebra students (first semester of school) should do an animation of a batted baseball and then cached by another player. When I proposed the project, I imagined that they would in a succession of images on paper, in booklet form (must have a name for it) and encouraged to move quickly leaves. It was teamwork. The surprise was that each team used different technological tool (on which they learned on their own), and no paper. I learned a lot with them. July 31, 2010 9:06 "
" Really, I think students are a source of a lot of knowledge for teaching. The generation of the Internet are very concerned abreast of new developments, resources, etc. and are well ahead of their teachers. I think it is a commonplace to say that the traditional school limited that it supports the overall development of students, but it remains true.
If you are interested in other approaches to develop learning in students invite you to see this WebQuest I did for a course in Chetumal, for teachers from different areas. This is the methodology of problem-based learning (PBL for its acronym in English): http://questgarden.com/q/problemas. I use this methodology at different times in my courses. "
"For example, this semester my course of Calculus I (Differential) begins with three cans real three different beverages: juice, 225 ml Welch, a regular can of Coca Cola and a can of Red Bull (250 ml ). The question students must answer is cans What is the most efficient model in terms use the minimum amount of material for its construction? And they can do whatever is necessary to respond , but must base its response.
is the beginning of the course, the path analysis methodologies will be constructed more or less complex but very efficient, as the calculation provides. But mostly it is to learn to use all its resources to solve problems. August 6, 2010 18:06.
"In The Fifth Discipline, Peter Senge provides that to work effective in solving a problem or implementing a proposal must be a shared goal team members. Without this, it is difficult to achieve a desired result. also operates in class. August 4, 2010 18:02.
Daniel Mocencahua said
"Hey, want to share with you a couple of my students work they did in GeoGebra. Although they are on the second half of career (interactive design) the concepts used are of high school: conic sections. The goal is to use mathematics as an aid in the design, so they made these simulators:
http://www.geogebra.org/en/upload/files/sinnerei/solar.html http://dl.dropbox.com/u/7889949/INDEX.html
I think your guys could do something similar (a simulator) with a dynamic geometry software (GeoGebra) that allows automatically generate an HTML page, which means I could hang dropbox is online. For more information I'm at your command. August 1, 2010 17:44 "
Here the idea: I propose to my students to solve the problem of beer cans, tuna or Coca-Cola, in the following situation: First: Create a blog. Second, to solve the problem mathematically arising need and do not know, therefore have to learn on their own and all you do to solve the problem, they must write in his blog.
The problem coincide with the purpose and problem-question grade 11 °. I thought only solve the problem, and not (be an experiment)
DEGREE OBJECTIVE: Study
real variable functions, limits and derivatives, such as basic concepts to solve life problems that involve minimizing or maximizing quantities, costs, areas, time. QUESTION
Problematizing:
WHAT SHOULD BE THE BEST SIZE FOR THE COST OF MATERIAL USED IN A CAN OF BEER, COCACOLA OR MINIMUM SEA TUNA?
Thursday, August 19, 2010
Quest Eagles Peak Tent Review
11 ° A. Student Role
There are 6 nodes:
1. The student: 6,7,16,19,26,27 (total of 6 students, 9 relationships).
2. The student: 20,28,30,31,32 (total 4 students, 6 relations).
3. The student: 8,15,14,21,2324 (total 7 students, 6 relations).
4. The student: 25,29,33,38 (total 4 students, 5 lists).
5. The student: 9,18,34,35,36,3 (6 students total, 10 relationships).
6. The student: 3,10,2 (total 3 students, 2 relations).
nodes that have more relationships are 1 to 5, with 9 and 10 relationships, respectively. In the 1 are the best students and, in 5 not so good.
The double arrow means that the relationship is reciprocal (return).
arrows should get out of my (the red) to each of the students (and ask them all), but they are only scratching the back and forth (these students, not just ask, also contribute).
could say that the methodology and of course the teaching of Professor Roland Sosa Guillermo León is traditionally (chalk board), also used colored chalk to draw the attention of her students and TEACHING has also some show work in the Zone of Proximal Development, Dialogue Mayéutica, Flashback (Estanislao Zuleta style) and preconceptions, "When starting the explanation is going to one end of the board (at right) to write about the performance or provide guidelines prior to exercise, to better understand the next steps, and then returns to the end (left) where he had left the board started the year and now all clear what is working, along with students, for example him says, Emilio continue. Luisa What goes here? Stephanie how it would work here? and the finger was pointed out, the girl answers, the teacher puts to doubt and asks you sure?, and she says yes, and the heightened tone professor says, no, look good, and continue. The child becomes aware of the error and says - yes, it is not. I fixed in the notebook and then telling the teacher what should follow mathematically. Stephanie GOOD! That's right! "(Journal of Field 10, July 27, 2010).
the teaching of Professor Guillermo Leon, also looks set to behaviorism and using memory and repetition, especially in regard to definitions. Note the following taken from the October Journal of July 27, 2010. "With what definition does not fight. The definition is learned, repeats, repeats, repeats until it is recorded in the brain and when he says this, William put his finger on his temple. "
Guillermo methodology is the most simple (elementary exercises) to the more complex and gradually raising the bar. This stage passes through the filter: Who has a question?
A characteristic feature of the methodology of William is the constant concern that the young man understand in the workplace, ie in the classroom. Guillermo employed outside their background and experience mathematics methodology Zone of Proximal Development and the help of the monitor (as shown in photo). So one strategy is the collaborative work in sense of Vygotsky. But there is a constant. Should be a constant. This is where we focus, to propose in the intervention, a new or different teaching.
intervention I would like to learn how to build the network as does Professor Diego, because the network is constructed without the intervention of the teacher (she weaves by interactions alone appear as it passes time). The
I present today (a pencil and paper) is the appreciation I have of the boys. I would like to know how to change if the interaction is with ICT.
The classroom is as present in the photo. Is there 21 computers (Not very good). The Internet I have to share rooms with the systems (fall too fast or not reached).
are very few times we used the equipment.
As Diego says "The most important is that the network reflects the reality." The group that took to make the experience of intervention is 11 ° A (38 students). Mathematically, there are the best mathematicians of the institution: students: 17, 27, 7, 6, 26, 28, of whom 4 are the Galois group. There are also students with low academic performance, but in general they like my class and most were dismissed hand at the end of class, as a courtesy that I treasure.
There are 6 nodes:
1. The student: 6,7,16,19,26,27 (total of 6 students, 9 relationships).
2. The student: 20,28,30,31,32 (total 4 students, 6 relations).
3. The student: 8,15,14,21,2324 (total 7 students, 6 relations).
4. The student: 25,29,33,38 (total 4 students, 5 lists).
5. The student: 9,18,34,35,36,3 (6 students total, 10 relationships).
6. The student: 3,10,2 (total 3 students, 2 relations).
nodes that have more relationships are 1 to 5, with 9 and 10 relationships, respectively. In the 1 are the best students and, in 5 not so good.
The double arrow means that the relationship is reciprocal (return).
arrows should get out of my (the red) to each of the students (and ask them all), but they are only scratching the back and forth (these students, not just ask, also contribute).
could say that the methodology and of course the teaching of Professor Roland Sosa Guillermo León is traditionally (chalk board), also used colored chalk to draw the attention of her students and TEACHING has also some show work in the Zone of Proximal Development, Dialogue Mayéutica, Flashback (Estanislao Zuleta style) and preconceptions, "When starting the explanation is going to one end of the board (at right) to write about the performance or provide guidelines prior to exercise, to better understand the next steps, and then returns to the end (left) where he had left the board started the year and now all clear what is working, along with students, for example him says, Emilio continue. Luisa What goes here? Stephanie how it would work here? and the finger was pointed out, the girl answers, the teacher puts to doubt and asks you sure?, and she says yes, and the heightened tone professor says, no, look good, and continue. The child becomes aware of the error and says - yes, it is not. I fixed in the notebook and then telling the teacher what should follow mathematically. Stephanie GOOD! That's right! "(Journal of Field 10, July 27, 2010).
the teaching of Professor Guillermo Leon, also looks set to behaviorism and using memory and repetition, especially in regard to definitions. Note the following taken from the October Journal of July 27, 2010. "With what definition does not fight. The definition is learned, repeats, repeats, repeats until it is recorded in the brain and when he says this, William put his finger on his temple. "
Guillermo methodology is the most simple (elementary exercises) to the more complex and gradually raising the bar. This stage passes through the filter: Who has a question?
A characteristic feature of the methodology of William is the constant concern that the young man understand in the workplace, ie in the classroom. Guillermo employed outside their background and experience mathematics methodology Zone of Proximal Development and the help of the monitor (as shown in photo). So one strategy is the collaborative work in sense of Vygotsky. But there is a constant. Should be a constant. This is where we focus, to propose in the intervention, a new or different teaching.
intervention I would like to learn how to build the network as does Professor Diego, because the network is constructed without the intervention of the teacher (she weaves by interactions alone appear as it passes time). The
I present today (a pencil and paper) is the appreciation I have of the boys. I would like to know how to change if the interaction is with ICT.
The classroom is as present in the photo. Is there 21 computers (Not very good). The Internet I have to share rooms with the systems (fall too fast or not reached).
are very few times we used the equipment.
Nicky Clarke's Frizz Control 18mm Curling Tongs
. Role of the Teacher. En Carne Viva. Teaching
Course: Psychology of Learning ED4022. Professor tutor: Prof.. Ivonne M. Pelayo America
Lecturer: Dr. José Guadalupe Escamilla de los Santos
Masters: In Education with an emphasis in Science Education.
Activity Module 2: Diagnosis and virtual student engagement
Name: Guillermo León Roldán. Registration: A01306487. Medellin, Colombia on January 25, 2010.
PART 1. Diagnostics.
1.1 To what stage am I?
This section describes the stage where I feel like virtual incoming student. The graph shown below, based on the work of Donald Woods describes the mood and academic performance by passing a freshman in online education.
Right now I'm on the stage: Searching for Opportunities new reality.
be at this stage I think that at this moment I feel like this: To explore the more patient Blackboar platform has allowed me to begin to understand the course.
The videos and reading the text of Dr. Escamilla (Towards a flexible learning without traditional boundaries and limitations), I went to lift your spirits. I want to give another chance and here I am. 1.2 Analysis
SWOT. My initiation into learning.
Part 2. Planning
2.1 Taking advantage of my
SWOT SWOT analysis
Drawing I did in the previous section, write in the following table an action plan.
2.2 Plan the time that I dedicate to my graduate studies.
This table describes the use of my time in a typical week in my life before and after starting my graduate studies at the EGE.
commitment as a student:
For Hereby, I promise to make the action plan which accompanies this document result of the SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) that will allow me to succeed in online learning. I also agree to dedicate the time required for my graduate studies in the EGE according to the number of subjects that course (12 hours for a field, 24 for two courses) as described in this document.
Sincerely, Guillermo Sosa León Roldán
Feedback.
Hi Guillermo, good afternoon. I congratulate you for this activity! After reviewing
I can
realize that it is complete, you answer each of the questions asked and you use the correct format. I am glad to know that you are on stage 6 of the diagnosis, I believe that if you have not had experience in such form and have a certain "fear" with regard to the technology, you have a very positive attitude which compensates and eager to build on this experience, these two elements will help you quickly adapt to this model. I can tell you have a strong commitment to the course, without doubt this new experience will be a great adventure.
wish you much success
Then I put the heading of the activity and as the qualification criteria
Rating: Receive e-mail (10%) 10 points. Spelling and writing (10%) 10 points. Put your data correctly (5%) 5 points
Quote at what stage you are and how you feel the student (10%) 10 points
SWOT Analysis (20%) 20
points Action Plan (20%) 20 points
Planning
time (20%) 20 points
Engage in their curriculum (5%) 5 points
Activity Rating = 100
Congratulations !
Greetings. 
Lecturer: Dr. José Guadalupe Escamilla de los Santos
Masters: In Education with an emphasis in Science Education.
Activity Module 2: Diagnosis and virtual student engagement
Name: Guillermo León Roldán. Registration: A01306487. Medellin, Colombia on January 25, 2010.
PART 1. Diagnostics.
1.1 To what stage am I?
This section describes the stage where I feel like virtual incoming student. The graph shown below, based on the work of Donald Woods describes the mood and academic performance by passing a freshman in online education.
be at this stage I think that at this moment I feel like this: To explore the more patient Blackboar platform has allowed me to begin to understand the course.
The videos and reading the text of Dr. Escamilla (Towards a flexible learning without traditional boundaries and limitations), I went to lift your spirits. I want to give another chance and here I am. 1.2 Analysis
SWOT. My initiation into learning.
Part 2. Planning
2.1 Taking advantage of my
SWOT SWOT analysis
Drawing I did in the previous section, write in the following table an action plan.
2.2 Plan the time that I dedicate to my graduate studies.
This table describes the use of my time in a typical week in my life before and after starting my graduate studies at the EGE.
For Hereby, I promise to make the action plan which accompanies this document result of the SWOT analysis (Strengths, Weaknesses, Opportunities and Threats) that will allow me to succeed in online learning. I also agree to dedicate the time required for my graduate studies in the EGE according to the number of subjects that course (12 hours for a field, 24 for two courses) as described in this document.
Sincerely, Guillermo Sosa León Roldán
Feedback.
Hi Guillermo, good afternoon. I congratulate you for this activity! After reviewing
I can
realize that it is complete, you answer each of the questions asked and you use the correct format. I am glad to know that you are on stage 6 of the diagnosis, I believe that if you have not had experience in such form and have a certain "fear" with regard to the technology, you have a very positive attitude which compensates and eager to build on this experience, these two elements will help you quickly adapt to this model. I can tell you have a strong commitment to the course, without doubt this new experience will be a great adventure.
wish you much success
Then I put the heading of the activity and as the qualification criteria
Rating: Receive e-mail (10%) 10 points. Spelling and writing (10%) 10 points. Put your data correctly (5%) 5 points
Quote at what stage you are and how you feel the student (10%) 10 points
SWOT Analysis (20%) 20
points Action Plan (20%) 20 points
Planning
time (20%) 20 points
Engage in their curriculum (5%) 5 points
Activity Rating = 100
Congratulations !
Greetings.
Wednesday, August 18, 2010
Why Black Peoples Eyes Yellow
is removed from the Centre.
In readings
find the following definitions: In readings
1. Moderation: "in our context, is usually applied to the practice of accompanying a learning process (often based on discussions central) in a fully online (ie, actions by the teacher)." ( View Diego Leal).
2. Online Facilitation: "Online facilitation, in broad Terms Can Be Described as the act of managing the learners and the learning-through an online medium.
Facilitation dog
Also refer to the managing 'the online communication of Others' (Coghlan 2001). In this online learning is managing Usually done by a teacher or tutor. It is frequently referred to in the literature as 'online moderation', though moderating can also be a student task in some circumstances.
Facilitation is also a pedagogical term that applies to student-centred approaches to teaching as opposed to teacher-driven - the teacher's role moving from expert to one of facilitation - "sage on the stage" to "guide on the side" (Kempe 2001).
All three are usually inextricably entwined when it comes to online teaching.” (Ver AUSTRALIA FLEXIBLE LEARNING FRAMEWORK (2002). Effective Online Facilitation (Version 1.01).).
3. El tutor: “La tutoría es acompañar, apoyar, orientar; en educación Padula distance defines him as an engine of upward spiral in the construction of personal and collective knowledge [...] key student self-management process by guiding constructive criticism. "
"The distance teacher - tutor forward - promoting: the development of independent study (García, 2002), in collaboration with the student, guiding and advising on the readings to be performed (OAS, 2008), as well as the perception a student of that [...] there is someone who responds promptly and fitness doubts and problems (Tuning), established as a companion to the student in their learning process [...] To enrich from their experience and from their knowledge. (Padula). "(See AVILA, M., CELIS, B., TREJO, M. (2008). Tutor Online and its impact on the interaction with students digital.ipn.mx Program). Another
moderation "A basic strategy for the proper use of discussion forums, is called: Moderation. By definition, moderation is the process of eliminating or reducing ends. Is used to ensure normality in what is used in the case of a discussion forum, moderated means then ensure that the objectives of it are met. "
4. Online Exhibitor , not found. Annex to the dictionary definition: That explains something, especially a theory or doctrine, in an orderly manner.
According to the definitions, I think the teachers Ivonne Pelayo, Daniela Garcia, were my mentors in the online master course currently in the Monterrey Tech Virtual University.
Professor Andrés Peláez
be Moderator and Speaker. I talk about these cases because the teacher literally Diego says: What is the role played by teachers in ICT-mediated learning spaces in which you have taken part in the past?
In 2009 (Nov. 23), the city of Medellin award me as Teacher Quality (on the night of the awards the most educated Medellin), I was awarded the Medal Civic Luis Fernando Vélez Vélez, money and a scholarship to study at Tecnológico de Monterrey, Mexico.
disappoint me when I found out that the scholarship was virtual (I, I saw in Mexico). But disappoint me more when I hear from the mouth of Natalia B. I played this review as any student to enter, and that rest will not grant the scholarship.
I met Celina C., stating that I was not a winner, I thought was a scam what they were doing, just to look good in the city of Medellin. Professor Raúl
Gómez, convinced me to submit the examencito (Evaluation begins at 8:00 am, ends at 1:30, with tests included on the subject that appears like magic on the platform. The test is virtual).
On January 7 this year, I get an email congratulating me because Tech had happened and Natalia did not know yet. Such a huge surprise when he found out.
This is where Christ to suffer. Story
literally was not able to enroll in online courses (this issue is elementary). The only use that gave the computer until then, was to check my mail.
The shock was increased when I see something of the two courses on the platform: but God is all that!? I did not know a platform, shaking to press any button or key. It is the most horrible experience I've had so far. Other than that had the following occupations: 6 hours with the Municipality of Medellín (I am employed full time), 3 courses in UPB, the Master of Education from the UPB and the breeding of mathematics Galois group. I started a pain in the back of the brain that were soothing to me and custom vitamins to bed at 2:00 am and get up at 5.40 am. Actually the first month was awful. Then the custom began to work. Patricia's company was fundamental.
What always made me more nervous, was the device itself, because autonomy, to deal with the documents, I learned online, I already had it. I learned studying mathematics. When taking the first books, for me only and I realized that the teacher was not necessary.
Maybe that's what saved me: I knew studying only with the book. The determination to make a document on my own. I was lucky
also have 2 great mentors: Ivonne P. and Daniel G. They like the Minister are pending one, although not presented any document (in the platform contact my mentors is not enough, do not expose anything of course.) On the platform everything is ready.
there on the platform: The assessment, peer assessment and self-evaluation. All the respective rubric. Here involved the mentors and provide feedback to the work and assistance in the forums.
I rescue the impeccable organization of these courses. Compliance at the time, the spirit that we print in the ads, respect for the rubrics and feedback with major contributions. The seriousness, rigidity, the requirement of good documents.
are also team work (then I would sit down to analyze what happened to them.)
In the UPB, I came across Professor Andrés Peláez in a blended course (virtual-to-face). Where after the initial misunderstandings (involved in the forum you want, say.) Understand a new way of building knowledge: AMONG ALL-Collaborators-(obviously, I'm just learning: Thanks Andrew).
That's the big difference between Monterrey and UPB
But! Diego Leal then comes and I end up moving the floor: I write for me. Giving the possibility that other comment my work. I have the ability to interact with them. Reflection is scientific because it is not opinion but to build and where the evaluation can discuss, is a self-assessment. With Diego I have learned to lose their fear of the machine and interact with all of you, my peers. I'm getting a taste for ICT (thanks Diego).
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