Getting together Comunidades, redes y aprendizaje
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Getting together Comunidades, redes y aprendizaje
Marcelo Maina8 de octubre de 2015
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Getting together Comunidades, redes y aprendizaje
• Redes de conocimiento: CdP, CdI, RSA
• E-porfolio network: un ejemplo para ilustrar
• La perspectiva inversa: individuo y ecologías de aprendizaje
• Preguntas orientadoras para la apropiación de lo discutido
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Redes de conocimiento
Las "Redes de conocimiento" son conjuntos de individuos y equipos provenientes de diferentes
organizaciones y disciplinas para inventar y compartir un cuerpo de conocimientos. El foco de
estas redes es usualmente el desarrollo, distribución y aplicación de conocimientos.
“Knowledge networks” are collections of individuals and teams who come together across organizational, spatial and disciplinary
boundaries to invent and share a body of knowledge. The focus of such networks is usually on developing, distributing and applying
knowledge.Pugh & Prusak (2013)
Pugh, K. & Prusak, L. (2013, September 12). Designing Effective Knowledge Networks, MITSloan Management Review 55(1).Retrieved from http://sloanreview.mit.edu/article/designing-effective-knowledge-networks/
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Redes de conocimiento
• Comunidades: empuje y conducción “social”
• Tecnología: posibilitadora y facilitadora
• Eje en “prácticas”
Cognición distribuida (Hutchins, 1994)Inteligencia colectiva (Lévy, 1994)
Aprendizaje en red (McConnell et al., 2012)Prácticas culturales(Schatzki et al., 2001)
Conectivismo (Siemens, 2005)
https://goo.gl/4HvGM2
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Redes de conocimiento
Comunidades de práctica
https://goo.gl/4HvGM2
Redes sociales de aprendizaje
Comunidades de interés
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La Comunidades de Práctica (CdP) son grupos de personas que comparten una pasión, una preocupación o un conjunto de problemas respecto a un tema en particular, y que interactúan regularmente con el fin de profundizar su conocimiento y experticia, y para aprender a como hacer las cosas mejor.
Communities of practice (CoP) are groups of people who share a passion, a concern or a set of problems regarding a particular topic, and who interact regularly in order to deepen their knowledge and expertise, and to learn how to do things better
(Wenger, 2004; Ranmuthugala et al., 2011; Markwell, 2009).
Briard, S. & Carter, C. (2013, November). Communities of practice and communities of interest: definitions and evaluation considerations. Ontario, Canada: Centre of Excellence for Child and Youth Mental Health. Retrieved from: http://www.niagaraknowledgeexchange.com/wp-content/uploads/sites/2/2014/05/Communities_of_Practice_Interest.pdf
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What is internal audit?The role of internal audit is to provide independent assurance that an organisation's risk management, governance and internal control processes are operating effectively.
https://na.theiia.org/standards-guidance/recommended-guidance/Pages/Practice-Advisories.aspx
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La Comunidades de Interés (CdI) son grupos de personas que comparten una identidad o una experiencia. En las CdI, grupos de personas de diferentes áreas y antecedentes se juntan para resolver inquietudes que afectan a aquellos in la comunidad. Los miembros de la comunidad trabajan juntos para aprender uno del otro y ayudarse a pensar en soluciones que todos puedan utilizar para realizar mejor las cosas en su propia área de trabajo.
Communities of interest (CoI) are groups of people who share an identity or an experience. In CoI, groups of people from different areas and backgrounds get together to solve problems affecting all those involved in the community. Community members work together to learn from each other and help each other think of solutions everybody can use to make things better in their own area of work (Markwell, 2009) .
Briard & Carter (2013)
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http://seniorshealthknowledgenetwork.ca/community/osteoporosis-community-interest
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CdI CdPFoco Intereses comunes con objetivos personales –
resolver problemas
Interés común con objetivos compartidos –aprender y auto-
desarrollarse
Propósito Informarse Crear, expandir e intercambiar conocimiento
Objetivos Comprensión de un tema de manera
compartida
Codificar conocimientos de un dominio
Naturaleza del
problema
Tarea común desde múltiples dominios Diferentes tareas dentro de un mismo dominio
Desarrollo de
conocimiento
Síntesis e integración Refinamiento y aumento
Miembros Personas “interesadas” con una orientación
hacia solución de necesidades personales
Experticia en el dominio, se implican en actividades conjuntas
Desafíos Diferentes conocimientos.
Construcción de una comprensión compartida
Pensar en grupo
Participación a largos períodos
Fuerzas Creatividad social, diversidad Conocimiento compartido y construcción colectiva
Período de actividad
(vida)
Variable, hasta encontrar una respuesta a la
pregunta
Evoluciona orgánicamente, estable hasta que el aprendizaje y el
desarrollo es realizado
Razones de permanecer
juntos
Acceso a la información Pasión, compromiso e identidad profesional
Aprendizaje Cada miembro aprende de las perspectivas de
los demás
De expertos a pares y a principiantes
Adapted from Briard & Carter (2013, pp . 11-12)
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Una Red Social de Aprendizaje (RSA) es un tipo de red social en la que intervienen estudiantes, maestros y módulos de aprendizaje.
Social Learning Network (SLN) is a type of social network among students, instructors, and modules of learning. (Brinton, & Chiang, 2014, p1)
Brinton, C. G., & Chiang, M. (2014, March). Social learning networks: A brief survey. In Information Sciences and Systems (CISS), 2014 48th Annual Conference on (pp. 1-6). IEEE.
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Redes de aprendizaje social
• OpenStudy is a social learning network where students ask questions, give help, and connect with other students studying the same things. Our mission is to make the world one large study group, regardless of school, location, or background.
• OpenStudy is a global study group, it is like walking into a library or coffee shop and finding just the right group of students who can help you with what you’re studying right now or someone struggling with a problem who could really use your help…halfway across the globe.
http://blog.openstudy.com/about/
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• http://ocw.mit.edu/courses/biology/7-06-cell-biology-spring-2007/
http://ocw.mit.edu/index.htm
http://ocw.mit.edu/courses/openstudy/
http://ocw.mit.edu/courses/biology/7-06-cell-biology-spring-2007/
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Redes de aprendizaje social
Peer 2 Peer University (P2PU) is a grassroots open education project that organizes learning outside of institutional walls and gives learners recognition for their achievements.
P2PU creates a model for lifelong learning alongside traditional formal higher education. Leveraging the internet and educational materials openly available online, P2PU enables high-quality low-cost education opportunities.https://www.p2pu.org/en/
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Redes de aprendizaje social
P2PU is community centered and our governance model reflects that. P2PU is built driven by volunteers, who are involved in all aspects of the project.
P2PU is peer learning. Everyone has something to contribute and everyone has something to learn. We are all teachers & learners. We take responsibility for our own and each others’ learning.
https://courses.p2pu.org/es/#community
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https://courses.p2pu.org/en/courses/2377/content/4680/
http://oerresearchhub.org/
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Redes de aprendizaje social
The Learning Circles model brings together learners in open community spaces to take online courses together. As a support group for learning, Learning Circles offer individuals a comfortable and consistent environment to motivate and to be motivated.
https://chicago.p2pu.org/en/
https://youtu.be/9asVuChS04Q
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http://sharingacademy.com/
http://sharingacademy.com/es/profes
Redes de aprendizaje social
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Europortfolio.eu
El portal
La Red
ADPIOS
UNIZG, coordinator
ADPIOS, France
Centre for Recording Achievement, UK
AGH University of Science and Technology, Poland
Danube University Krems, Austria
University of Southern Denmark, Denmark
Open University of Catalonia, Spain
TLT Group, USA
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Que es un e-Portafolio
https://youtu.be/TFb0u6dI3u4
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“e-Portafolio es un término general para designar
una colección estructurada de artefactos digitales
co-creados, reconocimientos de logros y
acreditaciones formales obtenidas en donde el
propietario posee la libertad suficiente para ordenar
su presentación en función de propósitos
específicos y del tipo de audiencia a quien se
dirige”.
“e-Portfolio is an umbrella term for a structured collection of self or
co-created digital artifacts, recognitions, and accreditations where
the owner has enough freedom to arrange their presentation
according to specific purposes and audiences.”
http://europortfolio.org/
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Portal comunitario y red
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Buscar-encontrar y publicar
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Permanecer informado e informar
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Estar actualizado y contribuir
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Repositorio de REA dedicado
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Participación institucional
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Eventos… participe!
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Eventos… participe!
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Webinars + Canal Youtube
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Inicia o implícate en tareas colaborativas
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Inicia o implícate en tareas colaborativas
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Expresa tu opinión y discute
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know & get involved in projects
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Encuentra gente de interés
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Capítulos
“local branch”
• In your language
• En tu idioma
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Capítulo español
@SpePortfolio
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REA: Matrix
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REA: Matrix
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REA: Guías de implementación
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REA : Módulos de autoaprendizaje
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MOOC
M4
M5
M6
M1
M2
M3
M7
Your e-portfolio
REA: MOOC
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REA: MOOC
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REA: MOOC
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REA: MOOC
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REA: MOOC
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REA: MOOC
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REA: MOOC
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Sinergia479 individual members32 countries
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Ecologías de aprendizaje y pedagogías para el empoderamiento
- MOOC
- Vigilia informacional (current awareness)
- E-portafolio
- Redes y comunidades sociales
Maina, M. y García, I. (2016). Articulating personal pedagogies through learning ecologies. En B. Gros, Kinskuk y M. Maina (dir.), The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies (pp. 73-94).Berlin Heidelberg : Springer, coll. « Lecture Notes in EducationalTechnology ». doi:10.1007/978-3-662-47724-3 Postprint: http://r-libre.teluq.ca/684/
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Vigilia informacional(itinerario 10-08-2015 -- 8 a 8:30 h)
http://www.emergingedtech.com/2015/10/rubric-reviewed-best-early-literacy-development-apps/
http://appedreview.com/app/
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Empoderamiento (individuo)
• Definir objetivo/s de aprendizaje o meta de desarrollo personal/profesional
• Delinear una estrategia atendiendo a las potencialidades de la red
– Explicar como se articula el/un EPA (PLE) en soporte al propósito/s establecido/s
– Explicitar cómo las redes de conocimiento contribuyen a una ecología de aprendizaje
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Desafíos (institución)
• De qué manera interpelan las redes de conocimiento los modelos de educación superior?
• Cómo se puede articular un escenario “abierto, en red, flexible y cambiante” con la actual oferta educativa?
• Qué pedagogías y qué tecnologías se articularían en este escenario?
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• Hutchins, E. (1994). Cognition in the wild. Cambridge, MA: MIT Press, • Lévy, L. (1994). L’intelligence collective: pour une anthropologie du cyberspace.
Paris: La Découverte. • McConnell, D., Hodgson, V., y Dirckinck-Holmfeld, L. (2012). Networked learning: A
brief history and new trends. En Exploring the theory, pedagogy and practice of networked learning (pp. 3-24). New York: Springer.
• Maina, M. y García, I. (2016). Articulating personal pedagogies through learningecologies. En B. Gros, Kinskuk y M. Maina (dir.), The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies (pp. 73-94).Berlin Heidelberg : Springer, coll. « Lecture Notes in Educational Technology ». doi:10.1007/978-3-662-47724-3Postprint: http://r-libre.teluq.ca/684/
• Pugh, K. y Prusak, L. (2013, Setiembre 12). Designing effective knowledge networks. MITSloan Management Review 55(1). http://sloanreview.mit.edu/article/designing-effective-knowledge-networks/
• Schatzki, T. R., Knorr-Cetina, K., y von Savigny, E. (Eds.). (2001). The practice turn in contemporary theory. NY: Routledge.
• Siemens, G. (2005). Connectivism: A learning theory for the digital age. International journal of instructional technology and distance learning, 2(1), 3-10.