The research project will be illuminate by this generalization: Teaching practices developed by professors to combining informal learning at web 2.0 with formal learning at higher education courses, it corresponds with liquid and connective education phenomenon, because of teachers act like content curators trying to extend the learning to real contexts, combining structured and unstructured teaching activities.
Hi, maybe this could help you : https://digitalcommons.unl.edu/cgi/viewcontent.cgi?referer=https://www.google.be/&httpsredir=1&article=3326&context=libphilprac
Thank you Todd J.B. Blayone I would really appreciate in a future to be in touch with you, and observe your case like part of my PhD research thesis.
Thank you Bruno De Lièvre, It is a great document on my way!.
Here's an example of how Social Media was used to boost student engagement in a blended course:
Article Use of Facebook for enhancing student engagement in a higher...
Best regards,
Debra
Personally, I use the university platform.
- There is a platform to communicate with students during the course:
wikis, blogs and instant contract (synchronous sessions).
- We prepare exams and post them on the platform.
- We trace learners' development from their grades, submitted
assignments, and attendance.
- I use Youtube short videos for teaching.
- I also use Cmap tools (diagrammatic summaries of lessons to be taught)
in preparing lessons.
I don't mind using any new technology as long as it facilitates the teaching/learning process.
Think on this: Teachers are combining #informalearning at web 2.0 with #formalearning at LMS, maybe because they want to connect learning in real digital contexts, maybe because they are looking to recover his academic freedom!.
We have been using multiple web sources in a complementary relation to one another; we (the teaching team) share content via a course we have created in versal.com, students establish their own online presence through blogs (one per each group or each individual depending on the level of the cohort) and all of us together use Facebook for communicating online as a group. We have also been experimenting with the quality of information shared via Facebook. That information ranges from simple announcements to links to more important information regarding the Design Studio work. A recent survey we have conducted shows that students are relatively hesitant toward the use of Facebook for more serious work. During last semester our cohort has however, began to get more involved in using it in a more substantial way. This amalgamation of online communication tools has deeply affected the way we work and the consistency of our communication with the students.
Thank you Olga Ioannou, I would really appreciate in a future to be in touch with you, and observe your case like part of my PhD research thesis.
I would like that very much. I'd be very interested to know what you are up to as well. Let's keep in touch.
Thank you Nahida El Assi I would really appreciate in a future to be in touch with you, and observe your case like part of my PhD research thesis.
Hola Ignacio yo creo que ya se ha roto el espacio entre lo formal y lo informal o al menos así deberia de ser si realmente vamos a formatos nuevos de aprendizaje, en los que el profesor cambia su rol a facilitador y curador de informacion para convertirla en conocimiento. En este sentido cada vez hay mas experiencias en este ámbito y se habla de ecosistemas de aprendizaje. En mi postgrado hacemos pequeños guiños aunque me gustaria hacer mas aunque a veces me encuetro constreñida por la memoria de verificación, aun asi intentamos facilitar la generacion de Competencias digitales docentes y favorecer entornos de aprendizaje que les ayuden a adquirir las competencias necesarias para el buen desarrollo de su identitad profesional docente. No se si con esto te ayudo, si necesitas algun dato mas concreto encantada de poder aportate
Gracias, Ana, estamos en la línea!. Aquí me han ido aportando posibles caso de estudio a observar (ecosistemas digitales de aprendizaje que conecten aulas de clase con redes sociales), o me han compartido papers científicos que enriquecen el estado del arte de mi proyecto. Si entiendo bien tienes un ecosistema digital de aprendizaje con estas combinaciones en un posgrado?. Interesante podría ser un caso a evaluar desde mi metodología de corte cualitativo, la cual está publicada aquí en los avances de mi proyecto. Gracias!
Hola Ignacio efectivamente estamos en la misma linea¡¡ Tenemos alguna experiencia relativa sobre todo a trabajar la formación inicial de los docentes en Blended y de paso dotarles de unas mínimas competencias digitales docentes, desde el punto de vista de generar ecosistemas estamos en ello, pero las memorias de verificación y sistemas de calidad no ayudan, trabajamos de momento pequeñas cosas como por ejemplo tableros compartidos de innovación educativa en Pinterest y el uso de Youtube para evaluar competencias comunicativas, no se si eso te puede ayudar si es así vemos como hacerlo. Por otro lado yo estoy a punto de defender mi tesis sobre educación digital en la formación inicial de los docentes bajo este enfoque así que en lo que te pueda aportar me dices y gracias¡¡
Suena interesante Ana. Te contacto más adelante cuanto tenga mayor definido las características de los casos a observar, pero percibo cosas interesantes en tus entornos a observar. Éxitos en tu defensa, y cuando puedas, me compartes tu investigación. Un abrazo.
Gracias Ignacio e igualmente ya estamos conectamos asi que lo que necesites¡¡. Un abrazo
There are some thoughts...
Bugawa, A. M., & Mirzal, A. (2018). The impact of Web 2.0 technologies on the learning experience of students in higher education: A review. International Journal of Web-Based Learning and Teaching Technologies (IJWLTT), 13(3), 1-17.
Kompen, R. T., Edirisingha, P., Canaleta, X., Alsina, M., & Monguet, J. M. (2019). Personal learning Environments based on Web 2.0 services in higher education. Telematics and Informatics, 38, 194-206.
Gyamfi, S. A. (2017). Informal tools in formal context: Adoption of web 2.0 technologies among geography student teachers in Ghana. International Journal of Education and Development using ICT, 13(3).
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