Video: Next wave mobility and the three ages of information.

Education, as other fields of our daily lives has also been strongly affected by the development of new technologies. Long ago, the only way to transmit information was by writing, but before the invention of the printing press, only few people had access to books and information. Teachers back then were guides and mentors, and students learned by practice and repetition. After the invention of the printing press, books became available to more people, but finding information became the most important problem of this age, new technologies were developed to solve this problem, and though it was more accessible, it took a lot of time and energy to access the information. In this age, teachers were the primary providers of information, and students were only receivers. Learning was only a process that involved repetition, accuracy and memorization.  Learning back then was a standardized process, because books were standardized, but reading and learning became accessible to almost everyone, but the time it took to access to information, was the motor that influenced the development of new technologies to solve this problem.

In this current age, as new technologies and tools are constantly created, accessibility is no longer an issue. With the development of internet, information is only one click of a button away.  The amount of information that one can receive is overwhelming, and growing constantly in a geometric way, the challenge today is to learn how much of this information is real and trustable. Assessing information is the new problem that we are facing in this era. Today, teachers are confronting new challenges. Our basic responsibility of transmitting information to students, is not needed anymore. On the other hand, our role in the classroom has also changed. As we prepare to meet the needs of the 21^st century, I believe that the role of teachers is even more important now. We need to think out of the box, leave our comfort zone and use our wisdom and experience to face the current challenges we are facing today. Teachers also need to develop better communication skills to establish good relationships with students and colleagues around the world, focus on becoming a guide and a mentor to students, by helping them not only assess the information they can collect, but also by helping them apply and use this information correctly to solve real world situations. We need to be flexible and focus on a more contextual teaching, so students can feel motivated and engaged by feeling that the information obtained is useful and meaningful, which facilitates the connection with real world problems. One of the most important challenges that we teachers face today, is the need to help students become independent, respectful and responsible global learners.

Technology has also change the way classrooms are designed. Today we need interactive classrooms where students and teachers can connect with the outside world, a space where students can feel comfortable socializing and working alone or in groups facilitating creation, discussions, analysis and reflection. 

Challenge 20/20: Twenty Global Problems

Water Deficit
My first option to participate in National Association of Independent Schools 20/20 Challenge is the water deficit problem, basically because in Mexico, this has come to be one of the most challenging and important problems we are facing as a city and as a country. I teach 6th grade Science, and as part of our curriculum, I teach global warming and we talk as well about water deficit. I believe it is very important that we increase our students consciousness about this issue, and raise the awareness of the consequences that we will need to face in the near future because of this problem. As a teacher, I will like to participate with one group of students, throughout the second semester. I believe this will be a great experience for my students, and they will have the opportunity to study and to discuss the problem globally with other students of about their same ages with the same concerns and doubts.

Global Warming
As a second choice, I chose Global Warming which is the last unit of my 6th grade Science Syllabus. I will also participate with one class of about 22 students of 6th grade. The goal would be to raise the awareness of the current problems we are facing due to global warming, learn about what is causing it, and discuss the possible ways that as students , they can help. It will be an excellent way to cover the Unit, they will work on it over the whole second semester. It will be a positive and extraordinary learning experience for my students, and will also develop on the skills that will help them interact better in the future with other students and communities.

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Differences between doing projects and PBL

After watching the tutorial "What is PBL?", I understand much better the difference between both things, and though in both scenarios, students have to deal with concepts and skills to put up a final product, in PBL students learn on their way as they work on their project, they have to develop skills like critically thinking, being creative, thinking out of the box and learning to work cooperatively. The role of the teacher in both strategies is also very different. In PBL, teachers have to put more energy and work  before the project starts, once it starts, we become guides and facilitators. As a teacher, I have tried use PBL as a way of teaching in my science class. However, I realize now that I am standing in the middle, there are still some things that I need to change and implement to become a full PBL teacher.

The following diagram, states the main differences from my point of view between these two instructions.

DIAGRAM
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Project based Learning (PBL) is a way of learning, where students are placed as the center of the whole proces, and they learn about a topic by getting involved in a project or in the solution of a problem. I have tried to teach using this concept, however I have focused more in students using tools like glogster, simplemind, prezzi to create materials that could be useful for other students to learn and understand better certain concepts. After watching the VIDEO, I now understand better the difference between doing projects, which is what I have been actually doing,  and "project based learning".

The PBL format help students develop flexible knowledge and different skills for solving problems. By proposing possible solutions to real world problems, students learn to use the information they already have about the problem they are trying to solve, and at the same time, they learn how and where to gather new information that will help them reach their goal.   Students also develop the skills necessary to work in groups, they learn to participate and collaborate focusing on the resolution of the problem. One important part of PBL, is that students have the chance to present their project to a panel of experienced people on the field, and receive feedback from them, which enriches even more their perspective and learning.

As  a teacher in a PBL class, you become more of a facilitator, and our job is to guide the learning process by supporting and monitoring students at all times, leaving behing the traditional teaching way of lecturing.

Diferencias entre blended learning (aprendizaje híbrido o combinado), distributed learning (aprendizaje distribuido), online learning (aprendizaje en-línea)

   Introducción

     La educación a distancia representa una de las formas que existen para contribuir al
desarrollo de la educación dando la posibilidad a muchas personas interesadas en aprender y
que tienen la capacidad y la motivación para hacerlo, de acceder a instituciones educativas
con el objetivo de continuar sus estudios o profundizar sus conocimientos respecto a algún
tema de su interés sin importar su situación geográfica, económica, laboral, personal, social,
temporal o cultural. Esta modalidad de la educación puede decirse que surgió desde el siglo
XVIII, con un anuncio publicado en 1728 por la Gaceta de Boston, en donde se  ofrecían
cursos por correspondencia a estudiantes interesados. Desde entonces, la educación a
distancia ha ido evolucionando constantemente, y hoy día se ha visto beneficiada gracias al
desarrollo de las TIC´S que han surgido como herramientas indispensables para el
aprendizaje a distancia.

     La importancia de la tecnología para esta modalidad en educación y su impacto en el
proceso enseñanza-aprendizaje ha generado el desarrollo de diferentes formas dentro de la
modalidad de la educación a distancia. Entre las más comunes podemos mencionar el
aprendizaje híbrido o combinado (Blended Learning), el aprendizaje distribuido (Distributed
Learning),  y el aprendizaje en línea (On-line learning). Cada uno de estos métodos ha
aportado a la educación a distancia nuevas formas y oportunidades para  hacer llegar la
educación a un mayor número de personas que encuentran en alguna de estas modalidades la
posibilidad de apdaptarla a sus necesidades y limitaciones personales.3

     Según Alemany, las TIC´s deben ser utilizadas con el objetivo de  ayudar a los
estudiantes a desarrollar sus propias habilidades de aprendizaje haciendo del proceso de
enseñanza una  transformación crítica que mueva al estudiante a aplicar distintas
metodologías y herramientas. Todos estos modelos de enseñanza- aprendizaje en la
modalidad de la educación a distancia pretenden mejorar la docencia planteando nuevos
modelos que potencien el aprendizaje del alumno en el nuevo contexto tecnológico y global
de nuestro mundo actual.

Aprendizaje Combinado o Híbrido (Blended Learning)

     Para Brennan, M (2004), el aprendizaje combinado o híbrido es una combinación de
una amplia gama de medios de aprendizaje que son diseñados con el objetivo de resolver
problemas específicos. Para Alemany, D, es un modelo educativo en el que las tecnologías
de uso presencial y no presencial se combinan con el único objetivo de optimizar el proceso
de enseñanza-aprendizaje. En la modalidad de Blended Learning o Aprendizaje Combinado,
se mezclan la instrucción cara a cara combinado con diferentes métodos  de entrega
educativa propios de la modalidad de educación a distancia. Es en otras palabras, un proceso
semi-presencial que incluye tanto clases presenciales como actividades e-learning. En esta
modalidad, se mezclan varios elementos con el objetivo de utilizar lo mejor de cada uno en
beneficio del alumno.  Algunos de los diferentes elementos que pueden utilizarse en esta
modalidad, están por supuesto la instrucción cara a cara, clase tradicional presencial, lecturas
de textos, uso de diferentes software, participación en foros a distancia, comunicación a 4
través de correo electrónico, chats u otras modalidades, clases virtuales, exámenes en línea,
capacitación a distancia o uso de CDroms.

Aprendizaje Distribuido (Distributed Learning)

      El Aprendizaje Distribuido tiene lugar cuando el estudiante se encuentra lejos
geográficamente del profesor, y se conecta con éste ya sea desde su hogar propio o desde
alguna otra institución educativa.  En esta modalidad, el aprendizaje esta centrado en el
alumno, el cual utiliza una serie de tecnologías que le posibiliten una interacción asincrónica
o en tiempo real tanto con el profesor como con sus compañeros. La distribución de recursos
y herramientas tecnológicas de comunicación e informática permiten y facilitan el proceso de
enseñanza. Algunos de los elementos más utilizados en esta modalidad son: el correo
electrónico, chats, videos, grupos en línea, foros, comunidades virtuales, etc.

Aprendizaje en línea (On-Line Learning)
   
     El Aprendizaje en línea es una modalidad basada en el alumno. El elemento
fundamental es el internet y ofrece la oportunidad tanto a   maestros como alumnos de
enriquecer la experiencia educativa. Según Onrubia, J (2008), el aprendizaje en línea no se
trata simplemente de presentar información o de plantear tareas a realizar por parte de los
alumnos, sino de seguir de manera continua el proceso de enseñanza-aprendizaje en todo
momento, ofreciendo los apoyos y soportes necesarios. Se requiere de una realización
conjunta de tareas entre maestro y alumno  con el objetivo de facilitar entre ambos una 5
interacción óptima y necesaria para el proceso. Según Cabero, J (2006), aprendizaje en línea
también conocido como aprendizaje virtual o aprendizaje en red, se refiere a la formación
que utiliza la red como tecnología de distribución de la información sea en red abierta
(internet) o cerrada (intranet). La Dirección General de telecomunicaciones define la
formación en red como el desarrollo del proceso de formación a distancia con base en el uso
de las tecnologías de la información y las telecomunicaciones que posibilitan un aprendizaje
interactivo, flexible y accesible.


Conclusión

     El surgimiento de las diferentes modalidades de la educación  distancia surge como
resultado del desarrollo de las tecnologías de informática y de comunicación que, gracias al
crecimiento exponencial que  han tenido  en los  últimos años,  han facilitado la interacción
entre alumnos y docentes que por limitaciones o necesidades personales no pueden acceder a
una  educación totalmente presencial ya sea por su  situación geográfica o bien por
limitaciones de tiempo.

     No se puede verdaderamente definir que una modalidad sea o no mejor que otra. Cada
una de ellas ofrece la posibilidad a un alumno de adaptarse a sus necesidades y limitaciones,
permitiendo y facilitando el proceso de enseñanza-aprendizaje.

     La educción a distancia en sus diferentes modalidades ha  venido a  revolucionar el
sistema educativo, ampliando el acceso a un mayor porcentaje de la población, lo que se ve
reflejado en los aspectos sociales y económicos de un país. De ahí la importancia que tiene el
seguir explorando las ventajas y desventajas que cada modalidad tiene y a su vez continuar la
investigación referente a otras modalidades que permitan un mejor aprovechamiento de la
tecnología en el sistema educativo.9

Bibliografía
Alemany,  D. Blended Learning: Modelo Virtual-Presencial de Aprendizaje y su aplicación en entornos
educativos. Departamento de Comunicación y Psicología Social. Universidad de Alicante. Recuperado
desde: http://www.dgde.ua.es/congresotic/public_doc/pdf/31972.pdf

Brennan, M. (2004). Blended Learning and Business Change. Chief Learning Officer Magazine. Enero 2004.

Cabero, J. (2006). Bases pedagógicas del e-learning. Revista de Universidad y sociedad del Conoicimiento..
Recuperado desde: http://www.uoc.edu/rusc/3/1/dt/esp/cabero.pdf

Mortera, F. (2002). Educación a distancia y diseño instruccional: Conceptos básicos, historia y relación mutua.
México, DF.: Taller Abierto. Capítulos 2 y 3 (pp. 71 a 165).ISBN: 96-86-148-493, pp. 1-170. Primera
Edición.

Onrubia, J. (2008). Aprender a enseñar en entornos virtuales: Actividad conjunta, ayuda pedagógica y
construcción del conocimiento. Revista de Educación a Distancia.  Pp. 1-16. Disponible enlínea: http://www.um.es/ead/red/M2/conferencia_onrubia.pdf
Dorrego, E. (2006). Educación a distancia y evaluación del aprendizaje. Revista de Educación a Distancia. Pp.
1-23. Disponible en-línea:http://www.um.es/ead/red/M6/dorrego.pdf

Esteban, M. (2003). Las estrategias de aprendizaje en el entorno de la educación a distancia (EAD).
Consideraciones para la reflexión y el debate. Introducción al estudio de las estrategias y estilos de
aprendizaje. Revista de Educación a Distancia, 7. Disponible enlínea:http://redalyc.uaemex.mx/src/inicio/ArtPdfRed.jsp?iCve=54700701&iCveNum=4119

Use of mobile devices in the classroom for note taking..

 
With internet now available at almost everywhere, the possibilities to have acces to tools like Evernote, Skitch, LucidChart, Google Docs, Conceptboard or other note taking apps bring students different ways and opportunities to summarize, take notes, organize their ideas in mind maps and write down key concepts of a lesson while they keep engaged and focus  in the process. The benefits of many of these tools, is that students can have access to their notes wherever and whenever they are, they can share them with other students even outside the classroom, or with their teachers to receive feedback, and at the same time they can use their mobile devices to research more about the lesson to enrich their notes and knowledge.  You give students the opportunity to take responsibility of their own learning process by giving them the possibility to access for more information, and at the same time you help them find different ways to organize, analyze and summarize the information they receive. What I have noticed in my classroom is that by using these tools, students feels more aware of the way they learn, they get to know more about themselves, and choose the tool that better fits his or her skills and needs. Students with different learning styles or different capacities find more comfortable, confident and safe when they can decide the better way to organize their ideas and write them down. I have seen students do wonderful mind maps in minutes, while others prefer to write the main ideas in bullets and other prefer to summarize and write their thoughts and own ideas of what they understood.