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Presentación del Seminario de Uso Práctico de PDi e intervención de Germán Ruiperez

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Subido el 25 de marzo de 2008 por EducaMadrid

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Presentación del Seminario de Uso Práctico de Pizarras Digitales Interactivas (PDi) que tuvo lugar el 22 de febrero de 2008 en el centro acosiado de la UNED en Escuelas Pías e intervención de Germán Ruiperez.

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It is a pleasure for me to welcome you all, first of all to the UNED, to the UNED facilities. 00:01:30
You are in one of the last associated centers in the Madrid area, which is undoubtedly one of the most modern and representative of the whole university. 00:01:53
And secondly, of course, I welcome you to this first practical seminar on the use of interactive digital boards. 00:02:05
If you have noticed, I just put the first one in front, which is not exactly in the title, because I hope, in view of the success of all of you here, 00:02:14
that there is a second, a third, and that there are many more, and that this is only the beginning of a long series. 00:02:23
I would like to highlight some of the aspects that I consider interesting of this seminar, of what you are going to see throughout this intense morning of work, 00:02:31
in which you will be shown a series of practical cases. 00:02:45
I think that, first of all, it is necessary to reflect on how one can articulate, and this seminar is a case of remarkable success, 00:02:48
how one can articulate the relationship between a university, which is obviously an institution with mainly teachers and researchers, 00:02:58
with the world of the company. 00:03:07
This seminar is a joint venture of the Laboratory of Didactic Engineering of the UNED, headed by Germán Ruy Pérez, who is here to my left, 00:03:09
and mainly of the company Studyplan. 00:03:22
I don't know if you are a delegate counselor, but you are going to allow me, Stephen, the imprecision. 00:03:25
General Director, I get a little lost with the positions in the companies, but in any case, to the person who runs this company, Stephen England, who is sitting in front of you. 00:03:30
We also have a series of companies that also collaborate, and to whom I think it is necessary to leave our thanks for the effort and for the involvement in the organization of the seminar, 00:03:43
which are Istanlang, LOCSIQ, Optoma, Luidia and FIBO. 00:03:57
As I said before, a first reflection that I would like to make is that many times you know that the world of teaching or teaching practice is a little separated from the world of the company, 00:04:03
and I think that this type of seminar is a reason for pride that we finally sit down to dialogue in equal conditions and start presenting projects that I consider interesting. 00:04:13
In this sense, UNED is possibly one of the pioneering institutions in Spain due to its non-face-to-face university character, 00:04:30
distance learning institution, in the use of what has been called since 1972 that UNED Nuevas Tecnologías was founded. 00:04:40
At that time it was radio, then we went on to make video, television, etc. 00:04:49
And then, in the end, we got the Internet revolution in which we are all. 00:04:54
In that sense, from my humble point of view, then the experts and those who know about the subject will speak. 00:05:01
I think we have gone through history with many failed technological attempts. 00:05:07
I think we are, in the case of the interactive digital blackboard, among one of those cases of remarkable success. 00:05:13
And I reiterate, I think that your presence here today is a good example of this success. 00:05:20
I think that this digital chalk, if you allow me the little metaphor, has come to stay in the teaching practice. 00:05:25
I think that it is indeed shown as a very useful tool in multiple aspects. 00:05:35
Almost all of you who are here, I understand that you come from primary, secondary, etc. teaching centers. 00:05:40
Consequently, almost all of you who are here, I understand that you use these tools in a face-to-face environment. 00:05:46
But we at UNED are also using it in environments of non-face-to-face tutoring tools. 00:05:52
And it is also shown as a very powerful tool, technologically easy to use and pedagogically very suitable 00:06:00
for our needs. 00:06:09
I also wanted to tell you about the program. 00:06:12
What we have tried, what the people who have organized this seminar have tried, 00:06:15
is fundamentally that you have a practical panoramic, a vision of real experiences, 00:06:21
of examples, of people, of people like you who are doing interesting things today in their teaching centers 00:06:28
with this type of tools. 00:06:36
That is why I think that this seminar is a good start for all of you who are here, 00:06:39
if you know more or less the use of the chalk, to come up with an idea of the real potentialities. 00:06:48
Obviously, it is about showing small samples, small examples that we have considered, 00:06:55
or that we can consider paradigmatic in different areas of knowledge. 00:07:00
That is, this is not something that only works for those of science or computer science. 00:07:05
This is a general purpose tool that works for all disciplines, for all areas of knowledge. 00:07:09
And in that sense, as I said, I think it is constituting or is already constituting 00:07:18
something that will begin to change, for the first time in many centuries, 00:07:25
the traditional vision that one has of the classroom, where, for a long time, 00:07:29
we have basically continued with the model of a classical master class, 00:07:38
almost since the Middle Ages, if you allow me to go so far. 00:07:47
In this sense, the new roles that teachers, students can play, 00:07:54
how we can truly integrate these tools into the daily teaching practice, 00:07:59
that is, integrated within the curriculum. 00:08:06
It is not this of taking the students one day, taking them to the computer room 00:08:08
because they have behaved well and then it seems that we are there giving a little candy as a reward. 00:08:13
No, it is not about that. 00:08:18
It is about changing, possibly, our methodologies, 00:08:20
adapting our methodologies to a space much richer in content and much more powerful. 00:08:26
I think that, in the end, this digital blackboard comes to replace our classic blackboards, 00:08:32
which, on the other hand, should not be such bad didactic resources, 00:08:44
although all of us who are here, I suppose, learned in those environments and, in short, 00:08:48
it has not been so bad for us, I understand. 00:08:52
And, in the end, we all end up with a diploma, with a university degree. 00:08:55
Making a short tour of today's program, 00:09:03
then, behind me, will speak Dr. Germán Ruy Pérez, 00:09:09
who is Director of the Laboratory of Didactic Engineering of the UNED, 00:09:13
who is, of course, one of the people with more concerns and more innovative 00:09:16
within all the teaching staff and researchers of the University of Distance Education 00:09:21
that I also have the honor of representing here, 00:09:28
and who has a long trajectory of more than 20 years 00:09:32
dedicated to the multiple facets that occur in the use of new technologies 00:09:37
and, in his case, the teaching of languages. 00:09:44
And, later, we will move on to a series of practical experiences. 00:09:47
The first talks, where Professor Joaquín Martín and Javier Lizosaín will be, 00:09:55
are a little more general. 00:10:00
Then, Stephen will tell you a little about the basic equipment of the interactive classroom, 00:10:04
a little about functional aspects and a part that I suppose that all of you, 00:10:10
who are here, are very interested in, which is also the economic aspect. 00:10:14
And then we will see, or you will see, different strategies, different uses, 00:10:17
different real applications of digital boards in different fields of education. 00:10:25
I did not want to extend much more. 00:10:31
I thank you all for your presence here today. 00:10:34
I hope this is the beginning of a long relationship with the UNED, 00:10:38
with the institution I represent, 00:10:45
particularly through the Laboratory of Didactic Engineering, 00:10:47
and also with Stephen and the company Studyplan. 00:10:51
And I just have to wish you that this is truly beneficial for you 00:10:55
and in the effort of many of the people who are sitting here today, 00:11:01
it has turned out to be so. 00:11:06
Thank you and welcome. 00:11:09
Hello, good morning everyone. 00:11:11
First of all, I welcome you and thank you for this massive attendance 00:11:21
of a joint seminar between Studyplan and the Laboratory of Didactic Engineering of the UNED. 00:11:27
The purpose of my speech will be very brief. 00:11:35
It is simply to present what is the vision by the Laboratory of Didactic Engineering 00:11:38
of what it is and what it will mean the interactive digital boards. 00:11:46
As the Vice-President of the Board of Visual Images, José Carlos García Cabrero, said, 00:11:52
we have a long experience in what is the use of the computer in the classroom. 00:11:59
At that time, almost 20 years ago, I also met Stephen England, 00:12:05
who is also part of the group of historians who have believed in the computer, 00:12:10
even at the time of MS2, which some of you will remember, 00:12:19
where it was really hard for us to show teachers that with an operating system 00:12:23
and a computer with MS2, languages could really be learned a little better. 00:12:29
They were very difficult times. 00:12:36
Now we are with the Internet boom and the new boom of interactive digital boards, 00:12:38
which, without a doubt, will make a great advance in everything that refers to the introduction of the TIC in the classroom. 00:12:44
The general context of the boom of what we call the boom of interactive digital boards 00:12:59
must also be seen from different points of view. 00:13:07
From the historical point of view, those of us who come from the area of languages, 00:13:11
we see it as a great advance, especially after the experience of the language laboratory, 00:13:16
which had great expectations in the language laboratory. 00:13:23
It was thought that with the language laboratory, the language teacher would no longer be necessary. 00:13:28
And what we realized was that the language laboratory had a big problem 00:13:34
and it was the maintenance of what were the famous language laboratories, 00:13:40
which were then computerized, which were then the computer classrooms. 00:13:48
Everything that was supposed to take the students to a specific classroom, 00:13:52
where, in addition, the teams had to work at that specific moment, 00:13:57
was really a challenge. 00:14:04
A challenge for the teacher, regardless of the individualized learning that sometimes occurred, 00:14:06
where sometimes the teacher missed what was the control of the joint learning in the classroom. 00:14:13
In the computer classrooms, we all know that it not only consisted of the notable investment in equipment, 00:14:22
what we vulgarly call junk, but especially in maintenance. 00:14:33
And maintenance has been precisely one of the most critical points of the work of computer science. 00:14:39
I say that it is one of the points where the teacher has to take the students to that computer classroom, 00:14:47
where we always have the avaricious student who tries to challenge the computer he is using, etc. 00:14:54
It generates a cluster of difficulties, especially what is maintenance and availability, 00:15:03
regardless of the pedagogical issue. 00:15:11
And we also talk about the boom of the digital blackboards, 00:15:15
after the computer literacy campaigns of the professor of the University of Italy, 00:15:18
led by the then PENIC. 00:15:24
After the coffee break, we have the honor of having Carlos San José with us, 00:15:27
who is still at the NAYA publisher, who was precisely one of the gurus of that time 00:15:34
in everything related to the training of the high school teacher, 00:15:43
because he was there with Elena Veiguela, in the team of Elena Veiguela, 00:15:48
directing and regulating everything that was the training in new technologies. 00:15:52
I say the training in new technologies because all this, at that time, 00:15:59
was based on face-to-face teaching. 00:16:04
That is why we speak now that one of the critical points of the use of digital interactive blackboards 00:16:08
is the training. 00:16:16
The training that must be seen, especially in two aspects, within the blackboards. 00:16:18
We must differentiate, we think, between what is the technical use, 00:16:23
that is, as a device, and the pedagogical use. 00:16:27
The technical use, the truth is that it is one of the easiest equipment to use 00:16:31
with which the teacher has found himself in relation to the great benefits it can offer. 00:16:40
If we see it historically, any other device, even an appliance, 00:16:49
it is much more difficult, in hours, man or woman, to program our video at home 00:16:56
so that a certain day, a certain hour, a certain movie is recorded, 00:17:03
than to use a blackboard. 00:17:09
In Study Plan there are videos that, practically, in 10 minutes, 00:17:13
Stephen England is able to show that a teacher can start using a blackboard. 00:17:19
A homemade video, to program it for a certain day, 00:17:26
to program so that a certain television show is recorded, requires much more. 00:17:33
In some of them, even a master in reading the instruction book. 00:17:39
Although here it is also true that we are also facing a generational gap, 00:17:46
as you all know. 00:17:51
A 12 or 13-year-old son or nephew does not need to read the instruction book at all 00:17:53
and he will program it for you much earlier. 00:18:01
But, well, this is a topic that we will talk about later, 00:18:05
the generational gap and the different learning styles, 00:18:09
where those of us who refer to the old generations, 00:18:14
it seems that the brain has been calcified in some way, 00:18:17
in such a way that sometimes it is very difficult for us to learn these new means 00:18:22
and, in front of this new generation, the next generation, 00:18:28
which we know as the generation that has been born with the Internet, 00:18:32
has been born with the mobile phone and has been born with the SMS, 00:18:36
where chatting, sending an SMS at supersonic speeds, 00:18:40
making missed calls, etc., with the OK, etc., 00:18:46
that is part of their being. 00:18:49
For us, it is an important learning. 00:18:51
Even now, as authors of textbooks, of Spanish teaching, 00:18:55
as a foreign language, 00:19:01
we have had to introduce a module so that the foreigner who comes to Spain 00:19:03
also knows how to read and write SMS, 00:19:08
because there is no doubt that it is a young population, 00:19:10
students of our time, and they also have to know this. 00:19:13
We repeat, we believe that we have to differentiate between the technical use, 00:19:16
the pedagogical use, the tremendously simple technical use. 00:19:21
To date, we also have to think that we are facing the first generation 00:19:24
of digital blackboards. 00:19:30
There will be a next generation of digital blackboards 00:19:32
that will incorporate everything that is the digital world. 00:19:38
That is without a doubt. 00:19:42
That is, they will include the GPS, 00:19:44
they will also include the possibility of interactive games. 00:19:47
We will not know if what we have is a digital blackboard, 00:19:53
a mobile phone or a video game console. 00:19:57
That is, it will be a much more sophisticated device, 00:20:01
but it assumes that the new technology enters in a very simple, 00:20:05
very effective way in the classroom by the teacher 00:20:11
without having to have large computer displays. 00:20:15
I repeat, the pedagogical use will be the critical aspect, 00:20:20
the training in digital blackboards will not be reduced 00:20:24
to what is the training in technical use, 00:20:28
but when a teacher has that blackboard in class, 00:20:31
which will have access to the Internet, 00:20:35
it will be practically a computer-assisted teaching class. 00:20:38
And that is precisely going to be one of the critical moments, 00:20:43
one of the critical points of what is the implementation. 00:20:48
Now we are in the first phase, 00:20:52
which is the implementation of bringing the device to the classroom. 00:20:54
And the device is entering the classroom at speeds, 00:20:58
for us who know other types of devices that have entered the classroom, 00:21:02
this is entering at supersonic speeds. 00:21:06
That is, you have to think that in Spain in a couple of years 00:21:09
there will be no teacher who does not have the possibility 00:21:14
to use the digital blackboard in the classroom. 00:21:19
For this reason, from the didactic engineering laboratory, 00:21:23
we have proposed a very ambitious project of training, 00:21:26
of, blank space, training, 00:21:30
which is the training, above all, not only in person, 00:21:34
but above all through the Internet. 00:21:38
And through the Internet, what we call e-learning, 00:21:41
because there is no doubt that we must take advantage 00:21:45
that the training for the teacher right now 00:21:49
does not require a physical presence 00:21:54
to learn most of the skills related to what is the pedagogical use of the blackboard. 00:21:58
And for that reason, it will be presented later, 00:22:04
by Professor Joaquín Martín, 00:22:08
what would be a small module of a first step 00:22:12
that we are going to give within this training in digital blackboards 00:22:16
by the didactic engineering laboratory. 00:22:20
And for this also, at some point, 00:22:23
we will have planned what is the semi-presential teaching 00:22:26
or blended learning, 00:22:31
for whose purpose what we do is to use as a reference 00:22:34
this postgraduate course, 00:22:39
where here you have some students and former students, 00:22:41
where we teach what is learning through the Internet. 00:22:47
I mean that we, in the didactic engineering laboratory, 00:22:55
what we are going to offer is going to be online training 00:23:00
in interactive digital blackboards, 00:23:06
also having foreign experts from Great Britain, Germany and the United States, 00:23:09
because we think that there are countries 00:23:19
where the digital blackboard has entered before us, 00:23:23
and now that we are in a globalized world, 00:23:27
we are going to take advantage, above all, of the experiences of these experts. 00:23:30
In the case of England, we will have one of the gurus 00:23:34
of computer-assisted teaching, Paul Bunce, 00:23:39
who is going to teach us directly 00:23:42
not only what is the journey of digital blackboards, 00:23:46
but already the experience of that second generation of teachers 00:23:49
who have already used the digital blackboard. 00:23:55
Well, I did not want to entertain you more, 00:23:58
I just wanted to welcome you again, 00:24:02
sincerely thank you, 00:24:06
encourage you to continue in contact through this type of seminars, 00:24:09
to apologize for the classroom that we thought we would never fill, 00:24:15
and we see that it has exceeded our expectations, 00:24:22
and that the next time we see each other 00:24:25
it will be, predictably, in a meeting room in the university city, 00:24:29
with a capacity for about 400 people, 00:24:34
50% more than we are here, 00:24:37
to continue in this type of seminars, 00:24:40
where what we have wanted is that different teachers 00:24:43
present their vision in a format of very concentrated, 00:24:47
very selective, without big monographic conferences of one hour, 00:24:54
but something very brief, very concrete. 00:25:00
Very well, thank you very much and welcome. 00:25:03
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Idioma/s:
es
Autor/es:
UNED y StudyPLAN
Subido por:
EducaMadrid
Licencia:
Reconocimiento - No comercial - Sin obra derivada
Visualizaciones:
1312
Fecha:
25 de marzo de 2008 - 16:17
Visibilidad:
Público
Enlace Relacionado:
José Carlos Gacría Cabrero, Vicerrector adjunto de Medios Impresos y Audiovisuales de la UNED, y Germán Ruiperez, Director del Laboratoriode Ingeniería Didáctica de la UNED.
Duración:
25′ 20″
Relación de aspecto:
4:3 Hasta 2009 fue el estándar utilizado en la televisión PAL; muchas pantallas de ordenador y televisores usan este estándar, erróneamente llamado cuadrado, cuando en la realidad es rectangular o wide.
Resolución:
448x336 píxeles
Tamaño:
124.26 MBytes

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