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Stephen Downes_Congreso_Líderes_Digitales - Contenido educativo

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Subido el 5 de junio de 2023 por tic.ismie

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Muchas gracias. Y vamos con la primera ponencia, una ponencia internacional que inaugura esta tarde. Bueno, pues quizá todos hemos en algún momento pensado cómo llegar a ese punto óptimo, álgido, máximo, bueno, pues en todo lo que tiene que ver con el aprendizaje online. 00:00:00
Y nuestro siguiente invitado, el primer invitado de la tarde, va a ofrecernos algunas claves, algunas pautas que quizá pueden ayudarnos a comprender cómo podemos llegar a ese punto óptimo dentro del aprendizaje online. 00:00:32
Él es Stephen Downes, es investigador senior en el Centro de Investigación de Tecnologías Digitales del Consejo Nacional de Investigación de Canadá 00:00:47
y está especializado en investigar medios de instrucción y tecnología de aprendizaje personal. 00:00:58
Yo el otro día, viendo un poco la información que había alrededor de nuestro ponente, vi que estaba muy relacionado con la filosofía. 00:01:05
Y la filosofía, la verdad, es que es una disciplina transversal muy interesante que nos ayuda a pensar y a ponerle pensamiento crítico a todo lo que hagamos. Adelante, Stephen. 00:01:13
Voy a hablar de cómo hacer lo mejor de la aprendizaje en línea. 00:01:58
Tengo un clic aquí, ¿dónde está? 00:02:05
Y estoy seguro que cuando piensas en la aprendizaje en línea, 00:02:09
algunas pensamientos vienen a tu mente. 00:02:14
¿Qué piensas cuando piensas en la aprendizaje en línea? 00:02:16
¿Qué te parece? 00:02:23
Bueno, ¿te parece esto? 00:02:24
Ah, no funcionó. 00:02:32
Okay, that's an unintentional kind of... 00:02:33
My video didn't go and my... 00:02:43
Okay, they're going to fix it up in the booth. 00:02:47
So that, is that typical of online learning for you? 00:02:51
There we go. 00:02:56
That's not my... 00:03:00
There we go. 00:03:01
Okay, we'll just pretend that the video is playing. 00:03:06
Or... 00:03:12
Oops. 00:03:12
Oh, ok, video but no sound? 00:03:13
Yeah. 00:03:27
Does it look like that? 00:03:28
The world's most boring lecture? 00:03:30
Oh, come on. 00:03:33
Ok, my clicker's not advancing my slides. 00:03:44
All right, we're stuck. 00:04:08
So we're going to have to just pretend that these slides are advancing. 00:04:09
There we go. 00:04:13
Yay. 00:04:15
Does it look like this? 00:04:17
People taking notes with a pen and paper while looking at their computer screen. 00:04:20
Watching a teacher with their back to you writing on a whiteboard. 00:04:27
Does that look familiar? 00:04:32
Or does it look like this? 00:04:35
Your typical, boring learning management system with a choice of 42 courses. 00:04:37
Each course with 15 modules. 00:04:44
Each module with 15 sections to do. 00:04:47
and you're on course number one, module number one, section number two? 00:04:50
Does it look like this? 00:05:01
With the step-by-step progression through gaining attention, 00:05:02
through expressing the learning objectives, 00:05:08
through presenting the content, 00:05:12
all the way through to an online test with multiple choice questions. 00:05:14
Does all that look familiar to you? 00:05:19
Well, I've been in online learning for 35 years now. 00:05:21
Hard to believe. 00:05:29
It's hard for me to believe I'm still employed. 00:05:32
I mean, you've seen my skills. 00:05:35
My learning looks like this. 00:05:39
It does not look like those typical online courses. 00:05:42
It's very different. 00:05:45
And you might say, well, sure, but does it work? 00:05:47
Well, I'm here. 00:05:51
Right? I'm giving you a talk. Somebody has just said some very nice things about me in Spanish, which I did not completely understand, but I did hear the word Maximo. 00:05:54
I've given lectures all over the world. I've published articles. Most of what I know about online learning I learned myself. 00:06:08
When I started, there were no courses or programs on online learning. We invented it from scratch. 00:06:19
So yeah, it works 00:06:25
So what's different 00:06:28
About the way I've learned online 00:06:31
And that horrible mess you just saw 00:06:35
Well, because everyone loves lists 00:06:38
I've reduced it to five major points 00:06:42
Just for convenience 00:06:44
It's not like these are the five holy points of online learning 00:06:46
But it's just a device 00:06:50
For being able to talk about it 00:06:52
Hacking my traditional schooling 00:06:55
It's about what I want to do 00:06:57
It's about process, not content 00:07:00
It's about learning from experts, really 00:07:03
And finally about finding my own voice 00:07:06
And I'm hoping in between those five 00:07:10
You can see your own point number six, point number seven, whatever 00:07:13
So, first of all, hacking my traditional schooling 00:07:17
Esto puede sorprender a ustedes. No era un estudiante típico en la escuela. No, en realidad. En el 5 de grado, creé mi propia revista, usé una máquina de mimeografía, dibujé las imágenes de mano, porque no sabía mucho sobre la fotografía. 00:07:23
En mis primeras edades, aprendí a desarrollar mis propias fotos. 00:07:46
En la escuela, definí mis propios proyectos que eran diferentes de los que me asignaron los maestros. 00:07:51
En el grado 11, un grupo de nosotros superó el departamento de ciencias sociales en una revolución. 00:07:58
Nos llamamos el Movimiento para la Organización Autocrática, MAU. 00:08:06
En la universidad, una vez más, estaba trabajando en las noticias de estudiantes y, en realidad, en la universidad, 00:08:10
pasé la mayor parte de mi tiempo trabajando en la noticia de estudiantes y un poco de tiempo asistiendo a clases. 00:08:18
En la escuela de graduación, organizé protestas contra el gobierno para apoyar el financiamiento de la escuela. 00:08:27
As a teacher, I would give assignments, which I hated to do, but I would allow students to give me their responses in any medium whatsoever. 00:08:35
I even told them, if you can put your assignment on a cube, hand me in a cube. 00:08:46
I didn't know what I would get. I got a little of everything. 00:08:51
And as a researcher, which is what I've been doing for the last 21 years, I threw out the rule book on research and developed my own path. 00:08:56
So, I've done these things differently. 00:09:04
And how did that happen? 00:09:09
It worked out. 00:09:11
Well, this is the second video. 00:09:15
I'm almost afraid. 00:09:19
So, I'll just pretend we're playing. 00:09:21
And the young woman speaking there to TED Talk 00:09:25
basically defines hacking. 00:09:30
y dice que los hackers son la gente que desafía y cambia el sistema 00:09:33
para hacer que funcione de manera diferente, para hacer que funcione mejor. 00:09:38
Y esa es la mentalidad que siempre he tenido como estudiante, como profesor y como investigador. 00:09:42
Ok, funciona, pero todavía no hay sonido. 00:09:56
Y ahora mi cañón no funciona de nuevo. 00:10:00
¿Podrías avanzar los slides uno, por favor? 00:10:03
Y veremos si eso sucede. 00:10:07
Otro ejemplo es un artículo, la referencia está en el siguiente slide, sobre la siguiente generación de estudiantes. 00:10:09
La siguiente generación de estudiantes. 00:10:24
El descanso económico, dice el artículo, ha creado una generación de niños que solo tratan de detenerme. 00:10:27
kids 00:10:37
determined to get the knowledge they need 00:10:38
for success 00:10:41
even if it comes from outside 00:10:42
the traditional educational framework 00:10:45
now 00:10:47
as teachers I want you to think about 00:10:49
that for a second 00:10:51
your students 00:10:52
who you have so much 00:10:54
difficulty motivating to do 00:10:57
anything in your class 00:10:59
as soon as they get out of your class 00:11:00
they go home, they get on the computer 00:11:03
they start learning things 00:11:05
Piensa en eso, porque eso es lo que está sucediendo. 00:11:06
Otro ejemplo, algo llamado edupunk, 00:11:12
soñado por un amigo mío llamado Jim Groom, 00:11:17
y es la idea de la educación no como una orquestra 00:11:20
bien planeada de escritos y rutinas y contenido y presentación, 00:11:27
but four people 00:11:34
just getting together 00:11:37
can barely use the instruments 00:11:38
they're playing, do not 00:11:41
actually know how to sing 00:11:42
and yet still making music 00:11:44
only 00:11:46
in education 00:11:48
and you might be thinking, none of this can possibly 00:11:49
work and yet it does 00:11:53
some people say 00:11:54
well, yeah but look at you 00:11:57
you're special 00:11:59
and I think, yeah, nice 00:12:01
no, they say 00:12:03
Puedes enseñarte a ti mismo, tienes esta habilidad especial que te permite enseñarte a ti mismo, pero la mayoría de las personas no pueden hacer eso, la mayoría de las personas necesitan dirección, a la que yo digo, no, eso no es verdad. 00:12:05
Everybody can manage their own learning 00:12:23
And indeed, mostly, everybody does 00:12:27
Once they get outside school 00:12:31
They teach themselves to drive 00:12:33
They teach themselves how to play video games 00:12:35
They learn how to, oh, I don't know 00:12:38
Make food in the kitchen 00:12:41
Buy groceries at the grocery store 00:12:43
All kinds of things 00:12:45
They learn to speak before they even get to school 00:12:46
No, no son solo personas especiales las que pueden aprender para crear su propia aprendizaje. 00:12:50
Y ese es un punto muy importante. 00:12:56
Entonces, como profesores, ¿qué valoráis en vuestros estudiantes? 00:13:00
¿Cuestiones para preguntar? 00:13:08
¿Encorrida la creatividad? 00:13:10
¿Aloja a los estudiantes a cambiar las reglas? 00:13:13
No solo las reglas fáciles, sino las reglas realmente importantes. 00:13:16
¿Pueden los estudiantes encontrar sus propios recursos en lugar de los que les están ofreciendo en la clase? 00:13:19
¿Respetan, y quiero decir, realmente respetan las opiniones de sus estudiantes, no importa a qué estudiante les están dando? 00:13:27
¿Modelan o demostran innovación y creatividad en su clase? 00:13:35
Do you recognize in your classroom multiple points of view, multiple perspectives, even on the points on which there can be no debate, no dispute? 00:13:41
Do your students want to be like you? 00:13:56
As you can probably gather from the leading questions that I'm asking, the answer should be yes, 00:14:02
but I think maybe 00:14:09
it might not be 00:14:11
and that's part of what I'm trying 00:14:12
to speak to you about today 00:14:15
ok, I just came up with this yesterday 00:14:16
I don't know if this is a good slogan 00:14:21
you can tell me 00:14:23
it takes just 00:14:27
one key to open 00:14:29
a door, and you can be 00:14:31
that key if you want to be 00:14:33
alright, audience 00:14:34
feedback segment, is that 00:14:37
a good slogan or should I abandon 00:14:39
it here 00:14:41
¿Buen slogan? Abandonar aquí. Volumes de participación flotando a través de la habitación. 00:14:41
Bien, ese es el descanso. Eso es simplemente hackar el sistema de educación tradicional. 00:14:59
¿Qué tal si es sobre lo que quiero hacer? 00:15:07
Imagine telling your students 00:15:13
that today's lesson will be 00:15:17
whatever you want to do 00:15:18
and it's an interesting 00:15:19
problem because 00:15:23
for many students I don't mean 00:15:24
video games 00:15:26
I look back 00:15:27
on my own experience 00:15:31
even in college and university 00:15:32
I personally 00:15:35
was never actually 00:15:37
interested in learning 00:15:39
content 00:15:40
I know that there were things that teachers were trying very hard to get me to remember. 00:15:41
And that was never important to me. 00:15:51
For me, and maybe I'm selfish, but for me, learning was always about whatever I wanted to do. 00:15:55
What sort of things I wanted to do. 00:16:04
Let me expand on that a little bit. 00:16:08
I studied trigonometry 00:16:10
I think it was four times 00:16:14
same lessons 00:16:17
first time was in high school 00:16:18
I studied trigonometry 00:16:21
and it went in here and out here 00:16:22
and I forgot it the next day 00:16:25
I barely passed 00:16:27
then I was in a computer science program 00:16:28
first year only 00:16:32
in college I studied trigonometry 00:16:33
in, out, barely past 00:16:36
I went to university 00:16:40
and they said 00:16:43
you need remedial math 00:16:45
and one of the things you have to study 00:16:47
is trigonometry 00:16:50
so I studied trigonometry 00:16:51
yet again 00:16:53
in, out, barely past 00:16:54
get the picture 00:16:59
but on my own time 00:17:01
I had bought a computer 00:17:04
I had bought a copy 00:17:09
of Fortran 00:17:11
or sorry, Borland 00:17:13
Turbo C 00:17:15
installed it, that's for 00:17:16
if you don't know, that's a tool that 00:17:19
allows you to write software programs 00:17:21
I wanted to build the ultimate 00:17:23
Star Trek game 00:17:25
I still do 00:17:27
some things never leave you 00:17:28
and one of the things 00:17:31
I wanted to do 00:17:33
in my ultimate Star Trek game 00:17:34
is rotate a cube 00:17:37
on the screen 00:17:39
just like the Borg 00:17:41
you know what I needed 00:17:41
in order to learn how to rotate a cube 00:17:44
on a screen 00:17:47
trigonometry 00:17:48
so I found 00:17:51
my old trigonometry 00:17:53
textbook, it was red 00:17:55
opened it up 00:17:57
to the first page of trigonometry 00:17:59
sat down 00:18:01
figured out the equations that I needed, coded the equations, 00:18:03
and successfully rotated a cube on a computer screen. 00:18:07
It's about what I wanted to do, not about what somebody wanted me to learn. 00:18:11
That was an experience that said a lot to me, and it's an example I've used over the years. 00:18:17
There's an educational philosophy by a guy called Seymour Papert, pictured there. 00:18:25
He's the one in the picture, not the one drawing the picture. 00:18:31
I think that's a turtle. 00:18:35
Constructionism is basically the idea that you learn by creating things, 00:18:39
by making things, by constructing things. 00:18:46
Here's an example where students are learning robotics 00:18:49
by learning how to program robots made out of Legos. 00:18:53
It's interesting. 00:18:58
You take something like Legos, 00:18:59
You put it in a pile in the middle of the floor and you put your kids beside the pile of Legos and they start making things, just on their own. 00:19:01
You don't even need to motivate them, they just do it. 00:19:09
So Papert said, this sort of thing that people really like to do is also really helpful for helping people learn. 00:19:12
So there's a whole philosophy behind the idea of making things in school. 00:19:24
Y estoy seguro de que lo han visto en otras presentaciones. 00:19:30
Había alguien hablando, estaba hablando con ella antes sobre Minecraft. 00:19:39
Y Minecraft es una herramienta para hacer cosas. 00:19:45
Es como un regalo de reversión, un regalo de reversión digital. 00:19:48
Ahora, tomemos eso un paso más lejos. 00:19:53
Ahora, hay una charla sobre aplicar esto más ampliamente. Imagina preguntar a un estudiante prospectivo, no, ¿qué desea estudiar? ¿Qué temas desea estudiar? 00:19:57
Pero, en realidad, ¿qué te gustaría hacer? ¿Qué te gustaría poder hacer? Algunas respuestas posibles. 00:20:12
This is from the paper that I quote here. 00:20:20
I would like to make a porcelain cup. 00:20:23
I would like to make a cure for cancer. 00:20:25
I would like to make someone feel less anxious and alone. 00:20:28
I would like to make a computer game. 00:20:32
I would like to make a solution to homelessness in my town. 00:20:35
All of the different answers that people might give. 00:20:40
And, you know, you sort of sit there and you think, 00:20:44
Bueno, el currículum no puede possibly encompass all of that, and it's true. 00:20:46
And it's funny, isn't it? 00:20:52
We take a traditional curriculum and impose that instead of having people make the things that they want to make. 00:20:54
It's funny. 00:21:04
What do I do? 00:21:07
Well, my job as a researcher, and actually every job that I've ever had, really is four kinds of making things. 00:21:09
I make philosophy, I make computer programs, I make educational programs, I'll talk about that in a little bit, 00:21:18
and I make journalism, it's kind of awkward, I make newspapers and articles and newsletters and things like that. 00:21:27
My work focuses around on what I make, not what I know, not my knowledge. 00:21:37
Si no pudiera hacer una presentación para ustedes, probablemente no hubiera sido invitado a hablar. 00:21:44
No importa lo inteligente que fuera, si no pudiera hacer algo con ello, no importaría lo que sabía. 00:21:54
Para mí, mi trabajo, mi aprendizaje, mi investigación son inseparables de mi creación. 00:22:04
Y creo que eso es probablemente verdad, si piensas en ello, para la mayoría de las personas. 00:22:12
¿Qué haces en tu vida, en tu vida profesional y en tu vida personal? 00:22:19
¿Sitas ahí y sabes cosas? 00:22:24
Esto es yo sabiendo cosas. 00:22:27
Ok, suficiente sabiendo. 00:22:33
Ayer hice una colección de fotografías de Madrid. 00:22:35
Como dices, es todo lo mismo para mí. 00:22:38
Taking photos, making a presentation, doing research, writing a computer program, it's all the same thing. 00:22:41
Now, while I'm talking here, I just want to give attention to and say thank you to the sign language interpreter, 00:22:51
whose work I very much appreciate as part of this presentation. Thank you. 00:22:59
Now, you're probably thinking, wait a second, you promised to talk about online learning. 00:23:14
and we haven't had 00:23:20
anything about online learning so far 00:23:24
and 00:23:25
maybe you're beginning to feel a bit 00:23:27
cheated 00:23:29
I explained to 00:23:30
the organizers, I could have come in here 00:23:34
and started talking about 00:23:36
artificial intelligence and 00:23:37
blockchain 00:23:39
maybe a little robotics for fun 00:23:40
perhaps some 00:23:44
federated communication systems 00:23:47
probablemente no hubiera sido muy relevante. 00:23:50
Pero no hubiera sido el punto principal de todos. 00:23:54
Todo esto que he estado hablando hasta ahora 00:23:57
es sobre el aprendizaje online. 00:24:01
Y para mí, el gran cambio que ocurrió 00:24:04
cuando fui desde el aprendizaje tradicional, 00:24:09
incluso el aprendizaje tradicional que estaba hackeando todo el tiempo 00:24:11
al aprendizaje online, es que todas estas cosas, 00:24:14
Hacking, learning, making things became much easier, much more possible. 00:24:18
They became real, live, viable possibilities for me. 00:24:24
And in online learning, it's about what we can do online. 00:24:32
It doesn't matter what we do. 00:24:36
Take a picture, make a presentation, write a blog post, design a game. 00:24:38
Sorry, that was a challenge for her. 00:24:41
It doesn't matter. 00:24:44
Oh, that kind of leaves us in a hard place to go, right? 00:24:48
If it's anything, then what is it? 00:24:54
Oh, that's not how that slide should look. 00:25:02
Oh, I guess it is. 00:25:06
I have another copy running on my computer here. 00:25:12
Just to check them to be sure. 00:25:16
Okay. 00:25:18
Oh yeah, that is how it's supposed to look. 00:25:20
Never mind. 00:25:21
I also sometimes talk to myself 00:25:22
sometimes in not the best situation 00:25:26
this is the third section of the talk 00:25:31
we're at 4.51 00:25:34
I've got 25 minutes to go 00:25:36
unless I'm wrong 00:25:38
if I'm wrong tell me 00:25:40
because all I've got up here are zeros 00:25:42
this is the most important part of the talk 00:25:47
The secret weapons for the online learner are logic and language 00:25:52
For those of you working in language or working in bilingual schools 00:26:02
That should be very welcome news 00:26:06
But it's true 00:26:08
And I'll explain what I mean 00:26:10
By logic, I mean four major areas of endeavor 00:26:12
descripción 00:26:20
which might include 00:26:23
talking about properties 00:26:25
or relations of things 00:26:26
or even values of things 00:26:28
definition 00:26:31
maybe definite descriptions 00:26:32
maybe ostensive definitions 00:26:34
the domain of a definition 00:26:37
argument 00:26:40
which is convincing 00:26:41
somebody that something is true 00:26:43
maybe inductive 00:26:45
arguments, deductive arguments 00:26:47
or the cornerstone of 00:26:49
explanations, abductive arguments 00:26:51
and finally 00:26:53
explanation 00:26:55
these four things 00:26:56
are at the core 00:26:59
of all of logic 00:27:00
if you know how to do all these 00:27:03
four things and do them at an advanced level 00:27:05
you have a secret 00:27:07
weapon, interesting 00:27:09
it's not on the curriculum 00:27:13
well math is on the curriculum 00:27:15
oh it didn't advance 00:27:17
There we go. I'm sorry about that. 00:27:19
So there are the four. 00:27:22
Description, definition, argument, and explanation. 00:27:24
Math is there in its proper place as part of logic. 00:27:28
Then language. 00:27:38
And, you know, I mean, I could define language in various different ways. 00:27:41
I did it this way. 00:27:45
sintax 00:27:46
not just 00:27:48
general principles 00:27:49
or rules of grammar 00:27:52
but anything that involves 00:27:53
patterns, rules, similarities 00:27:56
generalizations 00:27:58
finding the structure of things 00:27:59
semantics 00:28:02
not just truth 00:28:04
although truth matters 00:28:05
but meaning, values 00:28:07
plausibility 00:28:09
relevance 00:28:11
whoops, too far 00:28:13
too fast, too long 00:28:16
use 00:28:18
how we 00:28:19
apply things 00:28:21
what the utility of a thing is 00:28:22
cases where knowledge 00:28:26
is used and then finally context 00:28:28
the environment 00:28:30
in which whatever it is we're doing 00:28:31
takes place 00:28:33
these are the secret weapons 00:28:34
these 00:28:36
eight elements all together 00:28:38
and we can organize them and combine 00:28:41
them differently, it doesn't matter 00:28:43
or how we organize them. 00:28:45
These form the process, 00:28:47
not the content. 00:28:50
These are the secret weapons 00:28:53
for the online learner. 00:28:55
This is what helps them succeed 00:28:56
as an online learner 00:28:59
and this is what they learn 00:29:01
from learning online. 00:29:03
I could spend the next year 00:29:08
talking about that. 00:29:10
Instead, I'll point you to something 00:29:12
I did a few years ago. 00:29:14
llamado 00:29:16
Speaking in Lolcats 00:29:18
porque cuando piensas 00:29:20
sobre estas ocho cosas 00:29:22
las encontrarás en todos lados 00:29:24
en todos lados que mires 00:29:26
si vas a internet 00:29:27
ves memes en internet 00:29:30
o bailes de TikTok 00:29:32
no bailaré, está bien 00:29:33
estos son 00:29:35
estos patrones 00:29:38
estas armas secretas 00:29:40
que se usan naturalmente 00:29:41
por los estudiantes, naturalmente por la gente 00:29:43
without being trained how to do them. 00:29:46
It's funny. 00:29:49
A meme, like a lolcat, for example, 00:29:52
is a combination of a picture 00:29:55
and some words organized in a special way. 00:29:57
And there's a link there, how to speak lolcat. 00:30:02
It's a whole system of speaking 00:30:06
that people developed on their own. 00:30:09
And you can learn about it following that link. 00:30:11
These are the tools, these eight things, of learning when the content does not matter. 00:30:14
So if it doesn't matter what you want to do, these are the things that will help you do what you want to do. 00:30:25
They're also the tools of science and research as well. 00:30:33
They form the core of human cognitive processes. 00:30:38
And I think we recognize that. I think that as teachers we know how important these things are, even though it's really hard to sit students in a room for eight hours and teach them about logic and argument and mathematics and writing and grammar and stuff like that. 00:30:44
Espera un momento, ¿yo solo dije que el contenido no importa? Lo dije, y lo quiero decir. El contenido no importa. Ahora, no hay un pequeño número de personas que dicen, no, no, no, no, tienes que tener conocimiento de contenido. No puedes aprender a hacer nada sin conocimiento de contenido. 00:31:06
Bueno, necesitas algún contenido. Si estás hablando con un amigo, vas a estar hablando de algo, no de nada, pero no importa lo que estés hablando, todavía estás usando las reglas de la lengua, las reglas de la lógica, etc. 00:31:34
Lo que es importante aquí, y lo que encontramos, especialmente en el mundo digital de hoy, es que el contenido está cambiando todo el tiempo. 00:31:56
Pueden pensar que es realmente importante que sus estudiantes aprendan sobre el Turbo C de Borland. 00:32:05
Fue clave para mí en aprender a programar, pero aquí estoy hoy. ¿Cuántos de ustedes han escuchado de Turbo C de Borland? 00:32:13
1, 2, 3, 4, 5 00:32:22
bien para ustedes 00:32:30
su escuela antigua 00:32:32
para el resto 00:32:36
nadie aprende Turbo C 00:32:38
más 00:32:41
imagínense en mi slide 00:32:41
cuántos de ustedes reconocen lo que es 00:32:43
eso es lo que me enseñaron 00:32:45
fue la planeta Pluto 00:32:50
my favorite planet 00:32:54
still a planet 00:32:57
dang it 00:32:59
it doesn't matter which content 00:33:00
you're using 00:33:06
it doesn't matter whether you're talking 00:33:07
about this subject area 00:33:10
that subject area 00:33:12
whether it's biochemistry or physics 00:33:13
or how to cook a pot roast 00:33:16
it doesn't matter 00:33:18
the same secrets 00:33:20
still apply 00:33:22
the structure, the patterns 00:33:24
the meaning, the value. 00:33:26
Think about pot roast. 00:33:28
You don't usually think about pot roast. 00:33:29
It's a traditional Canadian dish. 00:33:31
It's a lovely dish. 00:33:34
You follow a recipe, 00:33:36
which is a list of operations 00:33:38
or rules or methods. 00:33:40
So if you're good at following rules 00:33:43
or instructions or methods, 00:33:45
you can actually successfully cook a pot roast 00:33:47
without ever having done it before 00:33:49
or even been shown how to do it. 00:33:51
And it's also about values. Why would you want to cook a pot roast? When is it appropriate to cook a pot roast? 00:33:56
Hint, probably on a Sunday, not on a hot summer day. 00:34:02
The rules of logic and language still apply. 00:34:08
And that is key to learning online. 00:34:12
Online, you can learn about anything, instantly. 00:34:15
When I was preparing these slides, and I prepared them in my hotel room yesterday, 00:34:21
because I like to do things ahead of time, 00:34:29
I learned how to, like normally you see Pluto, it's in space, and space is black. 00:34:33
But then I would have had a big black square on my slide and it would have looked ugly. 00:34:40
So I looked up how to remove the black and convert it to white. 00:34:45
I looked it up, figured it out, actually did this in about 30 seconds. 00:34:49
Now, I could have been taught in the classroom, I suppose. 00:34:57
They could have done a full class session on changing your background, 00:35:00
but I could learn it online in 30 seconds. 00:35:04
When I came here today, I took a taxi. 00:35:08
Yeah, I know, luxury. 00:35:11
I got into the taxi. 00:35:15
The driver asked me, where are you going? 00:35:17
He asked me in Spanish. 00:35:19
I didn't understand, but I figured that's what he was asking me. 00:35:21
And I said, Iskulia, what was it, Iskulia Eskala, am I close? 00:35:25
Sorry? That's it. 00:35:36
Oh, right, Suedad, yes. 00:35:41
So anyhow, I said it, and he didn't understand me, so I told him. 00:35:43
He took out his phone, he said into his phone, Suedad Eskala. 00:35:49
su teléfono le dio direcciones 00:35:54
sobre dónde encontrarlo y dónde dejarlo 00:35:58
y eso es muy diferente 00:36:00
de conducir un taxi incluso 10 años atrás 00:36:04
cuando tenías que tener una mapa en tu cabeza 00:36:06
de dónde estaba todo 00:36:09
ahora no necesitas saber, solo pones tu teléfono 00:36:10
ahora la gente puede decir, bueno, sí 00:36:14
pero eso significa que no sabes dónde está todo 00:36:16
sí, eso es verdad 00:36:21
and what if your phone breaks? 00:36:22
Well, if it breaks on your first day, you're in trouble. 00:36:27
You admit that. 00:36:30
But after you've been using your phone to find places for a while, 00:36:32
you begin to recognize where they are 00:36:36
and you don't need to look them up on the phone anymore. 00:36:39
I mean, how many times do you have to look Prado up on your phone? 00:36:43
You'll probably figure out where it is by now. 00:36:48
You don't have to be taught 00:36:50
There's no class 00:36:53
Where is Prado? 00:36:55
You learn it 00:36:57
By using the tool 00:36:59
That helps you find out 00:37:01
What it is in the course 00:37:03
Of doing something 00:37:05
And that's how we learn online 00:37:06
Very different 00:37:09
Put down all my tools 00:37:12
It's the 00:37:16
Again another one of these things I'm trying 00:37:20
The Pragmatic 00:37:22
Pièce de Résistance 00:37:24
That's the token French 00:37:26
for this session 00:37:28
Nobody cares about what you know 00:37:29
Trust me 00:37:32
They care about what you can do 00:37:34
what you can make 00:37:37
and to a lesser extent what you did 00:37:38
but mostly it's about what can you do 00:37:40
now and in the future 00:37:43
So that brings us to experts 00:37:44
Learning from experts 00:37:49
and this is one of the big 00:37:52
Advantages of learning online is that we 00:37:54
Actually can learn from experts 00:37:56
It's a wonderful thing 00:37:59
But the problem is 00:38:01
And I know this 00:38:03
Experts are terrible teachers 00:38:04
That's an expert 00:38:07
Teaching advanced physics 00:38:09
How fun does that look 00:38:10
They don't even 00:38:12
Speak the same language you do 00:38:14
And I'm not talking about English 00:38:17
French or Spanish 00:38:19
I'm talking about, in this case 00:38:20
the advanced language of physics, 00:38:23
tensors, vector spaces, etc. 00:38:26
Language that, especially as a beginner, 00:38:30
you don't know. 00:38:32
But the expert doesn't know you don't know that, 00:38:34
and even if he did, he wouldn't care. 00:38:37
And worse, the expert probably doesn't want to teach you anyways. 00:38:40
A physics professor became a physics professor 00:38:45
because they wanted to do physics, 00:38:48
not because they wanted to teach. 00:38:50
So, experts are terrible teachers. 00:38:52
Tony Bates says, well, we should teach all the university professors to be better teachers. 00:38:56
I'm not sure that's the best advice. 00:39:01
So, what are experts good for? 00:39:05
Well, experts are models of best practice. 00:39:09
In fact, whatever an expert does is by definition best practice, right? 00:39:15
Most of their knowledge, though, cannot be found in a book. 00:39:19
Michael Polanyi calls that tacit knowledge, or sometimes personal knowledge. 00:39:26
And experts don't talk mostly to you and me. 00:39:33
They talk to each other. 00:39:38
They form what are called communities of practice. 00:39:40
Y se puede mirar a Etienne Wenger y otros sobre el concepto de la comunidad de práctica. 00:39:44
Es así que aprenden en línea. 00:39:51
Un físico nuclear no va a aprender sobre físicos nucleares avanzados en la clase. 00:39:54
Hablan con otros físicos nucleares en sus comunidades. 00:40:02
Lo que la tecnología digital y el aprendizaje online nos permite hacer es ser parte de estas comunidades de práctica, o como a veces los llaman, comunidades digitales distribuidas de práctica. 00:40:07
Entonces, los expertos son modelos para el aprendizaje, pero no enseñan, sino que hacen. 00:40:21
Piense en eso. 00:40:37
Así es como los expertos aprenden. 00:40:39
Pueden hacer labios o workshops, pueden ofrecer aprendizajes o internos. 00:40:42
Pueden diseñar simulaciones y juegos. 00:40:50
They might take part, they generally take part in real world projects, you know, trying to help the environment, trying to cure COVID, trying to prevent a nuclear reactor from melting down, trying to find out who the fastest person was to run a race. 00:40:53
I mean, there are experts everywhere, all over the place, doing all kinds of things. 00:41:14
It's not just, you know, advanced science. 00:41:17
One of the great things about cable television in my country now 00:41:20
is that we're learning that there are experts in every single discipline. 00:41:24
Cooking, yes. Plumbing, yes. Woodworking, yes. 00:41:28
Experts everywhere. 00:41:32
And this is how they teach each other. 00:41:33
This is the model for us to know how to teach online, to teach digitally. 00:41:37
Experts form their communities. 00:41:45
forman una pequeña comunidad 00:41:47
en el centro. 00:41:49
Alrededor de ellos 00:41:52
hay una comunidad profesional más amplia 00:41:53
y ellos hablan con los expertos 00:41:54
y los expertos hablan con ellos. 00:41:58
Al lado de eso, 00:42:00
en una comunidad aún más grande 00:42:01
están los estudiantes. 00:42:03
La mayoría de los estudiantes 00:42:05
solo están viendo lo que está pasando. 00:42:07
Están viendo a los expertos 00:42:09
modelar su práctica. 00:42:11
Están viendo al famoso jugador de darts 00:42:13
jugar darts. 00:42:15
and they're thinking to themselves 00:42:16
if they want to be a dart player 00:42:18
I want to learn to play darts 00:42:19
I'm going to do what Jockey Wilson does 00:42:21
or Lionel Messi 00:42:23
or whoever 00:42:26
but they're following 00:42:27
sorry I had to throw a Messi reference in there 00:42:28
something I made with my friend George Siemens 00:42:33
it's about what you make 00:42:40
is a theory called connectivism 00:42:42
there are some references there 00:42:43
that you can look at 00:42:45
but it's all about 00:42:48
how people learn from each other 00:42:49
en estas comunidades digitales en línea, no clases o cursos, sino comunidades. 00:42:52
También ayudé con el concepto de entornos de aprendizaje personal. 00:43:00
Y piensa en esto como un concepto. 00:43:07
Piensa en ti mismo como el centro de una red de aprendizaje, 00:43:10
y ahí están todos esos expertos y todas esas disciplinas en las que te interesas. 00:43:15
Y te unes a esas comunidades y te sigues a esas comunidades 00:43:19
and that's how you begin to learn. 00:43:23
You see the experts in your 00:43:26
profession, whoever they are, 00:43:28
and you might not know who 00:43:30
they are at first, modeling 00:43:32
best practice and learning. 00:43:34
And that's what George and I were trying to do. 00:43:35
So, another 00:43:39
thing we made, we made 00:43:40
a MOOC. 00:43:42
Oops, I went one too far. 00:43:44
There we go. A MOOC 00:43:46
was a model of how 00:43:50
communities make their own learning. 00:43:51
So, what we did is we made a learning environment, a digital learning environment, where people could talk to each other. 00:43:54
It was massive. We had lots of people, thousands of people come join us. 00:44:02
It was open to everyone, very important. 00:44:08
It was all online, and yeah, it was a course, but we denied it was a course, it was an experience. 00:44:11
Okay, no, we said it was a course, but... 00:44:19
Así que ahora hay estos MOOCs de Udacity y FutureLearn y otros que hacen aprendizaje tradicional en línea y ves el enfoque tradicional en el contenido y en el asesoramiento y en cosas como aprendizaje behavioral, aprendizaje cognitivo, incluso aprendizaje constructivo, pero se trata de estas clases formales, instrucciones formales, etc. 00:44:21
Our MOOCs were completely different. Our MOOCs for content used open educational resources or even better, stuff that was created by the people in the course. 00:44:51
It was flexible and distributed. For assessment, we didn't do assessments because the idea was to tell people what you get out of the course is your assessment. 00:45:08
If you think you got out of the course what you wanted, then you passed. 00:45:21
And you're sitting there thinking, well, that's a stupid way of assessing people. 00:45:27
Well, it's not about, for us, it was not about us assessing them. 00:45:31
It was about them assessing themselves. 00:45:36
And you might think, well, how can you responsibly have people assess themselves? 00:45:40
Well, if somebody's trying to do something, assessment becomes easy. 00:45:45
Either they were successful in doing it 00:45:51
or they were unsuccessful for some reason 00:45:54
and they learned from that and tried again. 00:45:57
And you can tell, did they succeed or not? 00:46:00
For a programmer, it's does the programming run 00:46:02
and does it add 2 plus 2 and get 4, not 17. 00:46:05
If it gets 17, you did not succeed. 00:46:10
So, what sort of model are you offering to your students? 00:46:13
Are you offering a bridge through this community to an expert? 00:46:26
Or are you posing as one? 00:46:33
That's a hard question to ask a group of teachers, isn't it? 00:46:36
Maybe I shouldn't, I don't know. 00:46:40
This is another one of these slides, maybe I should have run it, maybe I shouldn't run it. 00:46:43
but I think it's an important concept. 00:46:47
Okay, audience feedback time. 00:46:51
Use this slide again in the future? 00:46:53
Don't use it ever again? 00:47:00
Eh, small nod on the yes side, okay. 00:47:04
Finally, five, finding my own voice. 00:47:10
The key to learning isn't about finding courses 00:47:13
or lessons or videos or whatever. 00:47:17
The key is to use all of these 00:47:19
and anything else you can find 00:47:22
to create your own learning, your own thing online. 00:47:23
I have a theory about learning. 00:47:29
It's a very simple theory. 00:47:33
I call it Downs' Theory of Learning, 00:47:35
which is funny because it's not really a theory 00:47:38
and it's not invented by me. 00:47:40
To teach is to model and demonstrate. 00:47:42
That is, in fact, what the experts are doing. 00:47:44
To learn is to practice and reflect. 00:47:47
and our role as teachers 00:47:50
is to somehow join these two things together 00:47:53
so it's not about us teaching courses 00:47:56
it's about us making connections 00:47:59
and that's what digital technology lets us do 00:48:02
how do we find that community 00:48:05
or best of all go out 00:48:08
join a community 00:48:10
look for existing communities 00:48:12
Facebook, Reddit, Meetup, Stack Overflow, wherever 00:48:14
How do you do that? 00:48:18
Well, just ask a question of Google, be as specific as possible. 00:48:21
Like, how do I fix a derailleur, not cycling? 00:48:28
And you will find the community. 00:48:32
You'll find the community by the language they speak. 00:48:33
And then participate in the community. 00:48:39
And you participate not by jumping in and being all expert on day one. 00:48:42
no, participas 00:48:47
y te doy un poco de un modelo 00:48:50
lee, comparte, pide y luego construye 00:48:52
siga lo que la comunidad está haciendo 00:48:55
comparte lo que estás haciendo 00:48:57
luego puedes empezar a pedir preguntas y consejos 00:48:59
y finalmente puedes empezar a construir la comunidad 00:49:02
en lugar de ofrecer lecciones digitales 00:49:04
como instructores, como maestros 00:49:10
deberías demostrar 00:49:13
cómo aprendes 00:49:16
sobre algo en línea. 00:49:17
Esto funciona muy bien, especialmente 00:49:19
si no eres muy bueno en ello. 00:49:21
Mostrále a la gente el proceso. 00:49:23
Modelar el buen aprendizaje. 00:49:25
Modelar tu uso de esos 00:49:27
ocho secretos. 00:49:29
¿Aún no estás seguro? 00:49:32
Ve a Google. 00:49:33
Te dirá cómo hacerlo. 00:49:35
Encuentra algunas cosas que te gustan. 00:49:38
Entonces, tal vez, blogue sobre ello. 00:49:40
¿No sabes cómo bloguear? 00:49:41
Ve a Google. 00:49:42
I'm Stephen Downs and I thank you very much for your kind attention. 00:49:44
Idioma/s:
en
Autor/es:
ISMIE (Instituto Superior de Innovación Educativa)
Subido por:
tic.ismie
Licencia:
Todos los derechos reservados
Visualizaciones:
13
Fecha:
5 de junio de 2023 - 9:31
Visibilidad:
Público
Centro:
ISMIE
Duración:
50′ 05″
Relación de aspecto:
1.78:1
Resolución:
1920x1080 píxeles
Tamaño:
980.01 MBytes

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