En este artículo presentamos el trabajo que estamos realizando, centrado en la creación de entornos que permitan la construcción conjunta del conocimiento mediante herramientas informáticas, en concreto la herramienta Knowledge Forum como elemento mediador en el proceso de discusión y generación de conocimiento. Las experiencias se están realizando en la Universidad de Barcelona, en los títulos de Pedagogía, Formación de Profesorado y Pedagogía Social de la Universidad de Barcelona, abarcando diversas asignaturas obligatorias y optativas. Los objetivos son los siguientes: aprender a trabajar en colaboración y crear entornos de aprendizaje semi-presencial que complementen el trabajo de los diversos grupos y el desarrollo de los contenidos presenciales de las asignaturas.
The aim of this paper is to show how the Spanish Pedagogical Conferences between 1882 and 1908 influenced the promotion of innovative teaching at that time. Pedagogical Conferences were the only forum through which both rural and urban schoolteachers were able to implement new educational ideas. Books were not available, so at that time schoolteachers would write their own textbooks to use in their schools. We will focus on one of these teachers, and through his eyes we will show how these conferences helped tackle illiteracy and elementary school dropout. Furthermore, we will highlight this teacher's particular contributions to the Teacher Training, through the work of the Free Teaching Institute, in which he directed a programme of in-depth educational reform, focusing on primary schools, as the foundation of a child's education, but also including the development of the National Pedagogical Museum project. In addition, we include the dissemination of knowledge through school libraries in places and circumstances where no such resources had been available hitherto. To sum up, the Spanish Pedagogical Conferences highlight the vision and initiatives that our infectious and energetic author brought to the development of professional teaching networks, whose ultimate goal was to promote equal and free education.
Global networks through distributed systems technology granted a new meaning to knowledge creation, storage and distribution within higher education context. This global dimension imposes a considerable amount of ethical and social impacts concerning distributed knowledge because it is expressed within local contexts. Nonetheless, main stream literature highlights equity and cultural sensitivity as leading issues, and disregards the existent social dilemmas concerning organizational innovation in higher education. Therefore, this chapter aims to promote a philosophical and empirical argument within contextual determinants, in order to explore the ethical and social key dilemmas of distributed knowledge between global and local diversity in higher education. For that, under scrutiny will be a specific layer regarding first co-author e-University strategic implementation framework which interacts with ethics and culture, in order to, understand e-learning current practices in higher education, as well as, to nominate potential future guidelines concerning these trends.
El propósito de este artículo es fortalecer la colaboración entre dos instituciones que buscan integrar e-learning en sus prácticas más cotidianas y en contextos donde antes no habían tenido experiencia previa. El objetivo principal es acercar a los estudiantes universitarios, en este caso a los usuarios del Banco del Tiempo (BdT) del Ayuntamiento de Terrassa, Barcelona, a las prácticas reales para que obtengan un aprendizaje más significativo,. La experiencia relata el proceso de coordinación, diseño, gestión y valoración desde el punto de vista del aprendizaje en la formación inicial de los estudiantes de grado.
Abstract. The work environments raise changes associated with both economic and social demand in an internationally competitive context. The focus of this paper is the perspectives of people, both employers and employees, who are engaged in lifelong e-learning, within the Portuguese economy. It critically reflects on recent experience at a small local institution considering whether complex state-of the art technology becomes a key to the development of lifelong learning practices in a knowledge-based society.Keywords: lifelong e-learning; distance learning; organizational context; case study; lecturing experience Introduction. The Internet has been identified as a potential enabler of lifelong learning. Web-based learning systems enable workers to participate in learning activities without the time and distance constrains. Lifelong learning provides the opportunity for the discussion and collaborative knowledge construction to enable learners in acquiring knowledge in the context of learning, working and collaboration associated with a positive evaluation of scientific/technical knowledge. This paper will examine the contribution of lifelong learning to organizational development, specifically in relation to e-learning courses by distance learning. In this context, lifelong elearning is used by employees to improve their current, or future, employment prospects as well as by employers as a way of improving their organizational performance. This paper draws on the first author's experience of e-teaching and of distance tutoring students who are in full time employment and critically reflects on the recent experience at a small local institution considering whether complex state-of the art technology becomes a key to the development of lifelong learning practices in a knowledge-based society. In the first part, the paper is theoretical in its orientation of lifelong education, whereas in the second part it makes an overview of the web text-based discussion forums lifelong learning system in use in the institution under study. The third and last part of the paper presents, discusses and assesses the findings related to the learners' opinions on a variety of aspects of their lifelong vocational training courses and explores the significance of the use of simple technology as to the meanings it may bring to the development of lifelong learning practices. What is lifelong learning? Smith and Spurling (1999) provided a simple definition of lifelong learning, that it relates to people learning consistently throughout their lifespan, covering all life from the cradle to the grave, and which may start at any age. Through lifelong learning the decision to study is much easier then more traditional
Este artículo plantea la construcción de paginas web como vehículo para facilitar la integracion de las tecnologias de la informacion y la comunicacion en el aula para futuros maestros. El término Página Web Coherente enfatiza la utilización de páginas cuyo objetivo principal es promover el aprendizaje siguiendo un proceso colaborativo, una estructura integradora y un contenido educativo.
The potential of cloud computing systems as a support tool for novel and meaningful knowledge creation, storage, and distribution within the context of higher education is recognised and so is the impact to which the global dimension imposes inherent ethical issues and social impacts within local contexts (glocality). Hitherto, mainstream literature debates on ethical issues like equity or cultural sensitivity, disregarding existent social dilemmas related to organizational innovation. This paper aims to promote a philosophical and empirical argument within contextual determinants; therefore, it reflects upon the key ethical issues and social dilemmas that cloud-based systems pose to distributed knowledge systems in the dialectic process of higher education diversity (global versus local). In this regard, an e-University strategic implementation framework interacting with ethics and culture (developed by the first co-author) will help two research objectives: to understand current e-learning practices in higher education and to suggest potential future guidelines for the dialectical process between the global and local.
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