domingo, 30 de junio de 2013
Anuncio Campofrío Cuida T: Larga vida - Junio 2013
Les paso este anuncio de Campofrío, me ha encantado como muestra la importancia de un envejecimiento saludable.
sábado, 27 de abril de 2013
TEACHERS AMONG OUR STUDENTS: WHEN LEADERSHIP EMERGES WITHIN THE GROUP
Meiler Rodríguez, C., Freire Obregón, D., Rubio Royo, E. (2012): “Teachers among our students: when leadership emerges within the group” ISBN: 978-84-616-0763-1. ICERI 2012 Proceedings 5th International Conference of Education, Research and Innovation. 19th- 21st November 2012, Madrid, Spain. Published by IATED.
http://www.sociedadytecnologia.org/file/download/191886
Abstract
When we think about the roles in classroom we use to distinguish between teachers and students. Historically the main responsibility of the learning process has fallen on the teachers while the students have simply followed the instructions of their teachers to achieve the acquisition of meaningful learning. However, in recent years we have seen how the role of these teachers has changed from being instructors to be new guides in the acquisition of knowledge. This change of role was a result of the rapid development of the information technology and communication applied to the field of education. In this new scenario, teachers provide relevant information that is useful for the student but the protagonist of the learning process is the student by itself. However, even if the role of the elements of the classroom has changed, we see that the organizational structure of the classroom remains the same way; there are still two figures, the teacher and student. We present a study conducted over two years. In this paper we have experienced a scenario in which teacher leadership emerges within the group. That is, a person that belongs to the group stands out and leads to the acquisition of knowledge. It dilutes the border between the teacher and the leader during the learning process in the classroom. This demonstrates that leadership in the classroom does not depend on a culturally predetermined figure (the teacher), but an attitude. If this attitude is worked and combined with flair we can create a leader who can guide and lead the learning process among other students based on their own interests.
http://www.sociedadytecnologia.org/file/download/191886
Abstract
When we think about the roles in classroom we use to distinguish between teachers and students. Historically the main responsibility of the learning process has fallen on the teachers while the students have simply followed the instructions of their teachers to achieve the acquisition of meaningful learning. However, in recent years we have seen how the role of these teachers has changed from being instructors to be new guides in the acquisition of knowledge. This change of role was a result of the rapid development of the information technology and communication applied to the field of education. In this new scenario, teachers provide relevant information that is useful for the student but the protagonist of the learning process is the student by itself. However, even if the role of the elements of the classroom has changed, we see that the organizational structure of the classroom remains the same way; there are still two figures, the teacher and student. We present a study conducted over two years. In this paper we have experienced a scenario in which teacher leadership emerges within the group. That is, a person that belongs to the group stands out and leads to the acquisition of knowledge. It dilutes the border between the teacher and the leader during the learning process in the classroom. This demonstrates that leadership in the classroom does not depend on a culturally predetermined figure (the teacher), but an attitude. If this attitude is worked and combined with flair we can create a leader who can guide and lead the learning process among other students based on their own interests.
NEW WORLD, NEW MINDS: CHANGING THE LEARNING PROCESS THROUGH THE USE OF NEW DEVICES
Meiler Rodríguez, C., Freire Obregón, D., Rubio Royo, E. (2012): “New world, new minds: changing the learning process Through the use of new devices” ISBN: 978-84-616-0763-1. ICERI 2012 Proceedings 5th International Conference of Education, Research and Innovation. 19th- 21st November 2012, Madrid, Spain. Published by IATED.
http://www.sociedadytecnologia.org/file/download/191883
Abstract
The arrival of new mobile devices has changed the way we perceive and understand the world around us. The ability to connect and interact anytime and anywhere through these devices has changed the way we process the information. These devices have the same functionality as the conventional PCs and have revolutionized the world of telecommunications and therefore the way we communicate. As a result, this new form of technological communication has influenced everything around us; our personal lives, our work and our academic life. The main importance of this technological revolution in education lies not only in content by itself but also in the own technology. The device that provides us the contents determines the manner in which our brain learns. Also, another very important key fact is that the user interface has been altered. In the case of tablets, the typical mouse and keyboard has been replaced by a touch screen. Depending on our student’s profile, the touch screen will present a set of advantages (or disadvantages). On the other hand, the population of elderly people and the use of computers and the Internet are both growing at extraordinary rates in the European Union. The potential exists for elderly people to improve their own lives as well as the lives of others by making more use of this technology. However, the elderly are currently among the lowest users of computers and the Internet. In this paper we show how, through the use of new devices, we have instructed elderly from barely use a computer to managing social networks independently.
http://www.sociedadytecnologia.org/file/download/191883
Abstract
The arrival of new mobile devices has changed the way we perceive and understand the world around us. The ability to connect and interact anytime and anywhere through these devices has changed the way we process the information. These devices have the same functionality as the conventional PCs and have revolutionized the world of telecommunications and therefore the way we communicate. As a result, this new form of technological communication has influenced everything around us; our personal lives, our work and our academic life. The main importance of this technological revolution in education lies not only in content by itself but also in the own technology. The device that provides us the contents determines the manner in which our brain learns. Also, another very important key fact is that the user interface has been altered. In the case of tablets, the typical mouse and keyboard has been replaced by a touch screen. Depending on our student’s profile, the touch screen will present a set of advantages (or disadvantages). On the other hand, the population of elderly people and the use of computers and the Internet are both growing at extraordinary rates in the European Union. The potential exists for elderly people to improve their own lives as well as the lives of others by making more use of this technology. However, the elderly are currently among the lowest users of computers and the Internet. In this paper we show how, through the use of new devices, we have instructed elderly from barely use a computer to managing social networks independently.
viernes, 5 de abril de 2013
"Communities of practice"
Les dejo el enlace de una interesante y concreta introducción a las Comunidades de Prácticas, realizada por Etienne Wenger http://www.ewenger.com/theory/
"Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."
"Communities of practice are groups of people who share a concern or a passion for something they do and learn how to do it better as they interact regularly."
jueves, 6 de diciembre de 2012
Envejecimiento del cerebro: Neuroplasticidad y aprendizaje permanente
Interesante artículo escrito por Eleonora Guglielman, PhD, University Roma Tre, que resalta la importancia del aprendizaje a lo largo de toda la vida para favorecer la neuroplasticidad del cerebro, previniendo así la aparición de enfermedades neurodegenerativas.
Link: http://www.elearningeuropa.info/en/download/file/fid/24921
Link: http://www.elearningeuropa.info/en/download/file/fid/24921
jueves, 22 de noviembre de 2012
Vivir con vitalidad
Programa sobre el envejecimiento activo "Vivir con vitalidad", desarrollado por la Profesora Fernández-Ballesteros y su equipo.
http://www.envejecimientoactivo.es/index.php?ic=1
http://www.envejecimientoactivo.es/index.php?ic=1
The Nun Study
Interesante estudio longitudinal, realizado por David Snowdon sobre el envejecimiento y el Alzheimer efectuado a un grupo 678 monjas, con edades comprendidas entre los 75 y los 106 años https://www.healthstudies.umn.edu/nunstudy/
sábado, 18 de agosto de 2012
ELDERLY: FROM 0.0 TO WEB 2.0.
ELDERLY: FROM 0.0 TO WEB 2.0. C. Meiler-Rodríguez, D. Freire-Obregón, E. Rubio-Royo, ISBN: 978-84-695-3491-5. EDULEARN12 Proceedings 4th International Conference on Education and New Learning Technologies, July 2nd-4th, 2012 — Barcelona, Spain. Published by IATED.
Abstract
Information technology and the Internet are becoming a necessary resource for the convenience and
enjoyment of individuals. Web 2.0, the new and improved Web, has created a sophisticated user base
with new online functionality and tools such as blogs, wiki’s, online social networking. As a result of
Web 2.0, the Internet is changing from merely a place to get information or give information, to a place to access a whole set of interactive applications, online sharing and collaboration. Moreover, the population of elderly people and the use of computers and the Internet are both growing at
extraordinary rates in the European Union. The potential exists for elderly people to improve their own lives as well as the lives of others by making more use of this technology. However, the elderly are currently among the lowest users of computers and the Internet. In this paper we show how, through a course of ten lessons length, we have instructed elderly from barely use a computer to managing social networks independently. We also have developed new ways to deal with the learning
disadvantages that age involves. Some of those problems such as the digital divide are exceeded by
other more serious deficiencies like being trouble when reading or writing. Nonetheless, the
perseverance during the learning process showed by this group of people plus a correct and gradual
course planning have provided us very significant data about the learning curve showed by the elderly during the course. The purpose of this research was to explore whether the elderly were familiar with modern technology.
Information technology and the Internet are becoming a necessary resource for the convenience and
enjoyment of individuals. Web 2.0, the new and improved Web, has created a sophisticated user base
with new online functionality and tools such as blogs, wiki’s, online social networking. As a result of
Web 2.0, the Internet is changing from merely a place to get information or give information, to a place to access a whole set of interactive applications, online sharing and collaboration. Moreover, the population of elderly people and the use of computers and the Internet are both growing at
extraordinary rates in the European Union. The potential exists for elderly people to improve their own lives as well as the lives of others by making more use of this technology. However, the elderly are currently among the lowest users of computers and the Internet. In this paper we show how, through a course of ten lessons length, we have instructed elderly from barely use a computer to managing social networks independently. We also have developed new ways to deal with the learning
disadvantages that age involves. Some of those problems such as the digital divide are exceeded by
other more serious deficiencies like being trouble when reading or writing. Nonetheless, the
perseverance during the learning process showed by this group of people plus a correct and gradual
course planning have provided us very significant data about the learning curve showed by the elderly during the course. The purpose of this research was to explore whether the elderly were familiar with modern technology.
sábado, 31 de marzo de 2012
SEVENTI: NEW APPROACH FOR TEACHING SENIORS BASIC SKILLS THROUGH SOCIAL MEDIA
SEVENTI: NEW APPROACH FOR TEACHING SENIORS BASIC
SKILLS THROUGH SOCIAL MEDIA
www.sociedadytecnologia.org/file/download/154855
C. Meiler-Rodríguez, D. Freire-Obregón, E. Rubio-Royo, Proceedings of
INTED2012 Conference. 5th-7th March 2012, Valencia, Spain. ISBN:
978-84-615-5563-5.
Abstract:
In the literature there is a lot of documentation about how to teach seniors the use of newtechnologies. However, there is a lot of "digital immigrants" that could be defined as "digitalshipwrecked". The situation could be more complicated when this group of people also lack basicskills such reading or writing in a proper way. This paper aims to describe how the use of appropriatesocial networks can help not only to develop technological skills but also improve reading and writingskills. For our purpose, we have developed our own social network (Seventi) with some features whichhave served as motivation and inspiration to the group of seniors. Seventi has a number of featuresthat can be shared with any other social network: a wall, a buddy list, groups, chat, private messages,etc. The difference between this project and others in the area is highlighted by two key factors: thepersonal characteristics of the experimental subjects and pedagogical approach applied and wellsupportedby Seventi.
SKILLS THROUGH SOCIAL MEDIA
www.sociedadytecnologia.org/file/download/154855
C. Meiler-Rodríguez, D. Freire-Obregón, E. Rubio-Royo, Proceedings of
INTED2012 Conference. 5th-7th March 2012, Valencia, Spain. ISBN:
978-84-615-5563-5.
Abstract:
In the literature there is a lot of documentation about how to teach seniors the use of newtechnologies. However, there is a lot of "digital immigrants" that could be defined as "digitalshipwrecked". The situation could be more complicated when this group of people also lack basicskills such reading or writing in a proper way. This paper aims to describe how the use of appropriatesocial networks can help not only to develop technological skills but also improve reading and writingskills. For our purpose, we have developed our own social network (Seventi) with some features whichhave served as motivation and inspiration to the group of seniors. Seventi has a number of featuresthat can be shared with any other social network: a wall, a buddy list, groups, chat, private messages,etc. The difference between this project and others in the area is highlighted by two key factors: thepersonal characteristics of the experimental subjects and pedagogical approach applied and wellsupportedby Seventi.
domingo, 4 de diciembre de 2011
Asistencia sanitaria en gerontoinmigración
Les dejo un artículo sobre la actualidad de la asistencia sanitaria en el marco de la gerontoinmigración, de las investigadoras del Observatorio Europeo de Gerontomigraciones, Elsa M. Álvarez y Mayte Echezarreta, del 02/11/11 http://www.gerontomigracion.uma.es/v2/sites/default/files/usuarios/file/BoletinesOEG/BltnOEG_2.pdf
domingo, 20 de noviembre de 2011
Claves del crecimiento de la esperanza de vida
Documental de Redes para la Ciencia sobre las claves del crecimiento de la esperanza de vida http://www.redesparalaciencia.com/6255/redes/redes-106-claves-para-aumentar-la-esperanza-de-vida
Que lo disfruten!
Que lo disfruten!
miércoles, 31 de agosto de 2011
Elogio a la vejez
Elogio a la vejez (Quinta edición del Festival Getxophoto)
Libro: http://www.getxophoto.com/web/go.php/elogio-de-la-vejez
Video inicial: http://www.getxophoto.com/web/go.php/inicio
Libro: http://www.getxophoto.com/web/go.php/elogio-de-la-vejez
Video inicial: http://www.getxophoto.com/web/go.php/inicio
miércoles, 27 de julio de 2011
miércoles, 4 de mayo de 2011
Redes sociales y Mayores
Interesante presentación sobre redes sociales y participación de personas mayores
domingo, 1 de mayo de 2011
Envejecimiento activo, nuevas tecnologías y e-learning
Les dejo el enlace de un post muy interesante sobre envejecimiento activo y nuevas tecnologías.
http://www.linkedin.com/news?viewArticle=&articleID=498820979&gid=2353830&type=member&item=52394949&articleURL=http%3A%2F%2Firsi%2Ewordpress%2Ecom%2F2011%2F04%2F30%2Fenvejecimiento-activo-nuevas-tecnologias-y-e-learning%2F&urlhash=p1AW&goback=%2Egde_2353830_member_52394949
http://www.linkedin.com/news?viewArticle=&articleID=498820979&gid=2353830&type=member&item=52394949&articleURL=http%3A%2F%2Firsi%2Ewordpress%2Ecom%2F2011%2F04%2F30%2Fenvejecimiento-activo-nuevas-tecnologias-y-e-learning%2F&urlhash=p1AW&goback=%2Egde_2353830_member_52394949
sábado, 9 de abril de 2011
El poder de las redes sociales
Los/as dejo con un genial documental sobre el poder de las redes sociales http://vodpod.com/watch/5909971-redes-el-poder-de-las-redes-sociales-rtve-es
viernes, 8 de abril de 2011
Herramientas en redes sociales
Les paso un interesante post del blog e-interactive, donde han recopilado 31 herramientas según categorías, de monitorización, visibilidad de marca y de integración de redes sociales. http://www.e-interactive.es/blog/las-30-mejores-herramientas-en-redes-sociales
lunes, 13 de diciembre de 2010
Senior Lab
Enlace del informe etnográfico del proyecto Senior Lab: http://seniorlab.org/cat/?p=7, del Citilab Cornella.
lunes, 6 de diciembre de 2010
Redes 75: entrevista a Marc Prensky
Redes 75: Eduard Punset entrevista en Redes a Marc Prensky, un experto en la educación del futuro, en la empresa de reformar las aulas y los sistemas educativos actuales.
jueves, 27 de agosto de 2009
IV Congreso de la CiberSociedad
El Observatorio para la CiberSociedad y el CitiLab-Cornellà convocan el IV Congreso de la CiberSociedad, un "Living Congress" que tiene lugar durante 2009, cuya fase de discusión online de comunicaciones tiene lugar entre el 12 y el 29 de noviembre. En esta cuarta edición, se abordará desde una perspectiva multidisciplinar y abierta -como ha venido sucediendo en los congresos anteriores de 2002, 2004 y 2006- su principal objeto de estudio: lo cibersocial.
Hay que tener en cuenta que el "call for papers" termina el próximo 15 de septiembre. Más información en http://www.cibersociedad.net/congres2009/es/estatic/llamada-a-comunicaciones/17/
Hay que tener en cuenta que el "call for papers" termina el próximo 15 de septiembre. Más información en http://www.cibersociedad.net/congres2009/es/estatic/llamada-a-comunicaciones/17/
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