La documentación de procesos educativos está cobrando cada vez más importancia. Pero, ¿cómo comenzar a documentar? ¿Cuáles son las primeras consideraciones?
During the past three weeks, many 10th Year students were presented with a cryptography challenge game based on Khan Academy resources. The challenge is to solve a mysterious problem, introduced as a spy story, where the students play in first person. The story begins with an introduction to a historical moment and to the character's descriptions. Once the context and objectives of the game are defined, participants can access a list of clues. Each clue is presented as a cryptographic problem, this is where students must learn and apply CS concepts.
Learning Crypto (Khan Academy Edu Resource)
Each of the mysterious clues consists of a collection of images and stories in which the information is encrypted. Along with the mysterious clues, Khan Academy offers educational resources based on the knowledge necessary to solve the problem. Participants use these educational resources in creative ways and look for the answers contained in the encrypted messages. Each correct answer opens up new possibilities for the next mysterious clues.
Students are definitely having fun while learning, engagement rocketed.
The student's mission does not end with the solution to the mystery game. Their work continues with the use of the problem-solving cycle and its corresponding problem-solving skills set. As there are several different versions, in this case, the selected cycle was: "Solution Fluency Guide" which author is the Global Digital Citizen Foundation. Students complete each stage of the cycle and write a report on their blogs. Every step of the way is recorded along with their reflections.
The content of the reports is strongly influenced by the concepts of the problem-solving cycle. We emphasize the correct use of these skills from a conceptual point of view. But we also consider as very important the design and format in which reports are presented.This is the reason why students also receive basic instruction in how to integrate text paragraphs, images, and soundtracks into one single report. We focus on content consistency, meaning that each element must provide useful and appropriate information considering the format used.
Multimedia objects, like audio tracks or videos, are inserted using HTML Iframes.
Students work on the layout and format of their reports.
Audio tracks are recorded in class. Students record their voices separately, for a while they work on the interview questions, then they work on the answers. Once they have recorded the audio tracks, they must create a project in Audacity, insert all the audio components and export the project to an MP3. The exported file is published in Soundcloud, they do this to obtain an HTML Iframe, and thus to be able to insert the track in the article.
Audio tracks are created and added to Audacity
Finally, a brief list of the competencies that students develop:
Skills for creative problem-solving.
Composition of a text document with multimedia components.
Audio editing.
Publication of content online and in streaming services.
They acquire knowledge on core subjects in computer science.
Number one. MIT's Scratch is known for providing a stepping stone to the fascinating world of computer programming. The scratch programming philosophy is about creating new code or remix existing coding contents, based on a very intuitive and visual block instruction set. Students develop technological fluencies, as well as creative and design skills with every project they develop.
Number two. Reflection and metacognition strategies are two key features of visible thinking routines. Students that consistently reflect on- and are capable of describing- their learning routines, achieve a deeper understanding of the subject they study.
How these two ideas come together?
First. Students were presented with a number of introductory projects to learn how to create scripts using Scratch. There is plenty of resources to accomplish this step, one resource I enjoy using is the scratch cards. Here is the link to access them, cards are available in many languages: cards. If you need the cards in a different language, just scroll down and click on the dropdown list.
Students working on their projects
Second. After a couple of sessions, Ss were ready to gear up and the cards were no longer a challenge. At that point in time, more complex projects were introduced. One more time (I really love using OER /open educational resources/ resources) I went with a couple of open access books. "The creative computing" books are a great option, you can download them from here: creative computing.
If you download the creative computing books, both the workbook and the teacher guide, you'll notice that a number of reflection stems are provided. Here it comes to pedagogical idea number two. Students are not only required to program, they are also invited to reflect on their learning.
Third. Sharing with the world. Each Computer Science class has a blog in which students publish their work and reflect on their learning.
Student's report specimen. Red text is teacher's interpretation.
Student's report specimen. Red text is teacher's interpretation.
Fourth. Some formatting and layout suggestions were made during sessions, like image centering and framing, use of bold for enhancing important concepts. It also was suggested that no text wrapping around images should be used. Additionally, a combination of text and image was designed to emphasize a short introduction paragraph.
Waves moving since 2015, what does the title of this post mean? For me, but primarily for many of the students of the Goethe Schule Buenos Aires, it refers to one of the many ways in which they record their learning in the course blogs. Since then, uninterrupted every year, students combine text, images, and audio in their articles.
Today I tweeted the header image for this post and immediately after posting, it felt like the idea would stick in my head all day long. Until now that I was able to relate that morning impulse of posting to something more solid. Did you ever wonder what brings an educator to Tweet about a famous quote? I follow a couple of users that share remarkable quotes regularly, but never experienced firsthand the connection between the essence of the selected quote and classroom practice.
Since a couple of weeks, a number of students are using this question stems in class. The "Critical thinking question stems" help students achieve a deeper understanding of the topics they are learning during Computer Science subject sessions. The assignment is to "design" one question from every six stages and answer it. Students are told to select one question stem from each stage and provide an answer, the set of questions/ answers should serve as evidence of their achievements.
Hemos estado utilizando Khan Academy por los últimos cuatro meses. La selección de la plataforma no ha sido caprichosa, sino que responde a la creciente necesidad de personalizar el acceso a los recursos de aprendizaje. Cada estudiante es único, y ustedes pensarán que afirmar esto es un lugar común, sin embargo no siempre se realizan esfuerzos por personalizar la experiencia de aprendizaje.
Ha sido una experiencia interesante desde varios puntos de vista, con valoraciones positivas y algunos aspectos a considerar para la mejora. La plataforma definitivamente cumple con el objetivo de permitir la personalización de contenidos, cada estudiante puede seleccionar su propio recorrido y tipo de recurso que utilizará para aprender. Para la mejora resta que no todos los recursos disponibles tienen las mismas posibilidades de seguimiento por parte del docente.
La plataforma ofrece información sobre la actividad de los estudiantes. A continuación algunas capturas de pantalla y breves reflexiones.
Uno de los posibles usos de la plataforma de Khan Academy es llevar adelante un programa de tipo "Flipped". Al ver este gráfico de uso podemos observar la dispersión en cuanto a la cantidad de tiempo dedicado en horario escolar y fuera del horario escolar. En primera instancia se podría decir que el tiempo utilizado fuera del horario escolar es escaso, pero esa afirmación necesita de contextualización. Los alumnos asisten a clases durante ocho horas diarias, se retiran a sus hogares a las 16:30 hs. Ahora, considerando la cantidad de horas que permanecen en dentro de la institución, los bloques de color gris oscuro adquieren otro significado, por ejemplo pueden ser indicador de compromiso o interés en los temas de estudio.
¿Qué información podemos extraer de esta gráfica? En el contexto en que utilizamos los recursos de la plataforma, esta información nos permite dirigir mensajes de estímulo a aquellos estudiantes que no logran llegar al final de cada actividad propuesta. En la experiencia transcurrida durante los últimos cuatro meses, la mayor parte de los estudiantes que comienzan a utilizar un recurso y no lo completan, se debe a que lo abandonan en el último momento. Por ejemplo, dejan incompleto un vídeo en los últimos minutos o interrumpen el uso de un simulador cuando han comprendido el concepto general. Por otro lado, indica que una vez que abandonan un recurso, no regresan al mismo.
Uno de los desafíos que surge como consecuencia de personalizar el acceso a los recursos educativos, es valorar el esfuerzo de cada alumno en particular. Existen un número enorme de propuestas sobre cómo hacer esto. En el caso particular de la plataforma Khan Academy las dos gráficas anteriores brindan un panorama general. La segunda gráfica en particular combina una vista de los puntos de energía, el tipo de recurso utilizado y la cantidad de tiempo que se ha utilizado el recurso. Por caso, el segundo gráfico nos brinda un indicio del estilo de trabajo de un estudiante, quien tiene accesos esporádicos, distanciados en el tiempo, pero significativos en el avance que produce. Una posible acción del docente ante este indicio, estimular al estudiante para que los accesos sean más frecuentes y los logros con menos "picos", pero más consistentes en el tiempo.
It is amazing how a simple question as "Why do we have to learn this?" has the power to trigger student's reflection. Silvia's tweet about the topic made me think about this... Take for instance what happened today at @Goetheshuleba HS Computer Science session. A number of 16 years old students are learning about cryptography as part of their CS curriculum, they are playing a game called "Cryptography challenge 101" based on Khan Academy resources. Let us see what happened when students were confronted with the question "Why is cryptography useful in our life?"
My first reaction was... "ok, I think that slightly motivated students would have a very different answer from highly motivated ones" and this picture came into my mind.
So, highly motivated learners should respond like "I learn for the love of learning", is that so? or 16 years old students might have a more realistic approach? Following this thoughts, I asked a group of students: "Why is cryptography useful in our life?"
Some others worked on a different approach, like "can you dream / imagine about a gadget that would use cryptography as a main component in the future? "
Before the session was over, two students posted a short personal reflection about all the work done.
Los avances tecnológicos producidos en las últimas décadas hacen necesario emplear recursos informáticos en muchos aspectos de la vida diaria. En este sentido, la educación no debería ser una excepción, por lo menos si se la entiende como preparación para la vida en sociedad y el mundo del trabajo. Sin embargo, se hace necesario considerar los posibles efectos de largas horas de exposión a las pantallas.
Para descargar las fotografías, siga los siguientes enlaces:
Strong password policies have come a long way. When I created my very first online account many, many years ago, my password was the word “cool” (don’t judge me, ok? I was very young at the time). That password has long since been changed, to something much more secure, but passwords still remain part of everyday life as more and more of the services we rely upon are managed online through websites or mobile applications. Users today are inundated with passwords they must remember. Think about it. Website logins, email accounts, social media accounts, banking accounts, smartphone passcodes, ATM pin numbers, and home security system alarm codes all require some type of password. Creating a strong password policy is key to helping users safeguard these critical systems they rely on every day.
Some facts to remember:
73% of users have the same password for multiple sites, 33% use the same password every time.
Every extra character in your password increases the difficulty for hackers to crack it.
An 8-character password with letters (upper & lower case) and includes numbersand symbols has 6,095,689,385,410,816 possible combinations.
Passwords such as “mustacheehcatsum” (that’s “mustache” spelled forward and then backward) may give the appearance of strong security, but they’re easily cracked by isolating their patterns, then writing rules that augment the words contained in the [2009 hack of online games service] RockYou [...]and similar lists. For [security penetration tester] Redman to crack “Sup3rThinkers”, he employed rules that directed his software to try not just “super” but also “Super”, “sup3r”, “Sup3r”, “super!!!” and similar modifications. It then tried each of those words in combination with “thinkers”, “Thinkers”, “think3rs”, and “Think3rs”.
Use the Norton Identity Safe Password Generator to create highly secure passwords that are difficult to crack or guess. Just select the criteria for the passwords you need, and click "Generate Password(s)". Remember, the more options you choose, the more secure the passwords will be.
Once in a while, I find a video with loads of interesting concepts. Last week I came across this very short video starred by Michio Kaku where he shares with us some very interesting concepts. Is quantum computing the future generation of computers? What would happen if Moore´s law is expired? Silicon-based computers are reaching a natural physical limit, miniaturization can´t go beyond a certain frontier. Are computer manufacturers reaching this limit?
Las fuentes tipográficas, en castellano comúnmente llamadas "tipos de letra" o "Font" en inglés , son un conjunto de caracteres gráficos (letras del alfabeto, números y símbolos especiales, como los símbolos de puntuación) diseñados individualmente y con propiedades visuales uniformes. La palabra "tipografía" proviene del Griego, τύπος [típos], ‘golpe’ o ‘huella’, y γράφω [gráfο], ‘escribir’, se dice que es el arte y la técnica en el manejo y selección de tipos para crear trabajos de impresión. En tipografía, un tipo de letra alude a cada una de las piezas usadas en la imprenta en las que hay un realce con una letra u otro signo. En la edición por ordenador, también se llama tipos o fuentes a los conjuntos de modelos vectoriales que representan a cada uno de los caracteres de una letra, con descripciones respecto a su posición y conformación, almacenados en un archivo; en la fotocomposición, son plantillas de imágenes independientes de cada carácter.
Tipo de plomo utilizado en las imprentas de Gutemberg.
Los diferentes tipos de letras o familias de tipos de letras son diseñados como piezas de arte. El diseño tiene en cuenta tanto los aspectos artísticos en sí, como el contexto y el tema del mensaje a ser transmitido con el texto que la utilizará. Es así que, por ejemplo podemos identificar los tipos de letras con diferentes tipos de arte o piezas de arte. Por ejemplo, considere la siguiente imagen:
El uso de tipos de fuentes específicas es también aplicado en contextos educativos, persiguiendo objetivos muy específicos. Por ejemplo, en aquellas instituciones en las que se integra en las aulas a alumnos con dislexia, es recomendable utilizar el tipo "Dyslexie Regular", creada por el diseñador holandés Christian Boer. La fuente es de libre descarga y puede ser instalada fácilmente en computadores con windows. En los próximos párrafos encontrará enlaces de descarga de la fuente y vídeos tutoriales sobre cómo realizar la instalación de la misma.
Descargue la fuente "Dyslexie Regular" haciendo click aquí. (sólo para usuarios Goethemail.net)
Descargue la fuente "OpenDislexic" haciendo click aquí. (sólo para usuarios Goethemail.net)
El siguiente manual explica cómo instalar las fuentes.
Sharing content to a community is much like sharing to one of your circles or even in your public feed. While you can post to your respective community directly from the community's page, you can also post from basically anywhere on the platform. You only need to find and click on the following, to display the extended post creation tool:
Users will see their own profile picture and name.
Extended post creation tool.
Each post may contain:
A relative short text description, type your text where it indicates "What do you want to share?". Try to keep the post short, to avoid forcing the reader to scroll down.
Some images from uploaded files or images already in your GPhoto collection. The new version of Gplus allows you to publish several images inside the same post.
A link to an external website. Even inside private communities, users will be redirected to external websites without a warning.
A short multiple choice poll.
A shared location.
Once you created your content, please remember to verify all of the following security settings. First click on the "post visibility restriction link" (pointed with a green arrow)
Secondly, select the community to which you are posting or change the domain visibility option. For this example, the post about to be shared will be visible only by "Aulas Digitales de Secundaria" and restricted to Goethemail.net users.
At this time, Google+ prohibits you from sharing to multiple communities. Also, when you do choose to post to a community, you will not be able to share that same post through the public feed — meaning you'd have to post your content twice for it to show up in the community and in the public feed. If you do post your content to a public community, though, it will still be visible to users who navigate to your profile page. But if you share a post to a private community page, it cannot be publicly viewed anywhere except in that community.
On Google Plus, all users have the ability to manage their circles (list of contacts) to control the groups of people and brands they receive information and content from. Google Circles are a one-way road, this means that whenever you circle a contact you´ll be receiving their update, but there's no guarantee those brands or users will circle you to receive your updates. Two different users must circle each other in order to enjoy a two-way communication channel.
This is where Google+ Communities come in, Google's version of a group or forum, built to bring people together around particular topics. User included into the same community will share a two-way communication channel. All members of the community will read, comment and like each other's posts.
Launched in December 2016 (latest platform update), the types of Communities available to the Google+ audience seem endless — ranging from science, animals, development and more. Communities are places where users can share specific questions, comments or content relating to a particular topic with other users who are just as interested in the conversation. For example, if you're a member of a cooking community, it's likely each post will contain something related to food. And if there is a user who is posting content unrelated to the chosen topic, a moderator could step in and police that person.
All of the above features and topics make the G+ community an attractive tool for teachers. The teacher should be in charge of creating the community and setting up all access permission settings. Speaking of which, some of them can be set only at community creation time. Once the community is created, the teacher should invite students to join, depending on the security settings placed by the teacher, students will be able to join directly or ask the administrator to join.
How to create a new community: you may watch the entire following video or skip to 2:27.
Recommended security settings for Goethemail.net users: <Download>
Una de las propuestas que son habituales al inicio del año escolar es la organización de jornadas institucionales de capacitación. Son jornadas en las que los docentes se reúnen en pleno con el objetivo de intercambiar información relevante a las planificaciones escolares, y también, hay ocasiones en las que nos visitan referentes del mundo de la educación. En el día de hoy hemos compartido una charla ofrecida por Silvia Duschatzky. Han sido dos a tres horas de diálogo profundamente enriquecedor, de intercambio de ideas valiosas, tiempo en el que hemos generado un espacio en el que la reflexión sobre cuestiones fundantes del quehacer escolar fue intensa.
Con su voz serena y mensaje poblado de referencias a autores y bibliografías, Silvia nos ha exhibido una forma renovada de pensar la escuela. Nos invita a investigar en acción y preguntarnos ¿qué lugar ocupa la escuela hoy? ¿Cómo podemos otorgar sentido a las prácticas educativas en un contexto de incertidumbre? ¿Cuáles son los elementos organizadores de una práctica educativa contextualizada? ¿Cuáles son los verdaderos problemas de la escuela? Y nos advierte que para esbozar una respuesta a estas preguntas debemos pensar por fuera de las categorías tradicionales, debemos aceptar que nos posicionaremos en un lugar incierto, debemos experimentar en lo desconocido dejándonos afectar por lo que aún desconocemos. En este sentido, su investigación se centra en cuáles son esas formas de afectación en contextos escolares y cómo podemos subjetivar esa acción para darle un sentido constructivo.
En el marco del encuentro, Silvia ha hecho referencia a la serie televisiva "Black Mirror". Esta referencia es particularmente interesante, en tanto el signo de los tiempos refiere a la idealización de la tecnología en contexto educativo. Se trata de una serie cuyo argumento gira en torno a cómo la tecnología afecta nuestras vidas, en ocasiones sacando lo peor de nosotros. El primer capítulo de la tercer temporada de la serie es titulado "Nosedive", cuya traducción literal es picado vertical (en inglés el término refiere a una aeronave cayendo de nariz) En este capítulo, los protagonistas se califican con "likes" o cantidad de "estrellas" en cada interacción social que realizan. Esas calificaciones sociales afectan por completo las vidas de los protagonistas, al extremo que los grupos sociales están definidos como intervalos de valor en estas calificaciones sociales.
Resumen del argumento
Lacie Pound (Bryce Dallas Howard) vive en un mundo donde la gente vive obsesionada con valorar cada interacción social con hasta cinco estrellas. Lacie, que está obsesionado con ser recibido bien, comienza el episodio con una calificación de aprobación de alrededor de 4,2. En cambio su hermano, no tiene la misma preocupación por su calificación social. Ella y su hermano deben cambiar de hogar, y pretende lograr alquilar una lujosa propiedad, para lo cual debe abonar una cuantiosa suma de dinero (que no posee) o lograr al menos una calificación social de 4.6.
Entre tanto, Lacie protagoniza algunos entredichos con su hermano y allegados, quienes la califican con pocas estrellas y logran bajar su ranking social. Esta situación la aleja de cumplir su sueño de vivir en una propiedad lujosa.
Es entonces cuando una amiga de su infancia la contacta para que asista a su boda. Su amiga tiene una puntuación social muy superior y consecuentemente un círculo social con calificaciones igualmente superiores a las de Lacie. Lacie ve en esta invitación la oportunidad de interactuar con personas que podrían calificarla con cinco estrellas y así aumentar su promedio de puntuación social, permitiendo en última instancia acceder a la propiedad de sus sueños. Decide, entonces, aceptar la invitación de su amiga de la infancia.
Ella va a un aeropuerto para viajar a la boda, pero está consternada al saber que su vuelo original ha sido cancelado. El asistente del aeropuerto le informa a Lacie que hay un asiento disponible en otro vuelo, pero necesita un rating de 4.2 para conseguirlo. Luego de los entredichos que sufrió, la puntuación de Lacie no es suficientemente alta como para obtener un asiento en un vuelo alternativo. Por frustración, Lacie causa una escena y la seguridad le da un castigo de 24 horas que reduce temporalmente su puntuación en un punto entero a 3,1 y todos los downvotes que recibe incurrirá en un doble multiplicador. Después de que se le pidiera que saliera del aeropuerto, Lacie se ve obligada a alquilar un coche para hacer las nueve horas de viaje a la boda de Naomi.
A partir de ese momento todo parece caer en picada. Una serie de hechos infortunados provoca que las interacciones sociales de Lacie sean calificadas con puntuaciones muy bajas, haciendo que su ranking social sea aun inferior. En última instancia, Lacie es rechazada para asistir a la boda de su amiga, debido a su bajo ranking social, provocando un escándalo en la receptción de la boda. Todos los asistentes a la misma califican a Lacie con cero estrellas y finalmente su ranking social cae a cero, momento en que es arrestada y encarcelada. Mientras que en su celda, ella comienza a intercambiar insultos con otro preso (Sope Dirisu), y su cólera recíproca da vuelta al placer mutuo mientras que realizan que ahora están libres hablar sin temor.
Desde esta perspectiva, Silvia nos introduce a uno de los conceptos centrales en el pensamiento de Baruch Spinoza: ¿Qué puede un cuerpo? Los afectos son devenires: unas veces nos debilitan, en la medida en que disminuyen nuestra potencia de obrar y descomponen nuestras relaciones (tristeza), y otras nos hacen más fuertes, en la medida en que aumenta nuestra potencia y nos hacen entrar en un individuo más amplio o superior (alegría). Creemos que somos libres en nuestras elecciones únicamente por el hecho que somos conscientes de nuestros deseos, hábitos y necesidades. Aún cuando ignoramos por completo cuál es la génesis de esos deseos, La libertad entendida de esa forma, consiste meramente en saberse atraído a las cosas que le son necesarias, pero desconociendo la naturaleza de esa atracción.
" el niño cree que apetece libremente la leche, y el chico irritado, en cambio, que quiere la venganza, y el tímido la fuga. El borracho, por su parte, cree que habla por libre decisión del alma cosas que después, sobrio, quisiera haber callado; e igualmente el delirante, la charlatana, el niño y muchísimos de esta calaña creen hablar por libre decisión del alma, siendo así que no pueden reprimir el impulso que sienten de hablar." Baruch Spinoza
At the beginning of the school year I always invite my fellow teachers to a number of different On-Line tools presentations. Everybody seems to be interested in learning new tools to maximize teaching and learning outcomes, but G Classroom attracted all attention. Discussion during this year´s presentations focused on two main ideas: the use of the platform (that is where to click to get things done) and some classroom methodologies associated (some intro to flipped).
The following tutorial videos focus on the "where to click to get things done" side of the conversation that took place this morning.
Infographics are visual displays of any kind of data or information with the aim of presenting complex concepts in an eye-catching, quick and clear way. It can be named differently in some specific contexts: "data visualization" or "information design and architecture", are common names for the same concept. The main purpose of creating an infographic is to aid communication in such a way that student´s attention is drawn to focus on a specific topic.
Visualization is a very powerful tool in the classroom. The teacher may create a lesson around a powerful image related to a specific topic, triggering discussion and reflection around a number of concepts. A different approach is to ask students to create visual representations of complex concepts they should learn. Students will distill large amounts of complex information into a visual representation.
In the internet there are a number of tools that will make this possible, the following is one of the many available for free.
Google Apps for Education has been around for many years now. Undoubtedly it has been the best option for schools to help teachers and students share and learn collaboratively. According to Google, GSuite is more than a rename, it is more than a makeover, it is a huge step ahead into collaboration, communication and platforms integration.
Being a teacher is sometimes difficult to keep up with all these news coming from Google. It is always a matter of having enough free time to take PD courses, assist to workshops and many other PD activities. So, for those willing to learn about Gsuit taking a self-paced online course might be the best approach. Following this paragraph, I insert the link to a Gsuite website, where you´ll be able to take several self-paced courses. Clic on the next image.
