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"Rectores de centros de todo el mundo se reúnen en Barcelona para intercambiar experiencias sobre la evolución de la enseñanza no presencial

MERCÈ MOLIST - Barcelona - 03/12/2009

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Siempre han sido el patito feo de la enseñanza en Europa y Estados Unidos, pero hoy las universidades a distancia empiezan a vivir una revolución que las hará pasar al primer plano. Aparte del rejuvenecimiento del concepto (el viejo "a distancia" se sustituye por "virtual" o "no presencial"), las razones para un futuro espléndido se encuentran en la mayor demanda de educación en las empresas, que obliga a estudiar en casa o en el trabajo, y la popularización de Internet."

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3 direcciones

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Segunda versión, diez años después del aprendizaje online para ver su futuro

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The formal model is below, but rather than go into long descriptions of each stage of the model we have included some cartoons ilustrating each stage of the model along with a brief commentary. You can access these by clicking on the links below. Enjoy!
Modelo de Salmon

The 5 stage model

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virtual classroom

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The article argues that it is necessary to move e-learning beyond learning management systems and engage students in an active use of the web as a resource for their self-governed, problem-based and collaborative activities. The purpose of the article is to discuss the potential of social software to move e-learning beyond learning management systems. An approach to use of social software in support of a social constructivist approach to e-learning is presented, and it is argued that learning management systems do not support a social constructivist approach which emphasizes self-governed learning activities of students. The article suggests a limitation of the use of learning management systems to cover only administrative issues. Further, it is argued that students' self-governed learning processes are supported by providing students with personal tools and engaging them in different kinds of social networks.

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artículo de G Siemens sobre e-portfolios

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Parts of this paper are drawn from previous papers (especially Connective Knowledge and Basics of Instructional Design, neither of which are published). Parts are drawn from talks and seminars. This is the best current version of the theory I could manage today. It is my hope that the ensuing discussion will add to the depth and the accuracy of the content. Please do not think of this as a definitive statement. There won’t be a definitive statement.

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desde el blog de Myngle

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