Jesus Alvarez's List: Gestión del Conocimiento

Collaboration tools and online storage applications offer many possibilities: online collaborative editing, synchronizing across computers, sharing multiple files and discussion boards, and sharing windows and documents on the spot, to name a few. The following review of major products in this space will help you choose the right collaboration tools for your needs.

This is a guest post by Eyal Sela, author of the productivity and Internet blog ProductiveWise. He is a freelance Internet and social-media project manager.
Online Editors

Online editors are web applications that let you create and edit documents, spreadsheets, and presentations online through your web browser. No installation is required, and you can use them in offline mode when there is no Internet connection.

You can share documents with other people by entering their email addresses and inviting them to collaborate or just view the documents. Several collaborators can edit the same document at once. Collaborators can also add inline comments. Version management features allow you to retrieve earlier versions of a document in case you are not happy with the initial result.

Zoho and Google Docs are two online editors that work (and look) quite the same. Both require you and the people you collaborate with to have an account (Zoho allows you to sign in using your Google or Yahoo account).

Zoho has built-in chat for collaborators to communicate in real time while editing. It also has a plugin for Microsoft Office that makes changes in your Office documents reflect directly in your Zoho account (but it is available only for documents and spreadsheets).


Zoho Writer in action

Google has built-in chat only for the spreadsheet application. Collaborative features vary among Google's applications (see "Simultaneous editing and viewing" for more information). Notification of changes is available only for Google spreadsheets.


A Google Docs document

Use online editors in the following cases:

* You want to collaborate with someone on a document,

Top 10 Web 2.0 Tools for Young Learners

by Chris Riedel

Gail Lovely is adamant about the nature and potential of Web-based learning tools. "Web 2.0 is about trust," she said at a recent talk. "It's about sharing and collaborating." And, she insisted, it's about putting the power to learn and create in the hands of the students.

Technology needs to trickle up, she said, not down. We need to give the most powerful tools to the most vulnerable populations because they are the ones who need it. "Young learners, non-readers," she continued, "need high-speed access, they need animation and graphics and sound. And that's the truth."

According to Lovely, and education technology consultant and speaker at the FETC 2009 conference in Orlando, FL in January, it was the recognition of those needs that led her to develop a "top 10 list" of go-to technology tools to help inspire young students and empower under-funded teachers. "The important thing to remember here," she said, "is that this isn't about simply providing you with 10 links. It's much more important to ask, 'What are you going to do with these things? How are you going to use these tools?' That's why we're here," she said. "So I can show you not only what's out there but also how other educators are using these resources to teach their students right now."

10. Kerpoof
Kerpoof is a site that provides a variety of creative tools for animation, drawing, and movie creation. Users can choose from a range of preset characters and environmental options, or they can create their own. The site offers drag-and-drop simplicity coupled with advanced animation and editing capabilities that, according to Lovely, open the platform up to a range of curricular applications.

9. Voki
No. 9 on the list is Voki, a text to speech generator that, according to Lovely, has a lot of very interesting applications. "This is more than just something cute that can be embedded in a Web site," she said, referring to the animated figure being projected on the screen. "What if the Voki was r

Why do students flock to the online learning environment? With over 4 million students are enrolled in online schools and universities (and that number is growing 30% per year), there are many compelling arguments for attending a cyber classroom (Lewis, 2005).

Tiscar: Como crear contenidos para la Web

Definimos en su día, desde el punto de vista de lo libre, el Cloud Computing. No había visto la imagen que os dejo ahora, pero creo que es muy buena como resumen de las ventajas e inconvenientes de la aplicación del tema.

Asociamos la idea de Computación en la nube a empresas, a proveedores caros, a movimientos de negocio más que de optimización de los recursos en la era de la web, pero no todos los que apuestan por el tema parecen movidos por ello….

Permite un acercamiento más realista al enfoque de los Entornos Personalizados (adaptados a las necesidades de cada centro, programa, organización, colectivo, etc…) de Aprendizaje.

Incluso la Educación mínimamente invasiva de Sugata Mitra podría beneficiarse del menor coste de los equipos que el movimiento, si es libre, supone…

Os dejo la traducción comentada de un artículo interesante sobre las ventajas del Cloud computing en educación, junto a un vídeo sobre EyeOS en una escuela que ejemplifica bien algunas de las ideas:

* Reduce la dependencia del staff de los encargados de las ICT – También el soporte es en la nube y añadiría que los problemas se solucionan para todos los entornos a la vez, lo cual, en sentido colectivo, es un beneficio importante y puede suponer menos problemas.
* Posibilita mayor ubicuidad de acceso para estudiantes y staff – En cualquier lugar, en cualquier momento, desde cualquier dispositivo, las aplicaciones se hacen menos dependientes del equipo desde el que conectemos.
* Reduce/elimina problemas asociados con controles de versión del software, actualizaciones, etc… La actualización del entorno es por parte de técnicos del sistema y no de los participantes o los dinamizadores.
* Aumenta los beneficios de sistemas de gestión compartidos, LMS (plataformas) , PLEs (entornos personalizados de aprendizaje, etc…)
* Permite mayor grado de experimentación, elección y agilidad en términos de aplicaciones utilizadas- Facilita la innovación, desde el punto de vista de que es un buen entorno para pruebas masivas a muy poco c

Aplicaciones de la Web 2.0 de uso en la formación

El artículo conceptualiza el talento humano en la empresa y propone una metodología para su desarrollo

El objetivo que se plantea en este post es profundizar en un tipo especial de enseñanza semi- presencial que es el Blended Learning, el cual es una mezcla de e-learning y de la enseñanza presencial típica. Para ello vamos a tomar como referencia la página http://es.wikipedia.org/wiki/B-learning. Según al cual ampliaremos su definción.

El B-learning consiste en un proceso docente semipresencial, esto significa que un curso dictado en este formato incluidá tanto clases presenciales como actividades de e-learning. Este modelo de formación hace uso de las ventajas de la formación 100% online y la formación presencial, combinándolas en un solo tipo de formación que agiliza la labor tanto del formador como del alumno. Las ventajas que se suelen atribuir a este modelo de aprendizaje:

Las que se atribuyen al E-learning: la reducción de costes, acarreados habitualmente por el desplazamiento, alojamiento etc, la eliminación de barreras especiales y la flexibilidad temporal, ya que para llevar a cabo gran parte de las actividades del curso no es necesario que los alumnos coincidan en un mismo lugar.

Las de la formación presencial: Interacción física, lo cual tiene una incidencia notable en la motivación de los participantes, facilita el establecimiento de vínculos y ofrece realizar actividades mas complicadas que de forma virtual.

A continuación se añaden un par de links para la creación de materiales de Blended Learning

http://www.livemanual.info/

http://orestes.ii.uam.es:8080/willtools/

En este post vamos a continuar profundizando en cuales deben ser las competencias digitales que debe adquirir el alumno para su correcta integración en un aula TICS. Para ello vamos a tomar como referencia la página http://www.pangea.org/peremarques ,

Según esta página el alumno debe ser capaz de:

1.-Responsabilizarse del aprendizaje y autodirigirlo, elaborando estrategias acordes con su estilo cognitivo.

2.-Estar motivado, trabajar de manera continuada con intensidad y perseverancia

3.-Actuar con iniciativa para tomar decisiones. Aceptar la incertidumbre y ambigüedad

4.-Trabajar con método (objetivos, tareas , fases y tiempos)

5.-Investigar. Buscar causas y efectos; elaborar y verificar hipótesis; usar estrategias de ensayo-error

6.-Usar diversas técnicas de aprendizaje:repetitivas, elaborativas, explorativas y metacognitivas

7.- Pensar críticamente y actuar con reflexión

8.-Ser creativo y estar abierto al cambio.

Compártelo

El objetivo que se persigue en este post es analizar cuales son las que cuestiones que el profesor debe resolver para la implatación del blog como instrumento de e-learning dentro del aula. Para ello vamos a tomar como referencia las investigaciones de María Isabel Salinas y Stella María Vitticcioli publicadas en la revista edutec http://edutec.rediris.es/Revelec2/revele…)

En estas líneas se plantean los siguientes aspectos.

1.-Diseño o planificación de las situaciones de aprendizaje. Se trata de seleccionar y organizar contenidos, enunciar objetivos, definir actividades, señalar recursos, fijar tiempos de trabajo. Se trata de plantear situaciónes que le permitan crear y no solo repetir contenidos al alumno.

2.-La promoción de la participación, la interacción y la colaboración. En un entorno virtual el aprendizaje es concebido como un proceso social, que demanda el intercambio con otros miembros del grupo( docentes, padres , compañeros) quienes actuan como fuentes de conocimiento y cooperan en el desarrollo de la comprensión

3.- El ejercicio de una tutoría constante del proceso de aprendizaje, es decir la actuación como guía durante el desarrollo de dicho proceso, orientando al alumno en la ejecución de las tareas previstas.

4.-La práctica de una evaluación continua del desempeño del alumno, lo cual implica verificar que este se oriente efectivamente hacia el logro de los objetivos propuestos.

5.-La creación de un buen clima relación en el entorno virtual que promueva la comunicación y favorezca la interacción con los alumnos y la de estos entre si.

In Sense-making with PKM I described some personal knowledge management processes using various web tools. The overall process consists of four internal actions (Sort, Categorize, Retrieve, Make Explicit) and three externally focused ones (Connect, Contribute, Exchange). Personal knowledge management is one way of addressing the issue of TMI (too  much information).

A sense-making routine can be regularly reading certain blogs and news feeds, capturing important ideas with social bookmarks and then putting ideas out in the open on a blog. The power of this process is realized after many iterations when you have created a personally contextualized knowledge base. PKM takes the notion of a personal journal and extends it significantly.
In Web Tools for Critical Thinking I expanded on Dave Pollard’s critical thinking process, showing how web tools can be used to develop critical thinking skills. Critical thinking is an important aspect of PKM but I had not put the two together explicitly. I created the following table to integrate my PKM process with Dave’s critical thinking process. You may have noticed that I’ve changed the order of  Retrieve & Make Explicit, but this is an iterative and non-linear process, so it doesn’t really matter.
My own PKM process has changed lately with my increasing use of Twitter and this is noted in the tools and strategies column.
PKM Critical Thinking Process Web Tools & Strategies
1 Sort Observe & Study Use an aggregator (feed reader) to keep track of online conversations
Follow interesting people on Twitter
2 Categorize Synthesize & Qualify
Use Social Bookmarks
Find a Twitter App to suit your needs
3 Retrieve Draw Inferences Now that information is in a DB, use Search, instead of file folders.
Create online (reusable) mind maps,  graphics and text files of your thoughts
4 Make Explicit Form Tentative Opinions Tweet
Write a Blog post
A Connect Identify Missing Information (and people) Connect via Twitter, follow blogs or join Social Networks
B Contribute Develop Supporting Ar

Other PKM processes
Posted on July 21st, 2009 by Harold Jarche

It seems that Stephen Downes isn’t enamoured with my PKM process:

My first thought was, do I do it this way? And, of course, I don’t – my process is much too haphazard to be dignified with the term ‘method’. But then I thought, what does the concept of a ‘method’ here imply? That there is a ‘best’ way to manage knowledge an information? Isn’t that what we’ve learned there isn’t? It’s a pick-and-choose sort of thing: the way we manage information has a lot to do with the information, and a lot to do with who we are and what we want the information for. “categorizing’, for example, is something I do only if my head is in a vise and I have no alternative – and even then, I use scripts to do it for me.

To be clear, my intention is to show what works for me and perhaps some part of this may work others. All of my articles on PKM are descriptive, not prescriptive. Take what you need, as there are no “best practices” for complex and personal learning processes.

For example, here is a graphical representation of Lilia Efimova’s process:

knowledge-work-framework-efimova

This is Urs Frei’s representation of PKM:

Frei_PKM_20

And here is a model of social networking technologies and PKM skills from a group of researchers at the University of Florence:

networking_pkm

These representations offer different perspectives on the PKM theme, with a few similarities, and perhaps are of some use for others.

Damm it. I was looking at the San Sebastian Classic. And I saw the last part of Nancy Dixon’s thrilogy. I did choose for this post and I’m I will not regret it. And probably U2.

Great post to reflect and act on (and please stop reacting)!

Found at http://www.nancydixonblog.com/2009/07/where-knowledge-management-has-been-and-where-it-is-going-part-three.html
Where Knowledge Management Has Been and Where It Is Going- Part Three

In this three part series I‘ve classified the evolving landscape of knowledge management into three categories.

The first category is Leveraging Explicit Knowledge and is about capturing documented knowledge and building it into a collection – connecting people to content.

The second category is about Leveraging Experiential Knowledge and it gave rise to communities of practice and reflection processes. It is primarily focused on connecting people to people.

The third category is Leveraging Collective Knowledge and Picture 2it is about integrating ideas from multiple perspectives. Its medium is conversation in both its virtual and face-to-face forms.

Although I have suggested dates for each category, the dates are intended to represent the rise of new thinking about organizational knowledge, not necessarily when those changes occurred within any organization. In each section I identified some of the authors that have led the new thinking. My premise is that KM professionals, who read these books and blogs, are influenced by this thinking and then use those ideas to create new KM strategies within organizations.

I speak to the third category in this post.

I lived through part one and two thus have some confidence in the summation I wrote for each. For part three, I am in the midst of the journey, as we all, and dealing with the changes as they arise. It is harder to get a perspective on a conceptual frame in the midst of a change than it is to look backward – but here goes.

Leveraging Collective Knowledge
Collective knowledge is not a new term to knowledge management, but in the pas

mapas conceptualesl web based

¿POR QUÉ LA GESTIÓN DEL CONOCIMIENTO?

El principal objetivo de este artículo es explicar en términos entendibles por los directivos de las empresas, por qué deben gestionar adecuadamente el conocimiento en la empresa a través del análisis de dos visiones antagónicas:

Reactiva
Estrategias reactivas que fuerzan a las empresas a reaccionar ante problemas comunes de negocio. Plantea cómo presentar la Gestión Estratégica del Conocimiento y la Innovación (GECI), junto con otras disciplinas de management, como una ayuda que mejorará el negocio de forma significativa, si no es demasiado tarde. Asimismo, se analizan los beneficios que conlleva.

Pro-activa
Aquellas empresas que trabajan de forma excelente, que buscan la mejora continua, ya pueden estar desarrollando una gestión del conocimiento, aunque en muchas ocasiones ni lo sepan y sobre todo, con el mejor criterio, pero no bajo estándares.

Para este segundo conjunto, la GECI puede suponer un verdadero catalizador para ser líderes y obtener una ventaja competitiva sostenible.

El artículo finalmente trata de presentar cómo encaja en su modelo de negocio y los beneficios que comporta, así como las bases de la Gestión Estratégica del Conocimiento y la Innovación (GECI)

La Gestión del Conocimiento es sin duda la fuente de ventajas competitivas del Siglo XXI. Sin embargo, su estado incipiente, lo poco estructurada que está como disciplina hace que sea poco entendida en el mundo de la empresa.

Los directivos de las empresas no están familiarizados con la Gestión del Conocimiento, un concepto para el que no se suele preparar a los directivos. En las escuelas de negocio y en las prácticas más comunes de gran parte de las empresas no se encuentra nada sobre esta disciplina. El foco se pone en la máxima gestión y optimización de los activos tangibles de la compañía como son los financieros, productos…

Cuando estos en realidad pueden suponer menos del 15% del valor de una compañía. Y peor aún, cuando el intentar competir en base a copiar estrategias de otros, optimizarla

Top 10 Web 2.0 Must Haves for Every 21st Century Classroom

1. Class Blogs - Wordpress or Blogger
2. Class Wiki or Website - Wikispaces, Wetpaint, Webnode, Wix, Glogster WikiMatrix - compare and contrast
3. Virtual or a Cloud Office - Docs, Google Docs, Zoho, Thinkfree
4. Online Classroom Environments/Networks/Forums - Ning, Neetz, Lefora Backchannels - tinychat, backnoise, coveritlive
5. Audio Channel - Podcasts or recordings - evoca,podbean, gabcast, gcast, odeo
6. Teacher Tube create a free account for uploading demonstrations
7. Private Videocast or TV Channel - Ustream Mogulus., Youcastr
8. Online Assessment tools - Thatquiz. , rubrics - Tech4Learning
9. Online Grade book -Engrade
10. Online storage - file storage - Box.net Adrive , 4shared, Flickr for pics,

Excelente Modelo para explicar la evolución de la formación en la empresa

he emerging fields of Content Management, Enterprise 2.0 and others introduce new concepts as well as modifications (new interpretations) of already existing concepts. There are often logical inconsistencies between key concepts such as data, content, information and knowledge, which cause confusion and complicate discussions and analysis. We find that it often helps to go back to basic definitions and to try to sort them out.



Some of the most basic concepts dealt with in our blog are outlined below (Philosophers and epistemologists must excuse our simplified but practical approach).

Data: Data is content that has been structured so hard (in order to be stored and accessed in an efficient way) that it does not provide enough context to the user to be usable on its own. It needs to be aggregated, formatted and described to be usable.
Content: Content is something that is indented to communicate a message from a sender to one or several receivers e.g. a diagram, a document or a digital asset such as picture or movie. The purpose of the message (e.g. the communication process) can be to inform the receiver about something or to create an experience. Digitized content is formatted and described in a way that it can easily be managed and delivered to the user with information technology.
Experience: The receiver (user) always gets some kind of experience when he/she interacts with digital content via some kind of device and software user interface. The sender might see the experience as a means to communicate the message to the user more efficiently, or the experience might be the actual message.
Information: When perceiving and interpreting content that is intended to inform the user about something, the user will hopefully understand the message. In other words, the content is transformed into meaningful information by cognitive processes in the user's head.
Knowledge: When the user reflects and applies the information, it can be transformed into knowledge.
The definitions above are intended to show that it is o

Técnicas para presentaciones efectivas usando power point