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COLDEX OUS El enfoque pedagógico de COLDEX

COLDEX OUS El enfoque pedagógico de COLDEX. Marcelo Milrad marcelo.milrad@msi.vxu.se MSI & CeLeKT, Universidad de Växjö, Suecia. Sobre Suecia. 9 millones de hab. Alta tecnología, Växjö University (15000 estudiantes) Frio...durante 8 meses al a ño. Aprendizaje en Base a Desafios.

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COLDEX OUS El enfoque pedagógico de COLDEX

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  1. COLDEX OUS El enfoque pedagógico de COLDEX Marcelo Milrad marcelo.milrad@msi.vxu.se MSI & CeLeKT, Universidad de Växjö, Suecia Taller OUS, Argentina

  2. Sobre Suecia • 9 millones de hab. • Alta tecnología, • Växjö University (15000 estudiantes) • Frio...durante 8 meses al año Taller OUS, Argentina

  3. Aprendizaje en Base a Desafios • Las ideas principales del aprendizaje en base a desafios (CBL) han sido inspiradas por los conceptos presentados por el constructivismo social y el aprendizaje a traves de la resolucion de problemas, los cuales enfatizan la curiosidad y el interés en fenomenos de la vida real como principios de motivación. • The CBL method advocated by COLDEX (inspired by the Antofagasta meeting) can be described as extended problem-based learning, but it contains also some components from the experiential, project-based and decision-based learning perspectives. Taller OUS, Argentina

  4. CBL cont.. • A challenge, in a challenge-based learning (CBL) activity, is initiated either by the COLDEX project, a teacher or a student group. The assignments or "challenges" to be solved might include ways to develop, design and implement solutions for problems related to scientific phenomena. A meaningful learning activity consistent with CBL is to present learners with a challenge scenario and ask them to think about a number of possible solutions using a variety of interactive tools. Such an activity serves to center thinking around meaningful problems and is typically effective in facilitating small group collaboration. Taller OUS, Argentina

  5. Discovery- based Problem-based Experiential Challenge-based Cognitive focus Knowledge inquiry Knowledge construction To grasp and transform experience Knowledge interpretation, inquiry and construction Role of student Detective, picking up clues Participant, searching Active participant, choosing Active constructor/ designer Role of teacher “As mystery writer” Coach Facilitator Coach, co-experimenter and designer CBL y otros métodos del aprendizaje Taller OUS, Argentina

  6. COLDEX: ideas para el diseño y soporte educacional • Include meaningful learning scenarios; • Design authentic problems and legitimate cases as the basis for learning activities; • Take into account the entire learning environment; • Support mediation among all the participants; • Foster a sense of collaborative learning community. Taller OUS, Argentina

  7. Flujo de Tareas Educativas • Well defined learning activities (task workflow) and tool kits • Challenge based-learning • Integration between curricula and learning in informal settings • Exchange between Science Center, School and University Taller OUS, Argentina

  8. Educational Testbeds Innovative practice and technologies: • Science centers in Sweden/Chile • Well established networks of schools: Enlaces (CL), AV-Media (SE), Duisburg (DE) • Adult learners at UNED • OUS Taller OUS, Argentina

  9. Taxonomia de Experimentos Taller OUS, Argentina

  10. Experimento • Has a learning goal • Is a set of actions • Takes place in a particular location & context • Has an outcome related to the learning goal Taller OUS, Argentina

  11. Kits para la Experimentacion Digital/DEXTs Taller OUS, Argentina

  12. Kits para el Aprendizaje In order to achieve the learning objectives and to conduct thelearning activities we havedescribed, we will provide teachers and students with a so called “Digital Experimentation Toolkits” or DEXTs. As we define it in COLDEX, a toolkit includes experimental instructions, scientific background information, modelling andsimulationtools, access to real scientific data, visualization and collaboration tools and the formulation of initial challenges. “A DEXT is a package of resources of the type described above” Taller OUS, Argentina

  13. Kits para el Aprendizaje DEXTs are not ready-made, experiential models describing just how to conduct a particular experiment. What we want to provide is an open-ended learning environmentthat stimulates learners to identify and solve a challenge according to the educational premises of CBL. Taller OUS, Argentina

  14. Escenarios Educativos • What are the scenarios? • Which are the different components? • Collaboration Modes • Development of a number of concrete scenarios • Intercultural aspects • Wrap up/common ground Taller OUS, Argentina

  15. Escenarios Scenarios in COLDEX are defined as: ”A collection of educational activities which are inspired by the ideas behind CBL. These activities are designed for well specified domains and are supported by an educational workflow and a number of tool kits” Taller OUS, Argentina

  16. : COLDEX: niveles de aprendizaje Taller OUS, Argentina

  17. Comunidad grande grp. peque. grp. individual Niveles de colaboración Taller OUS, Argentina

  18. comm large small Indiv. comm large small Indiv. comm large small Indiv. Posibles Situaciones Suecia Chile Portugal Taller OUS, Argentina

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