Programmi Hack Soul Silver

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INTRODUCTION

then present the analysis of technological Observatory, a space for teachers teaching resources offered by the portal of the Institute of Educational Technology of Spain, in: Educational Resources / additional / technological or http://observatorio.cnice.mec.es Observatory / which in addition to browse and explore its diverse uses a new language is possible to approach a series of reflections on new ways to access knowledge and the needs that we are still taking to achieve integrated processes.


When a breakdown of technological observatory technical dimension, Aesthetics Interactive, Educational and Ideological supported by the writings of Martin Gutierrez, Van Leeuwen, Habermas, and others that I will quote on, I stopped at what I consider to exalt its virtues and its shortcomings due to offer some suggestions.


In line with this, I dare say that within the main motivations that drive a teacher to attend to these resources is the interest to counteract the monotony of the classroom, as routine as any passing on both sides will fall by interest if alternatives are not injected to mobilize the pace.


In recent years teachers have taken over many catalytic resources promoting new scenarios of "literacy" demanded another way of saying things, various positions, "rules and requirements" (Gee, 2005), signs, etc. With this restructuring or reinvention of the teaching model, students are faced with a mixed picture where the voices of various authors involved and innovative methods that provide autonomy to choose what position to take according to the interests and skills, or better, build on these foundations own discourse.


"In the modern world no longer enough to be literate in print. People need to be literate in a variety of different semiotic fields ... However, the vast majority of areas involving semiotic resources (symbolic, representational) other than print and some do not even involve the printed word as a resource "(Gee, 2005).


Utilities, tutorials, manuals, workshops, software, educational experiences, among others, are part of the Technology Centre offers a variety of teachers, who must have advanced user level and much interest in using ICT in their classes. However, if a novice want to experience it is recommended that you take the time to review in detail the tools because in some cases a language is handled very technical, but well explained. It is a space without barriers and sought to capture a select audience, has an open door for any teacher who has a computer, network and time, join the group of users and become familiar with resources. "It's not the meaning, or consensual representation, which unites members of society, but common practices, procedures, gender." (Van Leeuwen, 1998)


As space Observatory integration and technological participation was designed with a very basic style. The main menu on the left, easy navigation, clear tones, direct access additional resources and a summary for each proposed tool, which I think is very appropriate. In welcoming the teachers site invites visitors to share their work and views demonstrating their openness to new themes and ideologies. This can be considered an appropriate setting of "communicative action" as it is enabled so that "the interaction of at least two subjects capable of speech and action (either verbal or media means extraverbal) engage in interpersonal relationships ". (Habermas, 1987)

ANALYSIS:

- Technical Dimension: The Technology Centre is an open space for teachers which promotes collaboration and Update through the use of ICT, is easily accessible, their blogs are well enrrutados and load quickly, has a simple interface, omit not know if the way is the home icon or home an item that is part of "generally accepted standards" (Gutiérrez, 1997) to replace use the logo (see Image) in the upper right to return to the top, which not everyone could see it coming.

- Aesthetic Dimension: Aesthetically provides a very basic look, its layout is flat, almost like a Word document, it is notable concern of the creators to provide more information and tools to attract visually and stay at that level. The truth is that the sources could be modified to make the texts more dynamic and closer to the subject of technology, it is preferable to reduce the use of "clip art" and replace the custom icons suggested resources. is a good CMS (Content Management System) but I think it could improve the graphics if you look more attractive design and light to the end user, it is a portal that talks about technology but has a basic outline of web (a top, side menus and content areas).

- Dimension Interactive: has a variety of options related to the topic and well explained tutorials. It has a site map which summarizes what is in each of the sections and provides direct access to them. It has a simple hypertext navigation (we can jump between the information) but I think it has some shortcomings solved as

1. Do not have a ¨ breadcrumbs ¨, or route through which the user can follow and see where sections have been entering and likewise returned.

2. As long as it presents content should be at the bottom of the documents the main menu for easy navigation and usability of the site or perhaps the left main menu to be dynamic and as a fellow low and thus do not lose it view, that is what usability, end user has the everywhere to supply options to visit more pages, because if not the bounce rate will increase. If a section is too long it could handle an index that is anchored to each title or section so it could get faster to the topic.

- Teaching Dimension: "People learn best with words and images than with words alone. This means that it is better to provide explanations "(Mayer, 2003). The Observatory technological content consists of text and additional images and / or explanation of the issues. They have a sheet for each resource, A definition of each item and explain step by step when necessary.

- ideological dimension: is a website that promotes collaborative learning, is aimed at teachers but not a rule, access is open to all, registration is required contact the system manager and fill out a form. Promotes participation and the use of free software. "The cyber includes all (obviously those are computer training and economic conditions of use), design-word-image, are mixed in a cultural body of the times ... the word - however-weighted new sense, coexists with other modes of expression "(Entel, 2005).

References

- ENTEL, Alicia. Devising. In Constellation Magazine. Walter Benjamin Foundation. Year II, No. 2, 2005.

- GEE, James P. (2005) What video games teach us about learning and literacy. Ed Aljibe: Malaga. Chap.2

- GUTIERREZ MARTIN, A. (1997). Educational multimedia and new technologies. Madrid: Ediciones de la Torre.

- Habermas, Jürgen (1987). Communicative Action. Tomo I. Editorial Taurus. Madrid. Spain.

- MAYER, R. and R. Clark (2003) E-Learning and the Science of Instruction. Proven Guidelines for Consumers and designers of multimedia learning. San Francisco: Jossey-Bass/Pfeiffer.

- VAN LEEUWEN, Theo (1998) scheduled heteroglossia: a critical analysis of a computer interface. In: Martín Rojo, Luisa and Whittaker, Rachel (eds.) Power-say or the power of speech. Editorial Arrecife Madrid.

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Blended Learning Technology Centre: More than a middle

The Blended Learning or teaching and learning model integrated "Aretio García (2004) is a new name that translated into English would be "blended learning." Applies to refer to the possible inclusion of ICT in traditional teaching practice. Ie when integrating the interactivity of virtual education and development of skills required by students and teachers without putting aside the usual swap meet in the classroom.

Because "some of us raised as overcomes the defects and deficiencies that accumulates face teaching and others, as the solution to the stalemate, they say, is suffering the e-learning and remedial, also of the weaknesses inherent in the full virtual systems. " Aretio García (2004), Blended Learning, for some it is seen as a compromise between the virtual and face. That position should be reviewed as the model reaches beyond simple mixing and replication of successful teaching methodologies.

education strategies requires not only a good way to predict the expected range of each of the scenarios prepared, but also enriches the knowledge building process in a collaborative and dynamic. The Blended Learning on one hand incorporated within the teaching tools to convey certain information to students, and other offers options for organizing tasks and assess them, in addition, provides feedback, solving problems that arise and simplifies query material.

The teacher participates assuming various roles and dedicating their valuable time to design activities that encourage the development of the student. It is not "seeking intermediate points, or intersections between models and distance, but to integrate, harmonize, complement and combine the means, resources, technologies, methodologies, activities, strategies and techniques ... most appropriate to meet each specific need learning, trying to find the right balance. "

With its varied the Blended Learning appears as a perfect solution to improve the quality of education, its best quality for E-learning or distance education is the benefit of face to face, as shown by the model before semi, the virtual / face and of course in the traditional daily.

course presents some limitations that are not closely related to the model as such but to the environment or medium. This exclusion could even denote both teachers who are not trained in the use of ICT to students who do not have the facilities to acquire the equipment. The repercussions at a given moment would be reflected in the time of delivery of the mandatory activities, contributions, and exchanges with the group in general.

As for the public or users of this model is clear that it must be composed of autonomous, responsible, open to dialogue, to express in writing skills, and willing to work synchronously and asynchronously schedule. As an essential aspect is necessary to have regular Internet access to excellent speed.

With the variety of content in the service of students participating in the virtual environment facilitates the learning process, "However, a quick analysis of current reality reveals there are very few experiences that truly exceed traditional forms of learning used in distance learning, and only has a technological upgrade by use of the internet and some multimedia development. "Sant 'Angelo (2000) http:// www.rieoei.org/rie24a06.PDF

In conclusion, I believe that Blended Learning is not even designed to overcome this or that model, its direction is oriented more towards the supply of the various possibilities education with ICT integrated into the traditional pedagogical model applied those institutions and / or teachers after a thorough analysis and planning before deciding to turn around their days without fear of price in time and money it generates.

References

- ALMENARA, July and Llorente, Carmen. (2007) The interaction in online learning: the use of tools, elements of analysis and educational opportunities. Universidad de Sevilla (Spain)

- Areti GARCÍA, L. (2004) Blended Learning, teaching and learning "built? In e-newsletter Distance Education (Bened)

- Areti GARCÍA, L. (2004) Blended Learning, is so innovative? In electronic newsletter for Distance Education (Bened)

- Santangelo, Horacio Nestor (2000), pedagogical models in education systems face not based on new technologies and communication networks. LATIN AMERICAN JOURNAL OF EDUCATION. No. 24 (2000), pp. 135-159 http://www.rieoei.org/rie24a06.PDF