Friday, October 28, 2005
Sunday, October 02, 2005
What is a weblog?
What is a weblog?
The weblogs was one of the first page types that there was in Internet. The National Center for Supercomputer Applications (NSCA) he/she already had a page with these caracteríticas in 1993. But then they succumbed to the selective pressure of the pages and the places.
However by the middle of the 2001 they returned, this time like a tool of publication supersimplificada. At the beginning of the 2002 there was an impressive boom of the hand of one of the 3 or 4 more used programs - Blogger - and at the moment he/she is considered that there is more than a million working on the net - without counting those of private use.
In the Argentina you autoorganizó spontaneously a webloggers community with its own place that meets in present form in systematic form, translated manuals of the two more utilized systems, among them the Movable Type - the one that we use at the moment - and it classifies and it orders the public weblogs. It is possible to consult a compilation of Ibero-American places also.
We have gone this way by three generations in the implementation.
The basic weblog just as he/she comes for default in the MT.
The inclusion of categories to divide and to classify to the posts
The use of the function include and the appearance of the categories in the botonera - just as you leave in this renovated example -.
Consequently this weblog has been made in a more elaborated way that the traditional thing, since the information that is included in him (and that it is coded directly by the system without necessity of using code html) it is not only classified like in any weblog for date, and it is filed monthly, but rather it has been organized in function of categories or topics.
The categories at the moment existent they are: does it Debate, educational Formation, Inclusion digital, Institutional, New literacies, university Politics, Súper places and Tecnofobia? (all in the bar of superior sailing). Each one of them is defined in their respective home, to which you consents making click in the category of the same name.
Besides the section that continues, he/she can also find the instructions to use this weblog in Publishing and in Help
How it works
As users, the instructions for the weblogs handling are more than simple. So much the posteo (it notarizes) as the reading they are made by means of the use of the navigator of Internet.
To put own messages, make click on the button to Publish that is in the bar admiralty law. Records
To those who are interested in knowing more about the records of the weblogs, their local and international use, etc., we recommend them to visit the following places and to assist to the following comments. At the beginning of April of the 2002 Trumpet it took out a note promoting the use of the weblogs. Also for that time the magazine Three Points had made the own thing. We have several exceptional notes also about the use of the weblogs in the redefinición of the journalism. We also have a thematic directory, and of numerous investigation places and experimentation on these novísimas tools. Without going by high exceptional sources as weblogs for courses, and resources in general.
For other references and an evaluation of our experience in the use of the weblogs in the academic environment remit them to the following notes: Psychology of the weblogs I (9/5/2002); Psychology of the weblogs 2 (13/5/2002).
Atte. Rafael Aguilar Vélez.
Education at distance: between the knowledge and the practices
Education at distance: between the knowledge and the practices
In their origins the Education at distance used the media traditionally to take its projects (postal mail, radio, TV) supplemented with printed, audio materials ahead - marries you, videos, among other.It is interesting from a retrospective panorama, to analyze how different projects of Education they have been gestated at distance using these means.The educational radio, for example, occupied an important place during the period among wars, while the educational television made it starting from the second world war. At the present time, all the countries almost declare to use the radio, the television, or both means in the teaching at distance, especially in those contexts where one doesn't still have access to the TIC.Let us think for example of the applications of the radio and the educational TV for literacy programs and for the rural population, in our country and in Latin America that you/they stayed with the support of international such organisms as OAS and UNESCO during many years. The Education at distance in Europe extended its influence to the University, among those that can mention Open University (Open University) of Great Britain, starting from 1969 and the National University of Education at distance (UNED) of Madrid, from 1972. In the first one it was used like half main the Television, in narrow collaboration with BBC of London.
In Latin America interesting experiences of Education were developed at distance in the university environment and in other levels and modalities of Continuous Education.
This way to offer some examples, in Mexico we can mention the National Autonomous University of Mexico, the Technological Institute of Monterrey, pioneers in Continuous Education, of Adults and at distance.In Venezuela, the National University Open of Venezuela; in Brazil, the Federal University of Matto Grosso; in Argentina the National University of Buenos Aires with the Project XXI UBA and the National University of Mar del Plata, alone to mention some examples. In Peru and Costa Rica they were carried out projects of this modality in Education of Adults, Continuous Education, Programs of Literacy and Education of the Peasants.
In the last years they have incorporated the Technologies of the information and Communication for the Education at distance, AND these make us think of possibilities different from access to the information and communication (in their synchronous and asynchronous modalities), of connecting us on time real or differed with other people of diverse cultures, of elaborating collaborative works, in team, of constituting alumn@s nets, educational and investigators. Today we see a range of diverse situations so much regarding the access possibilities to the Technologies of the Information and Communication, like to the use that is made of them. But we have left it a lot to travel. ..y existe una gran desigualdad ya que gran parte de la población mundial aún no tiene acceso a aquellas ( la denominada brecha digital),al decir de Ignacio Ramonet los “inforicos y los infopobres”, “enchufados y desenchufados” según Cebrián.On the other hand, this evolution of the New Technologies in teaching contexts and learning is subject to how these are inserted in the educational practice and in the socio-economic and cultural context of the denominated global village" and the metaphor of the "classroom without walls", when saying of Mc Luhan.
Let us think for example of the possibility of acting from the local thing, the "glocal" in front of the phenomenon of the globalization, building our own projects of Education at distance, preserving our educational and cultural identity.In all proposal an educational politics, an ideology underlies...And in this sense to speak from Education to distance implies to open new possibilities for the access to the Education, to give opportunities so that people can be educated beyond the space and temporary barriers, to favor those who work that they can be formed and to be enabled without necessity of going presencialmente to study regularly in an educational institution...From the educational profession, to propitiate the teletrabajo, to think of the changes in the organization and administration of the educational institutions: of rigid schedules to give place to instances semipresenciales, of more flexibility horaria, with instances of tutorships. Also of the combination "blended learning", or articulation of present systems and at distance.
It is convenient to clarify that from the pedagogic point of view those denominated "New Technologies" don't assure, per you, an improvement in the learning and the teaching.When thinking of Education at distance, it is necessary to install a reflection space on the educational practice, of the election of the didactic pattern that we sustain and this has an essential paper. On the other hand, if we analyze some proposals of Education at distance, we will be able to observe that they are used the TIC with ends "reproductivistas", in a model transmisivo, instead of contributing to the significance and production of knowledge. Could we wonder, is entonces: ¿Cuál the list of l@s aumn@s and the faculty? Are New Technologies used to develop old practical?With what will pedagogic and didactic models, learning conceptions and teaching work? what paradigms do they sustain our proposals of Education at distance?The participation of the fellows that you/they learn, the formation of the subjectivity, is outstanding when to think and to design projects.It owes dársele to the fellow-addressees, the possibility to be building, producing of languages and meanings: to consider them convincingly main characters, from the emirec conception, when saying of Jean Cloutier. Originator and receiver exchange lists, they have the possibility to share and to build the knowledge.This also demands the digital literacy of educational when designing a didactic project at distance with the New Technologies. It is interesting to analyze how they are used the TIC in a proposal of Education at Distance, how they are inserted in the context, how the curricular diverse components are articulated, how it is developed the educational communication, the production of materials, the tutorships, the resources, the evaluation. Of each one of these components we can include indicators of quality. The medullary points, to my approach are on one hand in the professor-tutor's figure or advisory at distance (that it is fundamental and for there is it to be formed, to be enabled) and in the strategies, the didactic materials that facilitate constructions dialógicas.That is to say, that encounter among the mediator, the fellows that learn and the knowledge through discursive interaction forms and by means of the use of didactic digital materials.
Everything represents it a complex plot of relationships vinculares of shared learning and it takes us to think of a conception of individual learning but construído among tod@s: to the autoaprendizaje and the learning like a social, collective construction. Paulo will Fry, Mario Kaplún like likewise Vygotsky, among other authors, offer us important contributions in this respect.The tutor's topic deserves a since special attention with the advance of the New Technologies in Education nowadays they settle courses in the net and in them the tutor's figure appears but...is it really enabled to exercise this list?. When selecting a course, for example, we suggest to investigate who their authors are, tutors, what formation they have, so much in their previous own experiences through Graduate degrees carried out at distance like in their Qualification and acquired competitions as Formadores in Education at distance (tutors' qualification to work in Education at distance). Lately they have proliferated in the web many platforms, with offers of Education at distance for Internet of all type, hence it is important to analyze their academic quality. On the other hand, in the media it is spoken from Education to distance like one of the topics of validity at the present time. In this sense another point to assist is since the treatment of the information that is made on these topics through them, the messages that are transmitted, many times distortions, fallacies or deceiving thoughts they take place on the meaning from the Education to distance.
Y para ello invito a l@s lectores- internautas, a pensar y reflexionar juntos ¿Recuerdan el cuento “El traje del emperador” de Andersen?
In this story the history of a conceited king is narrated that made boast of its wealth before the citizens; until a good day, two merchants, by means of deceits, offer him/her a dress of precious stones, very expensive, but with a magic property: the fools could not see it. The king, the same as their consultants, it doesn't sight it, but it hides this fact...Until a good day he/she decides to make a presentation in public, dress with him. Then a boy puts in evidence the truth: the emperor is naked.
The same as with the emperor's suit, the information that comes from Internet settles and it is not even doubted or it criticizes its content. Hence it is important to know who their originators are. There is much@s "vendedor@s of smoke" that I lower the seduction and the power they try to sell their products, with a commercial end, with the risks that it implies it for the Education.
On the other hand, in the imaginary one collective, they appear many times erroneous concepts, suppositions, myths, on those that we could meditate. Let us see some examples: In Education at distance "the figure of the educational one will be replaced by the machine", or he/she will memorize easily and in little time" ....o “la incorporación de las TIC acortará la brecha digital ...” , "the TIC improves the capacity to learn and to teach ", "if a Power Point is used or you navigates for Internet they have already incorporated the TIC in Education..."From another angle in this analysis, if we locate ourselves in contexts of non formal education, the possibilities to consent from any PC to offers of continuous Education can be an interesting alternative. Let us think of those people that want to learn from their house, a "cyber coffee", the work. Not alone with regard to courses but to all the information and communication that Internet offers. As Formadores of Formadores we do have the commitment of guiding for the prosecution of the information, of promoting the critical reading, of to evaluate the productions of the TIC and to wonder how we make so that this information becomes knowledge? It is necessary to prepare the addressees for the election, to wake up the analysis capacity, of inquiry, of doubt, of critic. It can also be of help to improve the proposals of Education at distance, centered in the quality and in the Right that we have all of learning, of learning how to learn with the New Technologies.And in this constant process that settles at great speed in the net, it is fundamental to make a high one and to include the conception of evaluation of the quality and the permanent supervision, in charge of specialized personnel, of these projects and of these educational actions. On the other hand, it is important when to design or to carry out projects of Education at distance with TIC, to have gone previously by the experience of being alumn@s, to develop that empathy feeling, to know the interests, to understand the necessities of the addressees, to know their capacities, their levels of development cognitivo, their talkative competitions...
Which will the dimension be, then that will be given to the Technologies of the Information and the Communication, to the Education at distance in the public spaces, in the educational institutions in general and particularly in the University?
He/she behaves us to meditate on the ethical dilemma that you/they outline us the TIC in the education, the culture and the society.
And maybe from this micro-story, Apocalypse of Marco Denevi, we can come closer to think and to elaborate our own constructions.damos acercarnos a pensar y elaborar nuestras propias construcciones.
In this reflection itinerary on the Education at distance that we have begun, is a lot to investigate and to build. This is one of our objectives, in this sense we are working and we propitiate to continue in a communication space and exchange.
Wednesday, September 28, 2005
The educational instruction in Mexico
The educational instruction in Mexico.
We can speak of the system educational Mexican in two big dimensions the escolarizada and the open one; these can be given in present form or at distance. Traditionally the education had been imparted in form escolarizada and present, used in 95% of the different educational levels in our country, the innovation is given when beginning the modalities of open educational Instruction and at distance. (So alone 5%)
We will leave of defining the education, as a process of mutual interaction, educate-educator, where both simultáneamente;(Cara is influenced to Face), so that that process is effective, the communication should be bidirectional and it should be open to the critic and to the reflection stiller when it is of an educating adult.
In the present Instruction or also called face to face. We know that Education Escolarizada or traditional it is that that is carried out in a certain physical space (school) and he/she gives a high-priority importance to aspects like the daily attendance to classes, the teacher's presence like main informant, study plans governed in the number and order of the courses, unique curricular design, evaluation approaches and established acreditación institutionally and a previous calendarización to which the students should undergo. It has been conceived as a process to acquire knowledge in a period of the life, going to an institution specifies dedicated for this end. (Very effective even in our days and governed by the system of the SEP).
The Opened Education in tally, he/she is carried out in diverse physical spaces (not necessarily a school), he/she stops in freedom to the student to attend or not to receive information or explanations on the part of the professor or tutor, he/she makes emphasis in the autodidactismo, it eliminates the rigidity in the handling of the currícula and flexibiliza the evaluation approaches and acreditación. Being this model the one that takes every day more I impel in the degrees and graduate degrees.
The Present Education Escolarizada, (Instruction face to face), it is that that requires of the student in the classroom of classes, facilitating the I dialogue and the exchange of information in a personal way or grupal and in opposition to this the Education at Distance, will be that that is carried out in a habitual way without the physical presence to regulate and systematic of professors and students in the classrooms of a center using anyone of the capable media to establish the educational action.
Although the concept of open education understands each other as opposed to that of escolarizada and the concept at distance as opposed to the present one, this doesn't imply that an open system is necessarily at distance or vice versa since in fact in our country institutions that operate with system at distance exist and in a way escolarizada, such it would be the case of the telesecundaria of the SEP or of the Technological Institute of Superior Studies of Monterrey, in those which, operating at distance, the student has to fulfill a calendarización and evaluation approaches the same as in the traditional school.
Would we have to wonder which educational system is more efficient?
The on-line courses or the on-line instruction.
The on-line courses according to Crown and Zatarain (2002). They are based on the enriched Teaching (where the students interactúan with tip technology and the educational ones use them like support to the docencia, in traditional educational spaces (classrooms, libraries, laboratories) and the education at distance (where the means have a preponderant paper in the elaboration of study materials and in the establishment of an appropriate relationship with the individuals that usually not this in a classroom and that it transforms all the elements of the educational process, through education for correspondence, radio, television, videoconferences and multiple means). To the view this whole combined multimedia wants it to undertake the project of Enciclomedia, undertaken by the federal government of Fox.
The on-line Courses at distance. They are a group of thematic contents, strategies and resources that are Structured methodologically, in an integral way and by means of the internet, to provide the student an appropriate atmosphere of learning. He/she should offer the essential points, the topics and the activities; to offer specialized consultantship; pertinent, continuous evaluation and to the student's own rhythm, administrative and institutional information; personal orientation and of support; spaces to share experiences and restlessness and to publish works; as well as the access to resources (readings, magazines, outlines, audio, video, etc.) and necessary tools during the trial of learning. We have the vivencia of these learning atmospheres, in META.
Some fundamental characteristics of the courses at distance. (Fernando Mortera 2002)
To be able to operate in any locus in quo is students or even where there is a single student, with or without present professors in the same place or at the same time. ( Synchronous or asynchronous communication)
To grant an important responsibility to the student during the learning. ( To be disciplined, self taught, and to be very motivated)
To liberate the professor of duties of surveillance and it guards of the student, in such a way that is devoted more time to the truly educational tares. ( Aspects presénciales in the classroom or laboratory of I compute)
To offer the students and adults a wide range of options (more opportunities) in the classes, in the formats of the courses, and in diverse methodologies. ( To use different material multimedia)
To use of appropriate way, all the technological measures and teaching methods that have demonstrated to be effective. (educational platforms, as WebCT, Moodle, AVA, Blackboar, etc.)
Other important aspects would be the following ones:
The student and the teacher can be separate. ( as it is the working, mixed pattern or totally at distance)
The normal processes of teaching and learning should be carried out in writing or through some means.
The teaching should be individualized or collaborative.
The learning should happen by means of the interactions and the student's activities, to the interior of the course
The learning should be adapted so that the student this in its own atmosphere. (to generate a space of harmony and cordiality.
The student should take the responsibility for her own rhythms and progresses when learning, with the freedom of to begin and to stop in any time. (Great advantage of the 24 hrs. For every day of the year)
Among the qualities that it possesses the non present formation it is that of flexibilizar the spaces and times that are dedicated to the formation as well as a change in the attitudes assumed by the professor and of the student before the knowledge and their socialization, resignificando professor's paper to advisory educational, of the student to student, of the teaching and of the learning. However, the same as the present pattern, it can fall in the simulation and desentendimiento of the institutional objectives, getting lost the direction or pedagogic idea that it sustains it.
The learning nets are scenarios of interactions among subject of territorial different sociocultural and linguistic, distanced contexts and spacely that use Communication in Computer Environments (CEI) to learn low colaborativamente the rhythm and style individualized initially and collective later on (Harasim; 2000). The educational interactions just as they are giving in the school, they have character of present, in the vicinity and corporal relationships “face to face”, in spaces, times and very defined knowledge through a pedagogic speech centered in the scientific certainties. On the other hand, the CEI breaks up with the relationship time-space to configure a digital environment it doesn't only stop the information and communication, but space of emotional, sentimental expressions and of entertainment.
Instruction with open code.
In their presentation" Scenario for the open code 2005", Mark Driver, analyst of Gartner, explained that in 2006 you/he/she exists 70% of probability that the products of open code are considered in 40% of the technology investments focused to the infrastructure. For what is necessary to learn how to determine where and when to use the applications of free software, for what is necessary to establish evaluation approaches and procedures to maintain them and to adopt them to take advantage of them as competitive tool, in all the different educational levels.
The tendencies that Gartner exposed show that it is very possible that for the 2008 more responsibility is demanded for the installation and administration of changes for the applications with free disbandment, for what will be necessary that the service industries of YOU offer support and, finally that it is probable that its reach is superior to 50% of the applications. Categorically, Driver assures that it won't replace to all the applications.
In the category of open code they are the operating system of Linux mainly and some educational platforms as Moodle.
Moodle is a learning platform at distance in free Software. He/she has a relatively big and growing base of users.
Moodle is a system of administration of the teaching (course management system or learning management system in English), that is to say, an application designed to help the educators to create courses of on-line quality. These types of learning system at distance are sometimes called also atmospheres of virtual learning or on-line education.
Summations
The educational pattern of the present instruction (face to face), it will be used in the preescolar levels to the superior means, being this the one that contributes an entire educational machinery.
On the other hand the instruction of the on-line courses, they are more managed at the superior level and of graduate degrees. You grieve this intruded in the virtual universities.
And the handling of the instruction of the open code, even this in diapers, since our country is a great market of the united states.
It considered that the three intrusion aspects, they are not fought among if, if not but well they offer us certain opportunities of educational complement, so necessary in our multicultural mosaic of Mexico.
For their attention. Thank you.
Attn. Rafael Aguilar Vélez
You index Bibliografícas.
Bartolomé, P., (1995), “some teaching models for the new channels”, University of Barcelona, Spain,
BARTOLOMÉ, A. (1996)": to build documents for the Web: Something more than to add «tagsª", in EDUTEC'95: Communication networks, learning nets, Palm of Majorca, Universitat Illes ABalears.
“Environments of virtual present formation and at distance”, M. Gisbert, J. Adell, L.
Anaya and R. I grate, http://www.rediris.es/rediris/boletin/40/enfoque1.html, Spain, 2002
Virtual environments of teaching-learning: the project Consented GET August 21 2003.
http://www.ucm.es/info/multidoc/multidoc/revista/cuad6-7/evea.htm
Favela J. & Contreras J. J., “Causal Supporting Interaction and Collaborative Information Exploration in Distributed Software Development Projects”, 2000
Fernando Mortera: Education to Distance and Instructional Design: Their Basic Concepts, their History and their Mutual Relationship... Edt. Open shop, Mexico, D.F. 2002.
Harasim, Linda et. to the one. (2000): learning nets. It guides for the teaching and the learning in net, Editorial Gedisa - Edicions of the Universitat Oberta of Catalunya, Barcelona.
Weblog
¿Qué es un blog?
Un blog es un diario personal. Una tribuna de orador. Un espacio de colaboración. Un estrado político. Una fuente de noticias impactantes. Una colección de vínculos. Un medio para expresar sus opiniones personales. Comunicados para todo el mundo.
Su blog será como usted quiera que sea. Existen millones de ellos con diferentes formas y tamaños. No debe seguirse ningún patrón.
Un blog puede definirse de forma sencilla como un sitio Web donde el usuario escribe periódicamente sobre cualquier tema. Los últimos escritos se muestran en la parte superior para que las personas que visitan el sitio sepan cuál es la información más reciente. Una vez leída esta información, pueden comentarla, enlazar con ella o escribir un mensaje al autor, aunque también pueden optar por no hacer nada de esto.
Desde el lanzamiento de Blogger, hace prácticamente cinco años, los blogs han transformado Internet, han influido en la política, han revolucionado el periodismo y han permitido a millones de personas expresar sus opiniones y ponerse en contacto entre sí.
Y estamos prácticamente convencidos de que esto es sólo el comienzo.
Publique sus opiniones.
Un blog le permite expresar sus opiniones en Internet. Es un lugar donde puede recopilar y compartir todo aquello que le parezca interesante, ya sean comentarios políticos, un diario personal o vínculos a sitios Web que desee recordar.
Muchos utilizan un blog sólo para organizar sus ideas, mientras que otros lo emplean para hacer llegar sus opiniones a miles de personas de todo el mundo. Los periodistas profesionales y aficionados utilizan los blogs para publicar noticias impactantes, y hay personas que recurren a ellos para expresar sus pensamientos íntimos como en un diario.
Si tiene algo que decir, Blogger le ayudará.
Obtener comentarios
Los blogs no son sólo un método para expresar sus opiniones en Internet, sino también una forma de conocer otros puntos de vista y entrar en contacto con personas que comparten sus ideas.
La opción Comentarios de Blogger permite a los usuarios de todo el mundo que visitan su sitio expresar su opinión sobre la información que usted comparte en su blog. Puede decidir si desea recibir o no comentarios sobre cada entrada (y borrar todo lo que no le guste).
Los grupos de blogs pueden ser excelentes herramientas de comunicación para equipos reducidos, familias u otros colectivos. Confiera a su grupo un espacio propio en Internet donde compartir noticias, vínculos e ideas.
Los Perfiles en Blogger permiten buscar personas y blogs que compartan sus intereses. Además, gracias a su perfil otras personas le encontrarán a usted (sólo si usted lo desea).
Su perfil de Blogger refleja sus blogs, sus entradas recientes y más. Al hacer clic sobre un interés o una ubicación, verá los perfiles de otros usuarios cuyos blogs pueden serle de utilidad.
Enviar fotografías
En ocasiones, simplemente desea compartir una fotografía. Hay un botón para subir fotografías en la interfaz de Bloger. Basta con hacer clic en el botón de la fotografía para subir la foto desde su equipo. Si la fotografía que desea poner en su blog ya está en la web, tampoco habrá ningún problema. Sólo díganos dónde está.
También puede subir fotografías adjuntándolas a un mensaje que haya recibido en su propia dirección Mail-to-Blogger. Asimismo, puede enviar fotografías realizadas con su teléfono móvil directamente a su blog cuando se desplace con Blogger móvil.
Vuélvase móvil
Con Blogger móvil podrá enviar fotografías y texto directamente a su blog en sus desplazamientos. Basta con que envíe un mensaje por teléfono a go@blogger.com. Ni siquiera necesita una cuenta de Blogger. El mensaje es suficiente para crear un blog nuevo y publicar la fotografía o el texto que haya enviado.
Si desea solicitar su blog móvil o cambiar sus entradas a otro blog, basta con acceder a go.blogger.com y utilizar el código Blogger enviado a su teléfono.
Aunque actualmente Blogger Mobile se encuentra sólo disponible en Estados Unidos, si puede enviar mensajes de correo electrónico desde su teléfono móvil, también puede crear entradas en su blog utilizando Mail-to-Blogger.
La función AudioBlogger permite llamar a Blogger desde cualquier teléfono y dejar un mensaje, que se publica inmediatamente en su sitio como un archivo de audio MP3 (resulta muy divertido en las fiestas).
Inicio
La manera más rápida de entender cómo funcionan los blogs es utilizándolos. Nos hemos esforzado para simplificar al máximo su uso. Basta con hacer clic en el vínculo de abajo y, en menos de cinco minutos, entrará a formar parte de un fenómeno que está transformando Internet y los medios de comunicación en una actividad participativa. Hablamos en serio.
¿Qué sucederá después? Quién sabe. Pero puede ser divertido.
Y recuerde: Blogger es completamente gratis. Si tiene algún problema, haga clic en el botón Ayuda de la pantalla donde se encuentre y obtendrá una solución. Incluso podrá ponerse en contacto con el dedicado equipo de asistencia del programa.
Assignment 1
1. Your perspective: From what position or role in society are you viewing the education system?
In a nation, the education is the first revolution that it is necessary to undertake in favor of the progress. The experience of the countries that you/they have grown with justness demonstrates that one of the most successful forces to achieve it is the education.
An education that is not privilege of some, but of all.
For Mexico it represents the human capital that will allow us to compete with the world.
The Technologies should be constituted in effective tools for the teaching and a resource more for the learning. However it is not enough with providing from technology to the schools, it is indispensable to generate contents of value that allow the construction of the knowledge.
The education that we have is not still the one that we need to build the country that we want: a democratic, free, fair Mexico and I prosper; proud of its ancestral and at the same time competent culture to participate in the contemporary international community.
To improve the public education and deprived in all their levels and modalities we should create a national culture that identifies it as the fundamental means to achieve the freedom, the justice and the individual and collective prosperity.
2. Your general opinion (based on evidence) of the status of education in Mexico: the strengths and weaknesses.
At the present time, our system educational Mexican presents weaknesses, in different measures, articulation flaws; rigidity in the study programs; insufficient diversification of the institutions; repetition and desertion; use lack; covering problems; as well as inequalities among the states, the regions and the diverse social sectors.
In the drop quality of our education they intervene, among other, the following factors:
Focus concentrated in the teaching that you/they pass for high the necessities of the student's learning;
Mismatch relevancy levels and relevance of the contents of the programs regarding the expectations of the families as well as of the sectors producing of goods and services;
Professors' existence with inappropriate profiles for the appropriate acting of their function;
Weak motivation of the educational community toward the innovation;
Lack of instruments of integral evaluation and, in general, an insufficient advance in the culture of rendition of bills;
Mainly bureaucratic and vertical administration forms;
Insufficient infrastructure for the good development, of the educational task;
Inadequacy of resources economic publics and private dedicated to the education;
Little interest and scarce social participation in support activities to the education, the investigation and the culture.
Strengths of the educational system.
The implementation of the national Plan of Education.
The Incorporation of several treaties and educational exchanges at international level.
The educational linking of quality among the three government levels
The incorporation of the tics, at the different educational levels.
Educational projects at national level, as enciclomedia
The participation of international indicators, as the OECD.
The incorporation of educational models of on-line education and at distance in the IES, UNAM, U of G, ISTEM, IPN, etc.
3. your personal view of the adequacy of training programs in Mexico. Are there enough programs? Enough institutions? Can Mexico compete with the rest of the world?
In this context, the great axis for the educational transformation in Mexico is to improve the quality and to assist the inequity problems prioritarily to make possible that all the Mexicans learn for the life and along a lifetime.
It is had a certain quantity of institutions that you/they toast or they satisfy an educational demand. But that they are not enough, neither the institutions, neither the effective programs.
So that Mexico can be competitive with the other countries, they will create the opportunities so that each who he/she carries out its aspirations and achieve a worthy, productive life and solidarity.
To advance in this sense, we require to have an education system laid the foundation in the universal human securities. A system that is pertinent, integrated, diversified, flexible, innovative and dynamic; coordinated with the society in their group, with the science and technology system, with the cultural sector and with the productive apparatus.
4. Are there any groups in Mexican society who are not being adequately educated or trained?
As for basic education, the panorama is not better. Although officially he/she makes sure that the country has to the infantile population's 99.4 percent in primary education, the Secretary of Public Education (SEP) and specialists admit that the real covering is of 93 percent.
In superior education, according to a recent analysis of the Mexican Fund for the Education and Development (FMED), while the industrialized countries duplicated their covering to assist between 70 and 80 percent of their youth in university age, the educational institutions of Latin America and the Caribbean they don't have space for four of each five youths in age of attending them, and who are able to study superior studies they should face the ghost of the unemployment.
As for secondary, the perception is the same one. With a net rate of 72 covering percent and an advance rhythm yearly of little more than 2 percent, 15 years they would be required more to arrive to 100 percent. This way, for 2015 the universal covering would neither be reached.
Of this we can conclude that all the educational levels are below the educational covering that you/they should have, besides presenting serious problems of terminal efficiency, as well as the recognition of education of quality at international level.
5. What can be done to improve the status of education and training in Mexico?
To impel the commitment with an education of quality and equal. That it implies, for the different educational levels, to meet us to the development of" committed communities with the learning." These communities have, among other the following ones characteristic: a clear and shared vision of the educational objectives; collegiate organization of the work; concentration of the effort in the continuous improvement of the quality; bigger margins of autonomy for the organization and resource management; professors determined to serve as discipline example, respect and creativity; the family parents' participation to make of each home a learning center and to involve to the families in the activities of the school; supervisors that facilitate the improvement of the educational practice, by means of the formation of learning groups and autoevaluación processes.
This will imply to approach working lines as the following ones:
• To build effective outlines for the recognition interinstitucional of credits, the student mobility and the exchange of students.
• The educational focuses centered in the learning to generalize.
• To propitiate the intensive use of the technologies of the information and of the communication in the educational programs.
• To multiply the efforts to diminish the I leave behind accumulated in the infrastructure of the schools.
• To have a program of upgrade and professors' formation that it incorporates the advances of the science, the humanities, the technology and the innovations of the education guided to the learning and the formation in labor competitions.
• To achieve that the schools have development plans to improve their operation and the quality of their services.
• To strengthen the cooperation mechanisms among the institutions, to favor a better use of the human resources and of the available infrastructure.
6. If you feel that you would like to focus your attention on one professional area or one state, please do so.
To speak of educational Software in a time characterized by multiple changes in the different scenarios of the daily life implies to recognize how the processes of modernity for those that is crossing the current society, have generated novel and very diverse forms of human interaction that, in an or another way, they have affected the practice and the exercise of the process of teaching learning.
With the result that the educational one in asset has to face the Technologies of Information and Communication (TIC), to those that you go as the solution to their teaching problems in numerous occasions.
In this sense, the education conceived as fundamental element in the human, social, ethical, cultural, political development and vivencial has like challenge to face one of the sharpest obstacles that arises in all process of teaching learning: to know how to use the TIC like support tools.
Atte. Rafael Aguilar Vélez.
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