Monday, September 27, 2010
Friday, September 24, 2010
Examples Of Letters Of Beauty Salon
interactive web counter social
Created by Gary Hayes and taken from the blog of Dolors Reig. 
Created by Gary Hayes and taken from the blog of Dolors Reig.
Monday, September 20, 2010
How Long Does It Take For Bruised Eyeball To Heal
Delivering educational content
"Teachers can continue to rely on content delivery strategy in the classroom to develop education?
If we peer into the classrooms of public education, which is the development environment where my work as a teacher, we could verify that the common denominator in the teaching is just that: the transmission of content, the teaching relationship (expert) with students (apprentices), a one to many, one way to learning effects. The teacher asks the questions that students must answer in terms that the teacher considers proper, including the use of vocabulary.
Two of my nephews, one in middle school and another in higher education each have about a thousand friends on Facebook, nearly all of the same age and with whom socialize content and ideas, discuss and participate in collective activities of mutual interest. Teachers usually ignore this kind of activities that the children practice daily.
can be found in our Mexican province, some teachers who include some type of activity immersive knowledge and learning outside the classroom, both online and in the real context of everyday life.
Why the teacher continues to teach as if there were no Internet, as continuing reality that we left behind in the last century?
The average teacher ignores the training opportunities provided by the Internet because they know these exist, is not connected in a useful sense, has no interest in getting closer to an activity that causes uncertainty, mistrust, bureaucratic complications of routine that has become formal education, he maintains, as pointed out by some psychologists, a mental block the use of technologies and prefer to carry out their work as he has been trained in its path as a student. I remember the words of a jury in doctoral examination in education: "Your turn to do for others, in the same way that the teachers did for you."
A clearly visible clash between students and teachers, different behaviors are related to different forms of communication and social interaction. The problem is that students do NOT use technology to shape their learning, but to socialize with their peers, "if the teacher is not connected, the student will be really hard wired", despite the intensive and extensive use it makes of Internet technologies. Since
gradually incorporating technology in formal education in the world is moving like a ghost silent but overwhelming, teachers should be concerned "upgrade or die" to adapt to technological means, which is not really complicated.
is a simple approach I mention these points I myself applied in classrooms at the University of Guerrero:
1. To create and promote students and teachers themselves, the creation of an own "Personal Learning Network" or "Personal Learning Environment."
2. Learning to use blogs, Twitter, Facebook or other social networking tools, Google, Delicious, and tools to share videos, audios, articles, slides.
3. During the course using these tools of the previous paragraph to develop your personal network by which it will access the knowledge resources of interest.
These three activities can be systematically applied in the classroom. 
"Teachers can continue to rely on content delivery strategy in the classroom to develop education?
If we peer into the classrooms of public education, which is the development environment where my work as a teacher, we could verify that the common denominator in the teaching is just that: the transmission of content, the teaching relationship (expert) with students (apprentices), a one to many, one way to learning effects. The teacher asks the questions that students must answer in terms that the teacher considers proper, including the use of vocabulary.
Two of my nephews, one in middle school and another in higher education each have about a thousand friends on Facebook, nearly all of the same age and with whom socialize content and ideas, discuss and participate in collective activities of mutual interest. Teachers usually ignore this kind of activities that the children practice daily.
can be found in our Mexican province, some teachers who include some type of activity immersive knowledge and learning outside the classroom, both online and in the real context of everyday life.
Why the teacher continues to teach as if there were no Internet, as continuing reality that we left behind in the last century?
The average teacher ignores the training opportunities provided by the Internet because they know these exist, is not connected in a useful sense, has no interest in getting closer to an activity that causes uncertainty, mistrust, bureaucratic complications of routine that has become formal education, he maintains, as pointed out by some psychologists, a mental block the use of technologies and prefer to carry out their work as he has been trained in its path as a student. I remember the words of a jury in doctoral examination in education: "Your turn to do for others, in the same way that the teachers did for you."
A clearly visible clash between students and teachers, different behaviors are related to different forms of communication and social interaction. The problem is that students do NOT use technology to shape their learning, but to socialize with their peers, "if the teacher is not connected, the student will be really hard wired", despite the intensive and extensive use it makes of Internet technologies. Since
gradually incorporating technology in formal education in the world is moving like a ghost silent but overwhelming, teachers should be concerned "upgrade or die" to adapt to technological means, which is not really complicated.
is a simple approach I mention these points I myself applied in classrooms at the University of Guerrero:
1. To create and promote students and teachers themselves, the creation of an own "Personal Learning Network" or "Personal Learning Environment."
2. Learning to use blogs, Twitter, Facebook or other social networking tools, Google, Delicious, and tools to share videos, audios, articles, slides.
3. During the course using these tools of the previous paragraph to develop your personal network by which it will access the knowledge resources of interest.
These three activities can be systematically applied in the classroom.
Thursday, September 16, 2010
Is Anyone Hotter Than Denise Milani
Shock
In our Latin American university student access to education faculties with a culture of passivity, is reactive and is designed to meet the demands of teachers to obtain a passing grade, not to learn.
Changing this mindset is not easy, or the student himself, much less to the teacher, also formed with the same educational culture. The change must come from the early years of the formation of new students, gradually. Change of mind when you have so unalloyed a form of behavior is similar to trying to quit suddenly after many years living with his cigar. This is an educational shock.
All teachers are accustomed to seeing as students often leave their homework or reading to the end. A day earlier often meet in groups to study the potential problems faced in the assessment test. The test itself is a challenge for teachers, how to design a test able to outwit the sustaining has not been prepared properly. Learning is grounded qualitative, not quantitative, difficult to measure.
The existence of the distributed knowledge that can be accessed on the Internet has led to the famous resort of "cut and paste" to resolve many of the tasks, tests and projects left to the students. The teachers are alarmed with the systematic activity of their students, which themselves have caused. These teachers now spend part of their time on how to detect or prevent students from copying content from other authors.
Nevertheless, recognizing that knowledge exists outside the classroom means accepting that learning is no longer focused on the teacher and also happens to be distributed. How to engage students to learn and not worry about to get a passing evaluation is the challenge to pursue formal education. The motivation for students to investigate the diversity of knowledge sources as possible before writing their class is a major challenge.
This challenge to a recognition of the educational culture irrelevant. Changing habits study and encourage students to become involved in a culture of lifelong learning and self-regulated, as far as possible. This should be a priority in educational policy at all levels of civic education training. A teacher with this culture of learning in their students promote such a culture. If the teacher does not have this culture, it will delay the change in students' learning, unwittingly stifle access to distributed knowledge, produce frustration not only for himself but for the training system for which he was engaged. 
In our Latin American university student access to education faculties with a culture of passivity, is reactive and is designed to meet the demands of teachers to obtain a passing grade, not to learn.
Changing this mindset is not easy, or the student himself, much less to the teacher, also formed with the same educational culture. The change must come from the early years of the formation of new students, gradually. Change of mind when you have so unalloyed a form of behavior is similar to trying to quit suddenly after many years living with his cigar. This is an educational shock.
All teachers are accustomed to seeing as students often leave their homework or reading to the end. A day earlier often meet in groups to study the potential problems faced in the assessment test. The test itself is a challenge for teachers, how to design a test able to outwit the sustaining has not been prepared properly. Learning is grounded qualitative, not quantitative, difficult to measure.
The existence of the distributed knowledge that can be accessed on the Internet has led to the famous resort of "cut and paste" to resolve many of the tasks, tests and projects left to the students. The teachers are alarmed with the systematic activity of their students, which themselves have caused. These teachers now spend part of their time on how to detect or prevent students from copying content from other authors.
Nevertheless, recognizing that knowledge exists outside the classroom means accepting that learning is no longer focused on the teacher and also happens to be distributed. How to engage students to learn and not worry about to get a passing evaluation is the challenge to pursue formal education. The motivation for students to investigate the diversity of knowledge sources as possible before writing their class is a major challenge.
This challenge to a recognition of the educational culture irrelevant. Changing habits study and encourage students to become involved in a culture of lifelong learning and self-regulated, as far as possible. This should be a priority in educational policy at all levels of civic education training. A teacher with this culture of learning in their students promote such a culture. If the teacher does not have this culture, it will delay the change in students' learning, unwittingly stifle access to distributed knowledge, produce frustration not only for himself but for the training system for which he was engaged.
Wednesday, September 15, 2010
Honeywell Rth3100c Wiring For Rheem
PLENK2010
Finally, I Decided to take the course PLENK2010.
Personal Learning Environments Networks and Knowledge 2010
Which Will Be Facilitated by
Stephen Downes George Siemens
Dave Cormier
Rita Kop This is the home page for the course:
http://connect.downes.ca/
I am glad to see Several great friends there, so I hope to realize a good work this time.
yeeeeeeeeeehhhhhhhhh! 
Finally, I Decided to take the course PLENK2010.
Personal Learning Environments Networks and Knowledge 2010
Which Will Be Facilitated by
Stephen Downes George Siemens
Dave Cormier
Rita Kop This is the home page for the course:
http://connect.downes.ca/
I am glad to see Several great friends there, so I hope to realize a good work this time.
yeeeeeeeeeehhhhhhhhh!
Monday, September 6, 2010
Can I Use Mi Paste With Braces?
Connective Knowledge: Write a personal presentation essential
Edgar Altamirano Carmona
I am originally from the city of Jojutla in the state of Morelos (Mexico). I studied a degree in Civil Engineering which started in the National Autonomous University of Mexico (UNAM) and concluded at the University of Guerrero (UAG) where he worked as a teacher-researcher at the Academic Unit of Mathematics. I studied MA and Ph.D. in Electrical Engineering specializing in Computer Research Center and Advanced Studies of National Polytechnic Institute (CINVESTAV-IPN). My thesis for the degree of Master of Science was to develop a program to generate I called as expert systems gser (Generator of Expert Systems with Approximate Reasoning) based on fuzzy logic. My Ph.D. thesis I developed at the Institute of Artificial Intelligence Research National Research Council (IIIA-CSIC) in Barcelona, Spain. The title of my PhD thesis was: On Non-clausal Horn-like satisfiability Problems. My PhD work was devoted to show that there are various kinds of non-clausal formulas which are strictly linear in the case of propositional logic and quasi-linear in the case of multivalued logic. Work
Autonomous University of Guerrero since 1980, first as assistant professor in the Faculty of Engineering, then as a teacher and now as a teacher-researcher at the Academic Unit of Mathematics. At the University I have taught over 20 different courses in the areas of Mathematics and Computer Science. I have also taught courses in the two Masters degrees in Computer that exist in the University and managed some of theses both undergraduate and postgraduate (Masters). He made more than twenty publications in various congresses in Spain, Cuba, Colombia, France, UK, USA and Mexico. I recently
do research connectivist learning theory and their integration into formal education (classroom).
Moreover, in my personal life I played football in several amateur teams throughout my steps as a student. I write poetry and when I have chance to see art films, read books on history, biography, novels in addition to books and scientific publications that have to do with my work. I have a scooter, a bicycle, an electric guitar and I am fond of jazz, rock, classical, blues, and others.
addition to my PhD thesis which was published in English in the IIIA-CSIC in Spain have published a book of poetry in Mexico and I have another one ready for publication. Currently I combine my literary work with teaching, research and toured a circuit of poets reading and participated in conferences and as virtual and guest lecturer at several schools in Mexico and other countries. 
Edgar Altamirano Carmona
I am originally from the city of Jojutla in the state of Morelos (Mexico). I studied a degree in Civil Engineering which started in the National Autonomous University of Mexico (UNAM) and concluded at the University of Guerrero (UAG) where he worked as a teacher-researcher at the Academic Unit of Mathematics. I studied MA and Ph.D. in Electrical Engineering specializing in Computer Research Center and Advanced Studies of National Polytechnic Institute (CINVESTAV-IPN). My thesis for the degree of Master of Science was to develop a program to generate I called as expert systems gser (Generator of Expert Systems with Approximate Reasoning) based on fuzzy logic. My Ph.D. thesis I developed at the Institute of Artificial Intelligence Research National Research Council (IIIA-CSIC) in Barcelona, Spain. The title of my PhD thesis was: On Non-clausal Horn-like satisfiability Problems. My PhD work was devoted to show that there are various kinds of non-clausal formulas which are strictly linear in the case of propositional logic and quasi-linear in the case of multivalued logic. Work
Autonomous University of Guerrero since 1980, first as assistant professor in the Faculty of Engineering, then as a teacher and now as a teacher-researcher at the Academic Unit of Mathematics. At the University I have taught over 20 different courses in the areas of Mathematics and Computer Science. I have also taught courses in the two Masters degrees in Computer that exist in the University and managed some of theses both undergraduate and postgraduate (Masters). He made more than twenty publications in various congresses in Spain, Cuba, Colombia, France, UK, USA and Mexico. I recently
do research connectivist learning theory and their integration into formal education (classroom).
Moreover, in my personal life I played football in several amateur teams throughout my steps as a student. I write poetry and when I have chance to see art films, read books on history, biography, novels in addition to books and scientific publications that have to do with my work. I have a scooter, a bicycle, an electric guitar and I am fond of jazz, rock, classical, blues, and others.
addition to my PhD thesis which was published in English in the IIIA-CSIC in Spain have published a book of poetry in Mexico and I have another one ready for publication. Currently I combine my literary work with teaching, research and toured a circuit of poets reading and participated in conferences and as virtual and guest lecturer at several schools in Mexico and other countries.
Sunday, September 5, 2010
Pokemon Card Hoho In Stock
Are teachers ?
In one of the talks with some colleagues came the comment that each course there are always guys with distinctive abilities to learn, they learn the content does not matter if the teacher in turn is good or bad, know or do not teach in a way, have a distinctive intelligence.
The opposite also occurs. For some students have trouble-much-keep up with the others. This is normal, colleagues said.
Recalling my own past as a student, I understand that I was one of the most gifted and ambitious to learn. I liked to find issues of content to call my attention to delve into them, a passion for learning. Since I became a university professor have been noting this fact. The diversity the ability to learn from the students I've had. Always some obtained the highest marks, others the lowest and most get evaluations.
seems that regardless of the skill and dedication of teachers, students learn by themselves and not because their teachers have got them to learn the course content. I remember vividly a partner who apodábamos "sage" who always got the best grades. This is evidence that learning ability is basically in the students and not the ability to teach. Sage would always be the best regardless of the teachers we had in charge.
So why insist on teaching methods, learning control, authoritarian, dictatorial, understanding students as objects, puppets or automatons own life, needs, motivations, aspirations and desires as any human being? Students as objects of study to impose learning what education authorities decide on the desktop.
is why reforms and reforms to the reforms did not end up never work because they start from a wrong provision. "Teaching", "Education", "evaluate", "Train", "indoctrinate." Now, in universities, education authorities are on teachers and researchers with the same situation. Both students, teachers and researchers affiliated with the educational systems are victims of a wrong provision. Offenders are also their own victims. 
In one of the talks with some colleagues came the comment that each course there are always guys with distinctive abilities to learn, they learn the content does not matter if the teacher in turn is good or bad, know or do not teach in a way, have a distinctive intelligence.
The opposite also occurs. For some students have trouble-much-keep up with the others. This is normal, colleagues said.
Recalling my own past as a student, I understand that I was one of the most gifted and ambitious to learn. I liked to find issues of content to call my attention to delve into them, a passion for learning. Since I became a university professor have been noting this fact. The diversity the ability to learn from the students I've had. Always some obtained the highest marks, others the lowest and most get evaluations.
seems that regardless of the skill and dedication of teachers, students learn by themselves and not because their teachers have got them to learn the course content. I remember vividly a partner who apodábamos "sage" who always got the best grades. This is evidence that learning ability is basically in the students and not the ability to teach. Sage would always be the best regardless of the teachers we had in charge.
So why insist on teaching methods, learning control, authoritarian, dictatorial, understanding students as objects, puppets or automatons own life, needs, motivations, aspirations and desires as any human being? Students as objects of study to impose learning what education authorities decide on the desktop.
is why reforms and reforms to the reforms did not end up never work because they start from a wrong provision. "Teaching", "Education", "evaluate", "Train", "indoctrinate." Now, in universities, education authorities are on teachers and researchers with the same situation. Both students, teachers and researchers affiliated with the educational systems are victims of a wrong provision. Offenders are also their own victims.
Saturday, September 4, 2010
Difference Asd Versus Pfo
disease
I just returned from a workshop on the strengthening and consolidation of academic bodies of the University of Guerrero. In short, authoritarianism and the pyramidal structure of education treats students, teachers and researchers with the same yardstick: from desktops decide what to investigate, with whom we work and collaborate, how, when, why, in where, how, etc. Practically prohibits individual research will not be recognized. Imposing conditions, red tape, carefully spread our work time as if we were automatons, as if we had no emotions and feelings, as if we have a life.
Researchers must package it in academic bodies and work together, decide on a single line of research and guide our work by looking for scores to increase our numerical indicators that will give us access to recognition and support to continue this vicious cycle. Instead of recognizing our needs as researchers to support or influence in improving our work, we become objects of study of the authorities to decide on us like puppets.
Just as the discourse of Victorian students in the UK to say in their graduation ceremony the students' main objective should be to leave school as soon as possible because of the inaction and disagreement with reality becomes an obstacle rather than a motivator to learn, I am also motivated me to retire from the university and is an obstacle to develop studies and research on innovation in education and the future of both companies and I'm passionate about hope and faith filled in life. 
I just returned from a workshop on the strengthening and consolidation of academic bodies of the University of Guerrero. In short, authoritarianism and the pyramidal structure of education treats students, teachers and researchers with the same yardstick: from desktops decide what to investigate, with whom we work and collaborate, how, when, why, in where, how, etc. Practically prohibits individual research will not be recognized. Imposing conditions, red tape, carefully spread our work time as if we were automatons, as if we had no emotions and feelings, as if we have a life.
Researchers must package it in academic bodies and work together, decide on a single line of research and guide our work by looking for scores to increase our numerical indicators that will give us access to recognition and support to continue this vicious cycle. Instead of recognizing our needs as researchers to support or influence in improving our work, we become objects of study of the authorities to decide on us like puppets.
Just as the discourse of Victorian students in the UK to say in their graduation ceremony the students' main objective should be to leave school as soon as possible because of the inaction and disagreement with reality becomes an obstacle rather than a motivator to learn, I am also motivated me to retire from the university and is an obstacle to develop studies and research on innovation in education and the future of both companies and I'm passionate about hope and faith filled in life.
Friday, September 3, 2010
Richmond, Va Gay Cruising
education
I have what I consider (yet) as a small learning network focused primarily on Buzz Google, Twitter, Facebook, Blogs, Video Conferencing Internet, Google Reader, RSS, Delicious, and Second Life. I maintain a habit of opening accounts in each new technology or community study appearing even though I know perfectly well that can not participate, I have no time for it.
In fact very often I have to disconnect especially Twitter TweetDeck administered through and ignore the inputs to Google Reader, Google News and everything else. The fact is that I am by nature a lover of learning. Every moment that I have opened my channels learning receive (and perceive) infinity of new knowledge related to my interests and passions: learning, the future of poetry.
In a way I can say I'm an addict. Addicted to life or learning or be better and happier every day. I tired to find (get on my computer) information and new knowledge so much so that I turn off the computer for some period of time "to rest", the trouble is that I have other alternatives, my laptop or phone on the Internet and especially the impressions done everything obsessively can not read online for work purposes.
This is the point. I am a teacher in a public university. I pay for teaching, not learning. I get paid for doing obnoxious and ineffective structure for me to sign a book of access to campus every day, meet academic and administrative paperwork and all the paraphernalia that we know well the teachers who work in public education institutions.
Teachers in universities are old. Before getting a job was to ensure a more or less fixed income for life. Getting the job was the goal, get what they call a "square base", with rights and liabilities incurred by unions and authorities. They could demand more than what was set in a collective bargaining agreement that was corrected and negotiated each year.
teachers we became the education bureaucrats. In a routine follow and obey the guidelines of the education authorities each year. We live in a vertical and authoritarian structure to which we must obey without question. We discuss how to do but not what to do.
Technology has invaded our everyday lives and their presence is visible outside the University and very little inside. Companies in the private sector where there is no collective bargaining agreements and are governed by the efficiency and productivity make use of technologies. In radio and television constantly hear the daily use of microblogging applications, social networks, blogs and more. But
within our universities and educational researchers seem to mostly live in another world in the last century.
Personally I've given up many years ago. It is impossible to change who do not want to change. Not worth it. Teachers reaching retirement age just as they say "surf's muertito, retirement means reducing the family income so it's a strong reason not to think about it. And therefore have no interest in learning new things that have invaded, but they do not understand. Those affected are the students. The world outside the University, a world of formal and informal learning and a high global connectivity penetrate the closed world of University, which looks more like a prison than a teaching center and access to knowledge.
The real problem lies with the new teachers and researchers, young people trained by the old masters of education conservatives to play the educational model at all costs. Young indoctrinated in conservative practices to obey and keep the structure closed, authoritarian and undemocratic that persist in education. This I think is a great challenge to keep alive the educational status through renovation and innovation. Convince and motivate new teachers that we need a real change in the way of carrying out educational practice. For most teachers who live part of our lives working at the University not only hope that we decide to retire from academic life. Unfortunately. 
I have what I consider (yet) as a small learning network focused primarily on Buzz Google, Twitter, Facebook, Blogs, Video Conferencing Internet, Google Reader, RSS, Delicious, and Second Life. I maintain a habit of opening accounts in each new technology or community study appearing even though I know perfectly well that can not participate, I have no time for it.
In fact very often I have to disconnect especially Twitter TweetDeck administered through and ignore the inputs to Google Reader, Google News and everything else. The fact is that I am by nature a lover of learning. Every moment that I have opened my channels learning receive (and perceive) infinity of new knowledge related to my interests and passions: learning, the future of poetry.
In a way I can say I'm an addict. Addicted to life or learning or be better and happier every day. I tired to find (get on my computer) information and new knowledge so much so that I turn off the computer for some period of time "to rest", the trouble is that I have other alternatives, my laptop or phone on the Internet and especially the impressions done everything obsessively can not read online for work purposes.
This is the point. I am a teacher in a public university. I pay for teaching, not learning. I get paid for doing obnoxious and ineffective structure for me to sign a book of access to campus every day, meet academic and administrative paperwork and all the paraphernalia that we know well the teachers who work in public education institutions.
Teachers in universities are old. Before getting a job was to ensure a more or less fixed income for life. Getting the job was the goal, get what they call a "square base", with rights and liabilities incurred by unions and authorities. They could demand more than what was set in a collective bargaining agreement that was corrected and negotiated each year.
teachers we became the education bureaucrats. In a routine follow and obey the guidelines of the education authorities each year. We live in a vertical and authoritarian structure to which we must obey without question. We discuss how to do but not what to do.
Technology has invaded our everyday lives and their presence is visible outside the University and very little inside. Companies in the private sector where there is no collective bargaining agreements and are governed by the efficiency and productivity make use of technologies. In radio and television constantly hear the daily use of microblogging applications, social networks, blogs and more. But
within our universities and educational researchers seem to mostly live in another world in the last century.
Personally I've given up many years ago. It is impossible to change who do not want to change. Not worth it. Teachers reaching retirement age just as they say "surf's muertito, retirement means reducing the family income so it's a strong reason not to think about it. And therefore have no interest in learning new things that have invaded, but they do not understand. Those affected are the students. The world outside the University, a world of formal and informal learning and a high global connectivity penetrate the closed world of University, which looks more like a prison than a teaching center and access to knowledge.
The real problem lies with the new teachers and researchers, young people trained by the old masters of education conservatives to play the educational model at all costs. Young indoctrinated in conservative practices to obey and keep the structure closed, authoritarian and undemocratic that persist in education. This I think is a great challenge to keep alive the educational status through renovation and innovation. Convince and motivate new teachers that we need a real change in the way of carrying out educational practice. For most teachers who live part of our lives working at the University not only hope that we decide to retire from academic life. Unfortunately.
Thursday, September 2, 2010
Hot Gay Cruising Areas Miami
The future is here sent to the XV Forum Summary of Studies on Guerrero (Mexico)
connective knowledge integration in formal education. INTRODUCTION
.
OBJECTIVES.
Make a proposal to integrate the knowledge connective
university education classroom. This proposal would have two main components: one for the role of teachers and
one for the role of the student identified as the teacher and students online. The
proposal has been implemented in Mathematics Academic Unit, Chilpancingo
campus of the Autonomous University of Guerrero in addition to various courses in the program's academic
degree in Mathematics.
METHODOLOGY.
• Analyze connectivist theory of learning (Siemens, 2005a and 2005b) to identify the necessary key
to carry out an education based on the principles connectivist.
• Study the teaching model online (Cour, 2008) to suit the needs and possibilities
formal education at the Autonomous University of Guerrero.
• Study the online student model (Drexler, 2010), make a proposal and bring it into practice
to analyze its operational viability.
RESULTS.
In Mathematics Academic Unit have been conducting theoretical and practical
about the integration of Internet technology in university classrooms in order to access the
informal knowledge accessible through technological means.
The results of these proposals have been implemented in addition to the following subjects: Mathematics
-Logic (2009) (Mexico-Colombia)
-Artificial Intelligence (2010 - 1) (Mexico-Colombia)
-New technologies Internet (2010 - 2) (Mexico)
Using Internet technology we have been carrying out collaborative work with the University
Distrital Francisco José de Caldas de Bogotá, Colombia by Nelson Becerra Correa
professor who teaches the subjects Mathematical Logic and Artificial Intelligence,
same content taught to similar in the Academic Unit of Mathematics,
so that through the use of technologies to communicate with students from Mexico to Colombia
to influence the formation of learning communities of Latin American. In this process
recently joined the Academic Unit of Engineering at
through Master Eric Rodriguez, a professor of computer engineering program for video sessions
Mexico-Colombia lectures given by the three teachers who are in charge of these courses .
In the current semester (August-2010 January-2011) is taught in the Academic Unit of Mathematical
a workshop on Emerging Technologies Internet, which incorporate and apply the models
online teacher and student to study and implement the learning process
connectivist vision. DISCUSSION
.
In Downes (2007) identified four elements necessary to form a connective knowledge: autonomy, diversity, openness and interactivity / connectivity.
• Autonomy. Each individual connected must make their own decisions in all matters
compete with its participation in the network, including platforms and tools used to
participate.
• Diversity. The diversity of opinions, cultures, languages, history, physical spaces,
personal interests, is a desirable element to interactivity
really productive.
• Opening. An important trend is the open Internet.
open content knowledge and participation of individuals in the discussion and generation of free knowledge.
• Interactivity and connectivity. The interaction can generate new knowledge, useful. This
knowledge is produced by the community, it is owned by one person, is
community.
what extent the presence of these elements is needed to identify a connective
knowledge? A course orientation should incorporate these elements connectivist in the development of the subject at
through use of technologies such as: forming a personal network Internet learning
made by public blogs, social networking and microblogging
information sharing through public bookmarks, encourage collaboration and discussion and the use of other emerging technologies like software
staff for access to video conferencing, using the tools provided by Google Docs
and sharing of audiovisual material (audio, video and images),
conducting collaborative work based technology and Wikis Google Docs, and others.
Bibliography.
Couros, A. (2008). What does the network mean to you? Open thinking, 25 February. [consultado el 8
de Junio de 2010] http://educationaltechnology.ca/couros/799
Downes, Stephen (2007), An Introduction to Connective Knowledge, in Hug, Theo (ed.): Media,
Knowledge & Education - Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies.
Proceedings of the International Conference, June 25-26, 2007.
Drexler, Wendy (2010), The networked student model for construction of personal learning
environments: Balancing teacher control and student autonomy, Australasian Journal of Educational
Technology, 26(3), 369-385, http://www.ascilite.org.au/ajet/ajet26/drexler.html.
Siemens, George (2005a), A learning theory for the digital age, Instructional Technology and Distance
Education, 2(1), 3-10.
Siemens, George (2005b), What is the unique idea in Connectivism?,
http://www.connectivism.ca/?p=116, consultado el 5 de junio de 2010. 
connective knowledge integration in formal education. INTRODUCTION
.
With the advent of the Internet, informal education has become a significant part
training of future professionals. The knowledge that can be accessed on the Internet is
far superior to that lies in the educational institutions and is necessary to recognize its existence
and incorporated into formal education. The integration of technology in education
is among the major obstacles to be overcome, the lack of technology training and educational
traditional practices of both teachers and students, and administrations,
inherently conservative and resistant to innovate effectively in education.
Access to knowledge distributed on the Internet can be accomplished by
two alternatives: 1) Direct integration, maintaining the traditional pedagogical methods and using the
Information Technology and Communication to access distributed knowledge sources accessible via the Internet
to facilitate and improve the academic training of students and teachers
, and 2) Integration connectivist, is an innovative approach based on the principles fundamental
connectivist learning theory proposed by George Siemens and Stephen Downes in order
recognize the existence and relevance of knowledge and focus connective
control of learning in students advised by teachers who would take now
roles as facilitators of learning rather than transmitters of content, as has been happening
traditional education even before the advent of the Internet.
OBJECTIVES.
Make a proposal to integrate the knowledge connective
university education classroom. This proposal would have two main components: one for the role of teachers and
one for the role of the student identified as the teacher and students online. The
proposal has been implemented in Mathematics Academic Unit, Chilpancingo
campus of the Autonomous University of Guerrero in addition to various courses in the program's academic
degree in Mathematics.
METHODOLOGY.
• Analyze connectivist theory of learning (Siemens, 2005a and 2005b) to identify the necessary key
to carry out an education based on the principles connectivist.
• Study the teaching model online (Cour, 2008) to suit the needs and possibilities
formal education at the Autonomous University of Guerrero.
• Study the online student model (Drexler, 2010), make a proposal and bring it into practice
to analyze its operational viability.
RESULTS.
In Mathematics Academic Unit have been conducting theoretical and practical
about the integration of Internet technology in university classrooms in order to access the
informal knowledge accessible through technological means.
The results of these proposals have been implemented in addition to the following subjects: Mathematics
-Logic (2009) (Mexico-Colombia)
-Artificial Intelligence (2010 - 1) (Mexico-Colombia)
-New technologies Internet (2010 - 2) (Mexico)
Using Internet technology we have been carrying out collaborative work with the University
Distrital Francisco José de Caldas de Bogotá, Colombia by Nelson Becerra Correa
professor who teaches the subjects Mathematical Logic and Artificial Intelligence,
same content taught to similar in the Academic Unit of Mathematics,
so that through the use of technologies to communicate with students from Mexico to Colombia
to influence the formation of learning communities of Latin American. In this process
recently joined the Academic Unit of Engineering at
through Master Eric Rodriguez, a professor of computer engineering program for video sessions
Mexico-Colombia lectures given by the three teachers who are in charge of these courses .
In the current semester (August-2010 January-2011) is taught in the Academic Unit of Mathematical
a workshop on Emerging Technologies Internet, which incorporate and apply the models
online teacher and student to study and implement the learning process
connectivist vision. DISCUSSION
.
In Downes (2007) identified four elements necessary to form a connective knowledge: autonomy, diversity, openness and interactivity / connectivity.
• Autonomy. Each individual connected must make their own decisions in all matters
compete with its participation in the network, including platforms and tools used to
participate.
• Diversity. The diversity of opinions, cultures, languages, history, physical spaces,
personal interests, is a desirable element to interactivity
really productive.
• Opening. An important trend is the open Internet.
open content knowledge and participation of individuals in the discussion and generation of free knowledge.
• Interactivity and connectivity. The interaction can generate new knowledge, useful. This
knowledge is produced by the community, it is owned by one person, is
community.
what extent the presence of these elements is needed to identify a connective
knowledge? A course orientation should incorporate these elements connectivist in the development of the subject at
through use of technologies such as: forming a personal network Internet learning
made by public blogs, social networking and microblogging
information sharing through public bookmarks, encourage collaboration and discussion and the use of other emerging technologies like software
staff for access to video conferencing, using the tools provided by Google Docs
and sharing of audiovisual material (audio, video and images),
conducting collaborative work based technology and Wikis Google Docs, and others.
Bibliography.
Couros, A. (2008). What does the network mean to you? Open thinking, 25 February. [consultado el 8
de Junio de 2010] http://educationaltechnology.ca/couros/799
Downes, Stephen (2007), An Introduction to Connective Knowledge, in Hug, Theo (ed.): Media,
Knowledge & Education - Exploring new Spaces, Relations and Dynamics in Digital Media Ecologies.
Proceedings of the International Conference, June 25-26, 2007.
Drexler, Wendy (2010), The networked student model for construction of personal learning
environments: Balancing teacher control and student autonomy, Australasian Journal of Educational
Technology, 26(3), 369-385, http://www.ascilite.org.au/ajet/ajet26/drexler.html.
Siemens, George (2005a), A learning theory for the digital age, Instructional Technology and Distance
Education, 2(1), 3-10.
Siemens, George (2005b), What is the unique idea in Connectivism?,
http://www.connectivism.ca/?p=116, consultado el 5 de junio de 2010.
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