2. Knowingknowledge Learning implies: personal beliefs, networks, experiences, existing knowledge, and emotional intelligence. The process of exclusion is a vital learning process. Relevance is the requirement for adoption or use of virtually anything. Learning is much more than exposure to content. Social, community, and collaborative approaches to learning are important.
3. Otherissuesonlearning Courses are fairly static. Knowledge is dynamic. Learning happens as we live life in our current knowledge economy. What should our structures look like? Open: anyone able to speak into the process Governance: by those represented Fostered: not only structured Conducive: to knowledge flow, with barriers and obstructions eliminated.
4. Types of learning in an Ecology learning Formal learning: Provided by experts in traditional courses and programs. Defined by established knowledge. Experience / game: problem-based. Learners define process and space. Adaptive, flexible. Experiential (product of other activities). Mentor: personal (guided by an expert). Learning depends on individual performance.
5. Performance support: based on needs and competences. Opens space to other learning approaches. Self-learning: learning is personally driven. Learning for pleasure. Personal competence. Community-based learning: diverse, social, dialogic. Different views. Informal learning: conferences, workshops, colleagues. Ongoing process. Chaotic, not assessed.
6. Connectivism Awareness and Receptivity: Individuals acquire basic skills for handling information abundance, have access t o resources and tools. Connection forming: individuals get familiar with tools and consume information from those tools. Contribution and involvement: individuals start to create their materials through the network and chose the right tools for each task. Pattern recognition: Individuals are network aware and competent, they move from passive content consumption to active contribution. Meaning making: Individuals are capable of understanding meaning. They can adopt and adapt content and set viewpoints. Praxis:metacognition (thinking about thinking). Individuals involve actively in creating knowledge and networking. Reflection-experimentation-action.
7. Las Actividades de Aprendizaje en EAV Fases: Centrado en el profesor. Conductismo (estímulo – respuesta). Constructivismo (autonomía). Enfoque sociocultural (interacción).
8. La Actividad “La sociedad es la que produce la actividad humana,” y la escuela diseña y planea las actividades de aprendizaje. El objeto: deseo o necesidad de hacer. la imagen mental: idea que tiene el sujeto de lo que desea o precisa. Propósitos de aprendizaje: el propósito es el que define el punto o la meta, no el profesor.
9. Teoría de la actividad la actividad siempre deberá estar guiada por los presupuestos conceptuales. Ejercicio del cerebro, más que corporal. Componentes de la actividad: Las acciones: subprocesos necesarios para que la actividad sea exitosa. Las operaciones: actos inconscientes (mecánicos). Cambio de focalización: Convertir actividades en operaciones o viceversa.
