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Posted by on Sep 28, 2016 in Narrativas pedagógicas, Presentaciones, Proyectos | 0 comments

Solution makers

Solution makers

 

This is a project developed in the “Environment, Development and Society” class, which prompts the opening of queries for the students to acquire methodological frames for the problematizing of reality, research strategies and the possibility to question their daily environment. The aim is to prototype improvements, solutions or generate concrete actions through technology.

The experience is propounded with Year 12 students in a bilingual school with Natural Sciences orientation. Digital classroom, BYOD (Bring Your Own Device) modality. The project is in its fourth year with a permanent planning update under the STEAM approach.
It is executed in two stages: the first one is related to research through the choice of a topic from the subject’s syllabus, in which they identify a problem and deepen its examination, producing a written text on the state of the matter.

Example 1

Example 2

The second stage is oriented towards action from the work process based on the DesignThinking (1) strategies, where the co-design of prototypes or effective actions to provide solutions for identified problems is sought, trying to emphasize the “learning by doing” route.

It is expected that the students:
– Transfer their biological knowledge in order to provide opinions, arguments and courses of action in relation to environmental and health aspects.
– Use the digital tools at their disposal to promote communication within and outside the classroom, the development of the project and the visibility of their productions.
– Present research topics that influence their daily reality in school and outside of it, considering their own motivations.
– Develop the necessary critical thought to build a sense of citizenship committed to social and natural aspects.

All the students have their own Blog in the manner of an e-portfolio. In it, they publish the class activities according to the syllabus’s contents (example1,  example2).
The students take multimedia class notes in Evernote and save them in a shared folder.
Communication with the students is kept through the 6NIsV closed community in Google+.Students share their work in progress by Google Documents. Teachers plan through Google Drive.

The social marker Diigo is used to centralize all the digital resources and to create a list of consulted sources. Main labels: impactonls, 6nlsv.
We opened the classroom’s doors using the #6NIsV hashtag in Twitter.
We gathered in a Board called “Inspiradores” (https://es.pinterest.com/aleredin/inspiradores/)websites that could help the students rethink ideas oriented towards the production’s second
stage.
The research projects of students from previous years are also consulting material (http://www.scoop.it/t/blogosfera-es- newlands/?tag=nuevas_miradas).
It is important that the ideas proposed by each group have “visibility” online. During the year 2015, students have chosen spaces like Instagram, Facebook or the Medium platform to advertise the
project. They have also designed art installations and video campaigns.

Some examples:

  • “Matanza – Riachuelo Basin”: campaign that promotes awareness of the importance of achieving the cleaning of this basin. Presentation. Video campaign.
  • “Water pollution”, art intervention to promote water care. Art installation.
  • “Biodegradable plastics” , video tutorial on how to create a homemade product.

Presently, they are including the creation of apps (AppInventor), augmented reality spaces (Aurasma, Aumentaty) and virtual reality tours. Next year we hope to include settings using robotics (Scratch S4A + Arduino).

 

Guide to write a state of matter

Rubric of state of the matter

 

Fabricantes de soluciones from Alejandra García Redín on Vimeo.

(1) DESIGN THINKING stages (Stanford University): understand, observe, define, devise, prototype, test, implement.

 

Recommended reading: ISTE Standards for students 2016

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Posted by on Sep 19, 2015 in Destacados, Presentaciones | 0 comments

Pateando el tablero en el VII Congreso Internacional de Educación de Santa Fé

Pateando el tablero en el VII Congreso Internacional de Educación de Santa Fé

Invitadas por Pablo Bongiovanni, durante los días 3, 4 y 5 de septiembre estuvimos junto con Amalia Güell y Graciela Catalá en el congreso internacional de educación organizado por la Universidad Católica de Santa Fé.

IMG_1778

Fue un placer participar de un encuentro muy bien organizado, con conferencistas de primer nivel y con la compañía de mucha gente amiga de la red.

Captura de pantalla 2015-09-19 a las 11.30.56

Comparto full paper y presentación que acompañó nuestra ponencia:

 

selfi santa fe

Segunda jornada, break para selfie junto a Graciela Catalá, Amalia Güell, Francesc Llorens y Pablo Bongiovanni (¿Luz Pearson dónde estás???)

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Posted by on Sep 16, 2013 in Aprendizaje en red, Formación Docente, Publicaciones | 0 comments

Outliers School, una experiencia de transaprendizaje

Outliers School, una experiencia de transaprendizaje

Otra de las participaciones en el CIAMTE 2013 fue con una parte del grupo (1) que generamos en “Outliers School Educación” el año pasado: Experiencia desarrollada a través de un proyecto de innovación disruptivo orientado a la resolución de problemas de carácter educativo. Para ello se narraron los principales aspectos que se vincularon al proceso de aprendizaje basado en problemas mediado por estrategias colaborativas y herramientas digitales. El objetivo principal del proyecto consistió en el desarrollo de propuestas innovadoras que diesen respuesta a cuatro problemáticas referidas al contexto educativo para cuyo desarrollo se facilitaron una serie de prescripciones que estos debían cumplir. El proceso de trabajo basado en estrategias de Design Thinking se articuló en cuatro fases que permitieron la formulación de los prototipos de los proyectos. Aquí su presentación:

(1) El equipo de trabajo estuvo formado por: Ileana Farré (Argentina), María Belén San Nicolás (España), Ileana Cruz (México), Yael Gottlieb (Chile), Gustavo García Lutz (Uruguay), Max Ugaz (Perú) y quien escribe (Argentina)

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