David Delgado :: Blog
http://blog.cicei.com/erubio/2010/03/10/dipity-representacion
Aunque hace algún tiempo que conocí esta herramienta, vuelvo accidentalmente a ella, por el interés que creo encierra el poder representar en una ‘línea de tiempo’ (con diferentes tipos de visualización de la misma) no solo diferentes eventos puntuales (a los que se pueden asignar imágenes, videos, etc) relacionados con la temática de la ‘linea de tiempo’ creada, sino que podemos vincularle fuentes externas (Frendfeed, wordpress, twitter, etc), que volcarán sus entradas asociadas a la ‘linea de tiempo’ seleccionada.
A continuación, aunque es muy intuitivo su uso, presento una serie de videos en español que pueden facilitar el uso de ‘Dipity’. La parte negativa es que no es abierta. Existe un primer nivel gratis, para a continuación ofertar otros niveles de uso, con mas características, pero de pago.
Dipity FAQ
Dipity Tutorial #1 (A Basic Overview)
Dipity #2: How to Create an Event, Upoload Pictures, and Embed Videos
enrique r. on Dipity.
http://feedproxy.google.com/~r/Socialtech/~3/h_7c0z8lZMc/interestin 
Really delighted have spoken at Russell Davies's Interesting this year. It's easily one of my favorite conferences - entertaining, educational, creative, unpredictable and inspiring. My topic was psychological violence in late 1970s/early 1980s girls comics, & here are the notes. Enjoy! During the 1950s - 1970s children's comics were an important part of the UK cultural landscape, with individual titles typically selling 200,000 - 300,000 copies per
week. Following a dip in sales figures in the mid 1970s, a group of predominantly male writers, including UK comic legend Pat Mills, were brought in by IPC to rework content away from catatonic tales of foreign princesses and posh schools, and into the twilight zone, via some evident concerns with environmentalism and interests in paganism. Girls comics up to 1970s can be pretty much placed on the spectrum of the history of conduct literature, a genre that appeared in print in the UK as early as 1475. Conduct literature promotes and aims to reproduce acceptable moral, domestic and social behaviour, and particularly concerns itself with the souls and reputations of young women and wives. Piety and virtue are typically valued above all other attributes. Modern day equivelants are still popular, and every so often someone will knock out another best seller that instructs insecure women how best to conform in order to get some loser to date them. 
We can find lots of examples of prescriptive behaviour tracts thinly disguised as quizzes and not so
thinly disguised as articles on what being a proper girl involves in the three titles I'm focusing on: Tammy, Misty, and Jinty. Make friends with your MIRROR! Is the title of one piece from the 1981 Jinty annual - less of an article and more of a manifesto for self regulation: "Let the mirror be your best friend! It will never lie to you! Don't forget, if you haven't got a double or triple mirror, you can get good views of your back by holding a small mirror and using this to look into the reflection in your long mirror." Obviously written by someone irretrievably harmed by reading Discipline and Punish while on acid, the annual also contains specific advice on the correct way to sit in a chair, as determined by body shape. The illustration above shows three women who's incorrect chair occupation means that they will never get married. Advice to Di, who enjoys sitting backwards astride a chair despite being otherwise normal, includes "She should really remember that, although she's got a nice shape, leaning forward in close fitting jeans is stretching the point! She'd feel just as dashing, and look less hippy, sitting around the other way, an maybe resting the heel of one shoe on the chair seat while circling her knee with one arm. Try it!" Mills et al's involvement in late 1970s and early 80s produced some of
the most interesting childrens' comic book writing, ever. During
this period, the repetitive moral lessons that constituted girls comic
book content - the inevitable punishment and comeuppance of vanity,
selfishness, and slattern like behaviours, the Cinderella-miraculous
ending and reward of sacrifice, hard work, and humility - didn't
disappear. The boarding schools, ballet classes and horse fetishism were still there too, although new scenarios involving science fiction and horror settings emerged. Under Mills's stewardship, IPC girls titles
wholy perverted the existing tropes by taking them to their hysterical,
nightmarish conclusion. The horror, punishment, and suffering of the innocent was totally
amplified by the new story lines, for example in the notorious Tammy story Slaves of Orphan Farm, where every week the writers attempted to outdo Gods testing of Job. In The Slave of Form 3b, a domineering student discovers she can hypnotize a weaker classmate into doing her evil bidding. The unsuspecting dupe eventually wins the respect of her school and even a medal for bravery, but not before falling off the roof while hypnotized and becoming crippled. A Life for A Life, a short strip from Jinty's 1978 annual told the story of two London hospital employees - nurse Celia and Doctor Josef, marrying. They had previously met years before when SS Officer Josef had been taking Celia out to shoot her, and Celia sacrificed a chance to escape in order to save Josef (presumably not his real name) after he bungled the job and accidentally shot himself. Alan Moore, commenting on that period: "...Pat Mills and John Wagner had previously spent eleven years
working on the British girls comics. They had grown cynical and
possibly actually evil during this time. I think it
was John who used to write a script called "The Blind Ballerina" and as
the title suggested it was about a ballerina who was blind. John would
just try to put her in to increasingly worse situations. At the end of
each episode you'd have her evil Uncle saying, "Yes, come with me.
You're going out on to the stage of the Albert Hall where you're going
to give your premier performance" and it's the fast lane of the M1.
And she's sort of pirouetting and there's trucks
bearing down on her."  The huge success of Tammy, which ran from 1971 to 1984, was partially based on some actual research by IPC magazine into what girls enjoyed reading about. Apparently they liked to be made to cry. Vulnerable amnesiacs who avoided multiple, mysterious attempts on their lives to discover their parents had been killed in some kind of transport 'accident' sent sales figures of up to a quarter of a million a week, along with stories which included:
Alison all Alone - Alison has been kept prisoner by her foster parents for reasons unknown. Roberta's Rebels - Roberta Russell decides she will do something
about her hierarchical school system where the "Serfs" slave to the
sporty "Supremos." The Ice Girl- A girl must keep her ice skating secret from her father, who was crippled in an ice-skating accident. Sadie in the Sticks - an exploited girl whose only refuge is her talent for making objects with matchsticks Lights-Out for Lucinda - Lucinda becomes trapped in a district
where people still think it is World War II, due to her father drugging
them so he may use them as slave labour. Cora Can't Lose- Cora Street goes on an obsessive binge to win
as many sports trophies as she can, in order to win her parents'
respect. Danger looms when Cora suffers a head injury which will kill
her unless she has an operation, but she is so obsessed with winning
trophies that she ignores the warning signs. Becky Never Saw the Ball - aspiring tennis star Becky Bates is making a comeback after going blind. Particularly hilariously, and never really explained, was the way Becky had her entire head bandaged. Jinty, which ran from 1974 to 1981 before being incorporated by Tammy, introduced science fiction, adventure, and horror to the girls comic market.
Battle of the Wills -
a girl discovers a scientist with a duplicating machine that enables
her to continue with her gymnastics while her double is forced to do
ballet.
The Human Zoo - twin girls and their classmates are kidnapped by telepathic aliens to
whom humans are mere animals. The treatment the humans receive
parallels the treatment meted out to animals on Earth (zoos, circuses,
slaughterhouses, bloodsports, vivisection and beasts of burden).
Worlds Apart, written by Pat Mills and drawn by Guy Peeters, was my personal favourite and still a classic of science fiction:
six schoolgirls find themselves in a series of strange worlds governed
by their main characteristics: greed, love of sport, vanity,
delinquency, intellectualism, and fear. Jac Rayner loved it too: "Worlds Apart, where six girls find themselves trapped
in a series of worlds which are distorted versions of their own
desires, and can only escape through the death of the girl whose mind
they're in… Any story which starts 'The day began like any other. A
road tanker carrying highly dangerous chemical waste left a government
research establishment' has got to be good, but as we journeyed through
the fatty, sporty, vain, criminal, brainy and scared lands, we not only
got the girls' staples of peril and adversity (with some handy moral
lessons), we got a superb adventure story"
Misty only ran for two years before being cannibalised by Tammy. Focusing on horror and mystery, Misty is probably the title that had the most impact on it's readers, and retains a huge fan base. Mistycomic.co.uk, a fan site archive and community hub that's now been officially recognised by current Misty copyright holders Egmont. Classic strips included: The Four Faces of Eve - Eve Marshall is trying to unravel her true identity, but she seems to be the bits and pieces of four dead women. Winner Loses All - The lead character has a horse called Satan. She has sold her soul to the devil in order to help her father, who subsequently died anyway. extra link love: Pat Mills interviewed by Jenni Scott at Oxfords CAPTION convention Creating Tammy: A True Story Some of the story descriptions in this post were taken from Wikipedia - you can see the originals by clicking through the linked title names. 
http://www.pontydysgu.org/2010/03/radio-days-2/ Through the Mature project I have been invited to submit a proposal for a lecture or workshop for the JTEL Summer School to be held in Ohrid in June. The JTEL summer schools, the publicity claims, usually attract about 80 researchers, providing an exciting forum for cross-disciplinary dialogue, fostering new research collaborations and partnerships, and an opportunity for the next generation of TEL researchers to gain insight from leading experts in the field.
The summer school is being organised by the Stellar network and proposals were asked to explain how they contribute to the network’s three Grand Challenges:
- Connecting learners
- Orchestrating learning
- Contextualising learning environments
So here’s my proposal. I enjoyed writing it and if anyone else is interested in us running such a workshop juts get in touch.
Short description
The workshop will focus on the use of internet radio in education.
1) An exploration of the use of media (and particularly internet radio and television) for learning and shared knowledge developmentThis will include looking at issues such as:
a) The appropriation of media
b) The change from passive media to interactive Web 2.0 supported media and the changing distinctions between broadcaster/program planner and listener/consumer.
c) How media such as radio can support the development of online communities
d) The use of media to bridge contexts and provide spaces for exploration and shared meaning making.
2) A practical hands on session on how to plan develop and broadcast live internet media. This will include storyboarding, interviewing, finding Creative Commons licensed music, making jingles, mixing and post processing, directing and producing and using the technology for live broadcasts.
3) The third session is planned to take place in a lunchtime or evening session. This will be a live 45 minute to one hour broadcast “Sounds of the Bazaar – Live from Ohrid”. It is hoped to involve all summer school participants in the broadcast. The broadcast will be publicised in advance through iTunes, Facebook, Twitter and other social software platforms. It is also intended to use the boradcast to link to other researchers in TEL from around the world not able to be at the summer school. The programme will be recorded and made available through the Summer School web site, the Mature project web site, the Pontydysgu web site and through iTunes.
Contribution to the Grand Challenges agenda
The workshop is primarily designed to contribute to the Grand Challenge of Contextualising virtual learning environments and instrumentalising learning contexts.
Live internet radio provides both a shared context and space for learning, with universal reach outside of institutional or national boundaries, whilst at the same time allowing individual to collectively contribute to the development of shared artefacts, which in themselves can become part of the repertoire of a community of practice. Radio also offers a means of actively engaging learners in a community and through appropriation of what was a push (or broadcast) media, through merging with Web 2.0 tools and standards allows community participation and self expression.
http://www.pontydysgu.org/2010/03/rethinking-school-ivan-illich-a The first of a new series of articles on rethinking education. This one – on rethinking schools – is a quick review of an excellent article by Ivan Illich, published in The New York Review of Books, Volume 15in 1971, and entitled ‘A Special supplement: Education without School: How it Can Be Done‘. Illich, best known for his groundbreaking book, Deschooling Society, remains as relevant today as he was 40 years ago. And in many ways he anticipated the use of computers for social networking and collaborative learning.Many thanks to Barry Nyhan for sending me the link to the article.
Illich starts the article by contrasting the function of school with how people really learn.
In school registered students submit to certified teachers in order to obtain certificates of their own; both are frustrated and both blame insufficient resources—money, time, or buildings—for their mutual frustration.
Such criticism leads many people to ask whether it is possible to conceive of a different style of learning. The same people, paradoxically, when pressed to specify how they acquired what they know and value, will readily admit that they learned it more often outside than inside school. Their knowledge of facts, their understanding of life and work came to them from friendship or love, while viewing TV, or while reading, from examples of peers or the challenge of a street encounter. Or they may have learned what they know through the apprenticeship ritual for admission to a street gang or the initiation to a hospital, newspaper city room, plumber’s shop, or insurance office. The alternative to dependence on schools is not the use of public resources for some new device which “makes” people learn; rather it is the creation of a new style of educational relationship between man and his environment. To foster this style, attitudes toward growing up, the tools available for learning, and the quality and structure of daily life will have to change concurrently.
illich saw the schooling system as a product of consumer society.
School, ….. is the major component of the system of consumer production which is becoming more complex and specialized and bureaucratized. Schooling is necessary to produce the habits and expectations of the managed consumer society. Inevitably it produces institutional dependence and ranking in spite of any effort by the teacher to teach the contrary. It is an illusion that schools are only a dependent variable, an illusion which, moreover, provides them, the reproductive organs of a consumer society, with their immunity.
In contrast to the consumer driven schooling system Illich proposed developing learning networks.
I believe that no more than four—possibly even three—distinct “channels” or learning exchanges could contain all the resources needed for real learning. The child grows up in a world of things, surrounded by people who serve as models for skills and values. He finds peers who challenge him to argue, to compete, to cooperate, and to understand; and if the child is lucky, he is exposed to confrontation or criticism by an experienced elder who really cares. Things, models, peers, and elders are four resources each of which requires a different type of arrangement to ensure that everybody has ample access to them.
I will use the word “network” to designate specific ways to provide access to each of four sets of resources. …. What are needed are new networks, readily available to the public and designed to spread equal opportunity for learning and teaching.
Illich was particularly concerned over open access to educational resources. her put forward four different approaches for enabling access.
1.) Reference Services to Educational Objects—which facilitate access to things or processes used for formal learning. Some of these things can be reserved for this purpose, stored in libraries, rental agencies, laboratories, and showrooms like museums and theaters; others can be in daily use in factories, airports, or on farms, but made available to students as apprentices or on off-hours.
2.) Skill Exchanges—which permit persons to list their skills, the conditions under which they are willing to serve as models for others who want to learn these skills, and the addresses at which they can be reached.
3.) Peer Matching—a communication network which permits persons to describe the learning activity in which they wish to engage, in the hope of finding a partner for the inquiry.
4.) Reference Services to Educators-at-large—who can be listed in a directory giving the addresses and self-descriptions of professionals, para-professionals, and free-lancers, along with conditions of access to their services. Such educators, as we will see, could be chosen by polling or consulting their former clients.
Illich was concerned that modern industrial design was preventing access to the world of ‘things’ or ‘educational objects’ which are critical for learning.
Industrial design creates a world of things that resist insight into their nature, and schools shut the learner out of the world of things in their meaningful setting……At the same time, educational materials have been monopolized by school. Simple educational objects have been expensively packaged by the knowledge industry. They have become specialized tools for professional educators, and their cost has been inflated by forcing them to stimulate either environments or teachers.
Skill exchanges would be central to networked learning in a deschooled society and despite the uses of new technology face to face communication would remain important.
A “skill model” is a person who possesses a skill and is willing to demonstrate its practice. A demonstration of this kind is frequently a necessary resource for a potential learner. Modern inventions permit us to incorporate demonstration into tape, film, or chart; yet one would hope personal demonstration will remain in wide demand, especially in communication skills.
The schooling system was leading to a skills scarcity.
What makes skills scarce on the present educational market is the institutional requirement that those who can demonstrate them may not do so unless they are given public trust, through a certificate. We insist that those who help others acquire a skill should also know how to diagnose learning difficulties and be able to motivate people to aspire to learn skills. In short, we demand that they be pedagogues. People who can demonstrate skills will be plentiful as soon as we learn to recognize them outside the teaching profession.
Illich put forward the idea of a ’skills bank’ for exchanging tecahing and learning.
Each citizen would be given a basic credit with which to acquire fundamental skills. Beyond that minimum, further credits would go to those who earn them by teaching, whether they serve as models in organized skill centers or do so privately at home or on the playground. Only those who have taught others for an equivalent amount of time would have a claim on the time of more advanced teachers. An entirely new elite would be promoted, an elite of those who earn their education by sharing it.
As well as access to skills models peer learning would lie at the centre of a new learning society, with computers allowing peer matching.
The operation of a peer-matching network would be simple. The user would identify himself by name and address and describe the activity for which he seeks a peer. A computer would send him back the names and addresses of all those who have inserted the same description. It is amazing that such a simple utility has never been used on a broad scale for publicly valued activity.
In its most rudimentary form, communication between client and computer could be done by return mail. In big cities, typewriter terminals could provide instantaneous responses. The only way to retrieve a name and address from the computer would be to list an activity for which a peer is sought. People using the system would become known only to their potential peers.
A complement to the computer could be a network of bulletin boards and classified newspaper ads, listing the activities for which the computer could not produce a match. No names would have to be given. Interested readers would then introduce their names into the system.
School buildings would become neighbourhood learning centres.
One way to provide for their continued use would be to give over the space to people from the neighborhood. Each could state what he would do in the classroom and when—and a bulletin board would bring the available programs to the attention of the inquirers. Access to “class” would be free—or purchased with educational vouchers. …..The same approach could be taken toward higher education. Students could be furnished with educational vouchers which entitle them for ten hours yearly private consultation with the teacher of their choice—and, for the rest of their learning, depend on the library, the peer-matching network, and apprenticeships.
Whilst traditional teachers would no longer be required there would be need for a new ‘professional educators.’
Parents need guidance in guiding their children on the road that leads to responsible educational independence. Learners need experienced leadership when they encounter rough terrain. These two needs are quite distinct: the first is a need for pedagogy, the second for intellectual leadership in all other fields of knowledge. The first calls for knowledge of human learning and of educational resources, the second for wisdom based on experience in any kind of exploration. Both kinds of experience are indispensable for effective educational endeavor. Schools package these functions into one role—and render the independent exercise of any of them if not disreputable at least suspect.
Finally, students would develop individual learning pathways through networked learning.
If the networks I have described can emerge, the educational path of each student would be his own to follow, and only in retrospect would it take on the features of a recognizable program. The wise student would periodically seek professional advice: assistance to set a new goal, insight into difficulties encountered, choice between possible methods. Even now, most persons would admit that the important services their teachers have rendered them are such advice or counsel, given at a chance meeting or in a tutorial.
http://moodle.org/mod/forum/discuss.php?d=145447 by Helen Foster. Moodle is not only used by schools, colleges and universities around the world - an increasing number of healthcare organisations are putting it to good use too!
The Oxleas NHS Foundation Trust in south east London, UK, has been using Moodle for two years. Their site now has almost 200 courses and over 3,000 active users.
According to Jeff Burge, Learning & Development lead for Oxleas, "We manage all of our statutory and mandatory training, Continuing Professional Development and e-learning with Moodle, and it has been a huge success for us."
"As a public body our performance is measured by, amongst other things, our achievement against certain governance standards. The NHS Litigation Authority awarded us a full score for our Level 2 assessment in January of this year, and also highly commended our systems, helped in no small part by our utilisation of Moodle."
For further details of Oxleas' success story, and for more experiences of Moodle in healthcare, please see the discussion Moodle in healthcare in the Moodle stories forum.
http://blog.cicei.com/erubio/2010/03/07/issuu-plataforma-de-p
Con la intención de explorar un poco más el producto (aunque no es que sea nuevo), muestro la plataforma Issuu de edición, y compartición, digital de documentos, libros, revistas, etc. En particular, y como prueba inicial, he volcado el artículo…
“Nuevo ‘rol’ y paradigmas del Aprendizaje, en una Sociedad Global en RED y Compleja: la Era del Conocimiento y el Aprendizaje”.
Partiendo de un fichero ‘pdf’, y después de volcarlo a la plataforma, ésta lo convierte a ‘flash y permite su , visualización tipo revista, presentación o informe. Como ’social media’, permite compartir nuestras publicaciones, hacer comentarios, identificar personas a quién seguir, muestra estadísticas, etc.
Como mínimo, parece una manera interesante de visualizar, y compartir, nuestra producción personal o de grupo.
http://joanvinallcox.wordpress.com/2010/03/07/signs-of-the-season/ The sidewalks are crowded and the coffeeshop patios are filled. The motorcyclists lean on their bikes and watch the walkers parading past.
The spot of red (against the cream-coloured house, in the leafless branches) is the first cardinal I’ve seen this season.
Joan Vinall-Cox, PhD, Social Media Consultant http://jnthweb.ca
[...] 
http://moodle.org Error reading RSS data
http://terrya.edublogs.org/2010/03/05/new-issue-of-irrodl/ Dear Friends We are pleased to announce issue 11(1) of the International Review of Research in Open and Distance Learning. This is a general issue featuring 7 research articles, 2 articles from the field, 3 CIDER session recordings, and 1 book review.
In the issue editorial, I discuss changes to our Creative Commons license and to [...]
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