Supón siempre que el que te lee, que el que te escucha, es más inteligente que tú, o por lo menos, que puede aportarte nuevos puntos de vista.
Toma como indicador de tu éxito al transmitir conocimiento, inquietudes, entusiasmo, o cualquiera de las cosas que puedes pretender como educador, sus preguntas.
Una buena pregunta es siempre consecuencia de una mente inteligente ante un buen discurso, que ha conseguido un objetivo fundamental: captar la atención.
--Tagged under: publicidad,--
--Tagged under: educación,--
--Tagged under: atención--
--Tagged under: relevancia--
--Tagged under: aprendizaje--
Different patterns of training and learning lead to different types of memory formation, McGill University researchers have found in a study with the Aplysia mollusk. Spaced training, with trials distributed over time is superior at generating long-term memories than massed training, with trials presented at very short intervals, they found. http://www.sciencedaily.com/releases/2009/10/091001163730.htm
--Tagged under: cognitivismo--
--Tagged under: aprendizaje--
In trying to rebuild our capability to capture and develop knowledge and wisdom, we have to back away from some of our sacred constructs. Here are four of my own observations:
1. School is not a useful model for learning. But learning to ride a bike or a foreign language is. Schools are only good for teaching people how to be students, and maybe teachers.
2. Books, magazines, and movies are not a sufficiently useful model for capturing wisdom. Would you learn leadership or innovation that way?
3. Professional (or other highly structured) sports are not a useful ideal for play. But pick-up games are. Professional sports are a better model for work.
4. Computer games are not a useful ideal for play, any more than white bread and candy are good models for food.
http://clarkaldrich.blogspot.com/2009/06/four-intellectual-traps-for.html
--Tagged under: aprendizaje--
--Tagged under: elearning 2.0--
--Tagged under: elearning 2.0--
