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August 14, 2011 / ergonomic

7 lecturas para pensar la educacion del 2020

Los últimos meses han sido de cierto movimiento. Largas horas desde y hacia aeropuertos, filas eternas en policías internacionales y una cabina aérea que pareciera ser siempre la misma como un “déjà vu” sin fin. Ese “off line” forzado es un estupendo tiempo para leer.

Aquí recomendamos 7 lecturas ‘aéreas’ que consideramos fundamentales para pensar en la educación de esta década. Son textos que cayeron en nuestro radar después de “Aprendizaje Invisible” pero que no queremos dejar escapar. En general son materiales que ofrecen valor porque conectan nodos entre innovación-tecnología-aprendizaje, además de articular muchos de los discursos que hoy están en el ambiente.

A quienes diseñan la educación de mañana les recomendamos no omitir estas siete lecturas imperdibles.

Una fotografía aérea de la educación con miras a futuro. Este primer texto ofrece un catálogo de verdades y un inventario de evidencias fundamentales.

+ Francisco, B., Hanna, D., & David, I. (2010). Educational Research and Innovation The Nature of Learning: Using Research to Inspire Practice. OECD.

“The rapid development and ubiquity of ICT, and its importance especially in the lives of young people, are re-setting the boundaries of educational possibilities and augmenting the role of non-formal learning. There is widespread disappointment, however, that heavy investments in computers and digital connections have not revolutionised learning environments whether because the investments have focused too much on technology and not enough on enhancing learning opportunities, or because critical thresholds of ICT use for education have not been reached.”

“Our societies and economies have experienced a profound transformation from reliance on an industrial to a knowledge base global drivers increasingly bring to the fore what some call “21st century competences” – including deep understanding, flexibility and the capacity to make creative connections, a range of so-called “soft skills” including good team-working [...] higher-order thinking skills are increasingly integral to the workplace of today and tomorrow. We need to learn to generate, process and sort complex information; to think systematically and critically; to take decisions weighing different forms of evidence; to ask meaningful questions about different subjects; to be adaptable and flexible to new information; to be creative; and to be able to identify and solve real-world problems“.

Un mapa de nuevas competencias en miras al 2020. Tras un análisis prospectivo de expertos (delphi) este estudio sintetiza 10 competencias fundamentales -de manera clara y operativa- que se puede considerar una ruta fundamental para re-pensar en nuevos perfiles profesionales.

+ Future Work Skills 2020 [pdf]. 2011. Institute for the Future for the University of Phoenix Research Institute. http://www.iftf.org

  • Sense-making: ability to determine the deeper meaning or significance of what is being expressed
  • Social intelligence: ability to connect to others in a deep and direct way, to sense and stimulate reactions and desired interactions
  • Novel and adaptive thinking: proficiency at thinking and coming up with solutions and responses beyond that which is rote or rule-based
  • Cross -cultural competency: ability to operate in different cultural settings
  • Computational thinking: ability to translate vast amounts of data into abstract concepts and to understand data-based reasoning
  • New media literacy: ability to critically assess and develop content that uses new media forms, and to leverage these media for persuasive communication
  • Transdisciplinarity: literacy in and ability to understand concepts across multiple disciplines
  • Design mindset: ability to represent and develop tasks and work processes for desired outcomes
  • Cognitive load management: ability to discriminate and filter information for importance, and to understand how to maximize cognitive functioning using a variety of tools and techniques
  • Virtual collaboration: ability to work productively, drive engagement, and demonstrate presence as a member of a virtual team.

Digital Turn. Dos texos que se complementan muy bien al sugerir qué hay detrás de estos nuevos alfabetismos, cómo entenderlos y estimularlos. Un debate básico para el aprendizaje en los tiempos digitales {+}.

+ Jones, B., & Goff, M. (2011). Learning to live with data deluge and what that means for educators. Teoría de la Educación: Educación y Cultura en la Sociedad de la Información, 12(1), 9–27.

+ Mills, K. A. (2010). A Review of the “Digital Turn” in the New Literacy Studies. Review of Educational Research, 80(2), 246.
La Universidad en Modo 2 (creación distribuida de conocimiento). Cuando la transición y desintermediación de la educación – a través de nuevos agentes y transacciones-  es innegable, es fundamental entender los qué, cómo y, por sobre todo, los por qué de esta transición que hoy enfrenta la Universidad en el siglo XXI.
+ Heimeriks, G., van den Besselaar, P., & Frenken, K. (2008). Digital disciplinary differences: An analysis of computer-mediated science and ‘Mode 2′ knowledge production. Research Policy, 37(9), 1602-1615. doi:16/j.respol.2008.05.012
+ Hofer, A. R., & Potter, J. (2010). Universities, Innovation and Entrepreneurship: Criteria and Examples of Good Practice [pdf]. OECD Local Economic and Employment Development (LEED) Working Papers.

Instrumentos (más flexibles) para evaluar el conocimiento y el aprendizaje (informal). Este trabajo titánico, escanea y compila un enorme panorama de países para entender quién y cómo se está implementando la validación y reconocimiento de conocimientos adquiridos en entornos informales. Fundamental para saber hacia dónde avanzar.

+ Werquin, P. (2010). Recognition of non-formal and informal learning: country practices [pdf]. Organisation de coopération et de développement économiques OCDE. Paris. [ppt]

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