Se pone al manifiesto que un promedio de 120 maestros de las Unidades de Apoyo en preescolar, educación especial, educadoras, padres de familia y estudiantes de las Normales Básicas, participaron en el Cuarto Taller Internacional Interactivo de Educación Inclusiva denominada Un reto hacia la Igualdad.
Cabe señalar que la actividad tuvo como finalidad favorecer en gran parte la actualización docente y poseer los medios pertinentes para proporcionar una educación de calidad a la solicitud del nuevo milenio.
Es importante subrayar que el evento efectuado en el Polyforum Rodolfo Torre Cantú fue convocado por la Supervisión Escolar número 1 y las Unidades de Apoyo en preescolar número 2, 3, 4, 23, 24 y 29.
A su vez, se externa que el Taller se efectuó con el propósito de recaudar fondos en beneficio del Proyecto Niño ayuda a otro niño, cuyo plan es apoyar a los estudiantes con necesidades educativas especiales con o sin discapacidad de un total de 48 jardines de niños integradores.
Por su parte, la jefa del sector número 7 de preescolar, Sofía Rodríguez Hernández, resaltó el importante compromiso de laborar de forma conjunta para proporcionar una educación de calidad y principalmente ofrecer una educación que satisfaga las necesidades de aprendizaje de todos los jóvenes. Asimismo, se contó con la valiosa presencia de los ponentes Ignasi Puigdellivol Aguadé, catedrático de didáctica de Educación Especial de la Universidad de Barcelona, España; así como Diego Antonio Torres Hernández, asesor técnico pedagógico de la Dirección de Educación Especial en Nuevo León.
Finalizando, se puntualiza que como parte de las acciones, los participantes asistieron a las Conferencias sobre:Educación inclusiva y transformación de la escuela: una apuesta por una educación de calidad para todos y todas; La Educación Física en la escuela inclusiva, El reto de la educación inclusiva; La calidad de vida en la discapacidad; El apoyo pedagógico, la equidad yla calidad educativa.
Publicado en Sexenio
Leer todo el artículo http://www.sexenio.com.mx/tamaulipas/articulo.php?id=263
¿Cuál es el secreto del lugar más feliz sobre la tierra? Esta empresa nos revela el secreto para formar a los empleados más leales y competentes del mundo.
¿Cuántas veces has escuchado hablar sobre el exitoso servicio al cliente de Walt Disney? Ese modelo comercial que se ha convertido en una receta secreta que todo mundo envidia y que pocos saben implementarla. Sin embargo, todo exitoso final tiene un gran principio, y en este caso, antes de existir el 'servicio al cliente' está La Universidad Disney, donde lo anterior fue moldeándose y tomando forma.
Walt Disney lo sabía. No bastaba con crear un parque de diversiones donde la gente anhelara, por un instante, pertenecer a un maravilloso cuento de hadas, sino que se necesitaba crear colaboradores que fueran capaces de representar a este mundo: necesitaban personajes de cuentos de hadas.
Walt Disney tenía bastantes arquitectos para los edificios, pero necesitaba con desesperación a un arquitecto humano, alguien que pudiera ser tan creativo con el diseño de la orientación para empleados y el proceso de capacitación, menciona Doug Lipp, autor que en su libro Universidad Disney revela el corazón de la cultura y los principios de los altos ejecutivos, así como la filosofía operativa de la empresa.
Es así como Van France, profesor emérito y fundador de esta singular universidad, pasó de ser un instructor de empresas y militar para convertirse en un productor de sueños. France se ha convertido en una leyenda en la gestión de capital y en la creación de una cultura organizacional de leyenda.
Publicado en Alto Nivel
Leer todo el artículo http://www.altonivel.com.mx/45398-4-clases-de-la-universidad-disney-para-ser-exitoso.html
OAXACA, OAX., septiembre 30.- Los niños suelen escribir de sus sueños y sus pesadillas, de su familia, de los libros que leen, de las actividades cotidianas que suceden en su barrio o colonia, detalló la periodista Carina Pérez García, al hablar de los talleres: Escritura creativa para niños y Periodismo para niños, que impartirá a niños de 8 a 12 años, en la BS Biblioteca Infantil de Oaxaca.
Dedicada a reportear en la fuente cultural, desde el 2007, Pérez García platicó que los infantes tienen una visión más limpia de sus percepciones del mundo actual. "No tienen tantos prejuicios o vicios que muchos periodistas tienen. Eso les da una posición más objetiva, son aventados, no les da pena preguntar lo que sea".
A partir del mes de octubre, el primer taller en arrancar será Escritura creativa para niños, que tiene como objetivo acercar a los pequeños a la literatura, así, en medio de sesiones lúdicas los infantes descubrirán, que además de ser leída, la narrativa puede recrearse y convertirse en una herramienta importante de comunicación.
El taller Escritura creativa para niños tendrá lugar todos los lunes, miércoles y viernes de octubre, en un horario de 16:00 a 18:00 horas.
Publicado en e-Oaxaca
Leer todo el artículo http://www.e-oaxaca.mx/noticias/informacion-cultural/24548-busca-la-biblioteca-infantil-de-oaxaca-a-futuros-escritores-y-periodistas.html
Con el objetivo de involucrar a jóvenes estudiantes de educación superior para que ofrezcan soluciones prácticas a problemas cotidianos basadas en ciencia y tecnología, la Agenda Ciudadana de Ciencia, Tecnología e Innovación, a través del Consejo Nacional de Ciencia y Tecnología (Conacyt), convoca al primer concurso Vive con Ciencia. Los concursantes deberán elegir un problema cotidiano relacionado con uno de los diez retos de la agenda y proponer una idea para solucionarlo usando ciencia y tecnología.
Publicado en Imagen Zacatecas
Leer todo el artículo http://www.imagenzac.com.mx/nota/lanzan-primer-concurso-de-ciencia-y-tec-20-01-02
Education, like so many other aspects of our society, has been undergoing a digital transformation. Accepting this reality is inevitable. Embracing it would be wise. But my district has chosen to go a step beyond that as we strive to lead the transformation.
Digital transformation in Vancouver Public Schools (VPS) began with our second-generation strategic planning process, which we call Design II. Launched in January 2007, the process engaged hundreds of staff and community members in shaping the future of our district.
Flexible learning environments for the 21st century emerged as the strategic goal area for Design II, challenging us to think differently about the use of time, space, and technology to maximize learning potential. VPS approached this challenge from a "whole systems" perspective to ensure that our digital transformation would be executed in the right way from the very beginning.
"Going slow to go fast" is about researching best practices, learning from trailblazing peers, and developing iterative cycles of inquiry and adjustment. Here is what we've learned through our experience:
As we work systemically to provide students with personalized access to devices and digital resources, our participation in the Digital Promise League of Innovative Schools is invaluable. We don't have all the answers, and we can't do this work alone. The League provides a community of practice for diverse educational leaders to advance toward a shared vision of success for every student in America. To realize this vision in our district and across the country, we must develop collective thought leadership around the best practices for improving student achievement.
That's why innovation is not just about the technology. It's about the adaptive skills our graduates need to thrive in a globally connected economy and world. To get this right, educational leaders need to think about digital transformation from a whole-systems perspective and build a culture that encourages ubiquitous leadership and fosters innovation. The goal of creating flexible 21st century learning environments is much more attainable with insight, support, and guidance from peers.
It's also important that what we learn is backed up by what we do. Our collaboration with other League member districts and partners is enhancing our digital transformation, weLearn 1:1. The following are illustrations of how we've leveraged opportunities to learn by networking with colleagues.
Our friends in Mooresville (North Carolina) Graded School District helped us design, implement, support, assess, and scale up personalized learning environments that will enable all students to achieve college- and career-ready standards. The district's approach to professional development, instructional technology support, content curation, learning management systems, and resource management have been integrated into our digital transformation. Above all else, Mooresville showed us the magic that can occur in a culture of learning, love, and leadership.
York County (Virginia) School Division connected VPS to the Buck Institute for Education. That relationship assisted us in launching Vancouver iTech Preparatory, a grades 6-12, STEM-focused school of choice co-located at Washington State University Vancouver. It also influenced our plans to develop a school for international studies at Fort Vancouver High School in partnership with The Asia Society.
Our district is fortunate to have innovative leaders among our teacher-librarians, who are an essential component of our professional development ecosystem. That's why we've partnered with Mooresville, Lincoln (Nebraska) Public Schools, and Follett on Project Connect, a national effort to reimagine the role of the teacher-librarian to lead the digital transformation.
Through the League, we're also participating in research that examines how teachers are using technology in middle school and high school, and we're visiting West Ada (Idaho) Schools to observe blended learning models at the elementary level.
Vancouver Public Schools is committed to ensuring that every graduate in our community and across America is future-ready. That is the shared vision of the League of Innovative Schools.
Is your school or district future-ready? What steps are you taking? Please tell us about it in the comments below.
Published here.
Mexicali, B. C. - El Sistema Educativo Estatal realizará del 14 al 17 de octubre la Segunda Jornada bajacaliforniana en materia de Evaluación Educativa 2014: "La evaluación educativa: congruencia entre los diversos elementos de la calidad educativa actual, con el fin de construir referentes colegiados en discusión de los resultados de evaluación, que fortalezcan a la mejora de la calidad educativa; en un espacio de análisis, intercambio y aportación alternativas que permitan fortalecer los procesos educativos de evaluación. Al respecto, el director de Evaluación Educativa, Juan Gálvez Lugo, señaló que esta segunda jornada, que durante esta semana se realizarán en la entidad diversos talleres, conferencias y panel de expertos, además de la presentación de resultados de estudios y proyectos sobre la cultura evaluativa.
Dirigido a docentes
Indicó que este evento se encuentra dirigido a docentes, directivos, inspectores, jefes de enseñanza, personal técnico y autoridades de los diversos niveles educativos, académicos, investigadores, estudiantes de licenciatura y posgrado así como al público interesado.
Los objetivos de esta Jornada son brindar seguimiento a las acciones y trabajos realizados en la Primera Jornada de Evaluación Educativa 2011, así como reflexionar la práctica docente para identificar los cambios requeridos para mejorar los logros educativos a través de las diversas evaluaciones, además de generar un espacio de encuentro que permita el análisis, el diálogo y la reflexión sobre los principales problemas en la construcción de la evaluación entre los diferentes actores del quehacer educativo.
Finalmente expresó el funcionario educativo, que se ofrecerá a los asistentes información sobre los propósitos que los docentes le atribuyen a la evaluación de los aprendizajes, las herramientas y estrategias utilizadas y la manera de comunicar sus resultados.
Para mayores informes relacionados con los nombres de las conferencias, talleres y paneles, los interesados pueden acceder a la página www.educacionbc.edu.mx o bien dirigirse a la Dirección de Evaluación Educativa ubicada en Calle de la Industria No. 291 colonia Industrial o comunicarse a los teléfonos 686-5-59-86-31 (50 y 96).
Publicado en El vigía
Leer todo el artículo http://www.elvigia.net/el-valle/2014/10/6/evaluaran-jornada-educacion-173019.html
Inglés, francés y alemán, así como un taller de preparación para el TOEFL son los cursos que se impartirán este otoño
La Dirección General de Innovación Educativa (DGIE) de la BUAP invita a estudiantes, trabajadores y público en general a inscribirse a sus cursos estacionales de idiomas, correspondientes al periodo de Otoño-2, que se impartirán en las instalaciones de esta dependencia, ubicada en Ciudad Universitaria, de manera semanal.
Inglés, francés y alemán son los idiomas que se impartirán del 27 de octubre al 8 de noviembre, al igual que un curso de preparación para realizar el examen de acreditación de inglés TOEFL.
Los interesados en tomar alguno de estos cursos deberán ingresar a www.dgie.buap.mx para adquirir el número de cuenta donde se realizará el depósito. Una vez hecho el pago tendrán que asistir a las oficinas de la DGIE para concluir su trámite.
Para el caso de alumnos de nuevo ingreso que cuenten con conocimientos previos de la lengua, es obligatorio que presenten el examen de ubicación para que se integren al nivel correspondiente. Cabe destacar que una vez obtenido el resultado de la prueba se deberá imprimir la ficha referenciada con el nivel asignado y pagarla en el cualquier sucursal del banco HSBC.
Publicado en Central
Leer todo el artículo http://www.periodicocentral.mx/2014/academia/innovacion-educativa-buap-ofrece-cursos-estacionales-de-idiomas
But why do I have to go? School is not fun! That quote is from a first-grade child, asking his mom why he has to go every single day to this place that he was told was going to be a lot of fun, but has not lived up to the hype. If he could articulate further, he might say, "I am only six. I like to have fun, but school is not fun and from what I can tell, it's going to get worse every year, not better."
This is not an April Fool's Day anecdote; it's all too real. That's why we are always on the lookout for ways fun ways to engage and inspire students . On the other hand, we also know that teachers are not selected or trained to be comedians or entertainers. However, we know that a positive climate for learning, and enjoyment, is correlated with retention of information and putting knowledge to work in everyday situations (including tests).
Confused? Me, too. So I sought out an expert: Ed Dunkelblau, former president of the Association for Applied and Therapeutic Humor, Director of the Institute for Emotionally Intelligent Learning and consultant to schools for both character and social, emotional learning (SEL) approaches, as well as to families coping with the stress of military service. I spoke with him about how to bring humor into classrooms.
I asked Ed how humor can be fit in when teachers have so much to cover in their classes. He said, "In the present environment of high stakes testing, budgetary challenges, increased demands on educators and competition for students attention, everyone in the school benefits when humor is part of the pedagogy. Humor builds a learning relationship through the joyful confluence of head and heart." He points to a growing literature on how humor reduces stress and tension in the classroom, improves retention of information, and promotes creative understanding.
"But most of all, it brings a sense of pleasure and appreciation and creates a common, positive emotional experience that the students share with each other and the teacher."
Even if you are what Ed calls "humor challenged," there are things you can do to lighten the load and dissipate the clouds in your classroom. Just remember, above all, that sarcasm has no place in the school. Only "no hurt" humor is acceptable.
Truth be told, however, there is another side to the story. Ed tells of a group of individuals who are not so enamored of bringing humor into classrooms and schools: private practice therapists. "The more laughs our society loses, the more humorless our society becomes, and the more clients our society creates. Laughter is a great antidote to stress. As they say at the AATH, "Those who laugh, last. Those who don't, pay a price." But really, it's the kids who pay the price, and they should not have to.
Let's add some more enjoyment to school. We don't need guffaws -- a smile and a little levity can go a long way. It's time for us educators to take humor more seriously. I am sure Ed will be happy to help you if you ask.
How do you bring humor in to your classroom? Please share in our Facebook wall.
Published here first.
Copyright © 2014 by Cengage Learning
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including copying, printing, recording, or other electronic or mechanical methods, without the prior written permission of the publisher.
Copyright © 2014 by Cengage Learning
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including copying, printing, recording, or other electronic or mechanical methods, without the prior written permission of the publisher.
La ciudad de Pachuca será sede del Primer Foro Latinoamericano de Universidades Tecnológicas y Politécnicas con la asistencia de 250 rectores de las universidades más importantes de América Latina y el Caribe.
Al hacer el anuncio, el secretario de Educación Pública de Hidalgo, Joel Guerrero Juárez, destacó que el encuentro facilitará la articulación generada en las universidades politécnicas y tecnológicas para potenciar la triple hélice (academia-gobierno-empresa).
En conferencia de prensa en la sala Francisco Zarco del gobierno del estado, Guerrero Juárez agregó que este encuentro también favorece la internacionalización de la educación superior, al tiempo que se motiva la movilidad de docentes e investigadores en los países participantes.
Explicó que estarán presentes entre otros países, Estados Unidos, Brasil, Argentina, Ecuador, Uruguay, Perú, Reino Unido, Israel y Chile.
Acompañado por el subsecretario de Educación Media Superior y Superior, Rolando Durán Rocha, y por el rector de la Universidad Politécnica de Pachuca (UPP), Sergio Arteaga Carreño, como institución anfitriona, el titular de la Secretaría de Educación Pública de Hidalgo (SEPH) informó que este foro es resultado de un acuerdo emitido por la Comisión de Ciencia y Tecnología del Senado de la República, en junio pasado.
El evento es organizado por la Unión de Universidades de América Latina y el Caribe (UDUAL) y la Coordinación General de Universidades Tecnológicas y Politécnicas de la Secretaría de Educación Pública, y se llevará a cabo los días 23, 24 y 25 de octubre en el Centro de Convenciones Tuzoforum de la capital hidalguense. El subsecretario de Educación Media Superior y Superior de la SEPH ponderó la importancia de crear ecosistemas de negocios en las Instituciones de Educación Superior (IES), que permitan la innovación y la resolución de problemas a través de la investigación.
En su oportunidad, el rector de la UPP informó que el Foro Latinoamericano contará con 24 panelistas magistrales, se dictarán tres conferencias, se realizarán cinco paneles sobre los temas: La Vinculación Universidad-Empresa; Agenda Legislativa para Estimular la Vinculación Universidad-Empresa; La Comercialización de los Desarrollos y Servicios de las Universidades Tecnológicas y Politécnicas; Aprovechamiento de las Redes Internacionales de Investigación y Hacia la Consolidación de un Espacio Latinoamericano del Conocimiento.
Leer aquí
El FORO NACIONAL DE TECNOLOGÍAS APLICADAS A LA EDUCACIÓN, convocado por la Secretaría de Administración de Gobierno del Estado, se realizó el viernes 17 de Octubre en el patio Central del IAGO, reuniendo a directivos de las áreas tecnológicas de los institutos de educación de diversas entidades federativas.
Una vez realizado el acto inaugural presidido por el Director del IEEPO, Lic. Moisés Robles Cruz, la primera intervención estuvo a cargo del Mtro. Juan Odín Cano Sánchez, Coordinador Estatal de Tecnología Educativa del Gobierno de Tlaxcala con el tema de Las TIC en la Articulación de la Política Pública Educativa Local y Nacional; seguido por la exposición del Lic. Raúl Padilla Medina del estado de Guanajuato, quien externó la invitación a los jóvenes presentes a formar parte de la sociedad del conocimiento, a no ser solo receptores de información, sino también productores.
Estrategias de Programas de Inclusión digital, presentó el director del Sistema de Aprendizaje con Tecnologías de la Información y Comunicación (SATIC XXI) del estado de Oaxaca, Mtro. Isaac Gonzalo Mancera Betancourt, quien describió diferentes programas de inclusión digital a nivel nacional; haciendo especial énfasis en el programa Mi Compu, que se implementó en Oaxaca desde el inicio de la Administración del Lic. Gabino Cué Monteagudo y que actualmente está aplicando el Gobierno Federal dotando de equipos de cómputo portátiles a alumnos que cursan quinto y sexto grado en escuelas públicas.
Leer completo aquí
If you work in the field of education you might have come across the concept of Flipped Classrooms, and they are in fact becoming a trend within the educational systems of the United States. However, if you have heard little about them or even nothing at all, right here and now were going to answer your questions about Flipped Classrooms.
Dont worry, you wont have to move any furniture within your classroom or even teach your classes from end to beginning. Flipped Classroom is a much simpler concept and all you and your learners are going to need is a good Internet connection!
What is the difference between a flipped classroom and a traditional one?
First, lets talk about what a traditional class is for most of us. Initially, we do a bit of a sum-up of what we taught on the previous class day. Then we usually move forward to a new topic. We explain all there is to this new topic were teaching, and then by the end of the day we give the students a bit (or a lot) of homework regarding the content taught in class. Students go home, and most of them do the tasks at hand. Others dont. And we move on to a new topic for the next day.
The Flipped Classroom is exactly the opposite. In that sense, we mean basically giving the lecture to the students at home and doing the homework alongside them in the classroom.
One positive aspect of this way of teaching is that students get to watch online lectures or read an assignment when they are relaxed and at home. They can take time to absorb all that is being presented and discuss the topics with their peers and teachers online. And once they get to the classroom, they can find answers to most or all of their questions, thus avoiding frustration and revisiting the concepts they didnt fully understand.
With this way of teaching and learning there are obviously other aspects to be considered. For example, teachers must find or prepare about three videos a week that last within 5 to7 minutes. Also, they must be ready to answer whatever questions may come up in the classroom, and be ready to illustrate the concepts in a practical way.
The whole idea of Flipped Classrooms wouldnt be possible without technology; it is the power that moves this theory from beginning to end.
Thanks to cameras, computers and of course the Internet, students have the opportunity to watch over and over again the lectures that in the past were subject to a one-hour time frame.
This is without doubt one of the many beneficial aspects of the increase in student access to technology. The challenge for 21st Century Educators is to develop best practices in applying the Flipped Classroom in their courses.
Copyright © 2014 by Cengage Learning
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including copying, printing, recording, or other electronic or mechanical methods, without the prior written permission of the publisher.
If you want a good education, you need to have good teachers. It seems ridiculous to have to say as much, but such is the state that matters have reached, both in academia and in the public conversation that surrounds it, that apparently we do. Between the long-term trend toward the use of adjuncts and other part-time faculty and the recent rush to online instruction, we seem to be deciding that we can do without teachers in college altogether, at least in any meaningful sense. But the kind of learning that college is for is simply not possible without them.
Teaching is not an engineering problem. It isnt a question of transferring a certain quantity of information from one brain to another. Educate means lead forth. A teachers job is to lead forth the powers that lie asleep within her students. To put it in the language of computers, you can download all the data you want, but it wont be any good to you unless you have the software to make use of it. That software, the ability to operate on informationto understand it, to synthesize it into new combinations, to discover and create with itis what college is meant to install. But here the analogy breaks down, for unlike actual software, the installation isnt quick and easy, and it certainly isnt passive.
Thinking is a skillor rather, a large and complex set of skills. In terms of what they take to learn, they arent any different than manual onesthan hitting a ball or throwing a pot. You do not learn them from a book or video or website. You learn them directly from another person. You learn them through incessant repetition and incremental variation and extension under the close supervision of an experienced practitioner. You learn them in classes that are small enough to allow for individual attention, supplemented by one-on-one instruction tailored to your own specific aptitudes and needs. If youre learning how to play guitar, the teacher will place your hands exactly where they need to go (and do it again and again until you get it right). The mind has hands, as well, and an endless variety of things you can do with them.
In class, you do not spend your time transcribing information. The proponents of distance learning are not incorrect to believe that lectures are usually an inferior form of instruction. That is why a significant portion of classes, at least, should be small enough to run as seminars. The purpose of a seminar is to enable your professor to model and shape the mental skills shes trying to instill. She conducts a discussion about the material, but she doesnt simply let you talk. She keeps the conversation focused. She challenges assertions, poses follow-up questions, forces students to elaborate their one-word answers or clarify their vague ones. She draws out the timid and humbles (gently) the self-assured. She welcomes and encourages, but she also guides and pushes. She isnt there to answer questions, at least not for the most part; shes there to ask them.
Some of those questions should be ones she doesnt know the answer to herself. Discussion in a seminar should be collaborative and open-ended, alive with serendipity and the energy of imminent discoverya model, too, of how to thinktogether. A student at Pomona praised his professors to me for granting students the necessary illusion of discussing a book as a peer. Yet it isnt altogether an illusion. One of the rewards of being a professor is the chance to learn from fresh young minds as well as teach them. In Jeffrey Eugenides novel The Marriage Plot, the class that changes Mitchells life concerns the fate of Christianity in modern culture, whether belief remains a viable option. Richter asked the students questions and listened to their answers as if it might happen here today: in Room 112 of Richardson Hall, Dee Michaels, who played the Marilyn Monroe part in a campus production of Bus Stop, might throw a rope ladder across the void. I myself became a decent teacher only when I started to relinquish some control over the classroomstopped worrying so much about getting my points across and recognized that those moments of disorder that would sometimes occur, those spontaneous outbreaks of intelligence, were the most interesting parts of the class, for both my students and myself. We were going somewhere new, and we were going there together.
College teaching, like any other kind, is a slow, painstaking, difficult process. (It is also, when properly done and adequately supported, an intensely gratifying one.) It is itself a complex craft that cant be scaled or automated. You have to get to know your students as individualsget to know their minds, I meanand you have to believe completely, as a fellow student wrote about my own professor, Karl Kroeber, in each ones absolute uniqueness. (It was Karl who said that a genuine teacher teaches students, not courses.)
My years in the classroom, as well as my conversations with young people about their college experience, have convinced me there are two things, above all, that students want from their professors. Not, as people commonly believe, to entertain them in class and hand out easy As. Thats what they retreat to, once they see that nothing better is on offer. What they really want is that their teachers challenge them and that they care about them. They dont want fun and games; they want the real thing.
What they want, in other words, is mentorship. I remember just how starved I was for that myself in college. I saw how starved my students were: for validation, for connectionfor (lets not be shy of saying it) parental figures other than their parents. Not only is there nothing wrong with that desire, it is a necessary part of growing up. Other culturesJewish, Indian, East Asianwith their veneration of the teacher, recognize as much. In South Korea, so Im told, parents warn their children that if they dont stop misbehaving, theyll tell their teachers. But in America, were not so sure. We are possessive of our kids, jealous of other influences upon them. But in The Path to Purpose, William Damon talks about the critical importance of outside adults in helping young people find their way. And Mark Edmundson remarks, while acknowledging the inevitable sadness for the parents who are left behind, that it almost seems the natural order of things that children will leave their families and strive to put themselves under the influence of other guides ... more attuned to their rising hopes.
I heard a colleague give a presentation once on how to keep your office hour meetings under seven minutes. Sessions should be focused around specific issues; students should know why theyre coming in. So far, so good: Instructors certainly need to manage their time. But then she said, Anything beside their work, I dont talk to them about. I dont offer psychological advice for the same reason that I wouldnt let a therapist grade their papers.
It was a clever line, but it bespoke a common misconception about the kind of guidance that a mentor gives. You do not talk to your students; you listen to them. You do not tell them what to do; you help them hear what they themselves are saying. You ask the kinds of questions that Lara Galinsky talks about as being important at times of decisionthose why questions that help people connect with what they care about. Most advisors just tell you what courses to take, a student at Brown remarked to me, but the best ones help you to think in a different way about the choice. As Harry R. Lewis suggests, a mentor looks for the questions behind the questions their advisees ask. The most important job of the advisor, he writes, is to help students understand themselves, to face and take responsibility for their decisions, and to support and to free them to make choices that are at odds with the expectations others have for them. Students look to mentorsfigures more attuned to their rising hopesto give them what their parents wont or cant: the permission to go their own way and the reassurance that their path is valid.
Lewis speaks of professors in their formal roles as academic advisors, but regardless of whose office theyre supposed to go to, students gravitate toward teachers with whom they have forged a connection. Learning is an emotional experience, and mentorship is rooted in the intimacy of intellectual exchange. Something important passes between you, something almost sacred. Socrates remarks that the bond between a teacher and a student lasts a lifetime, even once the two have parted company. And so indeed it is. Student follows student, and professors know that even those with whom theyre closest now will soon decline to names in an address book, then at last just distant memories. But the feelings that we have for the teachers or the students who have meant the most to us, like those for long-lost friends, can never go away. They are part of us, and the briefest thought revives them, and we know that in some heaven we will meet again.
For all the skill that teaching involves, you ultimately only have a single tool: your entire life as you have lived it up until the moment you walk into class. The teacher, that professional amateur, said the critic Leslie Fiedler, teaches not so much his subject as himself. He provides a model, he went on, of one in whom what seemed dead, mere print on the page, becomes living, a way of life. I developed a rule of thumb in graduate school. If a professor didnt mention something personal at least a single timea reference to a child, an anecdote about a colleaguethen it was a pretty good bet that I had nothing to learn from him. Its not that I needed my teachers to be confessional; I just needed them to be present. Mortimer Adler had much to tell us about Aristotles Ethics, Saul Bellow wrote about the University of Chicago eminence, but I had only to look at him to see that he had nothing useful to offer on the conduct of life.
Students want you to be honest, not least about yourself. They want you to be yourself. You need to step outside the role a bit, regard it with a little irony, if only to acknowledge the dissonance between the institution and the spirit. It often feels that there are certain things you cannot say inside a classroomthe most serious things that you want to say, the most genuine things. You want to say that life is tragic, that we are dangling above a void, that whats at stake, when you read a book, is nothing less than life itself. But you feel your institutional surroundings holding you as if between quotation marks. You fear that your words will fall to the ground with an audible clink. That is where a little distance from the situation is of service. Just because I say this stuff in class, I used to tell my students, doesnt mean I dont believe it.
There are two things that kids invariably tell you about their favorite professors. The first one is she teaches about everything. Thats never literally true, of course, so what does it actually mean? Great teachers, as Andrew Hacker and Claudia Dreifus remark, are not bound by disciplinary ideas of what theyre allowed to say. They connect the material at hand, in a way that feels spacious and free, with anything to which it might be relevant. They connect it to experience, and so they shed light on experienceon your experience. Just as great art gives you the feeling of being about lifeabout all of it at onceso does great teaching. The boundaries come down, and somehow you are thinking about yourself and the world at the same time, thinking and feeling at the same time, and instead of seeing things as separate parts, you see them as a whole. It doesnt matter what the subject is. A student put it to me this way, about a professor in an oceanic studies program: He made marine ecology reflect universal truths.
You know great teaching the moment you encounter it. Yes, you feel, this is itthis is what I came for. It reaches deep inside you. It satisfies desires that you didnt know you had. It makes the world feel newly large and meaningfulexactly, again, like art. The other thing that students say about their favorite teachers is he changed my life.
Originally published in: http://www.slate.comPara un curso en línea, los chats en tiempo real, regularmente conocidos como discusiones sincronizadas proveen una oportunidad a los estudiantes para interactuar contigo y con sus compañeros de clase en un entorno en tiempo real. Pueden tomar lugar como una discusión aislada o pueden aparecer como un canal de comunicación alterno en un webinar o en una presentación en línea . También es una herramienta poderosa para crear comunidad en el curso que impartes en línea.
Debido a que estas sesiones carecen de comunicación visual, algunas claves presentes durante una conversación en persona están ausentes. El acto de administrar y llevar a cabo diversos chats en línea pueden significar un reto importante. Y claro, si el chat se sale de control, podría perderse la oportunidad de darle seguimiento y el aprendizaje podría verse comprometido.
En el libro E-learning Companion: A Students Guide to Online Success, (Educación en línea: Una guía para que los estudiantes tengan éxito) sugieren varias estrategias para que los estudiantes puedan explotar al máximo los chats en línea:
-Escribe tus preguntas antes de que el chat comience.
-No respondas a todas las preguntas o saludes personalmente a todos cuando vayan uniéndose.
-Pide la palabra por medio de un mensaje en blanco.
-Enfoca tus preguntas al tema de la lección.
-Toma notas durante el desarrollo del chat.
-No te distraigas mientras el chat esté en curso, sé un participante activo.
Copyright © 2014 by Cengage Learning
All rights reserved. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, including copying, printing, recording, or other electronic or mechanical methods, without the prior written permission of the publisher.
DATE: 9 - 10th of August
PLACE: Uruguay
EVENT: 11th ANGLO Congress. Presentation de Dr. Joan Kang Shin Are you 21st Century Teacher?
DATE: 9th of August
PLACE: Uruguay
EVENT: ALIANZA presentation de Joan K.Shin: "Keep Listening Active for Young Learners & teenagers.
DATE: 27TH of August
PLACE: Universidad SISE Lima, Perú.
EVENT: "Are You a 21st Century Teacher?"
DATE: 28TH of August
PLACE: Universidad Católica Lima - Perú
EVENT: Are you a 21st Century Teacher?
Joan K. Shin: "Are you a 21st Century Teacher?" presentation in the Language Center of Universidad Católica.
Eighty teachers from the English Learning Center attended the conference. These teachers work with different levels of English classes and ages. Their work is based on communication.
DATE: 28th 31st of August
PLACE: Trujillo, Perú
EVENT: Binational Center Convention Joan Kang Shin Presentation: Are you a 21st Century Teacher?
The percentage of Latino students who graduate have significantly increased. In 2010, 71.4% received their diploma vs. the 61.4% in 2006. Asian-American and white students are still far more likely to graduate than Latino and African-American students.
Too often, I've heard teachers talk about how helpless they feel when it comes to reaching out to their students. The days of being the person whose job it is to exclusively provide students with an education -- and nothing more -- are long over. Honestly, some will say those days never existed. I've never wavered in my belief that teachers are much more than people passing out curriculum. For some students, school is the best part of their day because it offers an escape from their life at home. As teachers, it's important for us to understand that there is so much more to students than the life they lead in class, and it is important to show interest in a student outside of the day's homework. Here are three simple things a teacher can do to connect with students and let them know there is more to school than just a report card.
The First Five Minutes
I have written about the first five minutes before, and it is something I strongly believe. The FFM is a simple thing that any teacher can do in his or her class. I always take those first few minutes to engage my students in casual conversation. I ask them about their day and if they have anything exciting going on the rest of the week. We'll talk about gaming, music, television shows, sports, movies, and anything else they want to discuss. Sometimes it's only a couple of minutes with a handful of students or a larger class discussion on something in the news, but this is something I always do in class.
I can learn so much about my students in these few minutes each and every day. I figure out very quickly who has a tough home life based on their answers. If a student talks about babysitting most nights for her siblings, I can guess that the parents work late. If I notice they're always talking about the new books they're reading, I know I can count on them to be leaders in class discussion. I have made some strong connections with students, which has allowed me to help struggling learners and kids with other issues. I could help them because they trusted me, and they trusted me because I listened.
Attending Extra-Curricular Activities
This is something I have dedicated myself to doing since I started teaching -- and it's not easy. In fact, it's only become more difficult with the growth of my family, but I still make an effort to attend the events that my students participate in. It's important to take an interest in the things students love if you want them to take an interest in what you love. I never encountered a student that wasn't happy to see a teacher at one of these events. It's always big smiles and giant waves to get attention. For some of my students, my attending one of their events is more than any of their family members ever attend. It's a simple act to show that the students matter.
Another great reason to attend these events is to connect with family. I love interacting with my students' parents in an informal setting. It's nice way to keep in touch and have conversations about their child. We can share information about class issues and home issues, and then start working together. Parents feel more comfortable talking with teachers they feel are invested in their child's success. Attending a field hockey game at 7:30 on a Wednesday night is one way to show investment. Little acts like appearing at extracurricular events are a sure way to show students and parents that you are involved.
Be Available
Something I started doing more recently has really paid off when it comes to connecting with my students. I hold regular office hours before school starts. I promise all of my students that I will be available from 7:00 AM until the seven-minute bell rings if they want to come and talk, use an iPad to study, or just relax and draw on the desks (which are covered in "Idea Paint", turning them into dry erase surfaces). I tell kids they can email me to schedule an appointment, pop in and schedule one for the next day or just stop by the room. I was surprised at how many students take advantage of the open door. Even better, I have students that I no longer teach stop in and catch up.
My open office hours have turned into a nice place for kids to come before classes start and just talk about what's going on in their lives. Sometimes it's typical high school stuff that can pass in a day or so, but sometimes students express fears about their future, or they're battling depression and fear being medicated for the rest of their lives. The conversations can range from deep and sad to light and goofy. For the students that stop by, I know it means the world to them to have an adult that will listen and be there when they need it. I give up time in the morning, but I gain important connections with my students that allow me to not only help them with their problems, but also engage them in the classroom.
These three things are very different from each other and require different amounts of effort to implement. It has taken me over 12 years of teaching to put them all into place. As I look back at the conversations Ive had with students and parents and the events I've attended, I wouldn't take any of it back. I hope my son has teachers that are willing to listen to him complain about what a pain I'm being.
Originally posted here.
Aunque las infografías, gráficos, ilustraciones y otros elementos visuales para eLearning nunca reemplazarán los contenidos de calidad, a menudo pueden hacer un mejor trabajo en explicar el contenido fácilmente. Sin embargo, con el fin de convertirse en herramientas efectivas de enseñanza, los elementos visuales deben reflejar la arquitectura cognitiva del usuario y añadir significado a la experiencia de aprendizaje.
Es importante que los profesionales de eLearning decidan, durante la etapa de planificación, si una imagen debe ser complementaria o actuar como sustituto del contenido. Esto permite a los desarrolladores diseñar y utilizar elementos visuales de una manera que ayude a los estudiantes a seleccionar, organizar e integrar la información relevante, evitando la sobrecarga cognitiva.
Esta entrada brinda un enfoque simple para la creación de elementos visuales eficaces para eLearning considerando las 5 Cs. El enfoque está diseñado para ayudar a los desarrolladores de eLearning a decidir cuándo realmente necesitan incluir imágenes y evitar la adición de imágenes sólo por que sí.
1. Claridad
Una vez que el desarrollador de eLearning ha decidido qué contenidos incluir en un módulo, es momento de planificar la forma de transmitir esta información. Ya que la gente recuerda las imágenes mejor que las palabras, puede ser útil tener en cuenta la presentación de ciertos puntos con gráficos, ilustraciones y fotografías. Muchas veces, esto hará que el contenido sea más fácil de explorar y de entender, y garantiza que los alumnos permanezcan interesados. Las imágenes también hacen que la información sea más manejable, revelan patrones subyacentes y hacen hincapié en los puntos clave.
Las ilustraciones ayudan a expresar ideas complejas o abstractas que serían difíciles de explicar a través de la información verbal o textual. Transmiten datos complejos de manera simple, directa y poderosa. De hecho, cuanto más complicado sea el contenido es, más útiles son las imágenes en un curso eLearning: las imágenes pueden hacer lo abstracto más concreto, lo invisible, visible. Es por esto que las imágenes eliminan la necesidad de amplias explicaciones.
Siempre que se requiera que los usuarios recuerden la información o que tomen una decisión puede ser mejor expresado mediante imágenes. Cada tarea mental que el profesional en eLearning pueda eliminar para el estudiante, deja más recursos mentales para la toma de decisiones esenciales. Resumiendo, los diseñadores deben revisar y analizar su contenido de primero, y decidir si hay mejores maneras de expresar material complejo en forma de contenido visual.
2. Conciso
Para el contenido que requiere una amplia descripción o explicación, puede ser mejor expresarlo visualmente. Esto no sólo reduce la cantidad de contenido en pantalla, sino que también ayuda al funcionamiento del cerebro, con sus limitados recursos de procesamiento de información.
Los elementos visuales permiten a los desarrolladores de eLearning presentar toda la información necesaria sobre un tema en un solo lugar. Esto ayuda a la memoria de trabajo a crear jerarquías de la información para reducir el número de detalles que la mente necesita almacenar. Al almacenar una única representación visual en la memoria de trabajo en lugar de todos los elementos individuales, el alumno puede acceder a los aspectos más pequeños sólo cuando sea necesario.
3. Hacer conexiones
Los elementos visuales para eLearning ayudan a los usuarios a ver las conexiones lógicas, incluyendo la similitud, la diferencia, la correlación y causa y efecto, que de otro modo requerirían explicación. Los gráficos organizan materiales complejos para poner en relieve las características clave y mostrar las relaciones espaciales entre los aspectos importantes, y que probablemente los estudiantes hubieran visto menos por sí mismos.
Lo anterior es especialmente cierto cuando las imágenes se combinan con lenguaje visual para representar significado. Los diseñadores de cursos deben considerar el diseño y colocación de piezas de información, ya que esto es fundamental para guiar a los estudiantes a través de la historia.
Los elementos visuales pueden incluir líneas, cajas, flechas, espacio, color, tipos de letra y la distancia relativa entre los elementos para comunicar la relación entre los diferentes aspectos. A un desarrollador de eLearning le resultaría difícil expresar esta información a través de solo palabras. Por lo tanto, siempre es importante que los alumnos entiendan que hay una conexión entre los conceptos; el desarrollador debe considerar el uso de gráficos, diagramas u otro tipo de ilustración.
4. Cautivador
La sociedad de hoy es un mundo muy visual. Los desarrolladores deben pensar cuidadosamente cada vez que se considere el uso de un elemento visual para eLearning, con el fin de decidir si realmente hacen que el mensaje sea más convincente, interesante y que sea probablemente más leído. Esto no sólo significa no agregar nunca elementos visuales con fines meramente decorativos, sino también ser creativo al elegir las imágenes.
Cada imagen debe añadir algo a la experiencia de aprendizaje. Los desarrolladores deben elegir ideas interesantes que cuentan una historia de un modo menos evidente con el fin de mantener a la audiencia interesada, reforzar el profesionalismo y dar una impresión duradera en el tiempo. Recuerde que los gráficos no siempre tienen que ser realistas; a veces las ideas abstractas ilustran mejor una idea que una imagen fotorrealista, que podría distraer a los alumnos con elementos irrelevantes.
Usar elementos visuales es útil, ya que pueden atraer los sentidos y pueden ser novedosos donde abundan las palabras habladas o el texto escrito.
5. Completo
Ciertos tipos de recursos visuales para eLearning, como las tablas, sirven para completar la idea central, ayudando a reducir material. Además, permiten a los diseñadores de cursos excluir datos, resumir, concluir o recomendar, sin ser parte del mensaje principal.
Los estudios han demostrado que la adición de este tipo de representaciones gráficas en un curso puede conducir a un mejor aprendizaje que el texto por sí solo. Sin embargo, estos estudios hacen hincapié en que las descripciones de texto deben aparecer cerca de los elementos visuales para que puedan mejorar el aprendizaje.
Originalmente publicado aquí.
More than four decades ago, a gaping, fiery crater opened up in the desert of northern Turkmenistan (map), likely the result of a drilling mishap.
by Christina Nunez
The Darvaza Crater, more commonly known as the Door to Hell, still burns today, a surreal feature in an otherwise barren landscape.
Details on the origin of the sinkhole are sketchy, but the story goes that Soviet scientists set it on fire to burn off noxious gases after the ground under a drilling rig gave way. Perhaps the scientists underestimated the amount of fuel that lay belowTurkmenistan has the sixth largest natural gas reserves in the world.
In November 2013, explorer and storm chaser George Kourounis, on an expedition funded partly by National Geographic and also supported by the travel company Kensington Tours, set out to be the first person to plumb the depths of the crater, which is 225 feet (69 meters) wide and 99 feet (30 meters) deep. (Related: "Diver 'Vanishes' in Portal to Maya Underworld.")
At the bottom he collected soil samples, hoping to learn whether life can survive in such harsh conditionsand perhaps shedding light on whether life could survive similar conditions elsewhere in the universe.
His harrowing plunge is featured on the National Geographic Channel series Die Trying, which airs tonight, July 16, at 10 p.m. EDT. Kourounis, who's based in Toronto, talked with National Geographic about his experience in Turkmenistan.
Tell me how this project got started.
The place has always fascinated me. The story behind how it came into existence has been sort of shrouded in mystery, and there's no other place like it on Earth. It is very unique, in that there's no other place where there is this pit of burning methane that's being ejected from the ground at high pressure. It's fascinating, it's visually stunning, and there's a lot that we can learn about this place.
What did you do to prepare for the expedition? How did you protect yourself?
There was about a year and a half of preparation and planning. Getting permission, getting all the logistics in order, getting the team assembled, getting the [National Geographic] Expeditions Council on board. In order to prepare, there was a lot of practice at first. We set up [a] rope-rigging system over a local river gorge and practiced out there several times, including with the full apparatus I was wearing: a heat-reflective suit, self-contained breathing apparatus, the climbing harness that I'm wearing. We had to get it custom-made out of Kevlar, because a regular climbing harness would just melt under the extreme heat.
I even went as far as to hire a stunt coordinator who does movie stunts for Hollywood films to light me on fire several times, in order to sort of prepare myself for not panicking being up close around flame.
When you first set eyes on the crater, it's like something out of a science fiction film. You've got this vast, sprawling desert with almost nothing there, and then there's this gaping, burning pit ... The heat coming off of it is scorching. The shimmer from the distortion of it warping the air around it is just amazing to watch, and when you're downwind, you get this blast of heat that is so intense that you can't even look straight into the wind. You have to shield your face with your hand just standing at the crater's edge. Here I am thinking, Oh-kaaaay, maybe I've bitten off a bit more than I can chew.
Is the place open to visitors in general? Did you have bystanders checking it out?
We had a couple of little tourist outfits come by. Every now and then you get a random person driving past on a motorcycle, or a truck will go past, or some camels. But it is literally wide open. Once you're in the country, very few people go there ... But once you're thereif you can find the placeyou can drive up, get out of your car, walk over to the edge, and jump right in, if you want. The choice is yours. And I'm so far the only person who has actually done that.
So when you did go into the crater and collected your samples, what was that like?
It was"surreal" isn't a strong enough word. When you take your first step off the edge, and you finally put all your weight on that rope, you're trusting every link in that chain of technology and teamwork. When you go out over, looking straight down, it's literally like another planet almost.
At the same time there [were] so many things that I had to do, these checklists of thingschecking my air, clearing the ropes, gathering samples, preparing video, all of these thingsthat you don't really have time to get too scared. I mean it was scary stepping over the edge, but when you're at the bottom, it's just so beautiful.
I described it as a coliseum of firejust everywhere you look it's thousands of these small fires. The sound was like that of a jet engine, this roaring, high-pressure, gas-burning sound. And there was no smoke. It burns very cleanly, so there's nothing to obscure your view. You can just see every little lick of flame. There were a few moments that I just literally had to stop, look around, and drink in the spectacle of where I was. I could see my teammates up on the crater rim, just these tiny specks lit by this fire. You feel very, very small and very vulnerable in a place like that.
What did you think you were going to find in terms of the sampling, and what did you find?
Well, we were hoping to find signs of microbial life-forms that are thriving in the hot, methane-rich environment. Even if we found nothing, it still would have been a valid result and the expedition would have been worthwhile. But we were very fortunate. We did find some bacteria living at the bottom that are very comfortable living in those high temperatures, and the most important thing was that they were not found in any of the surrounding soil outside of the crater. So they're doing just fine in that little micro-ecosystem down there at the bottom of the crater. Now there wasn't a lot that was down there. We did find life, but it was sparse. But that point is moot, because it was a positive result. So we were just over the moon excited and so happy that we were able to verify that.
Outside of our solar system, there are planets that do resemble the conditions inside this pit, and [knowing that] can help us expand the number of places where we can confidently start looking for life outside of our solar system. It may be many, many years down the road, but now at least we know some new places where we can start looking.
It seems to be a pretty significant store of gas, burning for more than 40 years.
Exactly. The story that has been circulating on the Internet is slightly different from what I was told by the local geologists. The common urban legend of the place is that it collapsed in 1971 and was set on fire by Soviet scientists shortly afterward. But I've heard from the local Turkmen geologists, who have been there for decades, that the collapse may have happened in the '60s and that it went unlit until the 1980s. It's hard for me to back that up, but this is basically straight from the horse's mouth ... I don't know exactly what happened. And there are no records. We tried to find any old incident reports or anything like that, and the department of geology just didn't have anything that dated back that far. Part of it still remains a mystery.
Originally posted here.
Investigadores del Instituto Nacional de Astrofísica, Óptica y Electrónica (INAOE) buscan que el pensamiento computacional sea una habilidad fundamental que se enseñe en las escuelas del país,
El investigador Ponciano Rodríguez Montero, director de Formación Académica del INAOE, señaló que el pensamiento computacional, como la lectura, la escritura y las matemáticas, es una habilidad fundamental que debe enseñarse en las aulas escolares de todo el país.
Por su parte, Enrique Sucar Succar, investigador de la Coordinación de Ciencias Computacionales del INAOE, comentó que la enseñanza actual de la computación en México se enfoca en dos aspectos: los instrumentos, es decir, las computadoras y redes de comunicación, y los sistemas.
Pero se dejan de lado los fundamentos de la computación como el diseño y desarrollo de algoritmos, la lógica, la solución de problemas, el análisis de la complejidad y la programación, entre otros, comentó.
Es como si en matemáticas se enseñara a usar la calculadora para sumar, o si en astrofísica enseñaran cómo usar un telescopio, o en ingeniería automotriz cómo manejar un automóvil sin mostrar cómo funciona el motor, explicó.
Añadió que las computadoras han permeado en toda la sociedad: Es probablemente el área de mayor crecimiento en todo el mundo y estamos enseñando el uso de las computadoras pero no el conocimiento de la computación. En México se carecen de estos conceptos subyacentes. El pensamiento computacional es una habilidad básica del repertorio que debe enseñarse a los estudiantes.
Publicado en Plano Informativo
Leer todo el artículo http://www.planoinformativo.com/nota/id/341408#.U_F4jfldUqZ
La educación y los niños han cambiado en estos tiempos
GUADALAJARA, JALISCO (14/AGO/2014).- Los niños ya no son como los de antaño y los procesos de educación tampoco. Todo se renueva bajo una línea integral que permita el raciocinio y el conocimiento de una manera fácil, amena y entretenida. Así, la tecnología es una herramienta importante en el método de estudio de primarias y secundarias, ya que estos grados escolares son los más importantes para que un niño adquiera la educación primordial.
Ligia García Bejar, profesora de la Universidad Panamericana (UP) explica que no es necesario que un alumno forzosamente necesite de un gadget para su aprendizaje. La inclusión de la tecnología en la educación es una realidad, claro que no hay quien supla al profesor, pero ésta sí puede hacer más rica la experiencia de aprendizaje en las escuelas.
A continuación, repasamos algunos gadgets para sacar provecho en el próximo ciclo escolar.
Publicado en El Informador
Leer todo el artículo http://www.informador.com.mx/tecnologia/2014/543569/6/gadgets-para-una-educacion-integral.htm
El Gobierno estatal informó que se buscarán crear dos universidades nuevas. Una en Torreón y la otra en Ciudad Acuña.
"Hemos dado un gran paso y estamos proponiendo estas universidades, las dos, universidades tecnológicas, eso es lo que queremos para propiciar que nuestros muchachos estén en un aula", dijo el gobernador Rubén Moreira al acudir a la colocación de la primera piedra de la Universidad Politécnica de Ramos Arizpe. Se espera que la propuesta para crear estas dos universidades pueda ser aprobada por el Gobierno federal. El mandatario indicó que uno de los objetivos es que los jóvenes puedan tener educación acorde a las necesidades laborales del estado.
Publicado en El Siglo de Torreón
Leer todo el artículo http://www.elsiglodetorreon.com.mx/noticia/1026590.buscan-impulsar-universidades.html
La Universidad Michoacana de San Nicolás de Hidalgo a través del Plan Ambiental Insitucional, (PAI) realizará durante los días 22, 23, 29 y 30 de agosto, el cursotaller Educación Ambiental para la Sustentabilidad en la UMSNH: enfoque conceptual y su aplicación en el trabajo universitario, que tiene como objetivo establecer los criterios que posibiliten el ingreso del plan de estudios universitario, a la cultura de la sustentabilidad.
Dirigido a los Secretarios Académicos de la institución, el curso tendrá como sede la Facultad de Contaduría y Ciencias Administrativas, en la sala audiovisual del Edificio A-5 en Ciudad Universitaria, donde se espera la visita del Secretario Académico de la Universidad, David X. Rueda López, quien tendrá a su cargo la inauguración el día 22, a las 8:45 horas.
Publicado en La Voz de Michoacán
Leer todo el artículo http://www.lavozdemichoacan.com.mx/145899/umsnh-impartira-curso-sobre-educacion-ambiental/
