Cuestionario y respuestas acerca del texto extraido de http://www.uefap.com/reading/exercise/ess1/kennett.htm, utilizando scanning y skimming

UTILIZANDO SCANNING

1) ¿Cuándo realizó la conferencia acerca del tema Lord Kennet?

 El 9 de noviembre de 1961.


2) ¿Qué países son nombrados en el texto?

Noruega, Estados Unidos, Nueva Zelanda e India.


UTILIZANDO SKIMMING

 1) ¿Cuáles son los cinco verbos que resumen la finalidad de la pena de muerte y que significa cada uno?


a) Prevenir. Es la forma de evitar que cometa el delito.

b) Reformar. Tiene que ver con rehabilitación del convicto.

c) Investigar. Es ir a las probables causas que llevaron a la persona a  cometer el delito (la personalidad, carácter y motivos)

d) Disuadir. Es incidir en la decisión del criminal. Los abolicionistas y los que están a favor de la pena de muerte tienen contraposición de ideas al respecto.

e) Vengar.Se considera que este verbo se identifica como la forma más efectiva, pero aún así es resistido.

Video extraìdo de Youtube (Amnistia Internacional)

Imagen extraida de la Web. http://www.coloribus.com/adsarchive/prints/encourage-people-to-vote-death-penalty-2997955/

Video about connectivism

CONECTIVISMO. CUADRO COMPARATIVO: TEXT. 1 Y TEXT. 2

CONNECTIVISM TEXT 2

http://education-2020.wikispaces.com/Connectivism What is Connectivism ? Credit: Clix Connectivism is a learning theory promoted by Stephen Downes and George Siemens. Called a learning theory for a digital age, it seeks to explain complex learning in a rapidly changing social digital world. In our technological and networked world, educators should consider the work of thinkers like Siemens and Downes. In the theory, learning occurs through connections within networks. The model uses the concept of a network with nodes and connections to define learning. Learners recognize and interpret patterns and are influenced by the diversity of networks, strength of ties and their context. Transfer occurs by connecting to and adding nodes and growing personal networks. (Connectivism Wikiversity) According to George Siemens, "Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical." Siemen's Principles of connectivism: •Learning and knowledge rests in diversity of opinions. •Learning is a process of connecting specialized nodes or information sources. •Learning may reside in non-human appliances. •Capacity to know more is more critical than what is currently known •Nurturing and maintaining connections is needed to facilitate continual learning. •Ability to see connections between fields, ideas, and concepts is a core skill. •Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. •Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. (Connectivism: A Learning Theory for the Digital Age) According to Siemens, learning is no longer an individualistic activity. Knowledge is distributed across networks. In our digital society, the connections and connectiveness within networks lead to learning. Siemens and Downes have experimented with Open Courses and both stress the importance of more open education. See Siemens discussing the importance of connections and connectiveness in open social learning below to the left and see the Networked Student to the right.

CONNECTIVISM TEXT 1

http://www.connectivism.ca/about.html Connectivism is a learning theory for the digital age. Learning has changed over the last several decades. The theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments. They fall short, however, when learning moves into informal, networked, technology-enabled arena. Some principles of connectivism:  The integration of cognition and emotions in meaning-making is important. Thinking and emotions influence each other. A theory of learning that only considers one dimension excludes a large part of how learning happens.  Learning has an end goal - namely the increased ability to "do something". This increased competence might be in a practical sense (i.e. developing the ability to use a new software tool or learning how to skate) or in the ability to function more effectively in a knowledge era (self-awareness, personal information management, etc.). The "whole of learning" is not only gaining skill and understanding - actuation is a needed element. Principles of motivation and rapid decision making often determine whether or not a learner will actuate known principles.  Learning is a process of connecting specialized nodes or information sources. A learner can exponentially improve their own learning by plugging into an existing network.  Learning may reside in non-human appliances. Learning (in the sense that something is known, but not necessarily actuated) can rest in a community, a network, or a database.  The capacity to know more is more critical that what is currently known. Knowing where to find information is more important than knowing information.  Nurturing and maintaining connections is needed to facilitate learning. Connection making provides far greater returns on effort than simply seeking to understand a single concept. Learning and knowledge rest in diversity of opinions. Learning happens in many different ways. Courses, email, communities, conversations, web search, email lists, reading blogs, etc. Courses are not the primary conduit for learning. Different approaches and personal skills are needed to learn effectively in today's society. For example, the ability to see connections between fields, ideas, and concepts is a core skill. Organizational and personal learning are integrated tasks. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network and continue to provide learning for the individual. Connectivism attempts to provide an understanding of how both learners and organizations learn. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning. Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate impacting the decision. Learning is a knowledge creation process...not only knowledge consumption. Learning tools and design methodologies should seek to capitalize on this trait of learning.