Podemos decir que el aprendizaje INFORMAL, tampoco será la panacea..es incontrolado, presenta incertidumbres, no se dan titulaciones (pero son tan importantes las titulaciones? sirven para que no haya paro juvenil?…)…seguramente será imperfecto, pero es lo que se aproxima más a las personas y su sociedaad, es el aprendizaje NATURAL, propio de todos…

In recent years I have been working on two major concepts: first, the connectivist theory of online learning, which views learning as a network process; and second, the massive open online course, or MOOC, which is an instantiation of that process. These, however, represent only the most recent of what can be seen as a series of ‘generations’ of e-learning. In this talk I describe these generations and discuss how they led to, and are a part of, the most recent work in online learning.

Psicólogos de distintas Universidad denominan al fenómeno “fenómeno de transferencia del juego” (GTP) y se demuestra en el hecho de que existen momentos en la vida real en los que reaccionamos del mismo modo en que lo haríamos en un juego.

No se trata de algo sorprendente, según muchos neuropsicólogos: el cerebro está reconfigurándose de forma constante a sí mismo, creando esquemas y reglas de la repetición que se utilizarán más tarde para optimizar la forma en que nos manejamos en el mundo.

Además, el tema es más importante en la medida en que mejores tarjetas gráficas y pantallas más grandes, así como tecnologías tan realistas como Kinect convierten las experiencias en más inmersivas.

Las cinco habilidades descritas son entendidas como competencias transversales, no excluyentes. Es decir, tomando en consideración los criterios aquí expuestos (ej.: Estrategias de Lisboa 2000-2010; Wagner: 2008; Silva: 2008; Siemens: 2004 y Gilster: 1997) es necesario avanzar hacia una estrategia integradora de las competencias, que trascienda con creces las habilidades y conocimientos aquí descritos.
Este “trabajador e-competente” ha de ser capaz de utilizar sus habilidades para incrementar sus niveles de empleabilidad.
Sin lugar a dudas, estas e-competencias trascienden con creces la utilización instrumental de las TIC. El uso de estas herramientas ha de orientarse a empoderar las capacidades intelectuales de generar, procesar y comunicar el conocimiento.

When instructors follow the banking concept of education, they continue to exercise power over students by depositing information (Freire, 1970). Shor elaborates:
“There is a reassuring simplicity in the old ways of teaching. They may not work very well, but they are a solid tradition to fall back on—the hour-long lesson, the documented lecture, the Socratic discussion, the course outline and sturdy reading list, the separate canon for each academic discipline, the term paper and final exam. It is well organized and very busy. The irony of this order is not simply the static knowledge it produces, but also the alienation it provokes. (1980, p. 122)”
Instructors who follow such an approach prevent students from learning from their own lived experiences. In contrast, critically-minded instructors make themselves vulnerable, both by engaging in reflexive writing about their own pedagogical practice, and by sharing their feelings and insecurities with their students. The experience also creates vulnerabilities for students, who are asked to share their own thoughts about hegemony in the classroom. Such an experience is uncomfortable for both parties, because it differs greatly from the hegemonic, yet familiar, “banking concept of education” (Freire, 1970, p. 72). However, only through the discomfort of making oneself vulnerable can an instructor and his or her students transform the classroom and realize the potential of critical communication pedagogy.
If instructors take critical communication pedagogy seriously, desiring to work toward positive change in their classrooms, reflexivity about classroom oppression becomes worth the effort. Shor echoes this idea:
“When we think critically about our action, then we can act critically on our thinking. Teaching is the most important social practice of intellectuals, so reflection on pedagogy can do a lot in extraordinarily redesigning the ordinary work of a teacher. (1980, p. 123)”
Thus, instructors who desire to create a classroom environment that examines power can follow the two steps advocated in this article: naming and critically reflecting on sociocultural problems (autoethnography), and acting to create change (critical communication pedagogy). This process affords opportunities for instructors to become better facilitators of learning, first by empowering their students, and then by creating change in their classrooms (the micro level), and in the educational agencies of society (the macro level). In sum, this work demonstrates that autoethnographic writing about pedagogical practice can be pragmatic scholarship that bridges the gap from critical communication pedagogy as ideology to critical communication pedagogy as praxis.

Por un lado, se percibe el condicionamiento y por otro el empoderamiento tecnológico. Por un lado la
difusión de lazos y fronteras institucionales, por otro, la construcción y cohesión de identidades, agrupaciones y sociedades más marcadamente digitales.

Professional associations exist to serve their members through information, advocacy, and networking opportunities. Professional associations would be remiss if their professional publications did not focus on the most up-to-date information and trends. Yet, there needs to be balance. Public relations practitioners and students should learn about all of the great potential of social media. But, at the same time, young professionals should also learn about the limitations of social media so that they can make strategic choices in tactics. The fact that there is so little evidence about social media’s effectiveness beyond anecdotes and self-report studies, leads us to believe that Public Relations Tactics should also publish articles that problematize social media and ask questions including: “how can you build a relationship in 140 characters or less?” “What demographics are likely to be effectively reached via social media?” “What traditional media might be as useful or more useful, and when should you use them?” “What happens to the publics that are not online?