Sunday, 16 April 2017

Moodle MOOC 10 - Starting on 1 May 2017

Moodle MOOC 10 (MM10) is scheduled to take place from May 1 - June 4, 2017 on Moodle for Teachers.

The purpose of the MOOC is to connect with educators for instruction and learning, reflective practice, social and collaborative learning, cultural exchange and peace, personal and professional development, community building, best practices and challenges involved in teaching and learning with technology, student engagement with the content, peers, and the facilitator, and learning to teach online with Moodle course and learning management system.

MM10 will take place on a Moodle website called Moodle for Teachers (M4T) and Moodle for Teaching.
Participants will be able to participate in live online classes and view the recordings from the Moodle session area. The aim of the M4T workshop is to provide participants, who have never used Moodle or who would like to enrich their previous Moodle experiences, with the knowledge and skills to navigate a Moodle course, access resources, activities, and blocks from a student perspective and practice the same Moodle features in practice areas as teachers and managers of a Moodle course. The participants will develop a lesson in teams in a Moodle course of their own.  
Participants will need to devote at least 10 hours a week on theoretical and practical aspects of online learning (individually and in teams). Participants will learn about resources, activities, and blocks as students and practice the role of a teacher in setting up resources and activities and in the role of a manager to set up blocks in a Moodle course. In addition, teacher will have access to the admin settings for courses and user enrollments as managers of a Moodle course and Moodle site. Participants will learn to create tutorials and collaborate with students using Jing, Screencast-o-matic and/or SlideSpeech and authoring tools (Youtube, Vimeo).
In week 1, you will be grouped into teams of 10 or more depending on the number of participants, so you can practice as managers of your own course and create a lesson in the course. Access the collaborative group discussion forum below to view your group and get your password to access your Moodle MOOC 10 Moodle Course Practice Area (MM10CPA). You may collaborate with your group and start planning the collaborative course from week 2.

Certificates of Completion

Participants, who wish to get a certificate, will need to enrol in the Moodle MOOC 10 (MM10): Reflecting on the Webinars in order to reflect on 5 of the live presentations (webinars) on Moodle MOOC 10. They are required to write a text and add Multimedia to each post. They can create a PowerPoint presentation and add voice to it using SlideSpeech or if they don't wish to use their own voice or they do not have a mic, they can use Slide Speech or Plotagon. Participants are required to adhere to the following reflection template.
Participants only need to add the link to their blog post for each of the reflections. After they submit they link, they will be able to retrieve their certificate of completion for MM10. The due date for the reflective practice is June 15, 2017.

Badges on Moodle 3.1 and Moodle 3.2

Participants will be awarded a badge for each week of MM10 Moodle training. Participants need to follow and do the tasks required on Moodle for Teachers Moodle MOOC 10 teacher training course area. Participants, who get a badge for each week of the Moodle training, will qualify for a certificate of completion. Due date is June 10, 2017.

Dr. Nellie Deutsch, an experienced education technology practitioner, will help set up online Moodle courses and support you all throught the MOOC as well. Meanwhile, follow the conversation at Twitter using #moodlemooc10.
Do not miss the live lessons and/or the follow-up recordings for first hand good practices on teaching with Moodle.

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Monday, 6 March 2017

Why opening a learning diary

What is a leaning diary

A learning diary is a fantastic tool that helps us all build our personal identity in the Internet and in which we can showcase our lifefong learning processess, evidence and styles.

A learning diary will will help you:
  • Build your digital identity on the web.
  • Have management tool for your knowledge. This can be done through labels, and so forth.
  • Open a space for reflection of the activities that you are doing during a training course or other types of courses.
  • Keep a channel of communication and dissemination. 
  • Share a collaborative workspace since the learning diary allows the participation of peers who will make your learning richer.

How to build a learning diary

There are many online services that offer learning diaries, but maybe the easiest and more efficient one is just a simple journal that you can set up with Blogger, for instance, or any other type of blogging service.

If it is the first time that you go blogging, here you are some easy kick-off tips:

What is Blogger?

Working with Edublogs

Blogger Tutorials for Beginners

And finally, I would like to share with you a set of examples run by a bunch of pre-service Primary CLIL teachers from University Rey Juan Carlos in Spain. They have just experienced opening their learning diaries and will be filling them up with the learning evidence gained at the Master's Degree they are completing there from February to May 2017.

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Wednesday, 15 February 2017

Pair up and swap introductions!

That is the warm up challenge that a group of pre-service CLIL teachers at the URJC Master's Degree for the Use of ICT and Digital Resources for Primary Bilingual Education have started accomplishing this week.

First of all, it is necessary to make the students leave the chairs, stand up and mingle with peers. It surprises, intrigues them and fosters collaboration.

So, let's make a line in such an order that allows pairing up in an easy but unexpected way: shoe sizes!

How? They all make a line and pairs are set according to shoe sizes, big ones pair up with smaller sizes.


Easy, effective, quick, and no arguments arise in class. In a few minutes you get them talking and starting collaboration with digital media!

So, now it is time to provide the pairs with clear, brief and concise instructions and let them mentor each other not only on the digital tools they are going to use in order to design their final outcomes, but also on the way they are going to learn together, document all their process and exchange peer expertise, no matter if this expertise is deep or that of a beginner.

Here is the set of instructions provided for them to come up with their first collaborative digital outcome: flipped introductions.

Follow these steps:

Step 1. Get in pairs. (Remember: shoe sizes!)

Step 2. Interview your peer. Make sure you include in your interview questions on:
  • 3 things we should know about your peer.
  • 2 of his/her favorite activities in the world.
  • 1 dream occupation she/he would have if they weren't in the field of education.
  • Any other details he/she is willing to provide, such as expectations on this course, future plans on her/his educational career and so forth.
Step 3. Record the interview (audio or video file). You can use your mobile device for that.

Step 4. Take a picture of your peer or create his/her avatar.

Step 5. Publish the recording on an online service: SoundCloud for audios / YouTube for videos.

Step 6. Write a post in your learning diary (previously opened by every student as a means to record progress and track learning evidence) with the introduction of your peer, including all the digital outcomes you have created for this challenge: picture/avatar, embedded audio/video, the step by step process when crafting this flipped introduction and your own self-reflection on the learning you have acquired by doing the activity.

When you are ready, publish the entry. Comment on your peers' learning diaries posts. It is essential to at least comment in order to connect!!!

For further help with online services to craft this challenge, browse the following:
You can also find help for working with audio and video in these lists below:

And here we are some pics of those outstanding learning diaries ready for the flipped introductions soon to come!

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Tuesday, 14 February 2017

Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario

On 3 February 2017 I was invited by European Schoolnet Academy to take part in a live session and share on Learning activities for 21st century skills: flipped classroom and collaboration in a Future Classroom scenario, as part of the social activities of their Future Classroom Scnearios MOOC.

I would like to share the support slideshow with you as well as to thank the live session hostess and host for their support and for the recording.

It is always a pleasure to connect with other educators and learn from one another.

As promised during the session, I would also like to tip on some of the collaborative projects and online tools that we exchanged on that Friday afternoon, just in case they might be useful for future learning scenarios:

Collaborative projects on visuals, posters and infographics:

- InfoEdugrafías: it is a collaborative project founded by a team of Spanish teachers to foster the use of infographics and visual thinking in Education. Its site, available at, provides guidelines and help for flipping lessons through these artefacts,

- The Twima Project: it is a world collaborative project that brings students of all ages together, around a common topic, in order to design and create a free collaborative ebook full of mentoring, cooperation, creativity and flipped outcomes. The calls open twice a year and are advertised by its founder, @theipodteacher.

Samples of school use, tools and ideas

Here you are some samples of how digital storytelling, posters, infographics and other visuals might be put in to practice when flipping lessons in a future learning scenario, using various online tools:

- Chain stories curated at Padlet: the teacher or a student starts the visual illustrated story and the rest keep it up for some time, until deadline set by the teams/teachers is over. The  sample comes from an online course on Digital Storytelling for Teachers run ny INTEF

- Collection of ready to use infographics at Pinterest:

- Quick, effective posters on Tackk, which are easy to use to advertise events, as posters to spread online or print, and so forth.

- Social flyers to brainstorm, curate, advertise, and so forth designed with Smore

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Monday, 5 December 2016

Towards a Digital Competence Portfolio For Teachers

Between November 17 and 18, the Expert Meeting in Education Networking (Eminent 2016) was held in Prague, in quest for European Digital Citizenship.

This annual educational meeting brought together experts, representatives of European Ministries of Education, and companies in the sector to exchange experiences and discuss how to improve the digital competence of teachers and students, search for common models to promote safe use habits of the Internet, to develop good practices of digital citizenship and to see forms of collaboration that, in the format of leading European projects in this field, support the construction and development of a global and connected digital Europan citizenship.

I have had the honour to represent The National Institute of Educational Technologies and Teacher Training (Ministry of Education - Spain) presenting the minimum viable product of the Digital Competence Portfolio For Teachers, on which intense work has been carried out over the past months. 

This portfolio is organised in different sections, which you can overview below, but its core is the Common Digital Competence Framework For Teachers, that defines this competence in 5 Areas, 21 Competences and 6 Levels of Competence:

Towards an online portfolio of teachers' digital competence from Jefe de Área de Formación en Red y Redes Sociales. INTEF

Here you are the summary of the presentation delivered in Prague:

Slide 1

What I am presenting here today is an online service born to be a means to acknowledge teachers digital competence.
In Spain we have been working on a framework of digital competence for teachers since 2012, when a workgroup of educational experts and stakeholders from Automous Communities gathered with the aim of publishing a common document to be later adopted as a reference to certify digital competence for the teaching profession.
The first draft was published in February 2013, and distributed for debate, after which the second draft was produced in June. Both were based on the European framework of digital competence for citizens.
The project came to a halt until 2016, when the framework was translated into English, the descriptors of the framework started being developed, the levels of competence defined, and the portfolio designed. Once again the workgroup met and contributed to these advances I am sharing with you now.

Slide 2

The portfolio is a beta version now, bilingual Spanish-English, and by the end of next week we are distributing access to it for a limited period of time, for validation and feedback. So, if anybody is interested in having a say, you are welcome to ask for access and I will be more than happy to provide you with both the access details and the validation survey, which also includes the latest version of our updated framework of digital competence for teachers with the levels of competence and the descriptors for each competence within the 5 areas: information, communicstion, content creation, safety and problem solving.

Slide 3

The portfolio is divided into 3 main sections: biography, dossier and passport.

Slide 4

The biography is the section including the self assessment tool, which is the core of the portfolio. Besides, it shows a timeline for teachers’ experiences regarding digital pedagogy, communication and the other areas of the Mentep project, inspired by Spain’s partnertship in this European project.

Slide 5

The timeline records the teachers history of digital competence in chronological order. It can be updated any time and will show the latest date.

Slide 6

This is the most important part of the portfolio as it guides teachers to be aware of their level of competence, self assessing themselves, reflecting on what they have acomplished and what they have ahead.
We have defined 3 overall levels: A, B and C, with 2 sublevels: A1 and A2; B1 and B2; C1 and C2.

Why going for these levels? Because they are familiar for teachers as they are inspired in the European framework for languages.
Depending on how many descriptors a teacher checks, they will reach one level of competence or other, and they will be able to update it as they improve.

Slide 7

Of course, in order for digital competence to be acknowlegded and certified to teachers, self assessment is not enough and that is why there is a dossier, an evidence folder where to place proof that the levels you have said you have, can be contrasted. Here teachers can upload badges, projects, own created resources, publications, school work and so forth.This section is also important since, connected with the self assessment tool, is what yields the passport of digital competence.

Slide 8

The passport is the result of the previous sections; it shows your current level of digital competence, together with the evidence that showcases that level, as well as the descriptors one has checked in order to accomplish it. IT will automatically change as improvement is achieved by the users.

Slide 9

It is printable, sharable at social networks, and open to validation by the various educational administrations.
Privacy is decided by the users. You can make it totally public, partially public; for instance, just for your ecucational administration, or absolutely private.
We have also connected it technologocially speaking with our own open badge backpack, also developed at INTEF, just like the portfolio, so that we can acknowledge teachers’ digital competence with badges as well.

Slide 10

What might be most interesting, apart from certifying digital competence for teachers, of course, is that the portfolio offers an improvement roadmap to the teacher according to the level accomplished so that they can go ahead and keep up overcoming levels. This roadmap is mainly based on online training actions at the moment but other initiatives are welcome and under study.

Slide 11

Last but not least, just a friendly reminder of the importance of continuous update for a service like this, both on the users’ end and on our end, as a Ministry.

Slide 12

Thank you very much for your attention!

If interested in taking part in the portfolio and the framework validation survey, please contact me before 15 December 2016.

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Selected by Feedspot as one of the Top 50 English Language Blogs

I am humbly honoured for my blog having been selected by Feedspot as one of the Top 50 English Language Blogs.

Selection dated 30 November 2016.


Thank you to Feedspot and to all the readers, followers and fans who have made this award possible!

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Tuesday, 4 October 2016

Aprende INTEF. Open collaborative learning experiences

On 4 October 2016 I had the pleasure to take part in the 'II Jornada Científica . La experiencia técnica y didáctica sobre las microlecciones en España: qué son, por qué, cómo, quién, dónde, cómo crearlas de forma efectiva', held by the eLITE Project.

I would like now to share the support slideshow I used for the one-hour-talk and thank the organisers and attendees for such warm welcome and inspiring tips, comments, ideas and reflections, besides the home-made French cuisine and English desserts.

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Wednesday, 6 July 2016

Flip your students' role in Project Based Lessons

On 5 July 2016 I was invited to facilitate a live webinar for the 'Introducing Project-Based Learning in your Classroom' Mooc held by School Education Gateway at their Teacher Academy.

I would first like to thank European Schoolnet for the chance; especially Nair Carrera for the invite, as well as Benjamin Hertz for his support and kind words. It was a great experience for me to be able to share and exchange viewpoints on PBL and Flipped Classroom active methodologies.

As promised at the live webinar, here you are the support slideshow used at the session, on one hand, and on the other, the summary/transcription of the talk, together with all the links.

I do hope you find them useful and interesting for your own lessons. If so, please feel free to reuse them and remember to always cite and attribute, but be so kind as to never forget to connect, connect and connect!

Slide 1 - Abstract

An experience carried out with teams of University Pre-Service Primary CLIL teachers, aimed at accomplishing this goal: Find e-students and e-teachers in any part of the world interested in connected learning and teaching and join them together, set up an e-connection based on a common topic, such as Science, Reading, Writing, Storytelling, School Life, Podcasting and so forth, and bring them together, so that they know each others’ needs and interests as to foster their beginning networked e-projects.

Slide 2 - Turn the school upside down and let your students be your champions!

Whenever I begin a school year, I always make sure that students understand the project is their project, not mine and that is why I leave the project schedule up to them, which might mean a bit of chaos from the teacher’s end, as planning becomes a difficult task, but I do assure you it is worth trusting your students’ talents. You will be surprised!
The students are bound to make the project theirs, to feel the project as theirs and that is added value for any project in the end.

So my lessons start out with the beginning-of-the-year question:

‘Are you up to the challenge? Your challenge is yours, it does not belong to the teacher, it is your challenge.’

I do think that our role as teachers is to let them be our champions and that the way to do it is showing confidence in their intelligence and talent, motivate them and foster their creativity and encourage them towards success. In the end, when they succeed, it is our success as teachers too, and so our students are our champions.

This means chaos, and turning the school upside down sometimes, but that does not matter if we are fostering autonomous learning and connecting them with lifelong learning by means of projects.

Slide 3 - Steps for flipping students’ role in Project based lessons

Be ready for improvising!

That’s the real challenge for the teacher, I think, as you never know what might happen or how the project is going to turn out and one has to be prepared to let the students be the main characters and to fail as well. Although you, as a teacher, may have every single activity framed in your mind, when you face your students with the challenge, your students are bound to turn your thoughts into different outcomes, and that is good, that is fostering autonomous learning, that is fostering creativity, promoting competencies.

The first project might not turn out well, and maybe not even the second or the third ones, but it is worth the effort. If one does not make mistakes, one will not learn, so it is important to guide them through failure too, and to fail ourselves as well.

This is the step-by-step procedure that I carry out in my own Project Based Learning Lessons.

Step 1: facing students with the challenge and let them choose.
Step 2: sending them on learning missions to guide them through overcoming the challenge.
Step 3: guiding resources (ICT tools); integrating ICT in the learning missions and turning ICT. into an invisible part of it all.
Step 4: Digitally connected outcomes. Dissemination (e-connections).
Step 5: Assessment.

Slide 4 - Challenge Scenario

Step 1 Challenge Scenario and Triggering question

It might be a real scenario or not, but it should have a triggering question, which is the actual question that poses the challenge.
You may use various options and let them choose. It all depends on how well prepared you are to face chaos.

I have used several challenge scenarios over the years, in different formats, and different triggering questions so as to kick the challenge off.

Some of those scenarios are available at this blog, where you can read them, download them and reuse them if you feel they are useful; feel free:

If you are feeling a bit dubious about providing students with options and you’d rather stick to one challenge scenario and its corresponding triggering question, that is fair enough too.

Here you are one that you can adapt to your own needs as well:

Slide 5 - Learning missions

Step 2 Learning missions

In order to overcome the challenge, why not sending them on learning missions, as Shelly Sanchez Terrell calls them, that help them accomplish the challenge little by little?

That is step 2 in my guide: first you face them with the challenge, you provide them with the idea, and now you have to guide your students so as they become successful. That guidance consists of designing learning experiences and sending them on those missions so that little by little, by accomplishing the missions, they overcome the challenge.

Of course, depending on the idea behind each project, you will have to design different and varied learning missions, which should be carefully planned, within the chaos that you yourself have organised in the previous step, in order to guarantee that everything has sense.

Depending on the project, you might send your students on these learning missions:

  • Teaming up and distributing roles: the speaker, the community manager, the investigator, the designer, the content curator, and so forth
  • Becoming avatars and/or cartoons and introducing their project to the world.
  • Prototyping their project, for instance, by means of a mindmap or an infographic; and presenting it through an elevator pitch so as to find partners and connect with other peers, inside and outside the classroom.
  • Searching and curating resources for their project: images, videos, audios and so forth. Using open collaborative curation boards.
  • Producing digital outcomes: designing tutorials, first aid kits, comics, video clips, podcasts, libraries, augmented tours and contents, storytelling.
  • Designing a digital showcase to share the project, that is a blog, a site, and so forth.
  • Presenting the project and e-connecting it with the outer world: connect with other alike collaborative projects and connect, exchange, enrich, disseminate, open your school doors to other schools, plant the seed of collaboration.
  • Designing rubrics for peer evaluation and self evaluation.
  • Giving credit for their achievements: why not awarding them with a badge, or having them award their peers with a badge?

Of course you will need to guide their steps along the learning missions. Help them:

  • Read and analyse the challenge scenario (mindmap).
  • Adequately define the challenge.
  • Identify prior knowledge about the challenge.
  • Identify unknown issues.
  • Design a work plan to tackle the challenge.
  • Gather and organise information.
  • Analyse the gathered information.
  • Develop activities, present and share the process and outcomes.
  • Evaluate and reflect.

Slide 6 - Step 3 Guiding resources

In order for the students to be able to accomplish the learning missions, apart from guiding their steps, as I have previously mentioned, guiding resources are a must. It is essential to provide them with the adequate resources for each learning mission. So, for instance, if you are sending them on the learning mission of creating a video clip, apart from guiding their steps through the creation of a storyboard before recording that clip, you will have to provide them with the actual digital tool and resource to be able to write the storyboard first, then record the video and finally edit, produce and publish it, ok?

Here you are several ICT tools to use as guiding resources for coming up with digital outcomes:

  • Team Work Contract: A Google doc.
  • Mindmapping tools: coggle.
  • Digital Literacy. Citing and Attributing: Creative Commons Licence Generator.
  • Search, Filter, Gather & Organise tips and resources: content curation tools, i.e. Symbaloo,, Pinterest.
  • Showcasing tools: blogging (Wordpress, Blogger, Tumblr), websites (Google Sites, Wix, Weebly).
  • Designing a logo: tools for headers, banners (Canva).
  • Designing a trailer: tools for working with video (Storyboard That, Sony Vegas, Camtasia, YouTube).
  • Podcasting missions: tools for audio streaming (SoundCloud, Ivoox).
  • Collaborative presentations missions: slideshows, storytelling (Google Slides, Genially, Pixton).
  • Multimedia missions: e-activities (Quizlet, Flashcards, eXeLearning, Voxopop, Aurasma).
  • Connecting and sharing: collaborative worldwide projects, online conferences, webathons, connected teachers.
  • Evaluating: online rubrics (QuickRubric, Rubistar).
  • Awarding badges: badge issuing online platforms (Credly, P2PU).

I can recommend a Playpen with lots of resources, tools and so forth, so as to pick and choose:
- Collaborative lists at Listly.
- Collaborative boards at Pinterest.

Slide 7 - Step 4. Digitally connected outcomes

Connect, connect and connect!

While you send your students on learning missions or ask them to craft activities, please connect them with peers, because, if we are not part of an educational movement and support it or if we do not encourage our learners to connect with peers, we are not giving them the full picture. And that is why whenever I am carrying out goal oriented practices, I always try to connect them with collaborative projects, as I believe e-connections are essential.

It is essential to be an up-to-date connected teacher who can bring learners close to the global world we are living in nowadays.

Professional networks of inspiring educators, ready to work in collaboration, share their ideas and findings, willing to innovate together, are the best movement to support, as well as the most nurturing environment for one's own learners to find the right path in search of becoming globally connected citizens.

Being part of a virtual community of persons worldwide is an asset for one's teaching life, and not only from a professional viewpoint, but also from a personal one, as when one feels part of connected movements, one establishes personal links too; above all, one establishes strong personal links, yes, above all; emotional rewarding relationships that help you stay focused and keep going when education goes rough, and sometimes it does go rough, doesn't it?

That's why I am proud to be part of a wide range of collaborative movements worldwide, to support and be supported by their members, to stay connected, to learn and be inspired by their awesome ideas, tips, pieces of advice and, especially, by their warmth, proximity, energy and generosity even though they are actually based at the other end of the world.

Check them at Proud to be part!

Slide 8 - Step 5. Assessment

Last but not least, as it should part of it all from scratch, is assessment. If the learning goals are clear, the assessment criteria are clear.

Swap assessment tools and assessment methods, such as

  • Peer to peer
  • Connected
  • Self assessment
  • Badges: give credit for your students’ achievements.

Here you are some links for help with assessment:

  • Why not use badges to acknowledge competencies, projects, or simply for motivation? And why not giving credit for your students’ achievements, or even better, let teams evaluate other teams, using badges too? Both Credly and P2PU offer you the means to do so. 

Consider checking my badges for illustration of my viewpoints on this matter. 

Slide 9 - Tips and more

Just click and surf for an overall glimpse of how I understand teaching and learning.

And Thanks Ever So Much For Passing By!

And if you missed it, here you are the recording:

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Monday, 27 June 2016

Textos digitalmente conectados para una metodología CLIL-ABP

On 30 June I will be speaking about digitally connected texts for a PBL/CLIL approach at UNED.

The workshop is part of the summer course entitled 'Aprendizaje de lenguas a partir de textos digitales' held by UNED from 29 June to 1 July in Madrid.

Here you are the support slideshow I will be using on that Thursday evening from 19:00 to 21:00 Spanish time (in Spanish):

¿Por qué hablar de textos digitalmente conectados en una metodología CLIL - ABP?
Igual que en cualquier otra metodología, a la hora de aprender lenguas, de resolver problemas, de fomentar competencias AICLE, los textos digitales juegan un papel crucial, pero el valor añadido es que sean conectados.
En cualquier metodología ABP, hemos de tener en cuenta las fases del mismo y la conexión con los demás es una fase del Aprendizaje Basado en Problemas/Proyectos, ya sea para AICLE o para cualquier otro tipo de aprendizaje. Y no sólo por ser una fase de este enfoque hemos de utilizar textos digitalmente conectados, sino porque fomentar la interacción entre iguales realmente va a enriquecer cualquier experiencia de aprendizaje.

Lo que os voy a compartir en estas dos horas que vamos a estar juntos es una experiencia con alumnos de Máster de Bilingüismo en Primaria que, entre otros ejes, tiene la producción de textos digitales como un eje principal, pero en la que el aprendizaje entre pares a través de los contactos con otros es, a mi modo de ver, su valor añadido.

Los textos digitales ya sabemos que nos pueden servir para alcanzar múltiples objetivos, pero en concreto, ¿cuáles?, ¿qué objetivos de aprendizaje podemos lograr que nuestros alumnos alcancen a través de textos digitales?, ¿qué competencias clave podrán adquirir y/o desarrollar?

Vosotros diréis.

Aquí tenéis una pizarra colaborativa en línea para que añadáis vuestros propios postits con 1 objetivo a alcanzar y 1 competencia a desarrollar/adquirir mediante el uso de textos digitales: (password uned2016).

Si ya tenemos claro qué objetivos de aprendizaje podrán lograr usando textos digitales y qué competencias podrán adquirir/desarrollar, podemos seguir completando el puzzle, porque aún nos faltan piezas en el puzzle.


Es la hora de pensar en un producto digital a producir que evidencie el logro de dichos objetivos y la adquisición/desarrollo de dichas competencias, así que volvemos a la pizarra para editar el postit anterior y añadirle un producto digital que los alumnos pueden crear y que evidencia el objetivo de aprendizaje alcanzado y la competencia desarrollada y/o adquirida.

¿Hemos completado el puzzle? No, aún no.

Objetivos, competencias, producto. Elijamos una herramienta digital con la que crear el producto. Seguro que conocéis muchas con las que crear ese producto que evidencia los objetivos alcanzados y las competencias a desarrollar/adquirir.

Volvamos a la pizarra, editemos nuestra aportación y añadamos una herramienta digital para crear el producto.

Algunas herramientas TIC para trabajar textos digitales:

¿Es la última pieza del puzzle la evaluación?

Realmente la evaluación debería estar presente desde el minuto 1; desde el momento en el que establecemos los objetivos de aprendizaje, estamos estableciendo unos criterios de evaluación y esos criterios deben presentarse a los alumnos claramente y con antelación, o ¿por qué no les pedimos a ellos que también sean co-partícipes de su propia evaluación?

Último turno para la pizarra. Añadamos ahora una herramienta de evaluación para cerrar el círculo.

En el canal de Slideshare del CeDeC encontraréis un estupendo conjunto de rúbricas de evaluación para usar en proyectos de aprendizaje.


Todo lo que hemos hecho hasta ahora es trabajar con textos digitales: hemos planteado un objetivo a alcanzar, una competencia a desarrollar y un producto digital a crear con una herramienta TIC. Todo ello forma parte de una metodología de aprendizaje basado en proyectos/problemas, y se puede aplicar a un enfoque AICLE.

Sin embargo la metodología ABP incluye otra importante fase, y es la fase de la difusión, de la diseminación, una fase que propicia el enriquecimiento y la mejora de cualquier proyecto. Y para ello, usamos portfolios, con dos metas fundamentales: que nos sirvan de escaparate donde evidenciar lo que aprendemos y que además sean nuestros diarios de aprendizaje, en los que escribir sobre el proceso de autoaprendizaje, reflexionar y mejorar.

Por eso es importante no ver un portfolio como un simple escaparate, sino como un verdadero repositorio del proceso además de muestra de los productos.

A continuación  pueden ver conjuntos de portfolios de diferentes profesores AICLE de Primaria que han trabajado con metodología ABP:

Además, un portfolio nos permite conectar, abrir nuestro trabajo al mundo para que otros puedan verlo y enriquecerlo.

El valor añadido de compartir y colaborar es egoísta, porque si no conectamos con otros pares, no sabremos si nuestro trabajo es realmente bueno o no y nunca podremos mejorarlo. Tampoco conocemos los puntos de vista de los demás ni sus proyectos si no conectamos y un portfolio es perfecto para trabajar textos digitalmente conectados. Además, es sencillo de poner en marcha. Un simple blog nos permite abrirlo y escribir, crear textos, y no sólo textos escritos, y de una forma prácticamente invisible trabajar competencias en producción e interacción escrita, comprensión lectora, comprensión oral, e incluso producción e interacción oral, además de todas las competencias clave.

Podéis echarle un vistazo a estas listas sobre portfolios, blogs, y otros espacios web para conectar:

Conectar, conectar y conectar.
Ese es el valor de los proyectos colaborativos. Aquí podéis ver algunos abiertos a la participación:

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Monday, 18 April 2016

Webmix of the week

Humbly honoured for having been chosen 'Webmix of the week' by Symbaloo for this webmix with some apps for storytelling.

Thank you very much to Symbaloo for choosing this webmix and thinking its curation might be useful for other teachers and for learners.

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