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Conferencia Internacional “Aprendizaje en tiempos híbridos: lo que sabemos que funciona”

by smart

in context [Music] well thank you so much for inviting me please bring up the slides and i am excited about sharing ideas with you today about hybrid of learning both the challenges and what i believe are tremendous opportunities next slide so when the pandemic hit i and other faculty at different universities began an initiative called silver lining for learning and the concept was that even though the pandemic is a terrible human tragedy it also created unprecedented opportunities for re-imagining learning for example for centuries harvard did not allow online teaching outside of its division of continuing education and in one weekend harvard suddenly became an online university so the challenge was to do things quickly but the opportunity was the silver lining was to have a chance for bottom-up innovation and every week uh we’ve had a different episode we now are on episode 54 of looking all across the world at educators who bottom up are creating a lot of very interesting innovations that the pandemic has opened up the opportunity to do and what i want to do today is not only share what i’ve learned from this but also to highlight some of the episodes that if you’re interested in what i discuss you might want to go take a look and watch one of these one-hour episodes that speaks about something that you’re particularly interested in next slide so the first episode i want to highlight was is on mobile’s for education alliance this is a group that’s existed for more than 10 years and every year they’ve had a meeting where people from all across the world many global south countries in particular have talked about what they were doing with mobile learning so it’s been a great community for sharing ideas about what’s possible even before the pandemic happened next slide and in those ideas i want to highlight a couple one of them is that if the pandemic had happened 20 years ago we would have been in terrible shape but now mobile phones tablets are part of the everyday experience of almost everyone across the world and while we don’t think of these as as powerful as a laptop or a desktop computer any mobile device is actually more powerful than a supercomputer was 10 years ago so these are powerful devices and countries have invested in this because they’re linked to economic development as well as education but the other thing that mobile learning teaches us is the technology is never the innovation it’s always the catalyst you can have mobile devices used for learning with every student having one and still have bad education because technology is not the innovation it’s only if the technology is used for deeper content for active learning rather than learning by listening for authentic assessment rather than just high-stakes summative tests and for links between schools and life it’s only when technology is used for those things that it’s powerful so when we think about hybrid learning yes we think about having the technology but we also need to think about how it’s used next slide another episode that i want to highlight is about the use of mobile devices for equity and immersive learning in africa and we have several speakers who talked about the work that they are doing there and one of them was doing virtual reality work with students in africa not at some expensive independent school but just as part of the normal educational system the typical amount of funding that was available next slide and what that says to me and what this whole silver lining for learning series has shown is that advanced technologies are now accessible to anyone even students in poverty because these mobile devices are powerful enough to support advanced forms of learning and teaching and this is very important because many people worry about what’s called the achievement gap that privileged students do well and students who have been marginalized in different ways don’t do well and that gap grows year after year after year in schooling but a lot of the reason that gap grows is that privileged students who are doing well get enrichment activities but marginalized students who are struggling get and what we’ve learned is that all students should get enrichment whether they’re struggling or whether they’re doing in order to move forward another way to say this is that too often people have a deficit model about students who are marginalized who are underrepresented who come from out of poverty they think these students are broken and that somehow education is supposed to fix them but nothing could be farther from the truth these students have tremendous strengths often strengths that students from privileged backgrounds don’t have and so this is an opportunity to build on those strengths and to personalize learning so we shouldn’t shy away from doing the same kinds of advanced things with all students that we now do with students that come from privileged backgrounds and or that are doing very well in school and my belief about the opportunities that hybrid learning offers through the through the disruption of the pandemic is that we need to focus on doing better things rather than doing things better that is instead of taking the old model the industrial model of teaching by telling and learning by listening and doing it a little better with technology we should be doing a different model that’s based on modern knowledge about learning and about the brain and do this with all students and i think these episodes across the world are showing that this is possible next slide so another episode that you might find interesting comes from one of my colleagues at stanford who i’ve known for a long time paul kim and he has done some very interesting work with the poorest of the poor students in terms of of having very few educational resources across the world next slide and one of the things that paul has pioneered is that he has developed a device that costs less than 440 dollars united states that can be placed into a school and in a single classroom and then students can rotate in and out of that classroom when they want to use this technology and all that they need is some kind of mobile device that can connect locally to this server not to the full internet but just locally to this server and for forty dollars us now you can have an incredible piece of technology that has a lot of storage that has a lot of interesting and powerful programs on it and what paul has done is developed an intervention called asking great questions he teaches students how to ask great questions now this is an interesting way of thinking about improving education it’s not saying how do we get students to understand more science by teaching more science or teaching more math or teaching more reading no it says how do we get students to understand everything better by getting them to improve the kinds of questions that they ask and if you’re interested in that i think this episode would be of value to you because students ask questions based on what they really care about students ask questions based on what their passion is and that’s really where we need to start an education my younger daughter is now a junior in college she wants to be an engineer but she wants to be an engineer because she wants to change things that are happening across the world in primarily in terms of damage to the environment so she she doesn’t think of herself as an engineer she thinks of herself as somebody who’s going to make a difference in terms of climate change that’s that’s leads to asking great questions that leads to students wanting to learn the curriculum now she is also facing a very turbulent time with a lot of difficult things happening in society and that means that in education not just for her but for everyone we need to help students develop dispositions character tendencies like flexibility confidence resilience initiative because they’re entering a world that’s going to be turbulent and disruptive for decades the pandemic is just the tip of the iceberg and we need them to be capable of not just following orders but but leading and innovating and the the availability of infrastructure like paul kim server and then of cross-curricular strategies like great questions is really important in that next slide what about teachers what about teachers well teachers of course are vital to all of this technology without teachers doesn’t go anywhere and every single technology curriculum that my colleagues and i have built assumes that there’s a strong teacher at the center so one of the episodes is from a group group in canada it’s called contact north and canada has very very remote regions in the country where a lot of indigenous people live and contact north helps with professional development and capacity building for the educators who work with those remote and indigenous populations next slide and one of the things that contact north and other people talk about is the advantage of hybrid i think too often people think of online learning as inferior to face-to-face learning you think of face-to-face learning as an apple and you think of online learning as kind of a small not very tasty not brightly colored apple but that’s the wrong way to think about it online learning is like an orange instead of an apple and no you can’t make orange pies but you can make orange juice and you can do lots of other things with oranges that you can’t with apple they complement one another so face to face and online have complementary strengths and what we know from decades of research is that some students do better face-to-face and some students do better online and so by having both the opportunity for both and all students are capable of thriving and even the students who do better face to face are moving into a world that’s not going to be like it was before the pandemic there will now be much more online work there will now be much more global intercommunication than there was in the past because the online infrastructure and skills are now there and so students have to be good face-to-face with someone sitting across the table from them but they also have to be good online with someone half the world away that they will never meet face to face and so no matter which way you learn better you need to be adept at both what does this mean for teachers i think the most important thing is unlearning i have many colleagues at harvard who are really good lecturers and they have huge classes where they give these brilliant lectures and they’ve been really struggling with zoom because the same thing that works well face to face does not work well online they’ve had to unlearn their identity as a lecturer and instead learn a different kind of identity that involves much more peer learning for foreign in um [Music] [Music] [Music] [Music] no you


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