Archive for junio 2005

MERLOT: catálogo abierto de recursos de aprendizaje online, con revisión entre iguales.

 MERLOT is a free and open resource designed primarily for faculty and students of higher education. Links to online learning materials are collected here along with annotations such as peer reviews and assignments.

You are welcome to browse the collection or search for materials. Members may add materials, comments and assignments to MERLOT. Membership is free.

What would you like to know?
What will I see when I look at a learning material?
What can I do with the materials I find in MERLOT?
Who contributes the materials to MERLOT?
Who oversees and maintains MERLOT?

The MERLOT Community
MERLOT is also a community of people who are involved in education. Community members help MERLOT grow by contributing materials and adding assignments and comments. Many community members make their professional information available in MERLOT’s member directory.

  View the PowerPoint overview of MERLOT

MERLOT stands for the Multimedia Educational Resource for Learning and Online Teaching and is:

MERLOT’s strategic goal is to improve the effectiveness of teaching and learning by increasing the quantity and quality of peer reviewed online learning materials that can be easily incorporated into faculty designed courses.

MERLOT’s vision is to be a premiere online community where faculty, staff, and students from around the world share their learning materials and pedagogy.

About the Learning Materials:

The materials in MERLOT are categorized as follows:

  • Simulation: Approximates a real or imaginary experience where users’ actions affect their outcomes. Users determine and input initial conditions that generate output that is different from and changed by the initial conditions.
  • Animation: Allows users to view the dynamic and visual representation of concepts, models, processes, and/or phenomena in space or time. Users can control their pace and movement through the material, but they cannot determine and/or influence the initial conditions or their outcomes/results.
  • Tutorial: Users navigate through electronic workbooks designed to meet stated learning objectives, structured to impart specific concepts or skills, and organized sequentially to integrate conceptual presentation, demonstration, practice, and testing.
  • Drill and Practice: Requires users to respond repeatedly to questions or stimuli presented in a variety of sequences. Users practice on their own, at their own pace, to develop their ability to reliably perform and demonstrate the target knowledge and skills.
  • Quiz/Test: Any assessment device intended to serve as a test or quiz.
  • Lecture/Presentation: Any material intended for use in support of in-class lectures/presentations. Lecture notes, audio visual materials, and presentation graphics such as PowerPoint slide shows that do not stand alone are examples.
  • Case Study: Illustrates a concept or problem by using an example that can be explored in depth.
  • Collection: Any collection of learning materials such as web sites or subject specific applets.
  • Reference Material: Material with no specific instructional objectives and similar to that found in the reference area of a library. Subject specific directories to other sites, texts, or general information are examples.

The learning materials in MERLOT are organized into discipline "communities".

“El papel de las universidades en la Europa del conocimiento”

 Publicado el informe del grupo de expertos sobre “Las universidades europeas – Potenciar la base científica de Europa”. De acuerdo con los objetivos de Lisboa, la Unión Europea debe convertirse en la sociedad y la economía más competitivas y dinámicas del mundo basándose en el conocimiento. Las Universidades juegan un papel clave en este proceso  9/6/2005.

En abril de 2004 se celebró en Lieja la Conferencia Internacional: "La Europa del Conocimiento 2020: Una universidad basada en la Investigación y la Innovación" con la participación de más de 1000 personas interesadas sobre la discusión abierta con la publicación de la Comisión Europea Com (2003) 58 "El papel de las universidades en la Europa del conocimiento".

Como continuación a dicha Conferencia, se constituyó un grupo de 15 expertos (sin ningún representante español) para analizar la cuestión de la Universidad basada en la investigación y proponer medidas políticas a la Comisión Europea que ayudaran a las universidades a ser relevantes en la futura Europa del conocimiento y contribuir a la construcción del Espacio Europeo de Investigación.

Las competencias sobre la organización y gestión de las universidades corresponden a las autoridades nacionales y/o regionales, pero las autoridades de la Unión Europea se plantean jugar un papel importante como catalizador del debate y promotor del intercambio de buenas prácticas.

Dentro de este papel de la Comisión Europea, el grupo de expertos (denominado "Forum para una universidad basada en la investigación") ha propuesta una serie de recomendaciones y líneas de acción de acuerdo con los siguientes 4 ejes:

� Creación y producción de conocimiento en las universidades
� El papel de las universidades en el intercambio y transferencia de conocimiento con la industria y la sociedad
� La ‘transdisciplinaridad’ como un concepto emergente
� La gobernanza y el papel de las universidades como instituciones

European Universities: Enhancing Europe’s Research Base
The Europe of Knowledge: A vision for University-Based Research and Innovation
COMMUNICATION FROM THE COMMISSION. The role of the universities in the Europe of knowledge

Los ficheros correspondientes a los anteriores enlaces, los he depositado en ciceivol/suricata/contexto.

Creo que pueden ser interesantes a la hora de contextualizar el modelo suricata (piensen en tesis y demás).