Demoliendo hoteles

Bitácora. En construcción. Apuntes. Borrador.

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Educación abierta #openeducation

(traducción en proceso…)

Una definición de wikipedia como punto de partida:
Educación abierta es un término que se utiliza para describir prácticas institucionales e iniciativas programáticas que amplían el acceso  al aprendizaje y la capacitación tradicionalmente ofrecidos por los sistemas de educación formal.

The qualifier “open” of open education refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness in or “opening up” education is the development and adoption of open educational resources.

Institutional practices that seek to eliminate barriers to entry, for example, would not have academic admission requirements. Such universities include The Open University in Britain and Athabasca University in Canada.


Open education and flexible learning - Graphic illustration.jpg
By Gavin Blake,, Copyrighted free use,


What is Open Education?

Open education encompasses resources, tools and practices that employ a framework of open sharing to improve educational access and effectiveness worldwide.

Open Education combines the traditions of knowledge sharing and creation with 21st century technology to create a vast pool of openly shared educational resources, while harnessing today’s collaborative spirit to develop educational approaches that are more responsive to learner’s needs.

The idea of free and open sharing in education is not new.  In fact, sharing is probably the most basic characteristic of education: education is sharing knowledge, insights and information with others, upon which new knowledge, skills, ideas and understanding can be built.  Open Education seeks to scale educational opportunities by taking advantage of the power of the internet, allowing rapid and essentially free dissemination, and enabling people around the world to access knowledge, connect and collaborate. Open is key; open allows not just access, but the ability to modify and use materials, information and networks so education can be personalized to individual users or woven together in new ways for large and diverse audiences.


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refining your research topic – starting the phd

Refinando el tópico de la investigación: empezando el doctorado


Where do research topics come from?

The research topic you have at the start of your PhD may come from work you did in your Masters. It may come from a professional or policy context, perhaps your own professional work situation, or something you’ve read about in the media. Or it might come from the scholarly reading that you’ve done.


People generally start their PhD with an idea of what they want to research. They’ve had to put in a proposal as part of the entry process.

But this initial idea is not fixed. It might change. Yes really. Your first idea may not be what you end up researching. Your primary task in the first few months of PhD candidacy is to revisit and refine your initial topic so that it becomes a research-able project. A researchable project that is focused on the potential contribution you will make by…

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starting the PhD – digging in to the reading

Cuando se está por empezar una gran empresa…


Most people begin their PhDs by reading. That’s because planned research needs to build on what’s already out there, using what’s been done in order to spell out the expected contribution to knowledge.

There are various ways to start getting on top of this necessary reading. One strategy is to get a sense of what’s been done in the field by using a pre-existing handbook or introductory guide. Another approach is to do a scoping exercise. A further option is to establish a set of questions that can be asked about your topic; this provides a list of areas in which you need to read. A fourth option is to carve out a small and obvious area and dig in.

Digging in means reading for what a small set of texts say just about your overall topic.  But digging in also means reading to find out what the texts…

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Over-proved, but fantastic flavor: The Great British Baking Show as a model for writing reviews

Aplicable a las revisiones y evaluaciones en general: la importancia de que sean constructivas y tengan “valor” para quien las recibe.

The Contemplative Mammoth

I’ve recently started watching The Great British Baking Show*. I’m a bit late to the game, because, despite calling myself a foodie, I am not a fan of cooking shows. The American ones, at least, are so cutthroat, competitive, and nasty that I find them stressful. The trash-talking, sabotage, and antagonism are not fun for me, especially when I’m looking for a way to wind down after a long day in the lab.

Friends in the know assured me that the Great British Baking Show was different, however, and I’m glad I listened. It is, in a word, delightful. Yes, it’s an elimination competition, and yes, the challenges are tough and there are nail-biting moments and heartbreak, but it’s a really joyful show. There is so much to recommend it, from the diverse personalities of the bakers (from teenagers to immigrants to grandmothers to carpenters) to just how informative it is…

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