Friday, 24 July 2015

The connected painters


I am very pleased to share with you all today the CLIL e-publication María Llopis has designed for Sixth Grade learners, along her Master's Degree Module on The Use of ICT and Web Resources at URJC in Madrid from February to May 2015.

Focusing on teaching Arts and Crafts in English, Maria has come up with an engaging blog for both teachers and learners, whose skeleton can be viewed in various formats: as a Google doc, as a mindmap or as an infographic, three different ways to take a glimpse of the learning goals, contents and evaluation criteria of everything this e-publication is offering.

But before actually going on hands on work, María had to go through the prior tasks of evaluating other e-publications according to visual and elearning principles as well as curating resources, tools and tips for her own proposals and it was not until she had overcome this investigation process that she did actually start with the design and creation steps.

Once ready for presenting teachers and learners with her proposals, María also connected with other peer teachers across the world so as to contribute with her own ideas and to become aware of how collaboration is added value to one's own teaching. Thus, she contributed to the Spring Blog Festival, Twima 2 and The Student Blogging Challenge, all of which have been inspiring for this young talented teacher to see digital CLIL learning from different approaches.

So now I do recommend you to go, check all the artifacts María has created for Primary Bilingual Arts and Crafts learners and see how Picasso, Velázquez or both painters together may be faced in a fun innovative way.

And if you would like to learn more about how the author has actually lived her own learning process, view her own self-reflection after this never-ending epublication was actually published.

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Thursday, 23 July 2015

The beautiful world of animals


Check the CLIL e-publication aimed at Second Grade Primary Bilingual Students to learn about animals from a PBL approach.

The Beautiful World of Animals has been designed by Álvaro Martín as part of his Master's Degree Module on The Use of ICT and Web Resources at URJC in Madrid from February to May 2015.

The e-publication comprises two sections: one aimed at teachers who might be interested in using the proposals in class, and another one aimed at students who would like to craft the proposals themselves.

Its starting point includes a skeleton, a mindmap and an infographic that provide an overview of what the epublication focuses on.

The process of coming up with the whole e-publication is explained by the author himself via a VoiceThread self-reflection.

Students are challenged with audio and video activities which foster communication skills as well as collaborative proposals that support their learning.

Besides, the e-publication has a cross-posting corner where Álvaro has gathered all the Master's Degree e-publications by his peers, a well curated section full of valuable resources for Primary CLIL teaching and learning.

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Wednesday, 22 July 2015

The ancient eBook of the storytellers' secrets


Dive into the amazing e-publication that Marta López has designed for 12-year-old CLIL learners and discover intriguing proposals to improve language, communication and digital skills.

The ancient eBook of the storytellers' secrets is the digital outcome of Marta's solid work and progress along three months, at heMaster's Degree Module on The Use of ICT and Web Resources at URJC in Madrid from February to May 2015. As she herself describes, it has been an incredible learning journey which she is generously sharing now with any learner and teacher who might be willing to try it out.

You won't be disappointed if you decide to travel into storytelling with Marta's proposals of learning secrets, but get ready to be surprised, starting with the augmented e-publication cover above that is hiding a mystery, only to be unveiled by those with a mobile device and that follow the instructions Marta is clearing providing visitors with.

But before rising up to the challenge of working digital storytelling and CLIL with the secrets the epublication has for you, I do recommend you to check its mindmap, for a clear overview of what it is offering Primary teachers and learners:

Or if you are more into infographics, Marta has also turned the overview of her e-publication into one, so that her target audience can go into one format or the other, depending on their needs. Besides, she is offering tips on using infographics in teaching sessions and reflecting on her own contribution to a collaborative project, InfoEduGrafías, founded by a group of Spanish teachers who focus on the use of these means with and by students.

If you have read up to this very line, I am sure you are not bound to expect to find individual work as the core of this blogging portfolio, but quite the other way round. As you may have guessed by now, Marta regards storytelling as a collaborative experience and has crafted various artifacts that are evidence of cooperative learning and teaching approaches. Check her collaborative video challenge, for instance, and become aware of how Arts, ICT, CLIL and Digital Literacy can be brought together through cross-curricular approaches contributed by multi-teacher viewpoints.

In order to craft any learning mission, propose any inspiring activity or come up with digital artifacts, every teacher needs to know and have various online tools at hand, so as to be able to choose which one to use at each moment, that is, to gather the tools to craft the proposals.
And, how can one do that? Easy, becoming a curator! And that is what Marta's prior work has consisted of, whose result she is sharing in a magic webmix, curated thanks to Symbaloo.

If you want to know all about this promising artifact, visit the eBook and do not miss the chance to discover the secrets Marta is making available for Primary Bilingual Learners.

You will also get to know how she has accomplished the challenge to build her first e-publication and enjoy her imagination and CLIL views. Stay tuned!

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Tuesday, 21 July 2015

Exploring The Solar System with María

 Today María Dauden is sharing the CLIL e-publication she has designed for Primary Bilingual learners: Teaching with María.

This visually engaging open educational source is aimed at kids to investigate and learn about planets and has been designed by its author as part of her Master's Degree Module on The Use of ICT and Web Resources at URJC in Madrid from February to May 2015.

It includes various types of proposals for learners to accomplish automously, which will allow them to improve their digital and language skills as well as to foster team collaborative work, as María is a collaborative teacher herself and has set an example by accomplishing some challenges with her peer teachers and taking part in international projects and events, as evidence that connected learning is an asset when one considers pupils as global citizens.

Thus, any leaner or teacher that decides to surf 'Let's explore the Solar System' is surely going to enjoy having a look at the e-publication storyboard, the video and audio challenges, or the 'Welcome to my Planet' activity.

And, if you would like to know more about María's evolution and progress, she is also sharing a summary of her own connected learning journey around the design of this educational epublication.

Besides, the evidences of how she has become a connected collaborative teacher are available at her blog self-reflection and international participation, such as the contribution to #twima2The World is My Audience, and #springblogfestival: Impressions on an online event.

Get to know María better in 3 simple steps and leave her your feedback, which she will surely appreciate!

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Monday, 20 July 2015

30 Goals Conference Keynote

Last Friday 17 July 2015, I had the great pleasure to broadcast live at the 30 Goals e-Conference, where I shared the keynote entitled 'My Students Are My Champions!

Read it all at

Now I would like to share with you all both the recording of the live keynote as well as its slideshow and transcript in case you might find it useful.

My Students are my champions - 17th July 2015 - 30 Goals e-conference

Slide 1

What I’d like to share with you this afternoon from Spain is the happy experience I have gone through my teaching and learning via accomplishing some of the goals within the 30Goals Challenge for Educators.
Specifically I’d like to tell you about three of them: ‘Be someone’s champion’, ‘Plant a seed of belief’ and ‘Support a movement’, although for me the achievements of these goals along with my students are strongly linked and mixed up, that is, when you are on goal-oriented work, and trying to achieve one goal, you are crafting others even without noticing. Sometimes I have not even noticed about that until the very end, when coming back to the whole goal achievement process to reflect on it and it has been then when I have realized that there were more than 2 goals being accomplished, so that is killing two birds with a stone.

Slide 2
But let’s focus now on the Be someone’s champion Goal. Let me tell you a story first and then leave a question for you to think about.

But first, the story:

Everything started in 2014, when I met my bunch of future Primary Bilingual Teachers at University King Juan Carlos in Madrid, and they accepted a package of various challenging projects.
Check the link at Twitter #ictclil_urjc: and their digital outcomes at

There was one  team in particular, encouraged by a young talented enthusiastic pre-service teacher, Billy Joel Ramos, who went for a project they called the Book-ME Library project:  and crafted a sweet virtual library of books and stories for young readers, which soon connected with several Primary teachers in Spain who were also to become champions for them, as they twinned and presented their own young learners with the Book-Me Library original storybooks: , in what came to be known as the timeline of an econnected story: , ending up with awesome enriching peer to peer feedback and spreading the word at virtual conferences and live sessions.
The school year went by and they flew off to their actual classroom and real teaching, but there was one who came back to me, stood out and was ready for the championship, and that was Billy J. Ramos @somar0209: , now an inspiring teacher himself, ready to present and co-present in live sessions, to spread the word, to create his own virtual classes and courses, to support others.
And so there I was, happily viewing how he grew up as a connected teacher and with new proposals to do my best at accompanying him to stardom.
This is why we started The EduPower of Blended Learning live sessions at WizIQ: , a series of three virtual classes Billy and I delivered in pairs between november and december 2014, whose aim was to go through the advantages and drawbacks of blending learning with ICT; to show a sample of blended learning using a virtual classroom, collaborative blogging and teamwork. The live classes were designed for teachers who would like to gain confidence when going into blended or e-learning or need to give their virtual teaching a boost.
The topics covered in the series included tips, advice and resources to set up an online classroom, craft blended learning challenges and show real examples of this type of teaching. Core teaching methodology followed was prompting participants with lively relaxed educational pills, keeping up casual conversation and inspiring interaction.
There you are the recordings of the series in case you feel like viewing them. They might help you realize why I am so proud of Billy and why I am asking you the question I promised at the beginning: Who is the champion in this experience? Am I his champion, or is he my champion? Honestly I feel he is my champion, rather than me being his.
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.
The whole experience is available for you at the blog Stop and Learn English:
Slide 3
This goal is closely linked to the next one: Plant a seed of belief, as it is essential to believe and to plant in order to harvest, reach success and win that championship of learning that I’ve been sharing with you. So now, I’d like to present you with another tiny experience: this time to accomplish the Plant a seed of belief goal.
The story this time takes place in 2015, again with a new group of pre-service teachers from Madrid, attending their Master’s Degree Module on the use of ICT and Web Resources for Primary Bilingual Education at University.

Fortunately for me I teach potential Primary Bilingual educators twice a week, as you may have realised by now, and I guess that allows me to envisage if CLIL methodology in the classrooms is going to be just a name again in coming years, and if we are actually taking the right steps to have real innovative Content and Language Integrated Learning Teachers in the classrooms, and how we are going to actually accomplish that in the adequate way, that is, how we are training CLIL teachers, and if that training is turning them into innovative enthusiastic educators, who will be absolutely convinced that integrating Content, Language, ICT, PBL and lots of Pills of Enthusiasm are the ingredients to cook a classroom of bilingual students who will be ready to manage their lives in the real world, in two languages.

From my viewpoint, that type of training is the only successful one as well as the kind of training which will plant a seed of change in CLIL lessons, and so, that is part of what I try to transmit my groups of future Primary Bilingual educators every year.

I have been fortunate once again, as only after 4 lessons, that is eight hours face-to-face and when we were just getting to know each other virtually too, was when I quickly discovered that I had an outstanding learner who needed me to believe in her and whose work deserved the seed to be planted. Her name is Marta and you can follow her at Twitter, too. Her Twitter handle is
So I sent them on a learning mission, following Shelly’s inspiration, and asked them to write a tiny story about what CLIL means for teaching and learning that allows the reader's imagination to run with it. They should start their tweet using #ictclil_urjc, that was the only condition.

And what did Marta do? She took a step ahead and summarised her own aspirations and opinions on CLIL teaching in an awesome clip she recorded with VideoScribe and that she later tweeted.

But before actually going live, she carried out wonderful preliminary work, which I observed dumbfoundedly in class.
The careful steps she took can be summarised as follows:
1. She gave her tweet a thought or two,
2. reflected on the tiny story,
3. came up with an idea,
4. scribbled the clip in a piece of paper,
5. drafted her ideas,
6. recorded the clip including her drawing with Inkscape,
7. uploaded it to YouTube and spread the news on Twitter.
On top of that, she kept on with her own impressions and reflections when describing her upload at her YouTube Channel.
Let’s view her awesome digital artifact at YouTube:
So, again, after having played the role of observer at Marta’s job, I am asking you the same question as before: Who is the champion here? And, Who’s planted the seed of belief? Have I or has she?
In my opinion, she is my champion, for being able to go ahead from a tiny little mission; and, she has planted the seed of belief in me as teacher, as thanks to her job, I did believe that there is a future in educational innovation and that talent, enthusiasm and good intentions are lying there, in promising young teachers like Marta, who will for sure keep on inspiring all of us, and that our role is believe in them and help them with training.
The whole experience and accomplished goal is available for you to visit at our blog:

Slide 4

And last but not least we have the Support a movement goal, which I think  is an underlying goal that should be accomplished together with any of the proposed goals in the Challenge, while you send your students on learning missions or ask them to craft activities, 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, such as the 30Goals for Education itself, or any other educational movements worlwide, 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.
And sometimes, one wonders: 'How come that I can find it so smooth to cooperate with somebody in San Antonio, Texas, or in Toronto, Canada, or in Greece, or in Argentina, Hawaii, Venezuela, or Abu Dabi, to name but a few?'

Well, that is the beauty of networked educational movements, and I can't find any other reasonable explanation for it. It just clicks and you know those movements are your movements too. It is mutual and it works!

So, why not join any, or all the movements I support and become an e-connected teacher/learner/individual as well? You are bound to love them all. Support your Movement now and get your students in the picture too! That way you are also planting your seed of belief and you are bound to become someone’s champion, or flip it and see how they become your champions!

Slide 5
And now, it is time to sit back, grab a cup of tea, coffee, or your favourite drink, relax and think of which goal you’d like to accomplish next school year with your own learners.

Thank you very much for your attention!
Read more →

Tuesday, 14 July 2015

The 30 Goals Free E-Conference, July 16th-20th


The 30 Goals Challenge is the inspiringly successful educational collaborative worldwide initiative that the well-known Shelly Sánchez Terrell has been hosting for various cycles now and that has encouraged a wide range of teachers to transform their teaching.

The never-ending, incredibly dynamic, social and engaging challenge is bound to hook you; I myself must admit I got absolutely hooked to the project and its enthusiastic founder, to such an extent that I have tried to fully accomplish with my learners the #30GoalsEdu Shelly has proposed over the yearly cycles, and which you can check below, sketch format, thanks to Sylvia Duckworth:

Now, for full 5 days, the author of The 30 Goals Challenge for Teachers is organising the first 30 Goals Free E-Conference ever, but I'm sure it is the first of very many challenging online events to come.

I am humbly honoured and ever so grateful for having been invited to be one of the speakers at the e-conference and before sharing the details of my talk with you all, I would like to sincerely thank Shelly for the chance, her generosity and her warm availability.

#30GoalsEdu, the 30Goals Facebook Community, the 30 Goals Book and the e-connections this awarded project provide teachers with, as well as the transforming innovative viewpoints on teaching I have been able to view, share and learn from all the inspire leaders, are worth the effort to rise up to this new goal from my end and give back.

And these are but a few reasons why I would like to invite you all to join me at the e-conference on Friday 17 July at 17:00 pm Spanish mainland time (check your time zone), when I will be sharing a brief talk about how a couple of specific goals, 'Be someone's champion' and 'Plant a seed of belief', have transformed my teaching/learning life.

"With the aim of sharing how I accomplished the 'Be someone's champion' and 'Plant a Seed of Belief' goals with my students, I'll be talking about how my students have become my champions and it's actually them who've planted a seed of belief and enthusiasm in me, as they bring the best of me as a teacher when I see them grow, improve and connect."

Visit the links below to get a quick glimpse of what is ahead at my talk:
All the keynotes are live and archived at the 30Goals Conference page and it is just a matter of one click to be able to meet a line of over 30 committed teachers and trainers ready to do their bit and give back. Do not miss the event, you won't regret it!

Check the schedule below and discover what is behind goal-oriented-econnected teaching practices:

Get ready for a memorable event and connect right now at the event chatWing!

Read more →

Monday, 13 July 2015

Our amazing body


Discover the CLIL e-publication Begoña Aragón has designed for Second Grade Primary Bilingual Learners as part of her Master's Degree Module on The Use of ICT and Web Resources at URJC from February to May 2015.

She has combined a site for learners with a blog that showcases her own learning progress and participation in connected educational projects and live events. For all these aims she has chosen Weebly after analysing various options and evaluating other e-publications by teaching peers.

With the goal of teaching Science in English, Begoña has curated some useful resources and shared them in her e-publication, some of which have inspired this young CLIL teacher in order to plan and craft the CLIL Science proposals for her potential learners.

But before actually diving into those CLIL challenges, it is worth it to check the e-publication skeleton, the infographic that provides an illustrated overview, or the e-publication mindmap, all of which are bound to help you envisage what is ahead of you either as a teacher or as a learner if you decide to accomplish Begoña's challenges to know more about our body in an engaging way.

It is also quite interesting to check the e-publications and visual principles Begoña evaluted before actually going into her own design, an essential stage of a Challenge Based Learning approach.

Once you are ready to rise up to the challenges, visit the Students section and enjoy while, among various other missions, reading a musical storybard and viewing its follow up video clip.

And, when you finish your visit, please do not forget to get in touch with the author and let her know about your impressions. She will be really grateful for your feedback.
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Thursday, 9 July 2015

Oral presentations: Education for communication


This is the title that Manuel López, a Primary Education teacher who has just finished his Master's degree for Bilingual Education at URJC-Madrid, has chosen for the open CLIL digital publication he has designed within the module on The Use of ICT and Web Resources for Primary Bilingual Education.

For over three months he has planned digital artifacts, come up with collaborative podcasting and video challenges, worked in cooperation with peers all over the world, interpreted international dreams, proposed various CLIL challenges, taken part in some online events and reflected on his own learning.

But first of all, he envisaged his CLIL open project with a mindmap that offers an overview of what learners are bound to find, achieve and accomplish if they decide to surf his Weebly blog.

One of my favourite proposals by the author is the storyboard he has designed for a video clip, The Shy Boy, where he depicts a situation that teachers are faced with very often in class and that more than often goes unnoticed. Check his outcome below and leave your comments if you feel identified with the situation. All your feedback is most than welcome:

Create a Copy | View Larger
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Wednesday, 8 July 2015

Music is fun!

Coral Muñoz has recently published her first e-publication ever aimed at 3rd CLIL graders interested in learning about Music in English while having some fun! After three months working solid along her Master's Degree Module on The Use of ICT and Web Resources for Primary Bilingual Education at University Rey Juan Carlos in Madrid, she is now ready to share her digital outcome with us all.

If you are ready to jump into engaging musical missions, check Music is fun! by @koralinda27 and you will find a wide variety of tips, resources and ideas too, both as a teacher and as a learner.

Be inspired by this young promising teacher, who is able to interpret others' dreams in a comic:

According to its author, Music is fun! is a place for sharing, and that is one of the reasons why she is proposing various collaborative missions, all set up with samples to follow and outcomes to be seen and heard. As she is a collaborative teacher herself, she is also sharing the wide variety of connected projects she has taken part in along her learning journey, about which she is reflecting in her e-publication too.

But before playing it out, you might be interested in what is ahead of you; Coral is providing her target audience with a neat overview infographic which allows envisaging what the learning goals are in a very visual way. Or, if you are more into mindmaps, the same overview has also been designed using that format, so there is a bit for every taste.

It is a very well organised open CLIL e-publication, the result of thorough previous content curation and evaluation of other e-publications designed by other peers as well as of the contribution to peers' challenges, such as the video challenge presented with peer @utopicmarta:

Summer is a cool time to relax, and music is one of the best options to enjoy soothing holidays. If at the same time, you are learning. what else could one ask for? 

I do invite you all to surf around Music is fun! and discover which missions suit your musical ambitions best.
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Tuesday, 7 July 2015

Curso de verano: "Taller práctico sobre recursos educativos en abierto para la enseñanza de lenguas extranjeras: de los OER (Open Educational Resources a los MOOC (Massive Open Online Courses)"

La Universidad Nacional de Educación a Distancia y la Fundación UNED han celebrado en Madrid durante los días 22, 23 y 24 de junio de 2015 el curso de verano "Taller práctico sobre recursos educativos en abierto para la enseñanza de lenguas extranjeras: de los OER (Open Educational Resources a los MOOC (Massive Open Online Courses)".
Dentro del mismo, el 23 de junio tuve el placer de compartir con todos los asistentes la ponencia "TIC y Recursos Web en la Metodología AICLE" en la Facultad de Derecho de la UNED, cuyo resumen y presentación pongo ahora a vuestra disposición:

  1. Presentación
Universidad Rey Juan Carlos - Madrid

2. Introducción
Antes de poner en marcha cualquier experiencia con un enfoque de aprendizaje basado en retos, es necesario conocer las necesidades del público objetivo y tener claras qué metas tanto generales como específicas deseamos alcanzar, para después proponer un plan de actividades TIC dinámico, conectado y evaluable que permita a los alumnos ejecutar un producto digital final, el reto, diseñado a través de la superación progresiva de hitos y misiones de aprendizaje que además afiancen su competencia digital.

3. Necesidades y objetivos de aprendizaje
En el caso de este Módulo del Máster, el público objetivo son futuros profesores AICLE de Primaria con un nivel de inglés B1-B2 y una competencia digital básica, que buscan poder implementar TIC y Recursos Web en su docencia.
Los objetivos a alcanzar en este módulo de un cuatrimestre de duración son que, al finalizar dicho módulo, los alumnos hayan:
  • afianzado y mejorado su competencia;
  • conocido recursos AICLE, repositorios abiertos y proyectos digitales colaborativos de referencia en Educación Primaria Bilingüe y tenido un primer acercamiento a la metodología ABP;
  • tomado conciencia de la importancia de la alfabetización digital y la seguridad en la red: licencias, CC, copyright, netiqueta, la identidad digital;
  • conocido qué es un PLE y comenzado el propio;
  • utilizado las redes sociales con fines didácticos;
  • conocido y utilizado buscadores, herramientas de organización y marcación social, almacenamiento en la nube, curación y filtrado de materiales y recursos;
  • abierto, utilizado y gestionado espacios digitales como blogs, sites, webs;
  • explorado y trabajado con diversos tipos de recursos digitales accesibles, colaborativos, y en línea: imagen, audio, vídeo, digital storytelling, animaciones, presentaciones, Google Apps;
  • diseñado y adaptado contenido educativo digital AICLE para Educación Primaria Bilingüe utilizando herramientas/apps multimedia e interactivas.

Para conocer mejor sus necesidades y también para que se conozcan mejor entre ellos, de cara además a fomentar el trabajo colaborativo y en equipo, utilizo diversas estrategias:
  • Lo primero es crear un ambiente agradable, no sólo en el espacio presencial, sino también en el espacio virtual que vamos a compartir fuera del aula, fuera de las sesiones presenciales. Para ello, en el aula en red que tenemos a nuestra disposición, siempre coloco en primer lugar una cafetería en la que puedan charlar relajadamente. Esto les anima a participar y compartir y además les facilita también a perder el miedo a preguntar o consultar en espacios de debate sobre dudas, por ejemplo, que tienen a disposición virtualmente también a lo largo de todo el módulo.
  • En primer lugar, y a modo de primer contacto con herramientas y recursos TIC, los participantes se presentan de forma creativa, diseñando una presentación 321 con una herramienta TIC de su elección, y para facilitarles esta primera actividad, les proporciono una lista con opciones que pueden serles de utilidad, aunque por supuesto son libres de diseñarlas con cualquier herramienta en línea que ya conozcan.
¿Qué es una presentación 321? Pues una simple forma de darse a conocer a los demás en 3 simples pasos: 3 cosas que te gustaría que el grupo (y el mundo) supiera de ti, 2 cosas que no dejarías de hacer por nada del mundo, 1 profesión que te gustaría tener si no fueses ...
Los productos digitales que los alumnos de este módulo han diseñado en la primera semana de clase son los siguientes:

  • Otra estrategia para conocer las necesidades de los alumnos y tener una visión general pero un poco más concreta acerca del punto de partida del grupo es que realicen una autoevaluación inicial sobre su propia competencia digital. Normalmente la coloco en línea en el aula.
  • Una manera de promover la interacción del grupo cuando se van de clase y además acercarlos a ver la importancia de ser educadores AICLE conectados, es utilizar las redes sociales, para lo cual todos, si no la tienen con anterioridad, abren su propia cuenta en Twitter a la que añaden una bio significativa, un banner con el que se sientan identificados y su propio espacio digital si lo tienen; es un primer acercamiento a la identidad digital. Además, tenemos un hashtag común que todos usamos cuando compartimos cualquier cosa que tenga que ver con el Máster, con la metodología AICLE, o que pensemos que por el motivo que sea, puede ser de utilidad a los demás para su desarrollo profesional. Este hashtag es #ictclil_urjc. Por otro lado, Twitter se convierte en un medio de comunicación entre todos, que cobra vida propia y que los alumnos usan también para plantear dudas y/o buscar soluciones.
  • Por supuesto, la conversación en las sesiones presenciales (dos sesiones semanales de dos horas cada una en la experiencia que comparto) son también una buena estrategia para conocer al público que uno tiene delante.

4. El Reto
Una vez tengo una visión del panorama de aprendizaje, entonces planteo el reto o los retos a superar, aunque son los propios alumnos los que seleccionan a qué reto desean enfrentarse.

5. Situación real o ficticia
El reto parte siempre de una situación real o ficticia, que los alumnos analizan, investigan y para la que ofrecen una solución, una manera de gestionarla, un modo de salir adelante de la misma, o de superarla.
El conjunto de retos planteados en las ediciones del Máster de 2014 y 2015 son los siguientes y están disponibles para descarga en los enlaces correspondientes a cada curso:

  • Un tornado ha barrido todos los libros de texto de nuestro centro y las clases han de seguir adelante. ¿Cómo lo solucionamos? Este reto lo presento en forma de un cuento digital diseñado con Storybird y narra cómo después de un tornado que acaba con todo el material en formato libro de texto en un centro educativo, los profesores han de tomar una decisión acerca de qué utilizar y cómo en las próximas clases que deben reanudarse, unirse y colaborar. Se titula ‘Teachers, We’ve had a problem’.
  • El personal del centro educativo en el que trabajas está preocupado porque ven que los niños y adolescentes creen que sus mayores no entienden sus problemas y que sus padres y abuelos están en otra fase de la realidad y no conectan. Te retan a formar un comité de expertos que establezca un programa para descubrir maneras de acercar a estas generaciones y mostrar a niños y adolescentes que cada generación tiene algo que aportar para así tender un puente intergeneracional.
  • La Comisión Europea a cargo del programa de Aprendizaje a lo largo de la Vida teme que la Ciencia, la Tecnología y el Lenguaje Audiovisual están siendo relegados en la Educación actual porque los niños en Educación Primaria no trabajan de forma conectada. Te retan a formar un grupo de trabajo para poner en marcha un programa que muestre que la Ciencia, la Tecnología y el Lenguaje Audiovisual no son incompatibles y que ayude a los niños a descubrir que estas disciplinas pueden ser creativas, útiles, divertidas y estar relacionadas.
  • Se acerca el Día Mundial del Libro y al director del centro le gustaría organizar una serie de eventos para celebrarlo. Te encomienda que formes un comité de fiestas que diseñe un programa de actividades para promover la narración y la lectura en cualquier momento, para que la narración y la lectura le recuerde a toda la comunidad educativa esas noches de invierno acurrucados en sus rincones favoritos leyendo y/o escuchando cuentos, y que las ligue a tradiciones locales, regionales, nacionales, internacionales: la narración con alquimia intercultural.
  • Los Servicios Sociales de tu ciudad opinan que a veces los inmigrantes que llegan no tienen facilidades para conocer la ciudad ni para encontrar ayuda para integrarse en la misma. Te retan a que formes un comité de expertos que se ponga en la piel de esas personas recién llegadas y que establezca un programa de ayuda que mejore su experiencia al llegar a la ciudad.
  • El Jefe de Estudios de tu centro tiene la sensación de que el centro se está convirtiendo en un lugar aburrido, vacío y sin personalidad porque las áreas artísticas y musicales no están ocupando el lugar que se merece. Te invita a formar un equipo de trabajo que planifique un programa para convertir el centro en un museo artístico-musical lleno de color.
  • El bibliotecario de la Universidad está sobrepasado de trabajo y piensa que la biblioteca no es el lugar que debería ser y que los estudiantes no le están sacando el partido que podrían. Te reta a que le ayudes, con un equipo, a establecer un programa que convierta la biblioteca del centro en una biblioteca móvil.
  • El coordinador TIC del centro opina que los alumnos de Primaria tienen tanto conocimiento sobre servicios en red/apps/herramientas en línea, que podrían muy bien ayudar a otros miembros de la comunidad con menos competencia digital a mejorarla. Está pidiendo ayuda para establecer un programa colaborativo de mejora de las destrezas digitales.
  • El personal del centro considera que la institución no está bien difundida en la prensa, que no se conoce lo suficiente y desea mejorar su posición en los medios. El reto consiste en poner en marcha un plan en el que sean los propios estudiantes los que se conviertan en reporteros digitales y ayuden al centro con su campaña en los medios.

Los alumnos son los que seleccionan qué reto desean afrontar y se agrupan según dicho reto en equipos de tres ó cuatro personas. Ya en equipo, deciden que producto final desean obtener. Optan por una e-publicación abierta que van a diseñar como muestra de superación del reto y que además les sirva de portfolio digital de sus evidencias de aprendizaje;
No tienen por qué cubrirse todos los retos, son simples propuestas para que ellos, como protagonistas de su propio aprendizaje, se decanten por el que mejor encaje con sus necesidades, el que les guste más, el que más se acerque a su entorno, etc., y lo sientan como suyo. Este es en mi opinión, el mejor enfoque para que se sientan cómodos y motivados, ya que si consideran el reto como una imposición, perderá validez y personalidad en su enfoque, y restará atractivo para el compromiso, y es compromiso lo primero que han de adquirir, antes de acometer las diferentes misiones que les permitirán superar el reto; para ello firman un contrato de compromiso en el que además nombran a un representante (leader) del equipo y adoptan el rol que tendrán en dicho equipo. Es importante, desde mi punto de vista, que los alumnos se den cuenta de la importancia de cumplir plazos, obligaciones; en definitiva, de cumplir su palabra y este es uno de los motivos de este contrato, que además, fomenta el espíritu de equipo.

6. Misiones de aprendizaje
7. Herramientas TIC
Tenemos el reto y los equipos listos para afrontarlo, de forma que es hora de enviarlos a misiones de aprendizaje, hitos a superar para progresivamente ir llevando a cabo ese reto que se traducirá en un proyecto digital final en forma de publicación. Es en esta fase del aprendizaje mediante retos donde encuentran su lugar las herramientas TIC y los recursos web, ya que para ir realizando dichas misiones, los alumnos utilizarán TIC y recursos web con los que trabajarán y diseñarán productos digitales a incorporar en el reto o e-publicación final.

  1. La primera misión de aprendizaje es un brainstorming, o lluvia de ideas entre todos los miembros del equipo para analizar el reto, llegar a una serie de puntos de partida, aportaciones, posibles soluciones, plan de trabajo, acuerdos sobre qué vamos a hacer, cómo, qué pasos vamos a seguir. Esta lluvia de ideas se puede hacer de viva voz en el aula, y también a través de un servicio web o herramienta TIC como Padlet: Aquí puedes ver un ejemplo de lluvia de ideas colaborativa sobre la situación de partida del reto ‘Teachers, we’ve had a problem’: (contraseña: ictclil_brainstorm15).

  1. En todo proyecto digital la importancia del respeto, la netiqueta, la atribución, mención y cita de todas las fuentes que se utilizan es esencial, y es por este motivo por el que la segunda misión de aprendizaje a la que envío a los alumnos consiste en encontrar una licencia de publicación adecuada para compartir la publicación digital, el producto. Para ello, investigan sobre licencias Creative Commons, analizan las diferentes licencias y lo que cada una permite; las contrastan y generan la suya propia a través del generador de licencias CC.

  1. Antes de acometer cualquier e-publicación, es necesario que la tercera misión de aprendizaje consista en analizar y evaluar publicaciones digitales que otros profesores hayan diseñado y compartido en Internet, para valorar sus principios visuales, ver puntos fuertes y débiles, y buscar inspiración. Para analizar y evaluar esas publicaciones digitales, pongo a su disposición una rúbrica con criterios y niveles de evaluación sobre la calidad contenido de la e-publicación, los elementos multimedia que incluye si los incluye, la accesibilidad de la publicación digital, y la innovación y originalidad de la e-publicación; además, cuentan con una lista de recursos para el diseño de una publicación digital: De cara a facilitarles el trabajo, también les proporciono una comunidad de Google+ en la que se ha llevado a cabo un MOOC sobre la creación de publicaciones digitales y en la que pueden encontrar este tipo de productos: ‘Crafting the e-perfect textbook’. Todos los productos digitales con los que los alumnos han presentado sus evaluaciones están agrupados en el tablero de Pinterest denominado ‘Evaluating ebook designs’.

  1. A continuación viene la cuarta misión de aprendizaje en la que los alumnos se convierten en Content Curators y recopilan con ojo crítico materiales que les van a resultar útiles en su propia e-publicación. Para ello, les ayudo con estas listas en las que bucean, investigan sobre el concepto de content curation y ven herramientas y estrategias para curar sus propios recursos a incluir en su producto:
    1. Búsqueda de materiales: Digital Literacy
    2. Repositorios de imágenes en abierto:
    3. Lista de estrategias para evitar la infoxicación:
    4. Búsqueda, filtrado, curación y recuperación de contenido:

Muchos se decantan por crear sus propios Webmixes utilizando Symbaloo. Algunos se deciden por tableros en, listas en,o árboles en Pearltrees. La herramienta realmente no importa. Lo importante es el proceso, su investigación y cómo van desarrollando su propio PLE a la vez que avanzan en el reto.

e. Todo el trabajo de investigación y análisis está casi a punto de concluir, y es hora de avanzar hasta la quinta misión de aprendizaje en la que los equipos bocetan su e-publicación: qué objetivos van a alcanzar, qué competencias van a trabajar, qué hitos van a plantear ellos mismos a su público objetivo, cómo la van a difundir y a evaluar. Para ello nos servimos de mapas mentales e infografías fundamentalmente, y la propuesta de herramientas TIC a usar la encuentran en la lista y en el site Los productos finales con los bocetos diseñados por los alumnos se agrupan en el tablero de Pinterest denominado ‘Mindmapping CLIL e-publications for Primary Bilingual Education’ en el caso de los mindmaps y en el denominado ‘Infographics 4 CLIL e-publications’ en el caso de las infografías.

f. Está ya todo listo para salir al aire y elegir una herramienta de publicación a la que añadir la presentación 321, los acuerdos alcanzados en la lluvia de ideas, la licencia escogida previamente, los productos digitales con la evaluación de e-publicaciones por parte de otros autores, los paneles de recuperación de información curada, los bocetos en forma de mindmap y/o infografía. Esta es la sexta misión de aprendizaje en la que los alumnos crean un escaparate, y para ese escaparate han de decidirse por un blog, un site, una web tipo wix: un blog-portfolio, en otras palabras. Las herramientas TIC mayoritariamente escogidas para llevar a cabo esta misión son Blogger y Weebly, seguidas de Google Sites y Wix. Para llegar a esta decisión tienen a su disposición una lista social y colaborativa con diversas opciones.

g. Las siguientes misiones de aprendizaje consisten en llenar ese escaparate de e-productos AICLE que permitan ejecutar el reto, y para ello los alumnos trabajan y crean estos e-productos:

i. Trabajo con imágenes:
- E-producto a obtener: portada de la e-publicación
- Herramientas TIC y Recursos Web a utilizar en el diseño de una portada para la publicación digital a seleccionar de las siguientes listas: , y
- Ejemplos de e-productos diseñados por alumnos: Across The Music, Chef of Volume.

ii. Trabajo con vídeo:
- E-producto a obtener: vídeo desafío que incluye planificación (storyboarding), grabación, edición y publicación
- Herramientas TIC y Recursos Web a utilizar en el Storyboarding a seleccionar en la lista disponible en Herramientas para la creación y edición de vídeo a seleccionar en la lista disponible en
- Ejemplos de e-productos diseñados por alumnos: Chef of Volume, Cultivating knowledge, Multiply your fun,Music is fun.

iii. Trabajo con audio:

iv. Flipping the classroom:
- E-productos a obtener: cómics, narraciones digitales, slideshows colaborativos, tutoriales             screencasting, presentaciones multimedia
- Ejemplos de e-productos diseñados por alumnos: Tutoriales, Heal the world with stories.

h. La última misión de aprendizaje es conecta y difunde, aunque en realidad es una misión que está latente a lo largo de todo el proyecto en lo que se refiere a su primera parte, conectar, porque a lo largo de todo el reto, los alumnos participan en proyectos colaborativos ya en marcha a nivel internacional para conectar con otros pares, intentar que testeen sus e-productos y les proporcionen retroalimentación, contribuir con sus aportaciones y convertirse en educadores conectados. La parte de difusión se realiza a lo largo de todo el reto en Twitter con el hashtag #ictclil_urjc y a través de eventos en línea, como mesas redondas virtuales y webinars.

Todos los proyectos colaborativos y los eventos en línea en los que participamos están recogidos en: Concretamente en 2014 y 2015 hemos formado parte de:

8. Resultados digitales

Las e-publicaciones que plasman la superación del reto escogido por los equipos de trabajo están agrupadas en el blog de aula Stop and Learn English:

9. Evaluación

La estrategia de evaluación aplicada se lleva a cabo mediante matrices de evaluación en línea o rúbricas, algunas de ellas creadas por los propios alumnos, además de la evaluación entre pares, la observación, las evidencias de aprendizaje que se extrapolan de los portfolios de los alumnos, así como su propia reflexión sobre el aprendizaje, las competencias y los objetivos alcanzados. Además, se incentiva a los participantes mediante ludificación en la plataforma que les anima a seguir adelante y al final del módulo, se les otorga un badge o insignia digital que evidencia su participación y que es exportable a la mochila de OpenBadges de Mozilla.
A continuación se proporcionan enlaces a rúbricas e ideas sobre cómo elaborarlas y herramientas TIC disponibles para su diseño:, así como una lista social con servicios de creación de portfolios educativos digitales:
Las auto-reflexiones de los alumnos sobre su aventura de aprendizaje AICLE con TIC y Recursos Web pueden encontrarse en sus propias e-publicaciones.

10. Materiales y contacto
Todo el material de este taller puede consultarse en el blog de aula Stop and Learn English y también podéis poneros en contacto conmigo a través de Twitter, @mjgsm, o de cualquier otra red social en la que tengo presencia.

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