Ingeniero en Aeronáutica por la Escuela Superior de Ingeniería Mecánica y Eléctrica del Instituto Politécnico Nacional, con Maestría en Administración por el Instituto Tecnológico y de Estudios Superiores de Monterrey. Cuenta con Diplomados en Competitividad y Excelencia a Nivel Mundial por la Universidad Estatal de San Diego y en el Uso de Nuevas Tecnologías y su Aplicación en la Educación a Distancia por la Universidad La Salle y el Instituto Latinoamericano de Comunicación Educativa.
Cuenta con una extensa trayectoria académica y profesional, dirigiendo diversos proyectos educativos y de investigación, tanto en el Instituto Politécnico Nacional como en otras instituciones públicas y privadas. En el IPN ha ocupado diversos cargos, entre los que destacan: Director Fundador de la Escuela Superior de Ingeniería Mecánica y Eléctrica, Unidad Ticomán, Director Fundador de la Dirección de Educación Continua y Distancia, Secretario Técnico, Secretario Ejecutivo del Patronato de Obras e Instalaciones, Secretario de Apoyo Académico y Secretario de Extensión e Integración Social.
Fue Director General de Televisión Educativa de la Secretaría de Educación Pública y actualmente es Director General del Instituto Latinoamericano de la Comunicación Educativa.
Es un conocedor del sistema educativo nacional e impulsor del uso de las tecnologías de información y comunicaciones en programas relacionados con la educación, la investigación, el desarrollo social y la competitividad empresarial. Ha desarrollado proyectos como el Campus Virtual Politécnico, el establecimiento de centros regionales de educación continua y a distancia en varias entidades del país, el Sistema Interactivo de Educación Tecnológica para Empresas, el desarrollo de sistemas de información, de gestión escolar y de administración en línea y los observatorios virtuales empresariales.
Ha dirigido iniciativas como la construcción del Microsatélite Experimental SATEX-1 y la construcción de prototipos de aeronaves agrícolas y de adiestramiento. Fue representante de México ante Naciones Unidas en el proyecto para establecer el Centro Regional de Educación en Ciencia y Tecnología Espacial para América Latina.
Es miembro de la Academia de Ingeniería, Presidente de la Corporación Universitaria para el Desarrollo de Internet, profesor Titular “C” del Instituto Politécnico Nacional y autor de varias publicaciones, cursos y conferencias relacionadas con planeación, liderazgo, telecomunicaciones, educación a distancia, informática y nuevas tecnologías, así como coordinador de cursos, talleres y congresos, nacionales e internacionales.
CONFERENCISTAS MAGISTRALES CONFIRMADOS
Barbara Rogoff
University of California Santa Cruz “Cultural Aspects of Learning: Observation, Collaboration, and Multimodal Conversation”
Abstract
In some communities, a prevalent form of learning is through keen observation of ongoing community events in which people collaborate when they are ready. This approach to learning seems to be especially common in indigenous-heritage communities of the Americas, and less prevalent in communities that segregate children from the range of activities of their community. These ideas will be illustrated with research in Guatemalan Mayan, Mexican, and Mexican-heritage and European-heritage US communities, as well as observations in an innovative US school (reported in Learning Together, Oxford University Press, 2001).
Biographical Data
Barbara Rogoff is currently University of California Santa Cruz (UCSC) Foundation Professor of Psychology and holds the University of California Presidential Chair. She is a Fellow of the American Psychological Society, the American Anthropological Association, and the American Psychological Association. Barbara Rogoff has been a Fellow of the Center for Advanced Study in the Behavioral Sciences, a Kellogg Fellow, a Spencer Fellow, and an Osher Fellow of the Exploratorium. She has served as Editor of Human Development and of the Newsletter of the Society for Research in Child Development, Study Section member for the National Institute of Child Health and Human Development, and a committee member on the Science of Learning for the National Academy of Science. She was selected to give the 2004 UCSC Faculty Research Lecture. Her book ‘Apprenticeship in Thinking’ (1990) received the Scribner Award from the American Educational Research Association, ‘Learning Together:
Children and Adults in a School Community’ (2001) was finalist for the Maccoby Award of the American Psychologist Association, and ‘The Cultural Nature of Human Development’ (2003) won the William James Book Award of the American Psychological Association.
Profr. Rupert Wegerif
University of Exeter, United Kingdom “Dialogic Education and Technology”
Abstract
‘Dialogic Education and Technology’ (2007) is about using new technology to draw people into the kind of dialogues which take them beyond themselves into learning, thinking and creativity. The program of research reported in this book reveals key characteristics of learning dialogues and demonstrates ways in which computers and networks can deepen, enrich and expand such dialogues. A dialogic perspective is developed drawing upon recent work in communications theory, psychology, computer science and philosophy. This perspective foregrounds the creative space opened up by authentic dialogues. Whereas studies of computer-supported collaborative learning have tended to see dialogue as a means to the end of knowledge construction the dialogic perspective taken by this book sees dialogue as an end in itself – in fact moving learners into the space of dialogue is described as the core aim of education. The central argument of the book is that there is a convergence between this dialogic perspective in education and the affordances of new information and communications technology. A genuinely dialogic perspective is relatively new to the field of educational technology and there is a considerable amount of interest in this topic amongst researchers who wish to see what extra insights, if any, a dialogical approach can offer them.
Biographical Data
Professor Wegerif is currently Director of Education Studies at the University of Exeter in the United Kingdom, lead editor of “Thinking Skills and Creativity”, an international journal published by “Elsevier”, and engaged in several research projects exploring pedagogy and tools for online collaborative learning. He has researched and published widely in the field of learning with information and communications technology. His latest book, ‘Dialogic Education and Technology: Expanding the Space of Learning’, takes a philosophical approach to educational technology in order to put forward a pedagogy for the emerging network society. He argues that the internet revolution requires a radical shift in education theory, away from the identity-based thinking that sees education as productive activity and towards a vision of education as moving people into the space of dialogue. Professor Wegerif's book combines a post-modern interest in difference with research evidence of how teaching for dialogue can promote the general skills required for the emerging network society such as creativity and learning to learn.
Jorge Rey Valzacchi
Virtual Educa Cono Sur “La Web 2.0 y su implementación en los entornos virtuales de aprendizaje”
Abstract
Web 2.0 es un nuevo concepto que parte fundamentalmente del pasaje del usuario de la Web como lector al de escritor/lector, y cuyos máximos exponentes desde hace ya varios años son los blogs, y más recientemente los wikis y los podcasts. El denominado software social y los conceptos asociados de sindicación de contenidos, folksonomía (en contraposición al tradicional de taxonomía), entre otros, han permitido la aparición de novedosas herramientas de tipo colaborativo y participativo entre los usuarios de la Web. En esta charla se abordarán las implicancias y alcances actuales de estas herramientas en el ámbito educativo, particularmente en los entornos virtuales de aprendizaje y en las industrias culturales.
Biographical Data
Jorge Rey Valzacchi es Licenciado en Sistemas con un Posgrado en “Tecnología Educativa”, y un Posgrado en “Planificación y Gestión de Proyectos de Cooperación para el Desarrollo en los ámbitos de la Educación, la Ciencia y la Cultura” (OEI-UNED). Desde 1982 trabaja en el ámbito de la inserción de las nuevas tecnologías en la aulas en los diferentes niveles, y como Director de la Organización Horizonte ha asesorado a más de un centenar de colegios de Argentina en la implementación de las nuevas tecnologías en las aulas, y ha sido pionero en la producción de software educativo en castellano en su país. Desde 1996 ha dedicado gran parte de su tiempo a difundir el uso de Internet en el ámbito educativo, a través de numerosos cursos de perfeccionamiento docente, fruto de los cuales es el libro “Internet y Educación: Aprendiendo y Enseñando en los espacios virtuales”, cuya segunda edición ha sido publicada en el 2003 por la Organización de los Estados Americanos (OEA) para su difusión gratuita. Es asimismo, consultor permanente de la Organización de los Estados Iberoamericanos (OEI) para el Cono Sur de América en cuanto a tecnología educativa, y como Director de “El Magazine de Horizonte” ha realizado una extensa tarea de difusión y divulgación de esta temática, por lo cual obtuvo el Premio INELAM-OEA 2005. Actualmente es Director Ejecutivo de Virtual Educa Cono Sur (Argentina, Uruguay, Paraguay y Bolivia), Director de Educación Virtual del IeSeVe (Buenos Aires), Director del Posgrado “Experto Universitario en entornos virtuales de aprendizaje” (Virtual Educa en varios países), y se dedica a la consultoría y la implementación de procesos de e-Learning en instituciones académicas y empresas.
Charles Goodwin
University of California Los Angeles
“Environments for Cognition and Action”
Abstract
Using as data videotapes of archaeologists working to see and map structure in the dirt they are excavating, meaning-making in the home of a man with severe aphasia, and sequences of actual talk-in-interaction, this talk will investigate action, cognition, language use and things as phenomena constituted through actual agent-object inter-action. Rather than viewing cognition as an abstract process lodged entirely within the mental life of sentient beings, language as a nonmaterial process situated within the psychological life of the individual, and things as mute, unmoving objects, this presentation will focus on the mutual constitution of actors, things, and communities within the ongoing organization of situated language use and dynamically unfolding activities. From such a perspective cognition emerges as a consequential and practical issue, for example as a part of the process through which both the world that is the focus a community’s scrutiny, and other actors, are known in just the ways that allow the work of the community to be accomplished. It will be argued that both cognition and action emerge through the systematic transformation of environments that contain a range of structurally different kinds of resources that mutually interact with each other. These include activities that are being pursued, things of different kinds (for example objects that are the focus of explicit cognitive work, such as classification, and other objects that both help structure such work and incorporate solutions found by the predecessors of the current actors), multiple embodied actors carrying out courses of action together, language structure, and the embodied practices through which the work of a community is accomplished. In all cases emerging action and language use secrete structures into the world that position actors while serving as the point of departure for subsequent action.
Biographical Data
Charles Goodwin is Professor of Applied Linguistics at the University of Los Angeles (UCLA). His interests include video analysis of talk-in-interaction (including study of the discursive practices used by hearers and speakers to construct utterances, stories, and other forms of talk), grammar in context, cognition in the lived social world, gesture, gaze and embodiment as interactively organized social practices, aphasia in discourse, language in the professions and the ethnography of science. He has done fieldwork analyzing family interaction in the United States, the work of oceanographers in the mouth of the Amazon, archaeologists in the United States and Argentina, and the organization of talk, vision and embodied action in the midst of surgery. As part of the Workplace Project at Xerox PARC he investigated cognition and talk-in-interaction in a complex work setting (ground operations at a major airport). With Marjorie Harness Goodwin, he has analyzed the interaction of children in the playground, and interaction in the home of a man with severe aphasia. Publications include Conversational Organization: Interaction Between Speakers and Hearers (New York: Academic Press, 1977), Rethinking Context: Language as an Interactive Phenomenon (edited with Alessandro Duranti, Cambridge: Cambridge University Press, 1992), Conversation and Brain Damage (editor, Oxford University Press 2002) ‘Professional Vision’ American Anthropologist 1994, ‘Co-constructing Meaning in Conversations with a Man with Severe Aphasia’ Research on Language in Social Interaction 1995; ‘Seeing in Depth’ Social Studies of Science 1995; ‘Transparent Vision’ In Elinor Ochs, Emanuel A. Schegloff, & Sandra Thompson (Eds.), Interaction and Grammar 1996 Cambridge: Cambridge University Press, ‘Practices of Color Classification’ Mind, Culture and Activity 1999, ‘Action and Embodiment within Situated Human Interaction’ Journal of Pragmatics 1999, Il Senso del Vedere: Pratiche Sociali della Significazione, Melterri Editore (2003)
Phil Scott
University of Leeds
“Dialogic Teaching in Science Classrooms”
Abstract
At present there is great deal of talk, internationally, about the merits or otherwise of approaches to science instruction which might be referred to as ‘dialogic teaching’ or ‘interactive teaching’ or ‘active learning’ and so on. In this presentation I shall outline a theoretically grounded perspective on dialogic teaching, which has been developed through a recently completed (2007) project on ‘Dialogic Teaching in Science Classrooms’, and draw upon data from that project to illustrate how such teaching might appear in elementary and high school classrooms. A key aspect of the perspective taken is to view dialogic teaching as involving a balance of both authoritative and dialogic approaches. This follows from the inevitable demands of teaching and learning an authoritative discipline such as science. Finally, the question will be addressed as to why there is such a scarcity of ‘dialogic teaching’ in science classrooms world-wide.
Biographical Data
Phil Scott is Professor of Science Education and Director of the Centre for Studies in Science and Mathematics Education (CSSME) in the School of Education at the University of Leeds, United Kingdom. He is also Assistant Editor of the international journal ‘Studies in Science Education’. Professor Scott is currently involved in a number of research projects, one of which is focusing on ‘Dialogic Teaching in Science Classrooms’ and involves collaboration with Professor Neil Mercer of the University of Cambridge. This work on dialogic teaching builds on previous research into the discourse of science classrooms with Eduardo Mortimer, UFMG Brazil, which led to the book ‘Meaning Making in Secondary Science Classrooms’. This book sets out a framework for characterizing teacher-student verbal interactions and is based on a broadly sociocultural theoretical perspective, drawing on Vygotsky and Bakhtin. Professor Scott is currently working on ways of using these insights into dialogic teaching to inform the design of science teaching sequences in a national UK curriculum development project.
Samuel A. DiGangi, PhD
Associate Vice President, University Technology Office
Associate Professor
Arizona State University
“A Global Perspective to training quality teachers”
Abstract
When knowledge and information become valuable resources, every nation possesses a potential source of wealth. In the 21st century, the social, political, and economic health of all nations are intertwined. It has never been more important for nations to share knowledge, to benefit from mutual influence, to make education a process in which knowledge transfers freely across borders.
International linkages must move beyond vertical structures in which wealthy nations determine the direction of global events. With recognition that every nation can exert economic and political influence on any other comes the realization collaborative learning enterprises are critical to the survival of anyone striving to achieve and maintain prosperity.
This presentation will highlight the partnership of the Applied Learning Technologies Institute and the Mary Lou Fulton College of Education at ASU with schools in Central America in establishing learning technology initiatives that improve life and learning for all collaborators, regardless of wealth or status on the geopolitical stage. Dr. DiGangi will discuss how not only has knowledge transfer been increased, but how its flow has become horizontal, allowing all partners to benefit from mutual influence.
Video interviews of pre-service and in-service teachers, school administrators and University faculty will be featured.
Sam's email is:sam@asu.edu
