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El Programa de Lideres en Salud Internacional Edmundo Granda Ugalde (PLSI) 2012 realizó un encuentro presencial del 28 de mayo al 1 de junio en Managua, Nicaragua. Este encuentro representa el segundo módulo del PLSI, un programa que dura nueve meses y que se lleva a cabo principalmente en forma virtual en el Campus Virtual de Salud Pública desde el año 2008.

Durante los días 15 al 17 de mayo de 2012 se celebró en Tulsa, Oklahoma una importante Conferencia titulada: Beyond Flexner: Misión social de la Educación Médica. La Conferencia fue patrocinada por The W.K Kellog Foundation, The George Kaiser Family Foundation, The George Washington University, The University of Oklahoma School of Community Medicine y the University of Tulsa.

Durante los días 15 al 17 de mayo de 2012 se celebró en Tulsa, Oklahoma una importante Conferencia titulada: Beyond Flexner: Misión social de la Educación Médica. La Conferencia fue patrocinada por The W.K Kellog Foundation, The George Kaiser Family Foundation, The George Washington University, The University of Oklahoma School of Community Medicine y the University of Tulsa.

Durante los días 15 al 17 de mayo de 2012 se celebró en Tulsa, Oklahoma una importante Conferencia titulada: Beyond Flexner: Misión social de la Educación Médica. La Conferencia fue patrocinada por The W.K Kellog Foundation, The George Kaiser Family Foundation, The George Washington University, The University of Oklahoma School of Community Medicine y the University of Tulsa.

Durante los días 15 al 17 de mayo de 2012 se celebró en Tulsa, Oklahoma una importante Conferencia titulada: Beyond Flexner: Misión social de la Educación Médica. La Conferencia fue patrocinada por The W.K Kellog Foundation, The George Kaiser Family Foundation, The George Washington University, The University of Oklahoma School of Community Medicine y the University of Tulsa.

Studying for the pleasure of learning is the difference between pursuing a formal education and training on their own initiative without the aim of obtaining a titlechange. In the first case just go to a school and spend a few tests with the only stimulus to receive a certificate. In the second the student is not satisfied with so little, but aims to dominate the matter to be able to apply a master in his life and work.

Although it may seem strange, more and more people opt for the latter, especiallythose with a degree in their walls seeking to expand their knowledge. And just asinterested students grows increase educational opportunities: Khan Academy, TED-Ed, Code Academy or EDX are some of the initiatives that have becomereference of this new teaching model. Systems that have made the Internet itsboard and where students and teachers are confused, because the objective is to share both knowledge and the time required for transmission.

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Studying for the pleasure of learning is the difference between pursuing a formal education and training on their own initiative without the aim of obtaining a titlechange. In the first case just go to a school and spend a few tests with the only stimulus to receive a certificate. In the second the student is not satisfied with so little, but aims to dominate the matter to be able to apply a master in his life and work.

Although it may seem strange, more and more people opt for the latter, especiallythose with a degree in their walls seeking to expand their knowledge. And just asinterested students grows increase educational opportunities: Khan Academy, TED-Ed, Code Academy or EDX are some of the initiatives that have becomereference of this new teaching model. Systems that have made the Internet itsboard and where students and teachers are confused, because the objective is to share both knowledge and the time required for transmission.

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Estudiar por el placer de aprender es la diferencia entre seguir una enseñanza reglada y formarse por iniciativa propia sin el objetivo de obtener un título a cambio. En el primer caso basta con ir a un centro educativo y pasar unos exámenes con el único estímulo de recibir un certificado. En el segundo el estudiante no se conforma con tan poco, sino que aspira a dominar la materia hasta poder aplicarla con maestría en su vida y su trabajo.

Aunque pueda parecer extraño, cada vez más gente opta por lo segundo, sobre todo quienes con un título en sus paredes quieren ampliar sus conocimientos. Y al igual que aumentan los estudiantes interesados crece la oferta educativa: Khan Academy, TED-Ed, Code Academy o EdX son algunas de las iniciativas que se han convertido en referencia de este nuevo modelo de enseñanza. Sistemas que han hecho de Internet su pizarra y donde alumnos y profesores se confunden, ya que el objetivo es compartir tanto el conocimiento como el tiempo necesario para transmitirlo.

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Durante los días 3 y 4 de Mayo se celebró una reunión de evaluación, reestructuración y reprogramación del curso virtual de Funciones Esenciales de Salud Pública.

Esta reunión se realizó en la ciudad de Bogotá y contó con la participación de la mayoría de los tutores del curso, el coordinador académico, Dr. Rubén Darío Gómez, funcionarios del Campus Virtual de Salud Pública y el proyecto de Recursos Humanos para la Salud del Área de Sistemas de Salud basados en la APS.

Durante los días 3 y 4 de Mayo se celebró una reunión de evaluación, reestructuración y reprogramación del curso virtual de Funciones Esenciales de Salud Pública.

Esta reunión se realizó en la ciudad de Bogotá y contó con la participación de la mayoría de los tutores del curso, el coordinador académico, Dr. Rubén Darío Gómez, funcionarios del Campus Virtual de Salud Pública y el proyecto de Recursos Humanos para la Salud del Área de Sistemas de Salud basados en la APS.

Durante los días 3 y 4 de Mayo se celebró una reunión de evaluación, reestructuración y reprogramación del curso virtual de Funciones Esenciales de Salud Pública.

Esta reunión se realizó en la ciudad de Bogotá y contó con la participación de la mayoría de los tutores del curso, el coordinador académico, Dr. Rubén Darío Gómez, funcionarios del Campus Virtual de Salud Pública y el proyecto de Recursos Humanos para la Salud del Área de Sistemas de Salud basados en la APS.

Durante los días 3 y 4 de Mayo se celebró una reunión de evaluación, reestructuración y reprogramación del curso virtual de Funciones Esenciales de Salud Pública.

Esta reunión se realizó en la ciudad de Bogotá y contó con la participación de la mayoría de los tutores del curso, el coordinador académico, Dr. Rubén Darío Gómez, funcionarios del Campus Virtual de Salud Pública y el proyecto de Recursos Humanos para la Salud del Área de Sistemas de Salud basados en la APS.

The development of the technology begins to cause significant changes in teaching models.  In universities, for example, the traditional crowdedlibraries copies are giving way to digital books (e-books).

This is the case of the Department of Engineering, University of Texas at San Antonio (UTSA) where digital texts can be downloaded from any terminal to the laptops of the students.

In September, the UTSA opened the first library without books that works in a U.S. university campus

It can accommodate 80 people and houses 425 000 18 000 digital books and digital magazine subscriptions, reports the BBC reporter, Kabir Chibber.

Drastic change

"With better search tools and an increasing availability of digital content, find information became more simple," said Krisellen Maloney, dean of the libraries of the UTSA.

Other study centers follow the same trend.

In 2000, the Kansas State University opened an electronic library, but kept some reference books. Earlier this year, Stanford University took away all the copies, except 10 000 printed volumes of his Library of Engineering.

With these new systems, the library staff now has more time to help students with their queries instead of taking books off the shelves.

But academic publishers have slowed digital publications and for one simple reason: academic texts represent a value about $ 8 billion a year in the U.S.

Publishers and booksellers are not willing to kill the goose that lays golden eggs.

"Business models are changing in the publishing world but in some cases there remains a tendency to print," says Maloney.

"The model (traditional) still remains because the publishers are resisting an alternative," says David Prescott, head of sales at Blackwell's one of the largest academic libraries in the UK

Digital books can be shared and copied many times, as opposed to having 30 books for 30 students.

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The development of the technology begins to cause significant changes in teaching models.  In universities, for example, the traditional crowdedlibraries copies are giving way to digital books (e-books).

This is the case of the Department of Engineering, University of Texas at San Antonio (UTSA) where digital texts can be downloaded from any terminal to the laptops of the students.

In September, the UTSA opened the first library without books that works in a U.S. university campus

It can accommodate 80 people and houses 425 000 18 000 digital books and digital magazine subscriptions, reports the BBC reporter, Kabir Chibber.

Drastic change

"With better search tools and an increasing availability of digital content, find information became more simple," said Krisellen Maloney, dean of the libraries of the UTSA.

Other study centers follow the same trend.

In 2000, the Kansas State University opened an electronic library, but kept some reference books. Earlier this year, Stanford University took away all the copies, except 10 000 printed volumes of his Library of Engineering.

With these new systems, the library staff now has more time to help students with their queries instead of taking books off the shelves.

But academic publishers have slowed digital publications and for one simple reason: academic texts represent a value about $ 8 billion a year in the U.S.

Publishers and booksellers are not willing to kill the goose that lays golden eggs.

"Business models are changing in the publishing world but in some cases there remains a tendency to print," says Maloney.

"The model (traditional) still remains because the publishers are resisting an alternative," says David Prescott, head of sales at Blackwell's one of the largest academic libraries in the UK

Digital books can be shared and copied many times, as opposed to having 30 books for 30 students.

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What happens to study? ¿Fundamentals of pharmacology, Greek and Roman mythology, introduction to genomics? Who would want to study the classes? ¿Faculty of Stanford University, Princeton, Berkeley?

Well, if you have internet access, all that you can do from home thanks to a program developed in California, USA, in collaboration with some of the most prestigious institutions in the world. And it's free.

The program, called Coursera, offers 36 courses designed by renowned professors from the universities of Pennsylvania, Michigan, in addition to those listed above.

Open doors

The founders are Daphne Koller Coursera and Andrew Ng, professors of computer science at Stanford University, who had three of his courses designed for public access so successful that they decided to expand the project and reach a worldwide audience.

"Education is the great leveler. Gives knowledge, enables and empowers people," said Dr. Koller told the BBC. "Stanford has amazing teachers and other institutions of equal level and we wanted to make their courses accessible to students around the world."

Michael Corry, Professor of Education and Technology Leadership at George Washington University (GWU), which offers online home runs, agrees the benefits of distance education and online.

"Remove the obstacles to higher education presents opportunities no matter where they are and opens doors previously closed to many" he said.

Professor Corry emphasizes what he calls "structured flexibility" of the online courses. By that he means that, within an established framework can be adjusted when a student takes the class, does the corresponding work and examinations according to their own agenda.

"That is key for many students who have full time jobs. They like him a lot," he said.

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What happens to study? ¿Fundamentals of pharmacology, Greek and Roman mythology, introduction to genomics? Who would want to study the classes? ¿Faculty of Stanford University, Princeton, Berkeley?

Well, if you have internet access, all that you can do from home thanks to a program developed in California, USA, in collaboration with some of the most prestigious institutions in the world. And it's free.

The program, called Coursera, offers 36 courses designed by renowned professors from the universities of Pennsylvania, Michigan, in addition to those listed above.

Open doors

The founders are Daphne Koller Coursera and Andrew Ng, professors of computer science at Stanford University, who had three of his courses designed for public access so successful that they decided to expand the project and reach a worldwide audience.

"Education is the great leveler. Gives knowledge, enables and empowers people," said Dr. Koller told the BBC. "Stanford has amazing teachers and other institutions of equal level and we wanted to make their courses accessible to students around the world."

Michael Corry, Professor of Education and Technology Leadership at George Washington University (GWU), which offers online home runs, agrees the benefits of distance education and online.

"Remove the obstacles to higher education presents opportunities no matter where they are and opens doors previously closed to many" he said.

Professor Corry emphasizes what he calls "structured flexibility" of the online courses. By that he means that, within an established framework can be adjusted when a student takes the class, does the corresponding work and examinations according to their own agenda.

"That is key for many students who have full time jobs. They like him a lot," he said.

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Harvard University and the Massachusetts Institute of Technology (MIT) today announced edX, a transformational new partnership in online education. Through edX, the two institutions will collaborate to enhance campus-based teaching and learning and build a global community of online learners.

EdX will build on both universities’ experience in offering online instructional content. The technological platform recently established by MITx, which will serve as the foundation for the new learning system, was designed to offer online versions of MIT courses featuring video lesson segments, embedded quizzes, immediate feedback, student-ranked questions and answers, online laboratories, and student paced learning. Certificates of mastery will be available for those motivated and able to demonstrate their knowledge of the course material.

MIT and Harvard expect that over time other universities will join them in offering courses on the edX platform. The gathering of many universities’ educational content together on one site will enable learners worldwide to access the course content of any participating university from a single website, and to use a set of online educational tools shared by all participating universities.

EdX will release its learning platform as open source software so it can be used by other universities and organizations who wish to host the platform themselves. Because the learning technology will be available as open-source software, other universities and individuals will be able to help edX improve and add features to the technology.

MIT and Harvard will use the jointly operated edX platform to research how students learn and how technologies can facilitate effective teaching both on-campus and online. The edX platform will enable the study of which teaching methods and tools are most successful. The findings of this research will be used to inform how faculty use technology in their teaching, which will enhance the experience for students on campus and for the millions expected to take advantage of these new online offerings.

“EdX represents a unique opportunity to improve education on our own campuses through online learning, while simultaneously creating a bold new educational path for millions of learners worldwide,” MIT President Susan Hockfield said.

Harvard President Drew Faust said, “edX gives Harvard and MIT an unprecedented opportunity to dramatically extend our collective reach by conducting groundbreaking research into effective education and by extending online access to quality higher education.”

“Harvard and MIT will use these new technologies and the research they will make possible to lead the direction of online learning in a way that benefits our students, our peers, and people across the nation and the globe,” Faust continued.

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Harvard University and the Massachusetts Institute of Technology (MIT) today announced edX, a transformational new partnership in online education. Through edX, the two institutions will collaborate to enhance campus-based teaching and learning and build a global community of online learners.

EdX will build on both universities’ experience in offering online instructional content. The technological platform recently established by MITx, which will serve as the foundation for the new learning system, was designed to offer online versions of MIT courses featuring video lesson segments, embedded quizzes, immediate feedback, student-ranked questions and answers, online laboratories, and student paced learning. Certificates of mastery will be available for those motivated and able to demonstrate their knowledge of the course material.

MIT and Harvard expect that over time other universities will join them in offering courses on the edX platform. The gathering of many universities’ educational content together on one site will enable learners worldwide to access the course content of any participating university from a single website, and to use a set of online educational tools shared by all participating universities.

EdX will release its learning platform as open source software so it can be used by other universities and organizations who wish to host the platform themselves. Because the learning technology will be available as open-source software, other universities and individuals will be able to help edX improve and add features to the technology.

MIT and Harvard will use the jointly operated edX platform to research how students learn and how technologies can facilitate effective teaching both on-campus and online. The edX platform will enable the study of which teaching methods and tools are most successful. The findings of this research will be used to inform how faculty use technology in their teaching, which will enhance the experience for students on campus and for the millions expected to take advantage of these new online offerings.

“EdX represents a unique opportunity to improve education on our own campuses through online learning, while simultaneously creating a bold new educational path for millions of learners worldwide,” MIT President Susan Hockfield said.

Harvard President Drew Faust said, “edX gives Harvard and MIT an unprecedented opportunity to dramatically extend our collective reach by conducting groundbreaking research into effective education and by extending online access to quality higher education.”

“Harvard and MIT will use these new technologies and the research they will make possible to lead the direction of online learning in a way that benefits our students, our peers, and people across the nation and the globe,” Faust continued.

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El desarrollo de la tecnología comienza a provocar cambios significativos en los modelos de enseñanza. En las universidades, por ejemplo, las tradicionales bibliotecas atestadas de ejemplares impresos están dando paso a los libros digitales (e-books).

Es el caso del Departamento de Ingeniería de la Universidad de Texas en San Antonio (UTSA) donde los textos digitales se pueden descargar desde cualquier terminal a los computadores portátiles de los estudiantes.

En septiembre la UTSA abrió la primera biblioteca sin libros que funciona en un campus universitario de Estados Unidos

Tiene capacidad para 80 personas y alberga 425 mil libros digitales y 18 mil suscripciones a revistas digitales, informa el reportero de la BBC, Kabir Chibber.

Cambio drástico

"Con mejores herramientas de búsqueda y una creciente disponibilidad de contenidos digitales, encontrar información se convirtió en algo más sencillo", dijo Krisellen Maloney, decana de las bibliotecas de la UTSA.

Otros centros de estudio siguen la misma tendencia.

En 2000, la Universidad del Estado de Kansas abrió una biblioteca electrónica, pero mantuvo algunos libros de referencia. A principios de este año, la Universidad de Stanford quitó todos los ejemplares, excepto 10 mil volúmenes impresos, de su biblioteca de Ingeniería.

Con estos nuevos sistemas, el personal de la biblioteca tiene ahora más tiempo para ayudar a los estudiantes con sus consultas en lugar de estar sacando libros de las estanterías.

Pero las editoriales académicas han ralentizado las publicaciones digitales y por una sencilla razón: los textos académicos representan un valor unos US$8 mil millones al año en EE.UU.

Los editores y los libreros no están dispuestos a matar a la gallina de los huevos de oro.

"Los modelos de negocios están cambiando en el mundo editorial pero en algunos casos sigue existiendo una tendencia hacia la impresión", dice Maloney.

"El modelo (tradicional) todavía subsiste porque los editores se están resistiendo a encontrar una alternativa", dice David Prescott, jefe de ventas de Blackwell's una de las librerías académicas más grandes del Reino Unido

Los libros digitales pueden ser compartidos y copiados infinidad de veces; a diferencia de tener 30 libros para 30 estudiantes.

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¿Qué se le ocurre estudiar? ¿Fundamentos de la farmacología, mitología griega y romana, introducción a la ciencia del genoma? ¿Con quién querría estudiar las clases? ¿Profesores de la Universidad de Stanford, Princeton, Berkeley?

Pues bien, si tiene acceso a internet, todo eso lo puede hacer desde su casa gracias a un programa desarrollado en California, Estados Unidos, en colaboración con algunas de las más prestigiosas instituciones del mundo. Y es gratis.

El programa, llamado Coursera, ofrece 36 cursos diseñados por destacados catedráticos de las universidades de Pennsylvania, Michigan, además de las ya mencionadas arriba.

Puertas abiertas

Los fundadores de Coursera son Daphne Koller y Andrew Ng, profesores de informática en la Universidad de Stanford, que habían diseñado tres de sus cursos para acceso público con tanto éxito que decidieron ampliar el proyecto y llegar a una audiencia mundial.

"La educación es el gran nivelador. Da conocimiento, habilita y otorga poder a la gente", afirmó la doctora Koller a BBC Mundo. "Stanford tiene profesores espectaculares, así como otras instituciones de igual nivel y queríamos poner sus cursos al alcance de estudiantes en todo el mundo".

Michael Corry, profesor de Educación y Liderazgo Tecnológico de la Universidad George Washington (GWU), que ofrece carreras completas online, coincide en los beneficios de la educación a distancia y por internet.

"Retira los obstáculos de la educación superior, presenta oportunidades no importa dónde se esté y abre puertas que antes estaban cerradas para muchos", afirmó.

El profesor Corry resalta lo que llama la "flexibilidad estructurada" de los cursos online. Con eso quiere decir que, dentro de un marco establecido, un estudiante puede ajustar cuándo toma la clase, hace el trabajo correspondiente y los exámenes según su propia agenda.

"Eso es clave para muchos estudiantes que tienen trabajos de tiempo completo. Lo aprecian mucho", explicó.

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