cck09 - gryc09 - tiod10 - reinv2010 - plenk - ds106 - ddhhyc -

Inventamos o erramos

2011-10-19T13:51:00.000-07:00

La facultad de Filosofía y Letras (UBA) de Argentina está repleta de carteles con la cita "inventamos o erramos" de Simón Rodriguez, maestro del otro Simón celebre de América Latina (Simón Bolivar) y ambicioso y libre pedagogo que en tiempos de independencia sabía que era necesario no copiar un sistema educativo de Europa en la región sino crear uno propio. Lamentablemente, su postura no fue la que ganó.

"THEY also wanted to study" - Chile today -imag shared on Facebook by Mariano Zamora

Cuando participo del MOOC Change11, vivo una tensión como esta de la que habla Rodriguez. En un entorno de educación abierta, la diversidad debería estar presente. La educación abierta es una postura política, especialmente significativa para los que tienen menos acceso o lo disputan o no quieren que todo vinculo sea de compra/venta. ¿No somos suficientes los que vivimos otra realidad para instalar temas que tienen que ver con nuestras problemáticas? Tal vez estas discusiones se están dando y me las pierdo o tal vez estas discusiones deben darse en otro lado. Quisiera que en un curso masivo en línea de alcance global pudiera ser un espacio para este diálogo. Tal vez es que lo universal y lo particular no pueden compartir el espacio (y esto también es verdad para el aula, la mayoría de las veces).

Siempre participar de cursos impulsados por gente de otros países me abre la cabeza, me estimula, aprendo mucho, pero ahora estoy sintiendo fuertemente que si bien los temas que se tratan o cómo se tratan podrían ser interesantes, no hay lugar para lo que para mí es más fundamental hoy, no responden a los problemas sobre los que yo necesito reflexionar y accionar: la masividad de un sistema educativo que cae por su propio peso, las tensiones entre desigualdad (pobreza) y diferencias (culturales), el aprendizaje para cada uno cuando debemos diseñar para millones, qué conservar del pasado, qué activar en el presente, qué olvidar, cómo dejar de perder el tiempo y qué hacer para potenciar el deseo en el aprendizajes, etc. Cuando el contexto pedágogico es que los adolescentes cursan un nivel medio sin lograr la lectoescritura, las tecnologías del nivel superior (semana 6 del curso) para mí no son prioridad. O sí, pero la discusión, en todo caso, tampoco corresponde a un nivel superior como el que yo transito. Cuando hablamos de colaboración (semana 4) en la sesión sincrónica yo necesitaba discutir con colegas las fuertes diferencias de conocimientos, culturales y de habilidades que la escuela espera y las realidad que existen en las aulas, cómo construir colaboración en ese contexto. No pude motivar un diálogo con nadie, (¿será que no les pasa?)

Frente a esto pienso que un cambio es que inventemos. En el grupo de Facebook que creamos los hispanoparlantes del curso #change11, surgió la idea de crear un MOOC o CAMEL, como los llama - en español- Luis Ordoñez. Ya desde el vamos tenemos diferencias, qué tema debería tratar el curso es muy diferente para cada uno, que todos hablemos español no es suficiente para estar mirando una realidad similar: México,Uruguay, España, Colombia y Argentina son casi planetas separados en algunos aspectos. Aún así, creo que la iniciativa está en el orden del cambio verdadero: que inventemos. Iniciamos una wiki para comenzar a traccionar en ese sentido proyectomooc.wikipaces.com (aún vacía)

En la misma línea, me interesó el post Dónde está el cambio? que si bien no cuestiona el curso por su necesidad de otra cosa, lo hace por la distancia entre el discurso y la práctica, una disociación que -con distintos contenidos- se le cuestiona al sistema educativo tradicional desde hace mucho tiempo. Esta entrada que menciono se centra en las supuestas contradicciones entre educación abierta y el uso plataformas pagas, o entre innovar y la elección a favor de la plataforma más cómoda. En este sentido, debo decir que aprecio el hecho de que se intenten distintas herramientas y que no funcionen y que se planifique y diseñe sobre la marcha cómo resolver las contingencias.

Por otro lado, gracias a que existe una experiencia como #change11 de por sí algo ya cambió: podemos discutirlo, pelearnos, aplaudirlo...podemos crear algo diferente a partir de la propuesta de cambio que pone a disposición. Tomo el curso como una interpelación. Agradezco el desafío.

Participo de los mooc para aprender sobre formatos y diseños de experiencias abiertas en línea que enfatizan en la colaboración. Todavía no logro del todo inventar y dejar de errar.

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Aprendizaje colectivo y abierto: ¿Discurso educativamente correcto o realidad?

2011-10-10T17:44:00.000-07:00

imag: http://madrid.cnt.es/

La semana pasada tratamos el aprendizaje colectivo en Change11 y como buen ejemplo del tema hoy arrancó el curso sobre inteligencia artificial de Stanford.

Me anoté como lurker -con algo de fe- en el curso de Stanford, en especial para explorar el formato y sumarme como conejito de indias a la experiencia: el objetivo de AIClass es comprobar si con un curso abierto en línea se puede aprender lo mismo que con el mismo curso presencial, tradicional, en Stanford.
Es decir, si se logran los mismos resultados, cuantificables por evaluaciones.

Preguntas que me hago respecto a la universidad como institución (más allá de los profesores del curso de AI): ¿quieren realmente probar que se logran los mismos aprendizajes con un curso abierto-masivo-en red o no? Porque si se comprueba que sí, quedaría demostrado que la estructura misma de la universidad debe modificarse, al menos, abrirse. Si la certificación de Stanford puede obtenerse sin asistir de manera presencial a Stanford, podría distribuirse el saber y los certificados de manera masiva (¿gratutita?), el mercado educativo sufriría un interesante shock. Muchos nuevos caminos se presentan (ya los venimos viendo y experimentando, pero que yo sepa esta es la primera experiencia abierta que ofrece una certificación, o sea, evaluar).

Creo que tener como objetivo el que se plantean puede ser tramposo: que se logren los mismos resultados modificando el vínculo pedagógico es poco probable, y no sé si debería ser deseable. Lo interesante es observar los aprendizajes que emergen, las prácticas que brotan, lo que 160.000 inscriptos en un curso en línea son capaces de hacer con la red que se traza y la autonomía que se ofrece brindando determinados insumos. Al revés de la famosa frase de Einstein, esperan los mismos resultados haciendo algo diferente. Más bien lograr nuevos resultados, los no previstos, podría ser un paso interesante para la investigación y el aprendizaje, incluso para quienes quieran desarrollar planemiento educativo con métodos "científicos". Leer el twitter de @aiclass da una mirada sobre efecto del primer día de clases del curso: gente impactada y experimentando/creando un fuerte cambio, gratitud.

Esta semana 5 de Change11 nuevamente ofrece un buen marco para estas inquietudes. Nos convocan a reflexionar sobre el impacto en la práctica de la educación abierta.

El especialista de la semana, David Wiley, resume su contribución al campo con "I would like to invite students to reflect on the practical impact on people they would like to their educational technology / educational research work to have. What kind of change do they want to see in the world? What will they have to do, personally, to create that change?"

"Me gustaría invitar a los estudiantes a reflexionar sobre la repercusión práctica que les gustaría ver en la gente respecto de su trabajo e investigación acerca de tecnología/educación. ¿Qué tipo de cambio es lo que quieren ver en el mundo? ¿Qué tienen que hacer, personalmente, para crear ese cambio? "

El cambio que yo quiero ver es una modificación en las relaciones de saber/poder. Y junto con esto, todos los otros cambios que pueden desatarse que también quiero en la educación y en el mundo. En particular uno: frente al concepto de individuo "individualista", yo prefiero el de personas interconectadas integrando redes, comunidades de práctica y aprendizaje. Sobre lo que tengo que hacer para lograrlo, algo estoy haciendo, mucho estoy tratando de entender, ya que comprende una gran complejidad. Para empezar, me estoy haciendo cargo de ese deseo.

----

Esta es la descripción sobre le formato y modalidad de participación en AIClass. Este el canal en youtube, acá las consignas de trabajo semanales (con voluntarios se está subtitulando el material del curso a muchos idiomas).

Edgar Altamirano, también participante del Change11 y con quien compartimos el grupo Change11Es en facebook, creó un grupo para intercambiar en español, como comunidad de apoyo para AIClass. Él mismo es profesor de AI así que allí podemos tener un gran apoyo. Quienes quieran sumarse es https://www.facebook.com/groups/IAStanford/.

Change seeks being comfortable

2011-09-14T22:12:00.000-07:00

photo: genesconectados.com

My first movements on #change11 MOOC were modest, not anxious at all (not like in cck09 that on first week I learned about PLE and didn´t sleep till I designed my own).

Now I´m looking for Spanish speakers. Not because I don´t want to share in English but because I want to explore participating in Spanish too, also sharing with language peers. I´m more intelligent in Spanish. At least, faster.

Though being slow wasn´t bad at all in other open courses in English I participated (the English version of me is a words creator, and that is very similar to an ideas creator, fun!). Many Spanish speakers joined in a Facebook group in Spanish: #change11ES Come visit if you want: http://www.facebook.com/groups/change11es/

MOOCs tought me that I can be totally creative trying to be confortable. My personal way of learning is the best way.

Thanks George Siemens, Stephen Downes, Dave Cormier and all participants for this new massive open online freedom game.

Honor code for Stanford online course students

2011-09-04T10:02:00.000-07:00

At the end of the enrollment form for the artificial intelligence course, you can read this honor code and you need to accept it to finish the process

Honor Code

All students participating in this course must agree to abide by the following code of conduct:

- I will only register for one account.

- My answers to graded homework and exam questions will be my own work.

- I will not post or discuss any information related to graded

homework and exam questions until after the answers have been released by the instructors.

- I will not engage in any other activities that would dishonestly improve my results or improve or hurt the results of other students.

Any violation of the above terms will result in the permanent

deletion of your account. Cheating will not be tolerated.

Two other things I haven´t experimented yet on MOOC:

they desing two tracks: basic and advance (you can switch later if you want) they say the did it that way because of the big amount of enrollments they received.
they will extend a statement of accomplishment signed by both Peter Norvig and Sebastian Thrun upon completion of the course

Click is the sound of attraction

2011-06-26T08:50:00.000-07:00

I was in my car with the daily shoot assignment in my head and this ad called me. That is the kind of attraction advertisment works with + the concept of the clicking hand appears for illustrating attraction in that small act we do thousands of times daily, while we navigate.

To tell or not tell, dailyshoot

2011-06-21T15:17:00.000-07:00

Does a dailyshoot needs to tell something about my day?
If that is so, this is my dailyshoot:

But if we are just talking about water, this is my dailyshoot:

Both pictures tell? I guess the one of the sink may need a titlle: "Dishes washed"

I took both pictures with my motorola Milestone cellphone, not a great camera but my camera was out of batteries.

My "Paris, Texas" animated gif

2011-06-18T18:25:00.000-07:00

Happy ever after for a day.

A very good assignment to work with secondary students and teachers by the way. Easy and good tutorial, thanks!

Next step: #DS106 with Jim Groom & Co.

2011-06-12T16:32:00.000-07:00

I will be using this blog for the ds106 course.
This is me and my personal manifesto about education: "Aprendizadora" is a word I´ve made up with "aprendizaje" (learning) + "profesora" (teacher).

see you.

What is wrong with autonomy learning? People drop-out of MOOCs

2011-01-05T09:08:00.000-08:00

Reflecting on MOOCs, George Siemens asks “What’s wrong with MOOCs?"

I wrote the following on that excellent post an thread of comments:

I comment on this post to provide with an example for the drop-out issue, the lurkers, the traditional numbers/results that courses give and MOOCs don't (so we have "problems").

I comment so you see me. I'm here, involved, doing, thinking with you, learning. But really, so many ideas in this thread and as MOOC problems are a topic I'm working on, I need a little time. I'm writing a chapter for a book about reinv2010 (a MOOCs´ son I've designed and facilitated) and reflecting on some of the ideas written here (some are new approachs, thanks!).

Now you see me, but in this kind of moment of a learning process in a MOOC you wouldn't see me, I would be silent, in my own process, though really thinking with you.

I´d have the face a student has in class and the teacher asks: "Are you following? Need help?" But in a MOOC I would be trying to solve it by myself (or in a me-peers-google way).

When we see problems in MOOCs we are talking about issues traditional courses also may have. Drop-outs? Even with much more structured courses and a paper for accreditation, we drop-out. In my country good education is for free (national universities in Argentina are free) dropping out is common: we drop-out because we have much work, we don´t like the teacher or whatever...is common dropping out. My experience tells me that is not so important for staying in a course the lack of accreditation as the lack of payment.

And the main issue: for autonomy learning we need to learn. We have been learning (or not!) with teachers and syllabus telling us what to do, in MOOCs we need to find coherence by ourselves. That is a lot of work and a skill we need to develop. How? May be, lurking or dropping out of MOOCs for a while.

Lisa M Lane wrote an interesting post about this topic: http://lisahistory.net/wordpress/?p=727
And José Motas´ post: http://orfeu.org/2010/12/21/is-intrinsic-motivation-enough/

My PLENK half an hour of the day

2010-09-15T09:01:00.000-07:00

Before designing my PLE for PLENK I need to set my clock for it.
I don´t have time for PLENK right now but couldn´t stay out, so I decided to go for a little aim (Downes inspired me with his half an hour blog): "My PLENK half an hour of the day".

I will choose something to enjoy per day, taking half an hour of my multiple duties to be PLENK-connected. I know its really little time, but is something.

For choosing I will use the cientific Google system: I will click my "I´m feeling lucky" link from the Daily, or a tweet I like for some reason.

I don´t think I will have much time to go over the readings of the week or participating on session (may be I will go over recordings at night, I always enjoy sleepless recording at midnight).

So my PLE is about time: half an hour + my "I´m feeling Lucky" link.

We will see.

Learning it is getting a little too personal...just what I wanted! / Downes in Argentina

2010-05-10T18:56:00.000-07:00

Stephen Downes face to face is just Downes, but better. I like very much when people do and are what they say, other way we are in lie-land and I hated there. Downes is just Downes, that is to say he is really what he talks about, that is pretty awesome and not so common: the expert as someone who is learning it is a rupture, a totally new way. The connectivist way!

Downes talks about personal learning environments and that is the way he learns, in a personal way. He is open-minded and talks about freedom and autonomy in education. He is open and works on openness. He is easy going and belives in the do-it-yourself-mode to learn. To teach is to be transparent, to model, to show how you learn. Downes, the expert, is "someone with experience in a subject and a point of view". On his own words: everyone is the center of its own learning, the center of its net and the center of its learning environment.

Learning is something really personal. I get it , I love it and I live that way. How to make it real in formal education? -Why in formal education? says Downes.

Learn by doing, doing by learning - Co-facilitating a MOOC

2010-04-18T14:55:00.001-07:00

I´m co-facilitating with Eduardo Peirano a very special connectivist MOOC about New Ways of Learning TIOD10. What is really special about this online course?

It was designed thinking about teachers, the everyday-classroom-teacher-with-kids, not the university-theory-researcher-professor. Is a course for the edubloggers without a blog yet (because they dont dear to write one, they dont think they have something to say or dont know to whom they might be speaking). Mostly, they don´t have a blog because they are not ICT teachers, and they don´t have the time or motive.
After working for some years trying to make teachers use ICT on class, we thought: and if we think of teachers as learners? Simple idea, isn´t it?

This course (that we call workshop so they don´t expect teachers from us and we can be facilitators) is inpired in the connectivist CCK09 because is the best example we have of an online course for learning in a chaotic and free and fun atmosphere where knowledge grows between connections and learning is creating your own network. May be, the best way of understanding why CCk09 (an cck08 too) is an inspiration is reading this post that for me is kind of "the bible for teachers online".

cck09: The End --> new beginnings

2009-12-18T20:38:00.001-08:00

Last week of the cck09 and last week of the most powerfull year of my life. When I come back from holidays it will be time to start with new projects about connectivism.
See you then.

Our connectivist session

2009-11-26T06:27:00.000-08:00

In yesterday session I had a confirmation: free learning happens! (or "from freedom learning emerge" or "learning from freedom emerges"...help me with the English please)

When you raise a child you are told that constrains is needed, you need to give containment for them to feel secure and grow safely. I´m raising a child right now...Is that true?

As a learner I enjoy the freedom I have in cck09. I enjoy it because I´m learning. Freedom doesn´t mean anarchy, clearly the facilitators of the course have designed this freedom enviroment for us, with not traditional constrains (are there any constrains at all? You are not even bound to participate, you can be a total lurker!)

In CCK09 I´ve learnt more than in all the courses I´ve ever done. I may say I´ve learnt more than in many cases at the University, where sometimes I had nothing but constrains.

On the forum Roy makes a distinction between kinds of constrains, ones that allow emergence, ones that don´t.

The question is not whether there were any constraints and sanctions in place in 08 or 09. There were constraints and sanctions in place in both. There are two, linked questions:

1. What type of constraints best provide conditions for emergence? In CAST terms, negative constraints, i.e. constraining what can NOT be done facilitates emergence, and, paradoxically, autonomy. On the other hand, positive constraints, e.g. "you must do 3 assignments on the following topics, in text only, with references, against predetermined outcomes", are most likely going to exclude emergence. [So, does that mean we have to redesign our curricula, completely 'upside down'? Yes, and the design of CCK08/09 goes part of the way in designing 'courses' upside down for the same reason.]

2. Constraints without sanctions are just hot air. So what sanctions should be in place, and i) how can you avoid imposing them, by offering alternatives (diversions, etc), and ii) if you have to impose them, how will you go about doing so, to ensure that they are swift and effective? - And this means there is a 'you' in the picture, (singular or plural) 'you' cant be air-brushed out. To put it plainly: 'freedom is conferrred -either by an authority, or by a consensus, but conferred it is'.

I think that the only limits I have on CCk09 are my own, all I didn´t know and what I don´t know yet. I am learning because I can get over the overwhelmed fase and go to research and to learn from others adn make connections, and hold back my anxiety and keep going at my pace.

So, learning on cck09 is very challenging for learners, i like that because i can learn with big challenges. The question is what happens with learners with learning problems? (And with "learning problems" I mean mostly what I think is the big problem -and a politic issue-: the real learning disability is feeling so confortable within limits made by others).

Freedom works with learning desabilities? May be we can be surprised.

Lets write a "collaborative micro-paper on twitter" for #CCK09

2009-10-30T21:17:00.000-07:00

I threw a proposal on twitter:

--> WHAT YOU LIKE MOST OF CONNECTIVISM?

So far, I got this answers:
from @leilanachawati: I like PLEs

from @RolandLegrand:
It helps us understanding macro issues while enhancing personal learning capabilities

from @NicolaAvery - what I like most about connectivism - surprising comments from people that you never imagined

and mine:
I like there is no outside control on learning: is a personal discovering process (with others)

(I don´t know if i think the same now, i will think of a new answer when i finish the course)

Want to leave your answer? Please do so.

I want to write about this...can I?

2009-10-22T13:41:00.000-07:00

"Learning is about embracing vulnerability" says Siemens on October 23s´ session

Empowerment. Freedom. It´s interesting that this words are starting to arise. I think we were experiencing them but we were not talking about them. In yesterday session the wheel started to move on that direction: "daring to learn", "making our own decisions as learners" and "embracing vulnerability". After the Elluminate session where finally participants of the course took the mic, a co-learner posted:
-Risk taking & vulnerability in open courses – get over it?
-And Sui Fai commented on Tracy´s post ..."We all support each other especially when we are vulnerable. That sets the spirit of empowerment"... (update: Today Leila´s post is a great example of this)
Then: Siemens thanking us for participating on that session (daring to!) shows that eventhough we are taking a course on the transformation in learning process is not easy for us to be transformed.

In Search of Lost Time - almost 2 weeks outside of CCK09

2009-10-20T22:40:00.000-07:00

Reading Nicola´s post about her experience of the course just with her mobile inspired me to write about the experience of the course just without the time for it.

Special circumstances from work made me stay away from my computer, from my emails, and of course, from CCK09. I can´t remember ever been disconnected for so long before, not even checking my emails! I think that never happened before. Even when I gave birth to my child, after two or three days I checked my mails for sure.

To be disconnected was not so terrible ( I was stressed out with all the things that were going on at work) but what worried me was staying out of the course, how would I be able to get back in?

I asked for help. Emapey wrote me an email with a resume of what happened on those days I was away and that is helping me to stay on track. Using emapey´s selection over subjects gives me a general idea and makes me feel confident on going on the way I can.

And this is the lesson: I´m late, but I can join again if I want to. I have many things to read, but if I hurry up I can be able to be ready to follow discussion at the forum soon. The bottom line is: at the end of the course, even people wont be discussing on the forum after the course is finished, the discussion will still be there, the course will still be online, I will still be able to "make my own course" (as Emapey says, my personal and wonderfull guide for CCK09). The readings, links, recordings, blogs, tags will still be there for me. CCK09 is a tailormade course, and I´m my own tailor.

network vs group - week3

2009-10-02T22:56:00.000-07:00

a network way of speaking about god: #GOD
a group way of speaking about god: CHURCH
a network way of agreement: RETWEET
a group way of agreement: IDENTITY
a network way of property: CREATIVE COMMONS
a group way of property: SIGN IN
a network way of love: LINK
a group way of love: FAMILY
a network way of thinking: COMMENT
a group way of thinking: LISTEN

DONE! I did a netbio of my learning process

2009-09-26T23:54:00.000-07:00

Good exercise: think of the most important learning process you´ve done. Then draw them and try to see the conections between them. Chaos/coherence may arise.

I´ve always done this kind of concept drawings on paper . First time with map softwares. I tried with freemind and xmind, finally did it with the second one.

Spring is coming to my network!

2009-09-20T02:32:00.000-07:00

I finally finish reading and viewing and listening the material for week 1 of the CCK09 course.
In terms of Stephen: knowledge is growing...I´m an entity that has been changed by other entities with wich I have made contact.
In terms of George: I´m so excited about all the nodes/people I´m discovering, I´m learning a lot, opening to so many new constelations of conections.
Thank you all for this beautifull first week.
I´m blooming!

Netbio of learning process

2009-09-18T01:17:00.000-07:00

Some notes during & after listening Richard Schwier interview to George on Connectivism:
-history of the theory: how I´ve learned? Node. Source. Conections.
-nature of knowledge is conection, then it´s a process...and learning is navigating that network.
-difference between connectivism and other theories: recognition of network
-complicated: education/puzzle // complex: education/weather
-how teachers can use it? Openess + make students understand that active learning is the formation of a conection + don´t give students a pre-created world...give them access to sources in a network, so they can be feed not just in class but after class, and keep current + help them recognize good sources, key sources, good nodes
-"participatory pedagogy" not created in advance but co-created with learners
-a theory about us

This interview inspired me to create the "NETBIO OF MY LEARNING PROCESS". I´m doing it.

notes on my reading / beta version

2009-09-17T12:33:00.000-07:00

What Connectivism Is, by Stephen Downes

I like a theory that draws a line between education and control.
I understand why people get angry with connectivism: it´s simple!
I like the slogan: "to teach is to model and demonstrate, to learn is to practice and reflect"

"what there is (ie., connectionist networks) is not built (like a model) it is grown (like a plant)"

Extras for this article:
An Introduction to Connective Knowledge
Robin Good´s presentation about the principles that characterize successful networks, Downes´s paper.

I quote things that interested me (reading co-learners)

2009-09-16T01:03:00.000-07:00

rom learning by doing to doing by learning – from intuition to innovation,
by Irmeli Aro

Something great about this concept of "doing by learning" is that in "the doing" you already have the evaluation aspect solved, the same for correction. I´d like to work on this items during the course, hope to get somewhere .

Sleepless in Buenos Aires

2009-09-16T00:46:00.000-07:00

I´m spending the night reading introductions and differents PLEs from co-learners of the course.
I can´t say anything yet, too much information. I must process.

getting ready: building my personal learning environment

2009-09-15T23:55:00.000-07:00

I liked silvia andreoli 's PLE: http://www.netvibes.com/saandreoli#Connectivism_CCK09
I´m building mine: http://www.pageflakes.com/luzpearson
It takes longer than I thought.

First day: CHAOS!!

2009-09-15T22:57:00.000-07:00

Before the course started, I had all under control: "the course is about what I already know...we learn making conections, i know that, we work and learn as a community the same way our brain does, yes, sure, i know..." and all the things I could think to myself to make me feel confortable and save in a traditional save place, like for example: a university classroom -I can raise my hand there and ask, and be clever, or be silent, and listen to no more than 10 students that most of the times will make fake questions (they know the answer) I can just be in the classroon...nobody will bother me-.

Yesterday I listen to the first conference: the counter for people getting in elluminate started growing and growing, I didn´t know were to look, chat, links, siemens & downes´voices. I googled CCK09 during the night, and read.

Today, google alerts of CCK09, blogs, searchs, videos, introduction on moodle, tweets...fortunatly I loosed control: I´m confused. I´m in chaos.