Friday, April 15



Baquero, C. (2016). Aprender biología con dinosaurios. El País. Retrieved from

Complexity Academy (2014). Complexity Science: 2 Complexity Theory. Retrieved from:

Cooperative and Collaborative Learning: Explanation. (2016). Retrieved 15 April 2016, from

Cortés, I. (2016). La innovación, asignatura común en las aulas aragonesas. Aragón Digital. Retrieved from

Coughlan, S. (2015). Computers 'do not improve' pupil results, says OECD. BBC News. Retrieved from

Garner, R. (2015). Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system. Independent. Retrieved from 

Paniagua, E. (2016). Hoy comienza la Semana Cultural del colegio Camilo Hernández. Hoy. Retrieved from

Starkey, L. (2012). Connections and Relationships. Teaching and learning in the digital age. New York, NY: Routledge.

Starkey, L. (2012). The Complexity of Schools. Teaching and learning in the digital age. New York, NY: Routledge.

Zulet, I. (2016). "Murcianita" y "española de mierda": la maestra que dijo no al nacionalismo de Artur Mas. El Español. Retrieved from


Hi everyone I'm Edu Espinosa and this week I was the star of the 6th task, "Complexity and relationships".

As a star I felt very nervous at the beginning because I do not really know what I have to do. This could sound something strange, all in all the only thing which a star has to do is present the artifact but, this week it was not like that.

On Tuesday, which was the previous day of the presentation, I met with the rest of Frisky Hedgehogs in order to explain carefully all about the topic, that was something great for me because I realize that everybody was very concerned about the importance of a good representation by the star.

After all, on Wednesday, Linda tell us what we have to do and it was like... OMG!

The thing that we had to do was organize a group for making like a newspaper and represent some piece of new in a visual way so, we started by dividing the work and doing all the necessary things, such as make a casting, decide what piece of new were going to be represented, make a script...

All in all, there is one week more of working with this topic so we will see how it goes.

Hi I'm Pablo, the second star this week.

For me, I was repeating as a star, so I already knew how it was to be one. Nevertheless, when the artifact was presented, I felt kind of lost and curious because I didn't know how we were going to present.

On Wednesday, the teacher divided all the stars in to different groups. The main stars as bosses of the TV news, and the second stars "theater directors". Me and the other second stars worked with the actors finding the best ideas for the representation we have to make.  I liked this idea, because the whole class is working together for a big task.

We have to continue working on this task for another two weeks, but I think that the final result it's going to be really good.


Thursday, April 14


This week the task was to read two chapters of a book “Teaching and learning in the digital age” and find examples of recent news in the internet for every part in the first chapter. Respect to the other chapter (number 4), we had to invent a situation according to every section in it. On Monday we read everything and divided the parts to work in. Then, on Tuesday, we did a meeting to explain every part to the two stars and discuss our examples because the stars wanted to do a good job for the whole group.

We always work in this structure; read everything, divide parts and individual work on Mondays, group meeting on Tuesday to finish the artefact and discuss all the details of the task and presentation on Wednesdays. We have discovered that this way to work is working well and from my point of view the connection of the group is improving every week.

Continuing with the week, Wednesday came and they were ready for whatever we would have to do (we just knew they would be an editor from a newspaper and a director of a theatre company), they had the printed papers with everything in them. But finally they didn’t have to present anything, the task get more complicated now. For next week, they will be the facilitators and they will organize the task 7, very related with the work we did this week. All the class will work as a group. The editors will work with writers (half of the class) to do the best news TV program and the directors will work with actors (the other half class), to do a kind of informal news program such as “Diario de Patricia” or something like that.

Thanks to this task, we were in contact with current news about education in Spain and Europe and we could realize the importance of the matter is (teaching in the digital age, teaching to learn above all). For example, the news about that computers which don’t improve pupil results, is because teachers and schools don’t use in the right way these technology, because they just try to teach in the same way they did all their lives and they use computers as a support for traditional learning processes (Computers 'do not improve' pupil results, says OECD). 

Finland surprised me too with the news about the next step in their educational system, they want to change “subjects” for “topics” (Finland schools: Subjects scrapped and replaced with 'topics' as country reforms its education system). They have the best educational system of Europe and probably the whole world but this change will be the biggest one. If it works well, maybe in several years we will be copying them, if it is not, they will lose the top position. In my opinion, it’s a huge challenge but like the sentence says: “ If you want to win, you will have to be risky”. With this new method they will break the boundaries between knowledge areas and I think this is something good, because in the real life, everything is connected. It’s not maths or science, geography or history. It’s about facts, experience, points of view, common knowledge and so on.

The future of education is a mystery, and we need to be ready to adapt and learn to teach not in contents, because they will be accessible for anyone from anywhere, we will have to know how to teach to be creative, collaborative and to be able to use in the best way all the tools we have and it will be coming (

And to conclude I will use this phrase from John Dewey: “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow”.



HI Everyone!!
I´m Jose A Gómez, The Translator for this amazing week, here are the five terms that hook me up the most, and they have expanded my knowledge about how and why connections matter, way far that I've ever thought before.

COMPLEXITY THEORY It is a theory with three elements, system,  the degree of connection in that system and the complexity, which is the parameter or measurement of something, and elements. The more elements get into the system the more complex it can be so that increases its complexity. It is obvious, in a school would be more complexity because of the number of connexions than a group of friends. It is a theory in which an individual act as an agency that can connect with others creating a system of complexity in which each agency can do something significant modelled the system (for us, it means building knowledge). Like the butterfly effect.  Even the capacity of adaptation to a fix connection which can develop other connections and allow the entire system move up, so, the elements (agencies) can synchronize and create patterns with new connections increasing the complexity endless.
Complexity Theory has a lot of interrelations and networks interconnected among them and each connection encourage the possibilities for another group of connections in a given context (school) thanks the activity of the elements (agencies) that move within a specific system. In others words, as connections are being built by people: teacher, students, families, researchers and so on into school, sharing experiences, culture and wisdom, the knowledge is flourishing limitless creating new possibilities for new connections for new knowledge.

(To expand the information in our Schema-tree)

EDGE OF CHAOS: It is the place in which the complexity between deterministic and randomness takes place. In this place-moment, the redundancy and diversity of ideas are drifting among the class or school. In this area, the knowledge is likely to happen and easily creates the emergent learning. Here the students are allowed to be real agencies of the learning and they can move, speak and share ideas, what means they are essential pieces of a big machinery so that it can run smoothly  by creating new knowledge. The complexity of this place makes undetectable the context emerging learning but valuable.

CONNECTIVISTIC LEARNING THEORY: The theory that asserts that knowledge is created through connections so, learning grows through the networks to which learning belong. It recognises that the new connections of ideas can lead to the creation of knowledge. Thus, the connections are represented in five levels interrelated among them: (1) teacher-student, the positive influence of teachers with students, what they do and what they teach matters. So, when students are connected with the teacher the learning is likely to happen easily. (2) Peers-peers, if we assume knowledge develops through relationships, thus the relation among peers is to contribute in a great way to develop it, so much so in the digital era in which we are living.  (3) Within the learning context, Student meld into the way teachers teach, so creating a context in which learning can occur is crucial for maintaining the connections alive among agents into the school context.  (4) Beyond the class, it occurs when a group of student or teachers share the same interests, talent,  and passions out of the regular curriculum and develop a new knowledge.  (5) Within learning, these are the connections between ideas and the relationship among the levels: individual, the group and knowledge itself.

MASHUP:  The idea of creating a space on the internet with information from other webs. It is an ensemble of different pieces or tools on the internet (APIs) that are combined;  The information is obtained from several web-sources and display in a unique web-site. They serve for creating new knowledge that develops news learning environments by generating  a swarm of pieces of information.
An example can help to understand the idea, think of Google maps (a good example of it), now imagine you go to a city you do not know in which you need to take the bus, train, and a taxi to reach your destination. A Mashup can help you, mixing all the factors you need to move through, the map, the names, and images of streets, the timetables and prices of tickets for train, buses, and the directions of taxi’s stops. Besides, you can see what is your fast option or you cheaper.

( A video of that idea  in our schema-tree )

COOPERATIVE LEARNING: It is an approach in which collaboration and cooperatively either among students or teachers, they become essential parts of the learning process and the knowledge creation. The students can work in small groups where they feel secure; they can share experiences, share weakness and strength. Moreover, they can develop new knowledge taking advance of listening and respecting so that learning because of others experiences. In a cooperative group: students actively participle; respect is cultivated; what is achieve is clearly evident and is taking as a guide; internet tools are made available to expand knowledge; students look back to their past experiences comparing ideas with other… There are thousands of good reasons to use the cooperative learning approach.

I hope you've learnt something new like me. Now, you can share it and star a chain from here. So, a new complexity field, running in an Edge of Chaos of a Cooperative Learning group can Connect everything in a Mashup web.

Jose A Gómez

Wednesday, April 13


Hi everyone, I'm Fran and this week I am the journalist!

 11 - April - Monday 

Linda has explained us the topic of this week, which is about the complexity of schools. To develop this task this week we needed 2 stars. To study this topic we have focused mainly in two documents, the first one divided in 6 sections and the second one in 5 sections.
Our job consisted in two parts.
Firstly, we had to read the first document, which was about different situations in the school, and find news that were related with each different part of the document. This part was the one that had to be represented by the first star.
Secondly we had to read the second document, which was about relationships in the school, and we had to imagine a situation for each section. Representing this part was the job of the second star.
To carry out the activity we decided to divide the work and each member of the group was focused in a specific point but they had to read the whole documents to better understand the main idea.

12 - April- Tuesday 

Our work was to put together all the opinions and ideas about the task and try to make it easier to the stars the comprehension of what they had to present. In order to do that, each member of the group explained to both stars the parts that they had focused more and they also explained an example or an imaginary situation related to their topic.

13 - April - Wednesday

They day of the presentation, our stars were a little bit nervous because they didn’t know exactly what they had to do to present the task, but they were well prepared. Linda surprised us again proposing us a great activity in which the stars number 1 would be the bosses of a working group of editors and the stars number 2 would be bosses of other working group; the actors.
The idea of this activity was to create a script, the job of the editors, for showing up the news that the stars of each group had selected and this news must be represented by the actors.
 We worked separated but in the end we had to reach a common objective, in addition, the actors also had to represent the situation that each group had thought about education.

Here are the comments in one of my classmates blog and other blog outside the class. 

Tuesday, April 12



This is Pepi and this week I´m THE BOSS...! Well, I have tried....I´ll explain briefly how I have organized the work this week.

On Monday, our teacher gave us a knowledge base in order to better understand and be in context with the readings that we had to do. As there were two chapters with 11 subparts, I asked each one to read a part and depending on the chapter, do the right work. All of us did one part except the two stars, as they had to present it, and me as facilitator that we did two each one. For Monday evening I asked to finish the individual part and please read the full text to have a full vision. I read both chapters and all the work they did.

On Tuesday evening, we met in Luis Vives Library, and to encourage them I cooked a chocolate pastry! Then, we started checking all the work done, explaining to the stars what we had read and explaining deeply for them, to better understand.

On Wednesday, it was amazing!!Our teacher told us the second part of this task, which is completely different and must work the whole class together! Stars did not have to present the work, we will see the results on the two following weeks!

And that was all for now!Next week much more and better!
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