inteligencia como«un potencial biopsicológico paraprocesar información que se puedeactivar en un marco cultural pararesolver problemas o crear productosque tienen valor para una cultura»

Dr. Campbell says, "The more general the terms are, the picture is the fainter; the more special they are, 'tis the brighter."

For example, Campbell talks about personal cyberinfrastructures when he suggests providing students with hosting space and their own domain as soon as they start their studies: Suppose that when students matriculate, they are assigned their own web servers […] As part of the first-year orientation, each student would pick a domain name […] students would build out their digital presences in an environment made of the medium of the web itself. […] In short, students would build a personal cyberinfrastructure— one they would continue to modify and extend throughout their college career—and beyond. (Campbell, 2013, p. 101–102)

To aid the students of his memory school in New York, Bruno Furstprovides them with a printed number dictionary listing a variety ofappropriate words for each number from 1 to 1,000. Such lists arenot necessary, however, unless you intend to develop great profi-ciency in the art.

In 1983, psychologist Howard Gardner introduced his book, Frames of Mind. Dr. Gardner’s book presented his theory on multiple intelligences, the theory that people possess multiple types of intelligence and can learn through these various modalities. Among the seven intelligences, Gardner identified visual-spatial intelligence.

Gardner’s theory has come under criticism from both psychologists and educators. These critics argue that Gardner’s definition of intelligence is too broad and that his eight different "intelligences" simply represent talents, personality traits, and abilities. Gardner’s theory also suffers from a lack of supporting empirical research.Despite this, the theory of multiple intelligences enjoys considerable popularity with educators. Many teachers utilize multiple intelligences in their teaching philosophies and work to integrate Gardner’s theory into the classroom.

words (linguistic intelligence) numbers or logic (logical-mathematical intelligence) pictures (spatial intelligence) music (musical intelligence) self-reflection (intrapersonal intelligence) a physical experience (bodily-kinesthetic intelligence) a social experience (interpersonal intelligence), and/or an experience in the natural world. (naturalist intelligence)

According to this theory, "we are all able to know the world through language, logical-mathematical analysis, spatial representation, musical thinking, the use of the body to solve problems or to make things, an understanding of other individuals, and an understanding of ourselves. Where individuals differ is in the strength of these intelligences - the so-called profile of intelligences -and in the ways in which such intelligences are invoked and combined to carry out different tasks, solve diverse problems, and progress in various domains."

In short, students would build a personal cyberinfrastructure, one they would continue to modify and extend throughout their college career — and beyond.

The Godfather: Gardner Campbell

"I want room for things that are not simply complying," he said. "I think it is important to encourage students to make connections — by that I mean hyperlinks on the web across the courses they are taking. The interaction is not defined as just the student interacting with the teacher, but the students as a community of learners indicating their interest and the relevance of what they are learning."

networked discovery of connections would be at the center of both the learning environment as designed by faculty and the learning environment as experienced by students

Offering students the possibility of experiential learning in personal, interactive, networked computing—in all its gloriously messy varieties—provides the richest opportunity yet for integrative thinking within and beyond "schooling."

Go into your nearest college or university library. Ignore the computer stations and the digital affordances. Enter the stacks, and run your fingers along the spines of the books on the shelves. You're tracing nodes and connections. You're touching networked learning—slow-motion and erratic, to be sure, but solid and present and, truth to tell, thrilling.

Bag Of Gold