关键词

学习序列,课程设计,学习路径,个人学习环境,教学策略,自我调节学习,基于设计的研究,数码

摘要

本文讨论了在技术资源丰富的环境中应用个人学习路径,以改善初始教师培训中的学习体验。研究基于混合方法的设计,以识别个性化学习途径应具有的特征。并设计了教学顺序结构用以配置该学习途径,其中考虑到教学背景,重点,教学任务和评估。作为主要成果,我们设计了一个关于教学顺序的可互换结构模型,该结构允许学生自己配置个性化的学习路径,同时允许在不同老师之间互相交换和共同设计路径。学生从目录中选择序列,通过对提供的不同类型的序列进行结合来组织自己的学习路线,以这种方式促进了其学习过程的自主性和自我指导性,并且加强了其个人信息管理技能和学生的协作工作能力。研究结论得出,无论是个人学习中还是合作获取知识的过程中,所提出的个性化学习路径为其结构,教学设计/ 协同设计工作的成果,学习过程本身的自我引导所需的自主性之间取得了适当的平衡。

查看信息图

参考资料

Adams-Becker, S., Cummins, M., Davis, A., Freeman, A., Hall-Giesinger, C., & Ananthanarayanan, V. (2017). NMC Horizon Report: 2017 Higher Education Edition. The New Media Consortium. https://bit.ly/2Wcd3md

Link Google Scholar

Alghamdi, A.H., & Li, L. (2013). Adapting design-based research as a research methodology in educational Settings. International Journal of Education and Research, 1(10), 1-12. https://bit.ly/3b4q5q3

Link Google Scholar

Anderson, T., & Shattuck, J. (2012). Design-based research: A decade of progress in education research? Educational Researcher, 41(1), 16-25. https://doi.org/10.3102/0013189x11428813

Link DOI | Link Google Scholar

Ausubel, D.P., Novak, J.D., & Hanesian, H. (1983). Psicología educativa: Un punto de vista cognitivo. Trillas.

Link Google Scholar

Cabero, J. (2013). El aprendizaje autorregulado como marco teórico para la aplicación educativa de las comunidades virtuales y los entornos personales de aprendizaje. Revista Teoría de la Educación, 14(2), 133-156. https://bit.ly/2We04AK

Link Google Scholar

Cañas, A.J., & Novak, J. (2010). Itineraries: Capturing instructors experience using concept maps as learning object organizers. In J. Sanchez, A.J. Cañas, & J. Novak (Eds.), Concept maps: Making learning meaningful. Universidad de Chile. https://bit.ly/2LL8f1h

Link Google Scholar

Castañeda, L., & Adell, J. (2013). Entornos personales de aprendizaje: Claves para el ecosistema educativo en red. Marfil. https://doi.org/10.21071/edmetic.v2i1.2856

Link DOI | Link Google Scholar

Castañeda, S., Peñalosa, E., & Austria, F. (2014). Efectos de perfiles agentivos y no agentivos sobre la formación teórica del psicólogo. Componentes de epistemología personal, cognitivos y autorregulatorios. Facultad de Psicología UNAM / CONACyT.

Link Google Scholar

Christ, T.W. (2010). Teaching mixed methods and action research: Pedagogical, practical, and evaluative considerations. In Tashakkori, A., & Teddie, C. (Eds.), SAGE handbook of mixed methods in social and behavioural research. Sage. https://doi.org/10.4135/9781506335193.n25

Link DOI | Link Google Scholar

Conole, G. (2013). Designing for learning in an open world. Springer. https://doi.org/10.1007/978-1-4419-8517-0

Link DOI | Link Google Scholar

Conole, G., & Oliver, M. (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. Routledge. https://doi.org/10.4324/9780203966266

Link DOI | Link Google Scholar

Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. https://bit.ly/3cQFWdB

Link Google Scholar

Creswell, J.W., & Creswell, J.D. (2018). Research design. Qualitative, quantitative, and mixed methods approaches. Sage. https://bit.ly/2Tk0nYP

Link Google Scholar

Creswell, J.W., & Plano Clark, V. (2018). Designing and conducting mixed methods research. Sage.

Link Google Scholar

Dabbagh, N., & English, M. (2015). Using student self-ratings to assess the alignment of instructional design competencies and courses in a graduate program. Techtrends, 59(4), 22-31. https://doi.org/10.1007/s11528-015-0868-4

Link DOI | Link Google Scholar

Dabbagh, N., & Kitsantas, A. (2013). The role of social media in self-regulated learning. International Journal of Web Based Communities, 9(2), 256-273. https://doi.org/10.1504/ijwbc.2013.053248

Link DOI | Link Google Scholar

De-Benito, B., Mesquida, A.D., & Salinas, J.M. (2012). Los itinerarios de aprendizaje mediante mapas conceptuales como recurso para la representación del conocimiento. Edutec, 39, 1-14. https://doi.org/10.21556/edutec.2012.39.372

Link DOI | Link Google Scholar

De-Benito, B., Villatoro, S., & Salinas, J., (2020). Propuesta de itinerarios personalizados de aprendizaje en la formación inicial docente. In C. Lindi?n, M.B. Esteban, J.C.F. Bergmann, N. Castell, & P. Rivera-Vargas (Eds.), Llibre d’actes de la I Conferència Internacional de Recerca en Educació. Educació 2019: Reptes, tendències i compromisos. LiberLibro.

Link Google Scholar

Delfino, M., & Persico, D. (2007). Self-regulated Learning in Technology Enhanced Learning Environments – a European review. In R. Carneiro, P. Lefrere, & K. Steffens. (Eds), Kaleidoscope Seed Project. https://bit.ly/2xLsYPc

Link Google Scholar

Design-based Research Collective (Ed.) (2003). Design-based research: An emerging paradigm for educational Inquiry. Educational Researcher, 32(1), 5-8. https://doi.org/10.3102/0013189x032001005

Link DOI | Link Google Scholar

Díaz-Barriga, A. (1997). Didáctica y curriculum. Convergencias en los programas de estudio. Paidós.

Link Google Scholar

Easterday, M., Lewis, D., & Gerber, E. (2014). Design-based research process: Problems, phases and applications. ICLS Proceedings Vol. I (pp. 317–324). https://bit.ly/3fwrQjk

Link Google Scholar

Goodyear, P., & Dimitriadis, Y. (2013). In medias res: Reframing design for learning. Research in Learning Technology, 21, 1-13. https://doi.org/10.3402/rlt.v21i0.19909

Link DOI | Link Google Scholar

Gros, B., & Noguera, I. (2013). Mirando el futuro: Evolución de las tendencias tecnopedagógicas en Educación Superior. Campus Virtuales, 2(2), 130-140. https://bit.ly/2LdNtH7

Link Google Scholar

Hernández-Leo, D., Asensio-Pérez, J.I., Derntl, M., Pozzi, F., Chacon-Perez, J., Prieto, L.P., & Persico, D. (2018). An integrated environment for learning design. Frontiers in ICT, 5(9). https://doi.org/10.3389/fict.2018.00009

Link DOI | Link Google Scholar

Jääskelä, P., Heilala, V., Kärkkäinen, T., & Häkkinen, P. (2020). Student agency analytics: learning analytics as a tool for analysing student agency in higher education. Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2020.1725130

Link DOI | Link Google Scholar

Jääskelä, P., Poikkeus, A., Vasalampi, K., Valleala, U.M., & Rasku-Puttonen. H. (2017). Assessing agency of university students: validation of the AUS Scale. Studies in Higher Education, 42(11), 2061-2079. https://doi.org/10.1080/03075079.2015.1130693

Link DOI | Link Google Scholar

Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge. https://doi.org/10.4324/9780203125083

Link DOI | Link Google Scholar

Llorente, M.C. (2013). Aprendizaje autorregulado y PLE. Edmetic, 2(1), 58-75. https://doi.org/10.21071/edmetic.v2i1.2861

Link DOI | Link Google Scholar

Marcelo, C., Yot, C., Murillo, P., & Mayor, C. (2016). Actividades de aprendizaje con tecnologías en la universidad. ¿Qué uso hacen los profesores? Profesorado, 20(3), 283-312. https://bit.ly/2yvtFwm

Link Google Scholar

Marín-Juarros, V., Negre-Bennasar, F., & Pérez-Garcias, A. (2014). Construction of the foundations of the PLE and PLN for collaborative learning. [Entornos y redes personales de aprendizaje (PLE-PLN) para el aprendizaje colaborativo]. Comunicar, 42, 35-43. https://doi.org/10.3916/C42-2014-03

Link DOI | Link Google Scholar

McKenney, S.E., & Reeves, T. (2012). Conducting educational design research. Routledge. https://bit.ly/2LHAQEK

Link Google Scholar

Miranda, E. (2017). Documentless assessments using nominal group interviews, Software Quality Professional, 19(2), 50-61. https://bit.ly/35zs3h8

Link Google Scholar

Novak, J.D. (1998). Learning, creating and using knowledge. Concept maps as facilitative tools in schools and corporations. Lawrence Erlbaum As. https://doi.org/10.4324/9781410601629

Link DOI | Link Google Scholar

Prats, E. (2016). Herramientas para la evaluación de mapas conceptuales: una primera aproximación. Edutec. Revista electrónica de Tecnología educativa, 56, 74-88. https://doi.org/10.21556/edutec.2016.56.738

Link DOI | Link Google Scholar

Prendes, M.P., Solano, I.M., Serrano, J.L., Gonzalez-Calatayud, V., & Roman, M.M. (2018). Entornos Personales de Aprendizaje para la comprensión y desarrollo de la competencia digital: Análisis de los estudiantes universitarios en España. Educatio Siglo XXI, 3(2), 115-134. https://doi.org/10.6018/j/333081

Link DOI | Link Google Scholar

Reeves, T.C. (2006). Design research from the technology perspective. In J. van-den-Akker, K. Gravemeijer, S. McKenney, & N. Nieveen (Ed.), Educational design research (pp. 86-109). Routledge.

Link Google Scholar

Reigeluth, C.M. (1999). The elaboration theory: Guidance for scope and sequence decisions. In C.M. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory, Vol. 2 (pp. 425–453). Lawrence Erlbaum Associates Publishers.

Link Google Scholar

Richey, R., & Klein, J. (2014). Design and development research: Methods, strategies, and issues. Routledge. https://doi.org/10.4324/9780203826034

Link DOI | Link Google Scholar

Sharples, M., de-Roock, R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C.K., McAndrew, P., Rienties, B., Weller, M., & Wong, L.H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. The Open University. https://bit.ly/2xGDozs

Link Google Scholar

Taba, H. (1974). Elaboración del curriculum. Ed. Troquel.

Link Google Scholar

Teddie, C., & Tashakkori, A. (2010). Overview of contemporary issues in mixed methods. In A. Tashakkori, & C. Teddie (Eds.), SAGE handbook of mixed methods in social and behavioral research (pp. 1-41). Sage. https://doi.org/10.4135/9781506335193.n1

Link DOI | Link Google Scholar

Tobón, S., Pimienta, J., & García, J. (2010). Secuencias Didácticas: Aprendizaje y evaluación de competencias. Pearson-Prentice Hall. https://bit.ly/2LHK5Vk

Link Google Scholar

Tur, G., Marín, V.I., Moreno, J., Gallardo, A., & Urbina, S. (2016). From diagrams to self-regulated learning: student teachers’ reflections on the construction of their PLE. Educational Media International, 53(2), 139-152. https://doi.org/10.1080/09523987.2016.1211335

Link DOI | Link Google Scholar

Varga-Atkins, T., McIsaac, J., & Willis, I. (2017). Focus Group meets Nominal Group Technique: An effective combination for student evaluation? Innovations in Education and Teaching International, 54(4), 289-300, https://doi.org/10.1080/14703297.2015.1058721

Link DOI | Link Google Scholar

Wang, F., & Hannafin, M.J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research and Development, 53(4), 5-23. https://doi.org/10.1007/bf02504682

Link DOI | Link Google Scholar

Zheng, L. (2015). A systematic literature review of design-based research from 2004 to 2013. Journal of Computer Education, 2(4), 399-420. https://doi.org/10.1007/s40692-015-0036-z

Link DOI | Link Google Scholar

Crossmark

技术信息

收到: 28-02-2020

修订: 04-04-2020

公认: 27-04-2020

OnlineFirst: 15-06-2020

发布日期: 01-10-2020

文章修改时间: 35 天 | 期刊编号的平均时间修订 65: 36 天

文章接受时间: 58 天 | 期刊编号的平均接受时间 65: 78 天

预印本编辑时间: 170 天 | 期刊编号的平均编辑时间预印 65: 190 天

文章编辑时间: 215 天 | 期刊编号的平均编辑时间 65: 235 天

度量

这篇文章的度量

浏览次数: 19276

对摘要的解读: 17450

PDF下载: 1826

的全部指标 65

浏览次数: 207277

对摘要的解读: 184346

PDF下载: 22931

被引用

引述 Web of Science

Gonzalez-Salamanca, Juan Carlos; Agudelo, Olga Lucia; Salinas, Jesus;. Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review SUSTAINABILITY , 2020.

https://doi.org/10.3390/su122410366

Buitrago, Ruben; Salinas, Jesus; Boude, Oscar;. Designing and Representing Learning Itineraries: A Systematic Review of the Literature INTERACTION DESIGN AND ARCHITECTURES , 2020.

Link Google Scholar

引述 Scopus

González‐salamanca, J.C., Agudelo, O.L., Salinas, J. . Key competences, education for sustainable development and strategies for the development of 21st century skills. A systematic literature review), Sustainability (Switzerland), .

https://doi.org/10.3390/su122410366

Castañeda, L., Tur, G. . Resources and Opportunities for Agency in PLE-Related Pedagogical Designs: a Literature Exploration), Interaction Design and Architecture(s), .

Link Google Scholar

Buitrago, R., Salinas, J., Boude, O. . Designing and Representing Learning Itineraries: A Systematic Review of the Literature), Interaction Design and Architecture(s), .

Link Google Scholar

引述 Google Scholar

de Benito, B., García, J. M., & Moral, S. V. (2020). Entornos tecnológicos en el codiseño de itinerarios personalizados de aprendizaje en la enseñanza superior. Edutec. Revista Electrónica De Tecnología Educativa, (74), 73-93.

https://edutec.es/revista/index.php/edutec-e/article/view/1843

González-Salamanca, J. C., Agudelo, O. L., & Salinas, J. (2020). Key Competences, Education for Sustainable Development and Strategies for the Development of 21st Century Skills. A Systematic Literature Review. Sustainability, 12(24), 10366.

https://www.mdpi.com/921078

Soares, J. D., & Mendes, L. E. (2021). A AUTODIREÇÃO NA APRENDIZAGEM DAS CIÊNCIAS NATURAIS. APEduC Revista-Investigação e Práticas em Educação em Ciências, Matemática e Tecnologia, 2(1), 12-30.

https://apeducrevista.utad.pt/index.php/apeduc/article/view/176

Martínez-Beceiro, M. Microlearning en la Educación Primaria. Creación de microvídeos para la enseñanza de la Educación Plástica. La educación en Red. Realidades diversas, horizontes comunes.

...

Denis, M., Czeraniuk, S., & Verena, L. (2021). Necesidades en la migración a la virtualidad según docentes paraguayos. XLVIII• 2021, 122.

https://fido.palermo.edu/servicios_dyc/publicacionesdc/archivos/887_libro.pdf#page=122

Coelho da Silva, J. L., Soares, J., & Mendes, L. E. (2021). A autodireção na aprendizagem de Ciências Naturais: um estudo de caso no 9º ano de escolaridade.

https://repositorium.sdum.uminho.pt/handle/1822/72510

da Silva, J. L. C., Soares, J., & Mendes, L. E. (2021). A AUTODIREÇÃO NA APRENDIZAGEM DAS CIÊNCIAS NATURAIS: UM ESTUDO DE CASO NO 9º ANO DE ESCOLARIDADE. INVESTIGAÇÃO E PRÁTICAS EM EDUCAÇÃO EM CIÊNCIAS, MATEMÁTICA E TECNOLOGIA RESEARCH AND PRACTICES IN SCIENCE, MATHEMATICS, AND TECHNOLOGY EDUCATION, 12.

...

下载

替代指标

如何引用

Salinas-Ibáñez, J., & De-Benito, B. (2020). Construction of personalized learning pathways through mixed methods. [Construcción de itinerarios personalizados de aprendizaje mediante métodos mixtos]. Comunicar, 65, 31-42. https://doi.org/10.3916/C65-2020-03

分享

           

邮政信箱 527

21080 韦尔瓦(西班牙)

行政管理

编辑部

Creative Commons

本网站使用cookies来获取用户导航的统计数据。如果您继续浏览,我们认为您接受其使用。 +info X