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Formación permanente, formación del profesorado, desarrollo profesional, profesorado universitario, educación superior, ecologías de aprendizaje, recursos tecnológicos, aprendizaje informal
Continuing education, teacher education, professional development, university teachers, higher education, learning ecologies, technological resources, informal learning
Adell, J., & Castañeda, L.J. (2010). Los entornos personales de aprendizaje (PLEs): Una nueva manera de entender el aprendizaje. In R. Roig, & M. Firoucci (Eds.), Claves para la investigación en innovación y calidad educativas. La integración de las tecnologías de la información y la comunicación en las aulas. Alcoy: Marfil-RomaTRE Universita degli studi. https://bit.ly/2WjjIw3
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human Development, 49, 193-224. https://doi.org/10.1159/000094368
Brill, J., & Park, Y. (2011). Evaluating online tutorials for university faculty, staff, and students: The contribution of just-in-time online resources to learning and performance. International Journal on E-learning, 10(1), 5-26. https://bit.ly/2HUNw8Q
Caballero, K. (2013). La formación del profesorado universitario y su influencia en el desarrollo de la actividad profesional. Revista de Docencia Universitaria, 11(2), 391. https://doi.org/10.4995/redu.2013.5582
Cabero, J., Llorente, M.C., & Marín, V. (2010). Hacia el diseño de un instrumento de diagnóstico de ‘competencias tecnológicas del profesorado’ universitario. Revista Iberoamericana de Educación, 52(7), 1-12. https://bit.ly/2M842rj
Castañeda, L., & Adell, J. (2013). Entornos personales de aprendizaje: Claves para el ecosistema educativo en red. Alcoy: Marfil. https://doi.org/10.21071/edmetic.v2i1.2856
Cobo, C., & Moravec, J. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Barcelona: Universidad de Barcelona. https://bit.ly/2Hfriib
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Hillsdate, NJ: LEA.
Cormier, D. (2008). Rhizomatic education: Community as curriculum. In¬novate: Journal of Online Education, 4(5). https://bit.ly/2K3HdCA
Dabbagh, N., & Kitsantas, A. (2012). Personal learning environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning. The Internet and Higher Education, 15(1), 3-8. https://doi.org/10.1016/j.iheduc.2011.06.002
Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters? Educational Leadership, 66(5), 46-53. https://bit.ly/2YPSvyi
Díaz, W.B. (2015). Formación del profesorado universitario, evaluación de la actividad docente y promoción profesional (Tesis Doctoral). UNED, Madrid. https://bit.ly/2HD8bze
Díez-Gutiérrez, E., & Díaz-Nafría, J.M. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 26, 9-58. https://doi.org/10.3916/C54-2018-05
Drent, M., & Meelissen, M. (2008). Which factors obstruct or stimulate teacher educators to use ICT innovatively? Computers & Education, 51(1), 187-199. https://doi.org/10.1016/j.compedu.2007.05.001
Durán, M., Prendes, M., & Gutiérrez, I. (2019). Certificación de la competencia digital docente: Propuesta para el profesorado universitario. Revista Iberoamericana de Educación a Distancia, 22(1), 187-205. https://doi.org/10.5944/ried.22.1.22069
Finney, S.J., & DiStefano, C. (2006). Non-normal and categorical data in structural equation modeling. In G.R. Hancock, & R.O. Mueller (Eds.), Structural equation modeling: A second course (pp. 269-314). Greenwich: Information Age Publishing. https://bit.ly/2YB0YsZ
Gast, I., Schildkamp, K., & Van-der-Veen, J.T. (2017). Team-based professional development interventions in higher education: A systematic review. Review of Educational Research, 87(4), 736-767. https://doi.org/10.3102/0034654317704306
González-Sanmamed, M., Sangrá, A., Souto-Seijo, A., & Estévez, I. (2018). Ecologías de aprendizaje en la era digital: Desafíos para la educación superior. Publicaciones, 48, 11-38. https://doi.org/10.30827/publicaciones.v48i1.7329
González-Sanmamed, M., Santos, F., & Muñoz-Carril, P.C. (2016). Teacher education & profesional development: A learning perspective. Lifewide Magazine,16, 13-16. https://bit.ly/2K4RiPS
González?Sanmamed, M., Muñoz?Carril, P.C., & Santos?Caamaño, F.J. (2019). Key components of learning ecologies: A Delphi assessment. British Journal of Educational Technology, 50(4), 1639-1655. https://doi.org/10.1111/bjet.12805
He, T., & Li, S. (2019). A comparative study of digital informal learning: The effects of digital competence and technology expectancy. British Journal of Educational Technology, 1-15. https://doi.org/10.1111/bjet.12778
Inamorato, A., Gausas, S., Mackeviciute, R., Jotautyte, A., & Martinaitis, Z. (2019). Innovating professional development in higher education: An analysis of practices innovating professional development in higher education. Luxembourg: Publications Office of the European Union. https://doi.org/10.2760/26224
Jackson, N. (2013). The concept of learning ecologies. In N. Jackson, & B. Cooper (Eds.), Lifewide learning, education & personal development (pp.1-21). https://bit.ly/28Jc8As
Jaipal, K., Figg, C., Collier, D., Gallagher, T., Winters, K.L., & Ciampa, K. (2018). Developing TPACK of university faculty through technology leadership roles. Italian Journal of Educational Technology, 26(1), 39-55. https://bit.ly/31FBOXY
Jaramillo-Baquerizo, C., Valcke, M., & Vanderlinde, R. (2019). Professional development initiatives for university teachers: Variables that influence the transfer of learning to the workplace. Innovations in Education and Teaching International, 59(3), 352-362. https://doi.org/10.1080/14703297.2018.1479283
Kop, R. (2011). The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning, 12(3), 19-38. https://doi.org/10.19173/irrodl.v12i3.882
Looi, C.K. (2001). Enhancing learning ecology on the Internet. Journal of Computer Assisted Learning, 17(1), 13-20. https://doi.org/10.1111/j.1365-2729.2001.00155.x
Lozano, I., Iglesias, M.J., & Martínez, M.A. (2014). Las oportunidades de las académicas en el desarrollo profesional docente universitario: un estudio cualitativo. Educación XX1, 17(1), 159-182. https:/doi.org/10.5944/educxx1.17.1.10709
Maina, M., & García, I. (2016). Articulating personal pedagogies through learning ecologies. In B. Gros, Kindshuk, & M. Maina (Eds.), The future of ubiquitous learning: Learning designs for emerging pedagogies (pp. 73-94). Berlin Heidelberg: Springer. https://doi.org/10.1007/978-3-662-47724-3_5
Muijs, D., Day, C., Harris, A., & Lindsay, G. (2004). Evaluating CPD: An overview. In C. Day (Ed.), International Handbook on the Continuing Professional Development of teachers (pp. 291-319). Berkshire: McGraw-Hill Education
Parsons, S.A., Hutchison, A.C., Hall, L.A., Ward, A., Ives, S.T., & Bruyning, A. (2019). US teachers’ perceptions of online professional development. Teaching and Teacher Education, 82(1), 33-42. https://doi.org/10.1016/j.tate.2019.03.006
Ranieri, M., Giampaolo, M., & Bruni, I. (2019). Exploring educators’ professional learning ecologies in a blended learning environment. British Journal of Educational Technology, 1-14. https://doi.org/10.1111/bjet.12793
Sangrà, A., González-Sanmamed, M., & Guitert, M. (2013). Learning ecologies: Informal professional development opportunities for teachers. In D. Tan, & L. Fang (Eds.), Proceedings of the IEEE 63rd Annual Conference International Council for Educational Media. Singapore: ICEM-CIME https://doi.org/10.1109/CICEM.2013.6820171
Sangrá, A., Guitert, M., Pérez-Mateo, M., & Ernest, P. (2011). Lifelong lear¬ning ecologies and teachers’ professional development: A roadmap for research. In M.F. Paulsen, & A. Szücs (Eds.), Learning and Sustainability. The New Ecosystem of Innovation and Knowledge. Proceedings of the 2011 EDEN Annual Conference. Dublin, Ireland. https://bit.ly/30NdaF2
Sangrá, A., Raffaghelli, J.E., & Guitert?Catasús, M. (2019). Learning ecologies through a lens: Ontological, methodological and applicative issues. A systematic review of the literature. British Journal of Educational Technology, 1-20. https://doi.org/10.1111/bjet.12795
Seaman, J., & Tinti-Kane, H. (2013). Social media for teaching and learning. London: Pearson Learning Systems.
Siemens, G. (2007). Connectivism: Creating a learning ecology in distributed environments. In T. Hug (Ed.), Didatics of microlearning: Concepts, discourses, and examples (pp. 53-68). Münster: Waxmann Verlag.
Trust, T., Krutka, D.G., & Carpenter, J.P. (2016). Together we are better: Professional learning networks for teachers. Computers & Education, 102, 15-34. https://doi.org/10.1016/j.compedu.2016.06.007
Van-den-Beemt, A., & Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017
Van-Waes, S., De-Maeyer, S., Moolenaar, N.M., Van-Petegem, P., & Van-den-Bossche, P. (2018). Strengthening networks: A social network intervention among higher education teachers. Learning and Instruction, 53, 34-49. https://doi.org/10.1016/j.learninstruc.2017.07.005
Vera, J.A., Torres, L.E., & Martínez, E.E. (2014). Evaluación de competencias básicas en TIC en docentes de educación superior en México. Pixel-Bit, 44, 143-155. https://bit.ly/2X79f3V
Yurkofsky, M.M., Blum-Smith, S., & Brennan, K. (2019). Expanding outcomes: Exploring varied conceptions of teacher learning in an online professional development experience. Teaching and Teacher Education, 82, 1-13. https://doi.org/10.1016/j.tate.2019.03.002