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Secuencias de aprendizaje, diseño curricular, itinerario de aprendizaje, entorno personal de aprendizaje, estrategias didácticas, aprendizaje autorregulado, investigación basada en diseño, digital
Learning sequences, curricular design, learning pathways, personalised learning environment, didactic strategies, self-regulated learning, design-based research, digital
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
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
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
Ausubel, D.P., Novak, J.D., & Hanesian, H. (1983). Psicología educativa: Un punto de vista cognitivo. Trillas.
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
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
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
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.
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
Conole, G. (2013). Designing for learning in an open world. Springer. https://doi.org/10.1007/978-1-4419-8517-0
Conole, G., & Oliver, M. (2007). Contemporary perspectives in e-learning research: themes, methods and impact on practice. Routledge. https://doi.org/10.4324/9780203966266
Creswell, J.W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. Sage. https://bit.ly/3cQFWdB
Creswell, J.W., & Creswell, J.D. (2018). Research design. Qualitative, quantitative, and mixed methods approaches. Sage. https://bit.ly/2Tk0nYP
Creswell, J.W., & Plano Clark, V. (2018). Designing and conducting mixed methods research. Sage.
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
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
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
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.
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
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
Díaz-Barriga, A. (1997). Didáctica y curriculum. Convergencias en los programas de estudio. Paidós.
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
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
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
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
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
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
Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge. https://doi.org/10.4324/9780203125083
Llorente, M.C. (2013). Aprendizaje autorregulado y PLE. Edmetic, 2(1), 58-75. https://doi.org/10.21071/edmetic.v2i1.2861
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
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
McKenney, S.E., & Reeves, T. (2012). Conducting educational design research. Routledge. https://bit.ly/2LHAQEK
Miranda, E. (2017). Documentless assessments using nominal group interviews, Software Quality Professional, 19(2), 50-61. https://bit.ly/35zs3h8
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
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
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
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.
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.
Richey, R., & Klein, J. (2014). Design and development research: Methods, strategies, and issues. Routledge. https://doi.org/10.4324/9780203826034
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
Taba, H. (1974). Elaboración del curriculum. Ed. Troquel.
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
Tobón, S., Pimienta, J., & García, J. (2010). Secuencias Didácticas: Aprendizaje y evaluación de competencias. Pearson-Prentice Hall. https://bit.ly/2LHK5Vk
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
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
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
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