Entornos tecnológicos en el codiseño de itinerarios personalizados de aprendizaje en la enseñanza superior

Abstract

Las tendencias metodológicas en la educación superior, basadas en la flexibilización y la participación activa de los estudiantes, requieren nuevas configuraciones tecnológicas que faciliten su implementación.
 En este artículo, se presenta un estudio dirigido a analizar las herramientas y funciones asociadas a los procesos de codiseño, enfocados a la construcción de itinerarios personalizados de aprendizaje en entornos virtuales en el ámbito universitario.
 Siguiendo una metodología de Investigación Basada en Diseño, el estudio se ha realizado en seis asignaturas de tecnología educativa en los grados de Educación Infantil, Primaria y Pedagogía de la Universidad de las Islas Baleares. 
 Como resultado, se ha generado una clasificación funcional de herramientas, que ha permitido elaborar una propuesta de configuración de entorno tecnológico de apoyo a procesos para codiseño en la construcción de itinerarios de aprendizaje que favorezcan la autorregulación y la agencia de los estudiantes. 
 Cualquier propuesta de configuración tecnológica debe responder al diseño pedagógico, decisiones institucionales, logísticas o personales.

Self-Regulation of Learning and the Co-Design of Personalized Learning Pathways in Higher Education: A Theoretical Model Approach

“…This term appears from the point of view of instructional design. When learners participate, they do so from the point of view of codesign or in the configuration of a specific aspect (De-Benito, Moreno & Villatoro 2020). The learning pathway is composed of small learning units called sequences that learners are free to choose.…”

“…The advances applied in educational technology have had an impact on the acquisition of knowledge and have allowed access to information in times of pandemic (Díaz, Ruiz & Egüez 2021). A key aspect of this application is the flexibility of design of objectives, learning sequences and the typology of assessments; generating student focused teaching strategies and promoting self-regulated learning (Gros & Noguera 2013;De-Benito, Salinas & Darder 2013;De-Benito, Moreno & Villatoro 2020). In these past months, when society has been challenged by a global health crisis that has directly affected education, students' autonomy and their capacity for self-regulated learning have been fundamental to continuing their learning.…”

“…As regards this perspective, it makes sense as we begin the search for new educational designs that are in balance with the needs of the educational community and, at the same time, studentcentred. As indicated by De-Benito, Moreno and Villatoro (2020), one solution is the adaptation of learning pathways and learning sequences to the learners, with the aim of enhancing and/ or acquiring new competences. Consequently, the creation of a model that brings together personalized learning pathways, participation, collaboration, self-regulation, and technology is a way to respond to the training demands of future professionals within higher education.…”

Adaptive hypermedia system in times of COVID-19: Application in Management Accounting course 1 at the University of Havana.

“…The term virtualization of education refers to the representation in virtual spaces of educational processes and objects, associated with teaching and learning activities, research and management (Dafonte-Gómez, Fabián Maina & García-Crespo, 2021;Poce & Appenduni, 2021). For this, a didactic transformation of the subjects is required using virtual resources, in addition to a pedagogical guide that stimulates the strengthening of the development of new digital skills (Reyes & Martínez, 2021).…”

“…In this framework, personalized learning has the potential to transfer the approach of teacher-centered learning to student-centered environments (de Benito, García & Moral, 2020). Modern online learning systems can be based on the exible conception of adaptive hypermedia systems or on a data-driven conception, both conceptions currently have great potential and constitute a form of personalized learning experiences, helping teachers and students to create, manage and improve the online educational process (Espinosa Pérez, Espinosa Posso, Gaviria Loaiza & Ramírez Parra, 2020, Howlin & Lynch, 2014Ruiz-Palmero, López-Álvarez & Sánchez-Rivas, 2021).…”