Objetos de aprendizaje como recursos educativos en programas de alfabetización en información para una educación superior de posgrado competencial

García-Quismondo, Miguel Ángel Marzal; Prado, Javier Calzada; Burgoa, Eduardo Ruvalcaba

doi:10.1016/j.ibbai.2016.02.029

Cited by 15 publications

(12 citation statements)

References 16 publications

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“…Hernández, Prada and Ramírez (2018) summarize the dimensions in which teachers consider ICT to be basic -information management, student support, relationship with other areas of training and construction of knowledge-and highlight the importance of using social networks to guarantee constant communication and group collaboration. However, none of these dimensions can be reached by teachers who are not very competent and lacking the capacity to evaluate the digital resources used (Escobar & Sánchez, 2018) according to their accessibility, interactivity, usability or instructional design (Marzal, Calzada & Ruvalcaba, 2015). However, it is true that the scientific community is highly sensitized and Educommunication experiences an annual increase in the amount of research collected on the Web of Science, especially in the United States, but also in Europe and especially in Spain (Gregorio-Chaviano, 2018).…”

Section: Generation Z Teachers' Digital Competencementioning

confidence: 99%

Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

García

Melo²

2020

Communication & Society

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The Z are the first digital native people gaining access to university. It is a generation that registers high rates of social media consumption, but their digital competence is not as outstanding as one might expect due to the training’ deficiency they have acquired in previous educational levels caused, among other reasons, by the primary and secondary teachers’ low digital competence. The current research aims to identify the demand for using social networks and messaging apps 2.0 in university teaching. A quantitative methodology was employed in order to know the technological prospects of the university Z in the Euroregion Galicia-North of Portugal, in the context of an Erasmus mobility. The results confirm the necessity to continue using social media, but only those within the students’ technological comfort zone; thus, it is necessary to combine transmedia storytelling with the insertion of technological proposals in environments initially not conceived for learning. It is concluded that the Z are starting to claim the use of state-of-the-art resources such as self-destructive content, which requires an immediate improvement in the university educators’ digital competence by means of continuing training programmes, since only the pioneer educators with a C2 level can detect and pay attention to this type of demands.

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Section: Generation Z Teachers' Digital Competencementioning

confidence: 99%

Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

García

Melo²

2020

Communication & Society

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“…Finalmente, desde lo tecnológico, se tiene que Objeto de aprendizaje (OA) es un recurso digital que puede reutilizarse para apoyar el aprendizaje [23], incluye a los virtuales (OVA), que se encapsula en lecciones agrupadas en unidades, módulos, cursos y programas [24]. Por su parte, MinEducación establece que un OA es un recurso de carácter digital estructurado asociado a un propósito educativo que puede ser distribuido y consultado en internet [25].…”

Section: Marco Teóricounclassified

Objetos de aprendizaje y desarrollo de habilidades del pensamiento numérico: Análisis mediante un diseño cuasiexperimental.

Albarracín-Villamizar

Suárez

Prada-Núñez

2020

AiBi Revista de Investigación, Administración e Ingeniería

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Este trabajo se buscó valorar el rendimiento académico de los estudiantes de básica primaria mediado por el uso por parte del docente, de un Objetos Interactivos de Aprendizaje (OIA), como apoyo al proceso de aprendizaje de la matemática. Se presenta un análisis comparativo resultado de la ejecución del método cuasiexperimental: con pretest y post test, validados con metodología del juicio de expertos y la confiabilidad con metodología de mitades partidas. Se uso un OIA sobre los números, así como evaluaciones no tradicionales con videos interactivos y aplicaciones de gamificación, el cual se centró en favorecer el aprendizaje de los estudiantes y comprensión de los conceptos. Con esto se permitió analizar algunos efectos en los desempeños académicos de los estudiantes en el grupo objeto de estudio, así como el OIA para el estudio de este tema

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“…Los contenidos digitales educativos, pues, reclaman competencias propias para que la información contenida pueda transformarse en conocimiento y saber. Sus propiedades se presentan, se acceden y se usan de maneras diferentes, según su entorno de aplicación, su modalidad y objetivos competenciales educativos, y su funcionalidad didáctica [23].…”

Section: Metodologíaunclassified

Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

Salas-Valdivia

Aguilar

2020

2020 XV Conferencia Latinoamericana De Tecnologias De Aprendizaje (LACLO)

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This article seeks to provide an enriching contribution in relation to the implications that facilitate facilitating and increasing the levels of appropriation of open educational resources (REA) in educational institutions in Peru and Latin America, both at the school level and at the higher level in the context of the COVID 19 pandemic, this study was conducted at the I.E. 41008 Manuel Muñoz Najar (Arequipa), had as objects of study both teachers and students; therefore the states in question are shown on their level of appropriation. On the other hand, this work seeks to provide a series of guidelines to boost its accessibility. In conclusion, the incorporation, appropriation, reuse and promotion of open educational resources in the current educational context that the planet is going through, mediated by the use of technology, is favorable for both teachers and students, since these reused resources, adapted and contextualized to the social, educational and geographical reality, and above all cultural. These aspects allow the generation of significant learning, which manages to trigger very positively, the development of competencies that allow to form citizens prepared for the postpandemic stage, who know how to face the challenges and problems that arise both in their personal and work lives. For the elaboration of these proposals, the results obtained, specialized bibliographic consultation and successful records of other institutions were taken into consideration.

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Objetos de aprendizaje como recursos educativos en programas de alfabetización en información para una educación superior de posgrado competencial

Cited by 15 publications

References 16 publications

Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

Self-destructive content in university teaching: new challenge in the Digital Competence of Educators

Objetos de aprendizaje y desarrollo de habilidades del pensamiento numérico: Análisis mediante un diseño cuasiexperimental.

Guidelines for the Promotion and Appropriation of Open Educational Resources in Educational Institutions of Peru and Latin America in the Context of Covid-19

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