Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject
The aim of this study is to explore different dimensions of learning scenarios jointly designed by students and teachers in the subject Educational Technology of the Degree in Education of the National University of General Sarmiento. It is considered the course of the 2016 cycle, which was complete...
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Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología
2019
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/vesc/article/view/24917 |
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I10-R10-article-249172021-09-21T18:32:14Z Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject Escenarios de aprendizaje diseñados en conjunto por estudiantes y docentes en la universidad: el caso de la asignatura Tecnología Educativa Álvarez, Guadalupe Nadal, Jorgelina Cecilia universidad tecnologías digitales diseño de escenarios de aprendizaje university digital technologies co-designed learning scenarios The aim of this study is to explore different dimensions of learning scenarios jointly designed by students and teachers in the subject Educational Technology of the Degree in Education of the National University of General Sarmiento. It is considered the course of the 2016 cycle, which was completely virtual. It is analyzed, in particular, the final work of the subject, which has been aimed at designing of a completely virtual teaching proposal in which digital technologies will be integrated, as well as developing the necessary learning resources (ie environment and digital materials) to implement the proposal. For this analysis, they are taken into account both the principles of the final work and the way in which the work was carried out. Our results dialogue with other research focused on co-design processes that have highlighted that this type of approach promotes significant learning and also opportunities to guide the teaching intervention. Este estudio se ha propuesto explorar las distintas dimensiones de los escenarios de aprendizaje diseñados en conjunto por estudiantes y docentes en la asignatura Tecnología Educativa de la Licenciatura en Educación de la Universidad Nacional de General Sarmiento. Para ello, se considera la cursada del ciclo 2016, que fue con modalidad virtual. Se analiza, en particular, el trabajo final de la materia que tuvo como objetivo tanto el diseño de una propuesta de enseñanza completamente virtual (en la cual se integraran las tecnologías digitales) como el desarrollo de los recursos de aprendizaje (i.e. entorno y materiales digitales) necesarios para su implementación. A los fines de este análisis, se han tenido en cuenta los principios que rigieron el diseño de las consignas y el modo en que fue llevado a cabo el trabajo. Los resultados dialogan con otras investigaciones centradas en procesos de codiseño que han destacado que este tipo de aproximación promueve los aprendizajes significativos y también las oportunidades para orientar la intervención docente. Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología 2019-07-13 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/vesc/article/view/24917 Virtuality, Education and Science; Vol. 10 No. 19; 57-74 Virtualidad, Educación y Ciencia; Vol. 10 Núm. 19; 57-74 1853-6530 spa https://revistas.unc.edu.ar/index.php/vesc/article/view/24917/24209 Derechos de autor 2019 Guadalupe Álvarez, Jorgelina Cecilia Nadal |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-10 |
| container_title_str |
Revistas de la UNC |
| language |
Español |
| format |
Artículo revista |
| topic |
universidad tecnologías digitales diseño de escenarios de aprendizaje university digital technologies co-designed learning scenarios |
| spellingShingle |
universidad tecnologías digitales diseño de escenarios de aprendizaje university digital technologies co-designed learning scenarios Álvarez, Guadalupe Nadal, Jorgelina Cecilia Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject |
| topic_facet |
universidad tecnologías digitales diseño de escenarios de aprendizaje university digital technologies co-designed learning scenarios |
| author |
Álvarez, Guadalupe Nadal, Jorgelina Cecilia |
| author_facet |
Álvarez, Guadalupe Nadal, Jorgelina Cecilia |
| author_sort |
Álvarez, Guadalupe |
| title |
Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject |
| title_short |
Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject |
| title_full |
Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject |
| title_fullStr |
Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject |
| title_full_unstemmed |
Learning scenarios jointly designed by students and teachers in the university: the case of an Educational Technology subject |
| title_sort |
learning scenarios jointly designed by students and teachers in the university: the case of an educational technology subject |
| description |
The aim of this study is to explore different dimensions of learning scenarios jointly designed by students and teachers in the subject Educational Technology of the Degree in Education of the National University of General Sarmiento. It is considered the course of the 2016 cycle, which was completely virtual. It is analyzed, in particular, the final work of the subject, which has been aimed at designing of a completely virtual teaching proposal in which digital technologies will be integrated, as well as developing the necessary learning resources (ie environment and digital materials) to implement the proposal. For this analysis, they are taken into account both the principles of the final work and the way in which the work was carried out. Our results dialogue with other research focused on co-design processes that have highlighted that this type of approach promotes significant learning and also opportunities to guide the teaching intervention. |
| publisher |
Universidad Nacional de Córdoba, Faculdad de Ciencias Sociales, Centro de Estudios Avanzados. Maestría en Procesos Educativos Mediados por Tecnología |
| publishDate |
2019 |
| url |
https://revistas.unc.edu.ar/index.php/vesc/article/view/24917 |
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