The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.

This article addresses examination instances in the university context as a design phenomenon, merging the interface-centered perspective proposed by Carlos Scolari with Lila Pinto's approach based on the five dimensions of the school's core. Viewing examination instances as interfaces inv...

Descripción completa

Guardado en:
Detalles Bibliográficos
Autor principal: Rossi, Anibal
Formato: Artículo revista
Lenguaje:Español
Publicado: Facultad de Ciencia Política y Relaciones Internacionales, Universidad Nacional de Rosario 2024
Materias:
interface
school's core
examination
university
design
interfaz
nucleo dura de la escuela
examen
universidad
diseño
Acceso en línea:https://latrama.unr.edu.ar/index.php/trama/article/view/836
Aporte de:
La Trama de la Comunicación de Universidad Nacional de Rosario
id I15-R200-article-836
record_format ojs
spelling I15-R200-article-8362024-04-23T14:51:21Z The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective. El examen como fenómeno de diseño.: Una aproximación desde el enfoque centrado en la interfaz. El examen como fenómeno de diseño.: Una aproximación desde el enfoque centrado en la interfaz. Rossi, Anibal interface school's core examination university design interfaz nucleo dura de la escuela examen universidad diseño interfaz examen universidad diseño This article addresses examination instances in the university context as a design phenomenon, merging the interface-centered perspective proposed by Carlos Scolari with Lila Pinto's approach based on the five dimensions of the school's core. Viewing examination instances as interfaces involving human, institutional, and technological actors, the analysis relies on categories enabling mapping in terms of actors, relationships, and processes. Meanwhile, the dimensions of the school's core (time, space, curriculum, evaluation, and relationships) are unfolded to complement and enrich this analysis. The aim of the study is not to reach a definitive conclusion but to initiate a dialogue and openness for future research, encouraging a collective mapping that serves as a diagnostic input for the redesign of educational practices in higher education. El presente artículo aborda las instancias de examen en el ámbito universitario como un fenómeno de diseño, fusionando la perspectiva centrada en la interfaz propuesta por Carlos Scolari con en el enfoque de Lila Pinto basado en las cinco dimensiones del núcleo duro de la escuela. Desde la perspectiva de las instancias de examen como interfaces de actores humanos, institucionales y tecnológicos, el análisis se basa en categorías que habilitan un mapeo en términos de actores,relaciones y procesos. Por su parte, las dimensiones del núcleo duro de la escuela (tiempo, espacio, currículo, evaluación y vínculos) se despliegan para complementar y enriquecer dicho análisis. El objetivodel trabajo no es llegar a una conclusión definitiva, sino plantear un diálogo y apertura con futuras investigaciones alentando un mapeo colectivo que sirva como insumo diagnóstico para el rediseño de las prácticas educativas en la educación superior. Este artigo aborda as instâncias de exame no ambiente universitário como um fenômeno de design, mesclando a perspectiva centrada na interface proposta por Carlos Scolari com a abordagem de Lila Pinto baseada nas cinco dimensões do núcleo duro da escola. Na perspectiva das instâncias de exame como interfaces de atores humanos, institucionais e tecnológicos, a análise baseia-se em categorias que permitem um mapeamento em termos de atores, relacionamentos e processos. Por sua vez, as dimensões do núcleo duro da escola (tempo, espaço, currículo, avaliação e vínculos) são desdobradas para complementar e enriquecer essa análise. O objetivo o trabalho não é chegar a uma conclusão definitiva, mas propor diálogo e abertura com pesquisas futuras, incentivando um mapeamento coletivo que sirva de insumo diagnóstico para o redesenho das práticas educativas no ensino superior. Facultad de Ciencia Política y Relaciones Internacionales, Universidad Nacional de Rosario 2024-04-22 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://latrama.unr.edu.ar/index.php/trama/article/view/836 10.35305/lt.v27i2.836 Journal La Trama de la Comunicación; Vol. 27 No. 2 (2023); 073-101 La Trama de la Comunicación; Vol. 27 Núm. 2 (2023); 073-101 La Trama de la Comunicación; v. 27 n. 2 (2023); 073-101 2314-2634 1668-5628 spa https://latrama.unr.edu.ar/index.php/trama/article/view/836/558 http://creativecommons.org/licenses/by-nc-sa/4.0
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-200
container_title_str La Trama de la Comunicación
language Español
format Artículo revista
topic interface
school's core
examination
university
design
interfaz
nucleo dura de la escuela
examen
universidad
diseño
interfaz
examen
universidad
diseño
spellingShingle interface
school's core
examination
university
design
interfaz
nucleo dura de la escuela
examen
universidad
diseño
interfaz
examen
universidad
diseño
Rossi, Anibal
The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.
topic_facet interface
school's core
examination
university
design
interfaz
nucleo dura de la escuela
examen
universidad
diseño
interfaz
examen
universidad
diseño
author Rossi, Anibal
author_facet Rossi, Anibal
author_sort Rossi, Anibal
title The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.
title_short The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.
title_full The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.
title_fullStr The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.
title_full_unstemmed The Examination as a Design Phenomenon.: An Approach from the Interface- Centered Perspective.
title_sort examination as a design phenomenon.: an approach from the interface- centered perspective.
description This article addresses examination instances in the university context as a design phenomenon, merging the interface-centered perspective proposed by Carlos Scolari with Lila Pinto's approach based on the five dimensions of the school's core. Viewing examination instances as interfaces involving human, institutional, and technological actors, the analysis relies on categories enabling mapping in terms of actors, relationships, and processes. Meanwhile, the dimensions of the school's core (time, space, curriculum, evaluation, and relationships) are unfolded to complement and enrich this analysis. The aim of the study is not to reach a definitive conclusion but to initiate a dialogue and openness for future research, encouraging a collective mapping that serves as a diagnostic input for the redesign of educational practices in higher education.
publisher Facultad de Ciencia Política y Relaciones Internacionales, Universidad Nacional de Rosario
publishDate 2024
url https://latrama.unr.edu.ar/index.php/trama/article/view/836
work_keys_str_mv AT rossianibal theexaminationasadesignphenomenonanapproachfromtheinterfacecenteredperspective
AT rossianibal elexamencomofenomenodedisenounaaproximaciondesdeelenfoquecentradoenlainterfaz
AT rossianibal examinationasadesignphenomenonanapproachfromtheinterfacecenteredperspective
first_indexed 2024-08-12T21:38:47Z
last_indexed 2024-08-12T21:38:47Z
_version_ 1807219401852715008

Ejemplares similares