Escenario virtual de aprendizaje expandido en las redes sociales
The purpose of the paper is to communicate the results that are part of the research project ‘Virtual learning scenarios at the university. Research based on the design of alternative educational proposals’, in which virtual learning scenarios defined as the combination and integration of personal a...
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| Formato: | Online |
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Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación
2022
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| Acceso en línea: | https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6292 |
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ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
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ENCUENTRO EDUCATIVO. Revista de investigación del Instituto de Ciencias de la Educación |
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Barroso, Elena Cabezas, Teresa Gómez, Carolina |
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Barroso, Elena Cabezas, Teresa Gómez, Carolina Escenario virtual de aprendizaje expandido en las redes sociales escenario virtual de aprendizaje investigación de diseño aprendizaje abierto aula expandida redes sociales virtual learning scenario , design research; open learning expanded classroom cenário virtual de aprendizagem pesquisa em design aprendizagem aberta sala de aula ampliada redes sociais |
| author_facet |
Barroso, Elena Cabezas, Teresa Gómez, Carolina |
| author_sort |
Barroso, Elena |
| title |
Escenario virtual de aprendizaje expandido en las redes sociales |
| title_short |
Escenario virtual de aprendizaje expandido en las redes sociales |
| title_full |
Escenario virtual de aprendizaje expandido en las redes sociales |
| title_fullStr |
Escenario virtual de aprendizaje expandido en las redes sociales |
| title_full_unstemmed |
Escenario virtual de aprendizaje expandido en las redes sociales |
| title_sort |
virtual scenario of expanded learning in social networks |
| description |
The purpose of the paper is to communicate the results that are part of the research project ‘Virtual learning scenarios at the university. Research based on the design of alternative educational proposals’, in which virtual learning scenarios defined as the combination and integration of personal and institutional environments (virtual classrooms) and social networks are studied. This integration is proposed as an alternative to e-learning practices generally focused on virtual environments created on institutional platforms. The article presents the characteristics of the virtual learning scenario, prepared for a postgraduate career in university teaching, and analyzes the results that refer to the expansion of the virtual classroom with theuse of social networks integrated into the training proposal. Results are also presented on the evaluations of the teaching staff and on the projections towards their teaching practice. Methodologically, the framework project is defined by design-based research, which admits a diversity of methods and techniques for data collection during the implementation phase. In the case of the objective that investigates the expansion of the virtual classroom, we worked with the analytics that the social networks used and with the questionnaires applied to the teachers participating in the training proposal. The analysis allowed us to determine the expansion of the virtual environment, its expansion towards other communicationand knowledge environments. Favorable perceptions were obtained from teacherstowards the use and expansion of learning environments through social networks, and incipient pedagogical projections closely linked to the forms of participation they had in the networks were discovered. In the conclusion, it is postulated that in order for online learning to take place, techno-pedagogical designs that promoteopen, flexible, diverse and autonomous learning are required, which in turn requires a virtual scenario edited on a porous platform, expanded, converged and entangled with other platforms. |
| publisher |
Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación |
| publishDate |
2022 |
| url |
https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6292 |
| topic |
escenario virtual de aprendizaje investigación de diseño aprendizaje abierto aula expandida redes sociales virtual learning scenario , design research; open learning expanded classroom cenário virtual de aprendizagem pesquisa em design aprendizagem aberta sala de aula ampliada redes sociais |
| topic_facet |
escenario virtual de aprendizaje investigación de diseño aprendizaje abierto aula expandida redes sociales virtual learning scenario , design research; open learning expanded classroom cenário virtual de aprendizagem pesquisa em design aprendizagem aberta sala de aula ampliada redes sociais |
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I11-R88article-62922022-12-07T21:40:50Z Virtual scenario of expanded learning in social networks Escenario virtual de aprendizaje expandido en las redes sociales Cenário de aprendizagem virtual expandido em redes sociais Barroso, Elena Cabezas, Teresa Gómez, Carolina escenario virtual de aprendizaje investigación de diseño aprendizaje abierto aula expandida redes sociales virtual learning scenario , design research; open learning expanded classroom cenário virtual de aprendizagem pesquisa em design aprendizagem aberta sala de aula ampliada redes sociais The purpose of the paper is to communicate the results that are part of the research project ‘Virtual learning scenarios at the university. Research based on the design of alternative educational proposals’, in which virtual learning scenarios defined as the combination and integration of personal and institutional environments (virtual classrooms) and social networks are studied. This integration is proposed as an alternative to e-learning practices generally focused on virtual environments created on institutional platforms. The article presents the characteristics of the virtual learning scenario, prepared for a postgraduate career in university teaching, and analyzes the results that refer to the expansion of the virtual classroom with theuse of social networks integrated into the training proposal. Results are also presented on the evaluations of the teaching staff and on the projections towards their teaching practice. Methodologically, the framework project is defined by design-based research, which admits a diversity of methods and techniques for data collection during the implementation phase. In the case of the objective that investigates the expansion of the virtual classroom, we worked with the analytics that the social networks used and with the questionnaires applied to the teachers participating in the training proposal. The analysis allowed us to determine the expansion of the virtual environment, its expansion towards other communicationand knowledge environments. Favorable perceptions were obtained from teacherstowards the use and expansion of learning environments through social networks, and incipient pedagogical projections closely linked to the forms of participation they had in the networks were discovered. In the conclusion, it is postulated that in order for online learning to take place, techno-pedagogical designs that promoteopen, flexible, diverse and autonomous learning are required, which in turn requires a virtual scenario edited on a porous platform, expanded, converged and entangled with other platforms. El escrito tiene por objetivo comunicar los resultados que forman parte del proyecto de investigación “Escenarios virtuales de aprendizaje en la universidad. Investigación basada en diseño de propuestas educativas alternativas”, en el que se estudia a los escenarios virtuales de aprendizaje definidos como la combinación eintegración de los entornos personales, los institucionales (aulas virtuales) y las redes sociales. Esta integración se plantea como alternativa a las prácticas de elearning generalmente concentradas en los entornos virtuales creados en plataformas institucionales. En el artículo se presentan las características delescenario virtual de aprendizaje, preparado para una carrera de posgrado en docencia universitaria, y se analizan los resultados que refieren a la expansión del aula virtual con el uso de las redes sociales integradas a la propuesta formativa. También se presentan resultados sobre las valoraciones del profesorado y sobre lasproyecciones hacia su práctica docente. Metodológicamente el proyecto marco sedefine por la investigación basada en diseño, la cual admite diversidad de métodos y técnicas para la recogida de datos durante la fase de implementación. En el caso del objetivo que indaga la expansión del aula virtual se trabajó con la analítica que arrojaron las redes sociales utilizadas y con los cuestionarios aplicados a losprofesores participantes de la propuesta formativa. El análisis permitió determinarla ampliación del entorno virtual, su expansión hacia otros entornos de comunicación y de conocimiento. Se obtuvieron percepciones favorables, de parte de los profesores, hacia el uso y expansión de los entornos de aprendizaje mediante las redes sociales, y se conocieron incipientes proyecciones pedagógicas muy ligadasa las formas de participación que tuvieron en las redes. En las conclusiones se postula que, para que el aprendizaje en red pueda darse, se requiere de diseños tecnopedagógicos promotores de aprendizajes abiertos, flexibles, diversos y autónomos, los cuales requieren, a su vez, de un escenario virtual editado en unaplataforma porosa, expandida, convergente y enredada con otras plataformas. O objetivo deste trabalho é comunicar os resultados que fazem parte do projeto depesquisa “Cenários virtuais de aprendizagem na universidade. Pesquisa baseada no desenho de propostas educacionais alternativas”, que estuda cenários virtuais de aprendizagem definidos como a combinação e integração de ambientes pessoais e institucionais (salas de aula virtuais) e as redes sociais. Esta integração é propost como alternativa às práticas de e-learning geralmente concentradas em ambientes virtuais criados em plataformas institucionais. O artigo apresenta as característicasdo cenário virtual de aprendizagem, elaborado para um curso de pós-graduação em ensino universitário, e analisa os resultados que se referem à expansão da sala de aula virtual com o uso de redes sociais integradas à proposta de formação. Também são apresentados os resultados sobre as avaliações e projeções dos professores para sua prática de ensino. Metodologicamente, o projeto-quadro é definido pela pesquisa baseada em design, que admite uma diversidade de métodos e técnicas decoleta de dados durante a fase de implementação. No caso do objetivo que investiga a expansão da sala de aula virtual, trabalhamos com as análises que as redes sociais utilizaram e com os questionários aplicados aos professores participantes da proposta de formação. O estudo permitiu determinar a ampliação do ambientevirtual, sua expansão para outros espaços de comunicação e conhecimento. Universidad Nacional de Cuyo, Facultad de Filosofía y Letras, Instituto de Ciencias de la Educación 2022-12-06 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6292 Encuentro Educativo. Revista de investigación del Instituto de Ciencias de la Educación; Vol. 3 Núm. 2 (2022): DOSSIER: Tecnologías y educación en nuevos escenarios emergentes; 94-139 2718-8035 spa https://revistas.uncu.edu.ar/ojs3/index.php/encuentroE/article/view/6292/5235 Derechos de autor 2022 Elena Barroso, Teresa Cabezas, Carolina Gómez https://creativecommons.org/licenses/by-nc/4.0/ |
