Ponencia plenaria en el VIII Congreso Internacional de la AHBx 2018: Las humanidades desde la perspectiva del usuario digimoderno. Universidad de Groningen, Holanda.
Reconfigurar los procesos de enseñanza y aprendizaje en el digimodernismo
1. Reconfigurar los procesos de
enseñanza y aprendizaje en el
digimodernismo
VIII Congreso Internacional de la AHBx 2018: Las humanidades desde la perspectiva del usuario digimoderno
Joan-Tomàs Pujolà
4. procesos de enseñanza y aprendizaje
Aprendizaje formal
Presencial / Semipresencial / En línea
los recursos y medios utilizados
las dinámicas de aula
la interacción entre alumnos y alumno-profesor
los textos usados y producidos
la interactividad con el material
Aprendizaje informal / Aprendizaje no formal
8. habilidades para una pedagogia con TIC
European Union, (2014) Report to the European Commission on New modes of
learning and teaching in higher education, p.34
the integration of new modes
of teaching is resulting in a
changing role for teachers,
from knowledge transmitters
and experts in a particular
subject to mentors and
facilitators of critical thinking
18. el aula invertida
proceso docente semipresencial
(blended-learning) que invierte
la secuenciación de tareas:
“lo del aula para casa y lo de
casa para el aula”
19. el PLE
Entender los PLEs es proponer que –
desde nuestra clase de infantil, hasta
nuestra conferencia en la universidad–
trabajemos activamente con el objetivo
de lograr que el aprendiz se dirija a sí
mismo y sea capaz no sólo de aprender
algo concreto, sino de preguntarse por
qué y cómo lo aprende y de juzgar el
valor de aprenderlo.
Castañeda y Adell, (Eds.). (2013, p.20).
Adell, y Castañeda (2013, p. 47)
24. Providing students with the
freedom to choose what and how
they prefer to study can increase
students’ sense of ownership of
the learning process.
(Ferguson et al. 2017, p.37)
28. implementación
hacer partícipes activos a los alumnos en
la elaboración de material de clase
peer-assisted learning: estudiantes
senior mentorizan estudiantes junior
co-responsabilidad: ¿qué nivel de control
se le da al alumno?
29. control del proceso de enseñanza
Temas a tratar en clase
Textos para escoger
Recursos con que trabajar
Procedimientos didácticos:
p. ej., dar el control del dispositivo para
reproducir un texto oral/audiovisual en una
tarea de comprensión oral
31. evaluación
Co-evaluación: profesor y alumnos
negociación de formatos de
trabajos evaluativos
negociación de la calificación
Evaluación entre iguales
Autoevaluación
34. “reconfingurar” la educación
deconstruir los procesos de
enseñanza-aprendizaje
para resignificar qué
quiere decir enseñar y
aprender
lasTIC son un medio para
conseguir esa
transformación y son al
mismo tiempo detonantes
del cambio educativo
35. referencias
Bovill, C. & Bulley, C.J. (2011) A model of active student participation incurriculum design: exploring desirability and possibility. In Rust, C.Improving StudentLearning (18)
Global theories and local practices: institutional, disciplinary and culturalvariations.Oxford: The Oxford Centre for Staff and Educational Development, pp176-188.
Castañeda, L. y Adell, J. (Eds.). (2013). Entornos Personales de Aprendizaje: claves para el ecosistema educativo en red. Alcoy: Marfil.
European Union, (2014) Report to the European Commission on New modes of learning and teaching in higher education. Retrieve from:
http://ec.europa.eu/dgs/education_culture/repository/education/library/reports/modernisation-universities_en.pdf
Ferguson, R., Barzilai, S., Ben-Zvi, D., Chinn, C.A., Herodotou, C., Hod, Y., Kali, Y., Kukulska-Hulme, A.,Kupermintz, H., McAndrew, P., Rienties, B., Sagy, O., Scanlon, E.,
Sharples, M., Weller, M.,&Whitelock,D. (2017). Innovating Pedagogy 2017: Open University Innovation Report 6. Milton Keynes: The OpenUniversity, UK.
Gros, B. & Suárez-Guerrero, C. (eds.) (2016) Pedagogía red. Una educación para tiempos de internet. Barcelona: Ediciones Octaedro.
Hamdan, N., McKnight, P., McKnight, K. & Arfstrom, K. (2013). A Review of Flipped Learning. http://www.flippedclassroom.org
Healey, M., Flint, A.,& Harrington, K. (2014).Engagement through partnership: students as partners in learning and teaching in higher education. York: Higher Education
Academy.
Healey, M., Flint, A., Harrington, K. (2016). Students as partners: Reflections on a conceptual model. Teaching&Learning Inquiry, 4(2).
http://dx.doi.org/10.20343/teachlearninqu.4.2.3
JISC. (2011/2015). Mobile learning. A practical guide for educational organisations planning to implement a mobile learning initiative. Retrieved from https://jisc.ac.uk/full-
guide/mobile-learning
Pastor, X., Lozano R. y Gros, B. (2017) El aprendizaje basado en la indagación y el codiseño. Experiencia aplicada en el Grado de Ingeniería Biomédica, Barcelona: ICE y
Ediciones OCTAEDRO, S.L. http://www.ub.edu/ice/sites/default/files//docs/qdu/cdu-33-cast.pdf
Sharples, M., de Roock , R., Ferguson, R., Gaved, M., Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi, C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016).
Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieve from:
https://iet.open.ac.uk/file/innovating_pedagogy_2016.pdf
The New Media Consortium (2017) The NMC Horizon Report: 2017 Higher Education Edition. Retrieved from: http://cdn.nmc.org/media/2017-nmc-horizon-report-he-
EN.pdf
UNESCO. (2013). Policy guidelines for mobile learning. Paris: UNESCO. Retrieved from: http://unesdoc.unesco.org/images/0021/002196/219641e.pdf
New technologies and associated pedagogies require a very different skill-set from more conventional teaching, and this can place additional pressures on teaching staff. Academic staff are not all technology experts and in many cases, they have not received any form of pedagogical training at all. They need specific training, guidance and support if they are to deliver quality teaching. This is especially true as the integration of these new modes of teaching is resulting in a changing role for teachers, from knowledge transmitters and experts in a particular subject to mentors and facilitators of critical thinking.
Educators need a set of digital competences specfic to their profession in order to be able to seize the potential of digital technologies for enhancing and innovating education.
The DigCompEdu Framework aims to capture and describe these educator-specific digital competences by proposing 22 elementary competences organised in 6 areas (Figure 1): Area 1 is directed at the broader professional environment, i.e. educators’ use of digital technologies in professional interactions with colleagues, learners, parents and other interested parties, for their own individual professional development and for the collective good of the organisation. Area 2 looks at the competences needed to e ectively and responsibly use, create and share digital resources for learning. Area 3 is dedicated to managing and orchestrating the use of digital technologies in teaching and learning. Area 4 addresses the use of digital strategies to enhance assessment. Area 5 focuses on the potential of digital technologies for learner-centred teaching and learning strategies. Areas 6 details the speci c pedagogic competences required to facilitate students’ digital competence.
Providing students with the freedom to choose what and how they prefer to study can increase students’ sense of ownership of the learning process. (Ferguson et al. 2017, p.37)