La formación de docentes en tecnología educativa: espacio para la reflexión sobre las pedagogías online
La formación de docentes en Tecnología Educativa es uno de los espacios privilegiados para pensar sobre Internet y las pedagogías online. Supone, por un lado, modificar los supuestos de trabajo de los docentes universitarios. Por otro lado, introducir cambios en las pedagogías es apelar a profundas convicciones y posibles prácticas de los futuros docentes. Para entender las pedagogías online se analiza una experiencia formativa de futuros maestros de Educación Infantil y Primaria inmersos en un proyecto de memoria histórica sobre la escuela. La metodología es un estudio de caso único, una materia de formación inicial de docentes, en tres cursos académicos consecutivos. Se analizan una porción de los portafolios para clase en la comunidad que se ha generado en una wiki. Incluye otras técnicas etnográficas de recogida de evidencias. Entre los resultados se observa que, para estas pedagogías online críticas, los estudiantes tienen dificultades derivadas de sus preconcepciones sobre la enseñanza. Las herramientas online abren nuevas posibilidades educativas para relacionarse con el conocimiento, sus compañeros y profesores.
Palabras claves: Formación de profesorado, educación online, Usos educativos de las TIC, Metodología de enseñanza, Proyectos
Una herramienta para el seguimiento del profesorado universitario en Entornos Virtuales de Aprendizaje
La interacción en Entornos Virtuales de Aprendizaje (EVA) está enfocada principalmente a mejorar la experiencia de uso y resultados académicos del alumnado. Sin embargo, no se debe descuidar la interacción del resto de actores del proceso educativo con estas plataformas, tales como el profesorado y los coordinadores. Este trabajo se centra en la interacción que tiene lugar entre los coordinadores de titulación y un EVA para realizar labores de seguimiento del desempeño del profesorado, especialmente en la modalidad online. Se establecen tres objetivos que guían la metodología seguida: (1) analizar las limitaciones de monitorización del profesorado de los EVA actuales; (2) desarrollar una herramienta de monitorización para superar las limitaciones encontradas; y (3) evaluar empíricamente la herramienta propuesta. Los resultados obtenidos muestran que dicho tipo de herramienta ayuda a los coordinadores a analizar de forma intuitiva y eficiente el estado de las asignaturas de su titulación.
Palabras claves: Entornos virtuales de aprendizaje; universidad; evaluación; análisis de métricas; docencia; interacción; e-learning; gestión
Autores: Magdalena Cantabella, Belén López-Ayuso, Andrés Muñoz y Alberto Caballero
A Cognitive Style Perspective to Handheld Devices: Customization vs. Personalization
Handheld devices are widely applied to support open and distributed learning, where students are diverse. On the other hand, customization and personalization can be applied to accommodate students’ diversities. However, paucity of research compares the effects of customization and personalization in the context of handheld devices. To this end, a customized digital learning system (CDLS) and personalized digital learning system (PDLS) were implemented with the handheld devices and they tailored to the needs of different cognitive style groups. Furthermore, we conducted two empirical studies to examine the effects of cognitive styles on the use of the CDLS and PDLS. More specifically, Study 1 identified the preferences of each cognitive style group while Study 2 investigated how students with different cognitive styles react to the CDLS and the PDLS. The results from these two studies showed that student with the CDLS and those with the PDLS obtained similar task scores and post-test scores, regardless of their cognitive styles. However, cognitive styles affected the efficiency of completing tasks and perceptions for customization and personalization.
Does Navigation Always Predict Performance? Effects of Navigation on Digital Reading are Moderated by Comprehension Skills
This study investigated interactive effects of navigation and offline comprehension skill on digital reading performance. As indicators of navigation, relevant page selection and irrelevant page selection were considered. In 533 Spanish high school students aged 11-17 positive effects of offline comprehension skill and relevant page selection on digital reading performance were found, while irrelevant page selection had a negative effect. In addition, an interaction between relevant page selection and offline comprehension skill was found. While the effect of relevant page selection was strong in good offline comprehenders, it was significantly reduced in weak offline comprehenders. The effect of offline comprehension skill was strong in students showing high rates of relevant page selection, while it was weak and insignificant in students showing low rates of relevant page selection.
Faculty Members' Perceptions of the Integration, Affordances, and Challenges of Mobile Learning
In this qualitative study, faculty members’ perceptions of the integration, affordances, and challenges of mobile learning (m-learning) were i
nvestigated through semi-structured interviews. The results showed that participants’ integration of m-learning varies and tends to focus on select activities. At the same time, participants recognized m-learning as a valuable learning approach with potential to enrich the teaching and learning process and enhance flexibility. A lack of knowledge and skills, deficiencies in training and supports, problems with Internet connection, a digital divide among students, learning disruption, and a lack of awareness about the utility of mlearning were identified challenges that hinder current integration of m-learning.
Palabras claves: mobile learning, learning approach, flexibility
Autores: Fawzi Fayez Ishtaiwa, Ahmed Khaled and Samir Dukmak
An Enhanced Learning Technology System Architecture for Web-Based Instructional Design
Instructional design (ID) models are proven prescriptive techniques for qualitative lessons that could guarantee learning. Existing Learning Management Systems (LMS) miss-out the roles of this important quality control mechanism by providing a mere plane and passive platform for content authoring, thus becomes vulnerable for poor instructional design. This paper demonstrates an effort to ameliorate this limitation by extending the IEEE Learning Technology System Architecture (LTSA) with ID design processes. The Use Case diagram, Activities diagram and Entity Relation diagram for the extended LTSA are presented. The extended architecture was implemented on Moodle open sourced LMS which was extended and hosted live. Students’ impressions on the functionalities and operational effects of the platform were collated using online survey. The academic effects of the platform on the students’ performance were determined using the class mean. The value obtained was compared with that of the control group in the same session and those from the previous sessions. Consequently, this work demonstrates the feasibility of integrating ID models in E-learning. It also justifies its effects on the quality of learning.
Palabras claves: E-learning Standards, Instructional Model Design, Learning Management Systems (LMS), IEEELTSA
Autores: R.M. Isiaka, E.O. Omidiora, S.O. Olabiyisi and O.O. Okediran
Models of Digital Educational Resources Indexing and Dynamic User Proﬁle Evolution
The modelling of the user profile and its integration into the search process is an effective way in personalized information search within a repository of educational digital resources. Therefore, it raises gradually the issue concerning the dynamic development of this profile so as the information requester sets up queries. In our approach presented in this paper, we propose two models for personalized search on digital educational resources. The first is to establish an index of repository resources while the second is to build the user profile and boost its evolution after each query submitted by the user based on a classical Bayesian network representing a search activity.
Using a Cloud Based Collaboration Technology in a Systems Analysis and Design Course
In order to effectively prepare the next generation of IT professionals and systems analysts, it is important to incorporate cloud based online collaboration tools into the coursework for developing the students' cooperative skills as well as for storing and sharing content. For these pedagogical and practical reasons, Google Drive has been used at a medium-sized institution of higher education in New Zealand during the Systems Analysis and Design course. Ongoing and successful use of any learning technology requires gathering meaningful feedback from students, and acting as a mentor during their learning journey. This study has been developed and implemented to help students enjoy the collaborative technology and to help increase their satisfaction and commitment. In order to overcome the obstacles that may prevent students from using Google Drive optimally, an initial survey has been conducted to better understand the influential factors and issues. Furthermore, this study aims at promoting various types of collaboration and sharing: seeing and learning from other students' work, receiving direct suggestions from others, and allowing others to edit documents that belong to them. Following the results of the first quantitative survey, numerous teaching strategies were formulated and implemented. A final qualitative survey was done at the end of the course for students to evaluate their project work. The results of this study also provide original practical and theoretical implications that may be of interest to other researchers, course designers, and teachers.
Palabras claves: Learning technology, teamwork, open educational resources, course development
Functionalities provided by Annotation Systems for Learners in Educational Context: An Overview
During his activities, the learner usually uses comments, highlights and circles sections to tag consulted digital documents. Therefore, many systems have been developed to annotate different electronic resources, often adapted to specific users and for particular uses of documents. This great variety of annotation systems reveals a lack of a clear strategy of how to compare the developed annotation systems of the literature according to their functionalities. As a result, few works have tried to present comparative studies of these tools. The aim of this article is to provide a study of some annotation tools used by learners in educational practices. Therefore, we present a comparison of functionalities provided by forty annotation systems developed by industry and academia during the last decade. The study further reveals gaps in systems and opportunities for further research.