scholarly journals MANAGEMENT OF ICT-MEDIATED LEARNING: A CURRICULUM DESIGN PROPOSAL FROM UNIVERSIDAD NACIONAL DE CHIMBORAZO.

2021 ◽  
pp. 47-63
Keyword(s):  
Curriculum Design ◽  
Digital Literacy ◽  
Information Acquisition ◽  
Mediated Learning ◽  
Master's Program ◽  
Curricular Design ◽  
Communication Processes ◽  
Digital Environments ◽  
Learning Scenarios ◽  
Design Proposal

The current situation in the field of education demands teachers who are capable of functioning in new learning scenarios where the possibilities offered by ICT for information acquisition and communication processes are enormous. In this sense, it is necessary to have postgraduate programs that contribute to the development of digital skills in teachers. The main purpose of this work is to propose the curricular design for a Master's program in Education, Mention in Management of Learning Mediated by ICT, offered by Universidad Nacional de Chimborazo in Ecuador. For this, a qualitative research was undertaken in order to characterize and determine the most important features of each module of the curriculum. A documentary research design was applied through the PICOC method (Population, Intervention, Comparison, Outcome, Context). The result of this work was a curricular mesh that consists of 12 study modules wherein aspects such as: digital literacy for the new society were addressed; didactics in new digital environments; the design and development of content and digital resources for learning; new ways of learning and innovating in education; as well as research in educational technology.

scholarly journals MANAGEMENT OF ICT-MEDIATED LEARNING: A CURRICULUM DESIGN PROPOSAL FROM UNIVERSIDAD NACIONAL DE CHIMBORAZO

2021 ◽  
Author(s):  
Patricio Ricardo Humanante Ramos ◽  
Gustavo Homero Orozco Cazco ◽  
Magdalena Inés Ullauri Moreno ◽  
Nataly Silvana Iza Caiza
Keyword(s):  
Curriculum Design ◽  
Mediated Learning ◽  
Design Proposal

scholarly journals Pensamiento computacional en el aula: el desafío en los sistemas educativos de Latinoamérica

2019 ◽  
Author(s):  
Enrique Arturo Vázquez Uscanga ◽  
Johanna Bottamedi ◽  
María Luz Brizuela
Keyword(s):  
Latin American ◽  
Digital Literacy ◽  
Computational Thinking ◽  
Quality Standards ◽  
Educational Systems ◽  
Education Policies ◽  
Digital Devices ◽  
Digital Environments ◽  
Latin American Countries ◽  
Alfabetización Digital

En la actualidad, diferentes países del mundo han dirigido sus esfuerzos a elevar los estándares de calidad de sus sistemas educativos nacionales. Entre las prioridades aparece como una de la más relevantes las relacionadas con la alfabetización digital, entendida como las competencias que todo ciudadano y ciudadana debe desarrollar para considerarse alfabetizado en el siglo XXI. Dichas competencias refieren a la capacidad de utilizar las fuentes digitales de forma eficaz. Se trata de un tipo especial de mentalidad o pensamiento (Zapata-Ros, 2015). Con ello intentamos explicitar la concepción y el enfoque que sostenemos respecto de este tipo de alfabetización propia de las sociedades contemporáneas, es decir, informatizada o conocidas como sociedades del conocimiento y la información: un tipo de alfabetización que enfatiza aspectos cognitivos del trabajo en entornos digitales en comparación a otras definiciones que la conceptualizan focalizando en las habilidades técnicas involucradas en la utilización de dispositivos digitales. En este sentido, el presente artículo considera que la ausencia previa del desarrollo de tales competencias dificulta practicar otras habilidades propias del pensamiento computacional (en adelante PC) que implican la resolución de problemas mediante la utilización de ordenadores computacionales o en ausencia de estos. De lo anterior la preocupación y el objeto de reflexión de este trabajo se direcciona hacia conocer si los países latinoamericanos seleccionados, a saber, Argentina, Uruguay, Chile y México, han incorporado en el marco de sus políticas públicas de enseñanza las competencias y habilidades propias del PC y cuáles han sido las estrategias implementadas para concretarlo. Por último, el texto cuestiona la concepción acerca del PC que se deduce de las políticas y estrategias implementadas proveyendo una conclusión que destaca los enfoques respecto de cómo se conciben el aprendizaje de las competencias involucradas. Nowadays, different countries of the world have focused their efforts on raising the quality standards of their national educational systems. Among the priorities appears as one of the most relevant those related to digital literacy, understood as the skills that every citizen must develop to be considered literate in the 21st century. These competencies refer to the ability to use digital sources effectively. It is a special type of mentality or thought (Zapata-Ros, 2015). With this we try to explain the conception and the approach that we have regarding this type of literacy typical of contemporary societies, that is, computerized or known as societies of knowledge and information: a type of literacy that emphasizes cognitive aspects of work in digital environments compared to other definitions that conceptualize it focusing on the technical skills involved in the use of digital devices. In this sense, the present monograph considers that the previous absence of the development of such competencies makes it difficult to practice other abilities of computational thinking (PC) that involve the resolution of problems through the use of computer computers or in their absence. From the above, the concern and the object of reflection of this work is directed towards knowing if the selected Latin American countries, namely Argentina, Uruguay, Chile and Mexico, have incorporated their own skills and abilities within their public education policies of the PC and what have been the strategies implemented to specify it. Finally, the text questions the conception about the PC that is deduced from the policies and strategies implemented, providing a conclusion that highlights the approaches to how the learning of the competences involved is conceived.

Do I Know My Learners…?

2019 ◽  
pp. 77-102
Author(s):  
Anna Liza Daunert ◽  
Linda Price
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Learning Experiences ◽  
Digital Learning ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Digital Curriculum ◽  
Use Of Technology ◽  
Digital Environments

As digital technologies become an integrated part of our everyday lives, we need to consider how to harness their educational potential in higher education. However, despite considerable research into the use of technology in higher education, there still remains a gap between what teachers might perceive as valuable digital curriculum design and what students perceive as valuable digital learning experiences. One key component is how ubiquitous technologies can be harnessed to support students' learning experiences. In this chapter, the authors examine the implications of students' preferences and usage of u-technologies for designing teaching and learning curricula that positively exploit technology. This chapter builds on the research conducted by Daunert and Harteis that investigated pre-service teachers' preferences and experiences of u-technologies. The results of this cross-sectional survey are considered in relation to designing curricula in digital environments.

Thinking Skills in the Digital Era

2011 ◽  
pp. 1840-1845 ◽  
Author(s):  
Yoram Eshet
Keyword(s):  
User Interfaces ◽  
Digital Literacy ◽  
Cognitive Skills ◽  
Thinking Skills ◽  
Design Guidelines ◽  
Technical Ability ◽  
Digital Era ◽  
Digital Skills ◽  
Digital Environments ◽  
Fast Development

The fast development in digital technologies during the digital era confronts individuals with situations that require the utilization of an ever-growing assortment of technical, cognitive, and sociological skills that are necessary in order to perform and solve problems in digital environments. These skills have been termed in recent literature digital literacy (Bruce and Peyton, 1999; Gilster, 1997; Lenham, 1995; Pool, 1997; Swan, Bangert-Drowns, Moore-Cox, & Dugan, 2002; Tapscott, 1998). But unlike the common attitude toward this term in most of these papers, digital literacy is more than just the technical ability to operate digital devices properly; it comprises a variety of cognitive skills that are utilized in executing tasks in digital environments, such as surfing the Web, deciphering user interfaces, working with databases, and chatting in chat rooms. In fact, digital literacy has become a survival skill in the modern era: a key that helps users to work intuitively in executing complex digital tasks. In recent years, extensive efforts were made to describe and conceptualize the cognitive skills that users employ in digital environments (e.g., Burnett & McKinley, 1998; Cothey, 2002; Hargittai, 2002; Zins, 2000). Unfortunately, these efforts are usually local, focusing on a selected and limited variety of skills—mainly information-seeking skills (e.g., Marchionini, 1989; Zins)—and, therefore, they do not cover the full scope of the term digital literacy. Eshet (2004) has established a holistic conceptual model for digital literacy, arguing that it covers most of the cognitive skills that users and scholars employ while working in digital environments and, therefore, providing researchers and designers of digital environments with a powerful framework and design guidelines. This framework was derived from the analysis of large volumes of empirical and qualitative information regarding the behavior of users in digital environments. Its exclusive nature was discussed by Aviram and Eshet (in press), and its feasibility was tested by Eshet and Amichai-Hamburger (2004), who tested the performance of different groups of computer users with tasks that require the utilization of different digital skills. In these experiments they showed that the range of digital skills is restricted to the five skills discussed in the present paper. The present paper describes the major cognitive skills that comprise digital literacy, discusses their value in refining our understanding of how people interact in their work and in digital environments, and examines their application in improving communication among users, scholars, and designers of digital environments. The digital thinking skills that are discussed in the paper are the photovisual, reproductive, branching, informational, and socioemotional thinking skills. We suggest that these five digital thinking skills exist in every learner, but their volumes or magnitudes differ from person to person.

PRIMARY SCHOOL STUDENTS’ NATURAL SCIENCE DIGITAL LITERACY COMPETENCE IN DIGITAL LEARNING ENVIRONMENTS

2021 ◽  
Author(s):  
Polona Legvart ◽  
◽  
Metka Kordigel Aberšek ◽  
Maja Kerneža ◽  
◽  
...  
Keyword(s):  
Learning Environments ◽  
Natural Science ◽  
Digital Literacy ◽  
Primary Teachers ◽  
School Closure ◽  
Digital Learning ◽  
Science Content ◽  
School Students ◽  
Digital Environments ◽  
Digital Learning Environments

This study describes a research focused on primary teachers’ evaluation of their students’ digital literacy as a basic competence in the structure of natural science literacy of research and comprehension competence. With the term, primary teachers we mean teachers of first three grades of compulsory school. The comparison of basic computer skills between Generation Z and Generation Alpha revealed, contrary to expectations, a very small progress. The consequence of this circumstance are the problems associated with the implementation of natural science curricular goals in digital environments of remote teaching in school closure period. A questionnaire given to 176 primary teachers, revealed which digital learning environments could be chosen for science lessons and which curricular goals could/could not be achieved with this level of Generation Alpha students’ digital literacy competence. The results showed that the digital environment is more problematic and unfavorable for Generation Alpha in the field of natural science, as teachers showed a higher frequency of avoiding natural science goals than social science content. Keywords: distance learning environment, generation Alpha, natural science digital literacy competence, natural science education

Virtual world global collaboration: an educational quest

2017 ◽  
Vol 118 (9/10) ◽  
pp. 547-565 ◽  
Author(s):  
Valerie Hill ◽  
K. Brant Knutzen
Keyword(s):  
Experiential Learning ◽  
Virtual Worlds ◽  
Digital Literacy ◽  
Virtual World ◽  
Mediated Learning ◽  
Participatory Action ◽  
Skill Levels ◽  
Content Type ◽  
Field Notes

Purpose This research case study shares the partnership between librarians and educators to create a live digital literacy experience at The Quest (Camelot Project), a virtual world medieval simulation. The purpose of the partnership was to gain understanding of the learning elements addressed with a group of participants from across the globe, working at various skill levels and interacting with an immersive virtual world simulation. Design/methodology/approach Using field notes, machinima and interviews (participatory action research), the study identifies learning elements within three contexts: technological, pedagogical and content. Learners cycle toward intended learning outcomes in a virtual-world treasure hunt game from the perspective of both designers and participants. Findings Findings of the case study illustrate the value of collaboration in a digital game-based learning (DGBL) environment through scaffolding of knowledge and skills in a virtual world. Findings exemplify the experiential learning cycle within a virtual world for constructing learning, and support a proposed new theoretical framework of technology-mediated learning which may help educators in both design and implementation. Originality/value As virtual worlds and immersive learning opportunities continue to expand for learners and educators, this study shares the value of experiential learning from the perspective of both the teacher and the learner. Socially constructing knowledge and acquiring skills across distance with a team of librarians and educators are innovative examples of DGBL in an alternative reality setting.

scholarly journals O SCRATCH e suas possibilidades pedagógicas no ensino de língua inglesa pela abordagem dos gêneros do discurso

2018 ◽  
Vol 11 (4) ◽  
pp. 554
Author(s):  
José Mauro Souza Uchôa ◽  
Aline Kieling Juliano Honorato Santos
Keyword(s):  
Information And Communication Technologies ◽  
Human Activity ◽  
Digital Literacy ◽  
Social Practice ◽  
Language Teaching ◽  
Communication Technologies ◽  
Language Practices ◽  
Digital Tool ◽  
Digital Environments ◽  
Information And Communication

Language permeates all fields of human activity. Its use can be observed in the most ancient symbolic manifestations. With the rise of information and communication technologies, new language practices are experienced. They are types of statements organized by genres of discourse that have configurations according to the supports and the different fields of human activity. From a conception of language such as social practice and the notion of genre of Bakhtin’s circle, this article aims to present the multimodal elements that constitute Scratch, a digital tool used in the programming of narratives, games and multimedia animations, evidencing their pedagogical possibilities in the field of language teaching. For this, it dialogues with theoretical and methodological assumptions that guide the didactic modeling from genres as instruments of teaching, able to promote the development of action and linguistic-discursive capacities. The adoption of Scratch as a pedagogical resource motivates the authorship of content in digital environments and allows the development of digital literacy through language in practices.

scholarly journals Innovating a Flexible Concept Based Curriculum in a Course: An Experience Using Fractal Model

2019 ◽  
pp. 397-404
Author(s):  
Larisa Enriquez Vazquez
Keyword(s):  
Fractal Model ◽  
Learning Design ◽  
Master's Program ◽  
Educational Model ◽  
Learning Contexts ◽  
New Learning ◽  
Digital Environments ◽  
Innovación Educativa ◽  
The University ◽  
And Training

Fractal is an educational model that tries to respond to the new learning contexts in which we find ourselves, which are characterized by the need to learn and update knowledge continuously and constantly and with the opportunity to access a large number of options for learning and training through the use of technologies, computer networks and digital environments, among others. The fractal model considers four interrelated elements but one element particularly stands out; it is the curriculum based on concepts that allows to expand and integrate different areas of knowledge to a specific, initial perspective. In addition, Fractal presents aspects that can be linked to connectivism and rhizomatic learning, through a concrete proposal of flexible learning design, which can be useful for formal and non-formal courses. The following Master’s program at the University of La Sabana, in Colombia, presents an experience applying the model in a close context (https://www.unisabana.edu.co/programas/posgrados/centro-de-tecnologias-para-la-academia/maestria-en-innovacion-educativa-mediada-por-tic-virtual/nuestro-programa/).

Sign in / Sign up

Export Citation Format

Share Document