https://hdl.handle.net/10481/42934 Sat, 18 Apr 2026 01:03:35 GMT 2026-04-18T01:03:35Z https://hdl.handle.net/10481/44509 Apren-red: internet como dinamizador del aprendizaje. López-Gil, Mónica Este artículo tiene la intención de exponer un posible nuevo enfoque del aprendizaje llamado apren-red, que consideraremos como un paradigma que manifiesta nuevos modos de hacer, ser y aprender consecuentes de la Sociedad en red (Castells, 2004). Más que una nueva teoría, es un concepto que bebe de algunas nuevas y no tan nuevas pedagogías como el Conectivismo, el Constructivismo, la Escuela Colaborativa o la Educación Problematizadora. Este planteamiento deriva del estudio ―Nuevas formas de hacer, nuevas formas de ser: las tecnologías digitales como agentes dinamizadores del aprendizaje informal‖ (López, 2013) cuyo fin fue analizar la comprensión de la juventud sobre la cultura mediática y tecnológica que les rodea, y comprender su participación en dicha cultura desde una perspectiva cualitativa a través de dos estudios de casos en profundidad. El método se adaptó a las particularidades de la investigación en el entorno digital pero también fuera de él. Los casos de referencia son ejemplos de apren-red de los que se extraen sus rasgos como proceso de aprendizaje caracterizado por ser: colaborativo, líquido (Bauman, 2006), creativo, experiencial, y, siguiendo la metáfora informática, en versión Beta.; In this paper, we intend to expose a possible new approach to learning called learn-network. Learn-network could not be considered a theory of learning but is based on learning theories as Connectivism, Constructivism, the Collaborative school, and others. We will consider it as a paradigm that expresses new ways of doing, thinking and learning caused by / consequence of the Net Society (Castells, 2004). This concept comes from the study "New ways of doing, new ways of being: digital technologies as dynamic agents of informal learning", doctoral thesis of the author. The main objective was to analyze the understanding of youth on media and technological culture around them and to comprehend their involvement in this culture from a qualitative perspective and case of study. The method has been adapted to the particularities of research in the digital environment but off line too. Reference cases are examples of net-learning. This particular learning it is characterized as collaborative, cooperative, liquid (Bauman, 2006), creative, experiential, based on connectivity, among others, and, following the computer metaphor, in beta. https://hdl.handle.net/10481/44509 https://hdl.handle.net/10481/44508 Evaluación de competencias docentes con e-Rúbricas en Máster de Profesorado. Martínez Romera, Daniel David; Cebrián Robles, Daniel; Cebrián de la Serna, Manuel Las evaluaciones del impacto de las tecnologías en los centros de secundaria arrojan diferentes resultados según los contextos. No obstante, hay coincidencias en cuanto al papel tan importante de los docentes en el éxito de las experiencias, especialmente cuando éstos realizan un análisis de sus prácticas en colaboración. El presente artículo estudia el impacto de las metodologías de evaluación colaborativas entre iguales y con tecnologías como CoRubric, para la negociación y utilización de rúbricas colaborativas, y en la adquisición de competencias digitales en la formación inicial de docentes de secundaria. El estudio de caso se realizó con un grupo de 27 estudiantes del máster de secundaria en la Universidad de Málaga en la especialidad de Ciencias Sociales, generando una metodología colaborativa para la construcción de una rúbrica donde se obtuvieron 260 registros de contenidos que fueron analizados bajo análisis de categorías. Esta metodología fue soportada por tecnologías educativas con el fin de consensuar los criterios de evaluación de las exposiciones de los estudiantes, con un alto índice de participación entre ellos. Como conclusiones del trabajo, se mostró una tendencia que era más próxima en los resultados de las evaluaciones entre los estudiantes y el docente a medida que aumentaba el uso de la erúbrica.; Technology impact assessments in high-schools give different results depending on the context. However, there are coincidences as to the important role of teachers in successful experiences, especially when they carry out an analysis of their practices together. This paper studies the impact of collaborative methodologies and peer review using technologies as CoRubric for negotiation anduse of collaborative rubrics, and the acquisition of digital skills in the initial training of high school teachers. The case study was conducted with a group of 27 master students of secondary education teachers in social science specialty at Malaga University generating a collaborative methodology to building a rubric where 260 records of contents were analyzed by category analysis. This methodology was supported by educational technologies in order to agree on the criteria for assessment of student presentations, with a high rate of participation among them. As conclusions of the work are showed that the proximity among the evaluations given by student and professor is getting closer thanks to the increased eRubric use. https://hdl.handle.net/10481/44508 https://hdl.handle.net/10481/44507 Inducing supervision practices among peers in a community of practice. Gonçalves, Daniela; Nogueira, Isabel Cláudia; Vieira da Silva, Maria Cristina The Bologna process and the creation of the European Higher Education Area have beenproving to be a challenge. As teachers trainers in a Higher Education institution, the teacher training models deserve, to us, particular reflection, namely the teaching processes adopted by Higher Education teachers. We believe that teacher training is an important period in the individuals socialization, in which the inherent criticality of the professional knowledge construction process (in the sense of Shulman (1986) – including content, pedagogical and curricular knowledge) should be a central tenet in the construction of teachers professionnality. Presenting itself as an organization capable of conceiving, designing, acting and thinking, we claim for supervision pratices that help school to discuss and plan for the future, truly ambitious, that questions the less well achieved moments to understand their causes, being able to draw new action lines.Thus, having the establishment of a Community of Practice as a starting point, it is our goal with this text to present some of the support tools that are being tested in pedagogical supervision among peers with some preliminary results. We believe these results point towards what it is essential to develop and present the induction of a new pedagogical supervision for Higher Education. By identifying facilitators/constraining mechanisms on the implementation of regulatory processes of educational activity among peers, we aim not only improving the quality of the practices on Higher Education contexts, but also benefiting, from our point of view, the learning process of students in general.; The Bologna process and the creation of the European Higher Education Area have been proving to be a challenge. As teachers trainers in a Higher Education institution, the teacher training models deserve, to us, particular reflection, namely the teaching processes adopted by Higher Education teachers. We believe that teacher training is an important period in the individuals socialization, in which the inherent criticality of the professional knowledge construction process (in the sense of Shulman (1986) – including content, pedagogical and curricular knowledge) should be a central tenet in the construction of teachers professionnality. Presenting itself as an organization capable of conceiving, designing, acting and thinking, we claim for supervision pratices that help school to discuss and plan for the future, truly ambitious, that questions the less well achieved moments to understand their causes, being able to draw new action lines.Thus, having the establishment of a Community of Practice as a starting point, it is our goal with this text to present some of the support tools that are being tested in pedagogical supervision among peers with some preliminary results. We believe these results point towards what it is essential to develop and present the induction of a new pedagogical supervision for Higher Education. By identifying facilitators/constraining mechanisms on the implementation of regulatory processes of educational activity among peers, we aim not only improving the quality of the practices on Higher Education contexts, but also benefiting, from our point of view, the learning process of students in general. https://hdl.handle.net/10481/44507 https://hdl.handle.net/10481/44506 La comunicación en las Community of Inquiry en Educación Superior. Satisfacción y propuestas de mejora del alumnado. Gutiérrez Santiuste, Elba Este trabajo presenta las correlaciones encontradas entre los elementos sociales, cognitivos y docentes de las Community of Inquiry y satisfacción del alumnado de Educación Superior. La comunidad creada utiliza foros y chats para mantener las comunicaciones. El modelo teórico y analítico propuesto por Garrison, Anderson y Archer (2000) para el estudio de las comunicaciones virtuales está compuesto por tres categorías interrelacionadas entre sí: presencia social, cognitiva y docente. Nos centramos, en primer lugar, en observar si estas categorías encontradas en nuestro estudio están correlacionadas con la satisfacción generada por la participación en la comunidad. Para ello se ha utilizado una metodología cuantitativa a través del análisis de correlaciones de Pearson de los ítems respondidos a través de dos cuestionarios (uno para cada una de las herramientas de comunicación). En segundo lugar, hemos analizado a través de un análisis de contenido las propuestas de mejora para la experiencia educativa por parte del alumnado. Los resultados muestran que especialmente con la herramienta foro es donde se encuentran mayores correlaciones entre la satisfacción y la presencia cognitiva y social. El alumnado pese a tener un alto grado de satisfacción encuentran aspectos que pueden ser mejorados en la comunicación virtual. Concluimos que la herramienta foro, a la luz de nuestros resultados, puede ser más eficaz para potenciar la satisfacción en entornos de aprendizaje virtual.; This study presents the correlations found between the social, cognitive, and teaching elements of the Community of Inquiry and students’ satisfaction in Higher Education. The community created uses forums and chats to support communications. The theoretical and analytical model proposed by Garrison, Anderson y Archer (2000) for the study of virtual communication is composed of three interrelated categories: social, cognitive and teaching presence. We focus to observe if this categories found in our study are correlated with the satisfaction generated by participation in the community. We use a quantitative methodology through Pearson correlation analysis of items answered through two questionnaires (one for each of the communication tools). Secondly, we analize by content analysis of the proposals for improving the educational experience for the students. The results show, especially with the forum tool, higher correlations between satisfaction/cognitive and social presence. The students have a high degree of satisfaction, however they believe that there are aspects to improve. We conclude that the forum tool can be more effective to enhance satisfaction in virtual learning environments. https://hdl.handle.net/10481/44506 https://hdl.handle.net/10481/44505 Las comunidades de aprendizaje virtual como parte del PLE. Perspectiva del alumnado universitario. Becerra-Traver, María-Teresa; Gutiérrez Esteban, Prudencia El desarrollo de los Entornos Personales de Aprendizaje del estudiante universitario permite la ampliación, consolidación y creación de comunidades de aprendizaje, tanto en el ámbito formal como informal, lo que repercute en su formación y desarrollo profesional y personal. En este trabajo se presenta un estudio llevado a cabo con alumnado de Grado de Maestro/a en Educación Primaria, Educación Infantil y Psicopedagogía a través del desarrollo de sus Entornos Personales de Aprendizaje. Tiene como objetivo conocer, mediante la aplicación de un cuestionario de preguntas abiertas, qué ha supuesto para estos grupos el trabajo colaborativo y el conocimiento compartido a través de una comunidad virtual de aprendizaje. Las aportaciones de las y los estudiantes nos ofrecen información acerca de la posibilidad de incorporar nuevos itinerarios formativos que favorezcan la competencia digital y el trabajo colaborativo en la Educación Superior.Estos itinerarios se realizarían mediante el establecimiento de actividades que generen tareas y metas compartidas, donde espacio y tiempo se unen síncrona y asíncronamente para buscar objetivos de aprendizaje comunes, a través del intercambio y la generación de conocimiento que surge de la interacción y colaboración en ambas esferas del aprendizaje, formal e informal.; The development of Personal Learning Environments of university students allows the expansion, consolidation and creation of learning communities, both in formal as in informal scope, which affects their education and their professional and personal development. A study carried out with university students from Teacher in Primary Education, in Early Childhood Education and from Psychopedagogy through the development of Personal Learning Environments is presented in this article. It aims to determine the impact that has caused collaborative work in these groups and shared knowledge in this virtual learning community, by applying an open-ended questionnaire. Contributions from students give us information about the possibility to incorporate new training itineraries which encourage digital competence and collaborative work in Higher Education. These itineraries would be carried out by setting activities that generate shared work and shared goals, where space and time come together synchronously and asynchronously to look for same learning objectives, using sharing and generation of knowledge that arises from interaction and collaboration in both learnings spheres, formal and informal. https://hdl.handle.net/10481/44505