Journal articles by Victoria I Marin
Journal of New Approaches in Educational Research, 2019
In order to disseminate the findings and recommendations from their studies, researchers publish ... more In order to disseminate the findings and recommendations from their studies, researchers publish papers in scientific journals in their subject area. Research communities thus emerge as a result of the communication between authors who cite other relevant papers. This study focuses on the relationships between Spanish and English research communities in the specific field of Educational Technology. We explore as hypotheses whether there are signs of scientific journal communication between authors in these two communities, and if the English authors reciprocate citations by Spanish authors. In order to verify them, a social network analysis was conducted by considering outgoing and incoming citations in eight open access journals (four in English and four in Spanish) published over ten years (2007-2016). The sample includes 3,407 articles, which were analysed using UCINET and Gephi software. The results show partial confirmation of the hypotheses, since two separate research communities were recognized, with almost no communication between them. However, the Spanish community was presented as more connected than the English one. We interpret these results by considering not only language factors, but also the journal roots and the particular subject field under consideration. Finally, we highlight some general recommendations to enhance future communication between these two education research communities.
Research in Learning Technology, 2019
Although it is considered that open educational resources offer vast pedagogical opportunities fo... more Although it is considered that open educational resources offer vast pedagogical opportunities for any educational context, there have been only few studies so far that have linked their use or application in the field of research training, and even less works that have addressed their quality assurance for that context. As part of an inter-institutional project, the main aim of this article is the collaborative selection and evaluation of appropriate educational resources for research training. The mixed method approach of the article includes needs' analysis of researchers in training through questionnaires and interviews. This was the starting point for the collaborative evaluation of educational resources using the agreed common criteria derived from the Learning Object Review Instrument (LORI) evaluation instrument. This article suggests recommendations regarding the collaborative evaluation of educational resources and the use of LORI, and suggestions for creators of educational resources for research training to facilitate the quality assurance of their materials. A website is being developed to bind together the resources that have met the quality criteria established in collaborative evaluation.
Revista Iberoamericana de Educación a Distancia, 2019
La colaboración científica y la gestión de la identidad académica tienen un papel importante en l... more La colaboración científica y la gestión de la identidad académica tienen un papel importante en la productividad académica, como algunos estudios ya han mostrado. Con la aparición de las herramientas de redes sociales, esas posibilidades se han ampliado y la presencialidad en la actividad académica no es siempre necesaria. Algunos trabajos han abordado estos temas, pero todavía no existe una sistematización de la literatura que ayude a identificar posibles líneas de trabajo en este campo y muestre las ventajas y desventajas de modos alternativos de colaboración y desarrollo de la identidad académica en línea. Este estudio pretende cubrir ese vacío mediante una metasíntesis cualitativa de estudios centrados en el uso de las herramientas de redes sociales generalistas (de temática no específica) y académicas con propósitos de colaboración científica y cuidado de la identidad digital académica por parte de investigadores académicos. Las búsquedas se realizaron en cinco bases de datos internacionales relevantes en el campo de la educación. Además, se incorporaron algunas referencias bibliográficas de estudios principales. Este proceso llevó a la identificación final de 68 estudios entre 2008 y 2018, cuyos hallazgos se sintetizan en los resultados a través de una división por categorías. A modo de conclusión, se denota la falta de estudios con una visión crítica y de análisis profundo de las prácticas académicas en las herramientas de redes sociales y se discuten los resultados
REDU. Revista de Docencia Universitaria, 2019
El uso de los medios sociales en educación ha sido ampliamente discutido en la literatura y se ha... more El uso de los medios sociales en educación ha sido ampliamente discutido en la literatura y se han propuesto diversas experiencias educativas en educación superior para lograr que los estudiantes las valoren no sólo como herramientas informales para la comunicación, sino también como potentes apoyos para el aprendizaje autorregulado, y en particular, en los estudios de formación docente inicial, a nivel profesional, para el aprendizaje permanente y su uso didáctico futuro. En este trabajo se analizan las luces y sombras del uso de Twitter para el aprendizaje en educación superior a través de una revisión de literatura y de la exploración de diversos diseños didácticos implementados en varios cursos académicos consecutivos con estudiantes de maestro cuyas variaciones han sido planificadas siguiendo el modelo de la investigación basada en diseño. Los objetivos de investigación que han guiado las sucesivas implementaciones y evaluaciones del diseño didáctico han permitido que la recogida de datos pudiera hacerse desde una perspectiva multidimensional, observando la actividad del alumnado para la gestión de la información, en concreto para selección y compartición de recursos así como identificar ciertas dificultades para verdadera actividad metacognitiva sobre el aprendizaje. Las conclusiones aportan elementos de discusión sobre las implicaciones del uso de los medios sociales para el aprendizaje, y ofrecen recomendaciones para iniciativas en contextos institucionales y para el diseño de propuestas basadas en el modelo de autorregulación del aprendizaje cuya finalidad pueda ser la verdadera transformación individual y colectiva.
Australasian Journal of Educational Technology, 2020
Research-based learning (RBL) is an approach that aims to engage students in research activities ... more Research-based learning (RBL) is an approach that aims to engage students in research activities within their study discipline. Since this method puts the focus on the learner, Web 2.0 tools are considered to provide good support in enhancing collaboration processes, which are necessary in conducting research in real-life situations. The link between RBL and the use of digital technologies in higher education has not yet been extensively empirically explored. Therefore, the main aim of this study, based on a project-based university seminar, was to explore the possibilities of group e-Portfolios based on blogs, within the framework of a concrete form of RBL in education studies, the design-inquiry approach. The study employed mixed methods, consisting of quantitative and qualitative data collected via a student questionnaire, and further qualitative data collected from the group blogs and the students' final reflections. The results show the possibilities and challenges of using e-Portfolios based on blogs for RBL processes. The article concludes by providing guidelines and recommendations and presents a framework that connects the models used in the study. Implications for practice or policy: • Learning processes with group e-Portfolios based on blogs should include a phase of familiarisation with the tool and regular practice in the classroom, accompanied by simple resources to support the process and to improve students' self-confidence with their digital competence. • Educational practitioners should provide opportunities for practice with the structure of group e-Portfolios based on blogs and documentation of findings, and for regular (peer) feedback to encourage new perspectives and ensure a successful investigation process.
International Journal of Educational Technology in Higher Education, 2019
According to various international reports, Artificial Intelligence in Education (AIEd) is one of... more According to various international reports, Artificial Intelligence in Education (AIEd) is one of the currently emerging fields in educational technology. Whilst it has been around for about 30 years, it is still unclear for educators how to make pedagogical advantage of it on a broader scale, and how it can actually impact meaningfully on teaching and learning in higher education. This paper seeks to provide an overview of research on AI applications in higher education through a systematic review. Out of 2656 initially identified publications for the period between 2007 and 2018, 146 articles were included for final synthesis, according to explicit inclusion and exclusion criteria. The descriptive results show that most of the disciplines involved in AIEd papers come from Computer Science and STEM, and that quantitative methods were the most frequently used in empirical studies. The synthesis of results presents four areas of AIEd applications in academic support services, and institutional and administrative services: 1. profiling and prediction, 2. assessment and evaluation, 3. adaptive systems and personalisation, and 4. intelligent tutoring systems. The conclusions reflect on the almost lack of critical reflection of challenges and risks of AIEd, the weak connection to theoretical pedagogical perspectives, and the need for further exploration of ethical and educational approaches in the application of AIEd in higher education.
International Journal of Educational Technology in Higher Education, 2018
Digitalization in Higher Education (HE) institutions is an issue that concerns many educational s... more Digitalization in Higher Education (HE) institutions is an issue that concerns many educational stakeholders. ICT skills are becoming increasingly relevant in every context, especially in the workplace, therefore one of the prime objectives for universities has become preparing future professionals to be able to deal with problems and search for solutions, including digital competence as a vital skill set.
Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools.
Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
International Journal of Educational Technology in Higher Education, 2018
RIED. Revista Iberoamericana de Educación a Distancia, 2018
En los últimos tiempos, se ha oído en muchas ocasiones hablar de la universidad digital en divers... more En los últimos tiempos, se ha oído en muchas ocasiones hablar de la universidad digital en diversos contextos. Sin embargo, no hay una definición clara del concepto que ayude a concretar más su implementación. Por ello, este estudio se ha centrado en analizar las
diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.
Comunicar, 2017
This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-meth... more This article examines student and teachers’ use and perceptions of Twitter, based on a mixed-method comparative approach. Participants (N=153) were education majors who used Twitter as a part of required coursework in their programs at two universities in Spain and the United States. The theoretical background covers research on international work carried out on Twitter as well as a brief overview of the introduction of technology in two educational national systems. Quantitative data were collected via a survey, while qualitative data were obtained from students’ reflective written texts. The majority of participants from both contexts perceived educational benefits to Twitter. However, their use of Twitter, and the nature of their perceptions of its educational value, appeared to differ in important ways. The U.S. participants’ longer and more frequent use of Twitter was accompanied by more positive beliefs regarding the educational relevance of Twitter. While many Spanish participants saw value in the use of Twitter to find and share information, U.S. students highlighted interactive and collaborative uses. The study uncovers some challenges for learning related to Twitter’s short format. In the conclusion section we discuss implications for learning and teaching in an age of ubiquitous social media.
Notandum, 2017
El Espacio Europeo de Educación Superior (EEES) ha implicado cambios sustanciales en el aspecto d... more El Espacio Europeo de Educación Superior (EEES) ha implicado cambios sustanciales en el aspecto de lo virtual en la didáctica universitaria. La introducción de entornos virtuales de enseñanza-aprendizaje permite y requiere de un cambio en el enfoque de la didáctica universitaria, en relación a los roles que desempeñan profesorado y alumnado. Estos entornos, si bien en un inicio podían ser únicamente un reflejo de la clase tradicional, cada vez más se orientan a la permeabilidad de contextos y situaciones didácticas, hasta el punto de que a veces es difícil establecer las fronteras entre la virtualidad y la realidad, así como el ámbito formal e informal. Las posibilidades que ofrecen los entornos virtuales de aprendizaje se orientan al aprendizaje ubicuo, en cualquier momento y lugar, y por tanto, a lo largo de la vida. Por ello, la integración de estos entornos en la didáctica universitaria suponen un cambio necesario en las metodologías de enseñanza-aprendizaje a favor del aprendiz y requieren, por otro lado, una adecuada formación del profesorado.
EDUTEC, 2017
The paper shows the trends and interest areas within the field of educational technology in the S... more The paper shows the trends and interest areas within the field of educational technology in the Spanish-speaking world through the qualitative and quantitative software content analysis of the Edutec-e Journal. A total of 320 articles were analysed for themes using its titles and abstracts between the 1995-2015-time period, and its information on their authors and impact in terms of citations. Considering the evolution of the journal, a broader and theoretical perspective on the educational opportunities of technologies is identified in the first period (1995-2004), followed by a more concrete and experimental approach with empirical studies and experiences with the use of ICT in education (2005-2015). Future research lines point towards comparing the results with other Spanish-speaking journals and with educational technology trends in the English-speaking world.
AtoZ novas práticas em informação e conhecimento, 2016
Introduction: This paper presents a pilot experience on the use of an Institutional Personal Lear... more Introduction: This paper presents a pilot experience on the use of an Institutional Personal Learning Environment (iPLE) which aimed to
describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the
structure of the Personal Learning Environments (PLEs) designed by students.
Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande
(Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The
experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access
to the iPLE; and a questionnaire held to the participants.
Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for
research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated
the environment as having high usability and felt a high grade of satisfaction.
Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction
among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.
Profesorado: Revista de currículum y formación del profesorado, 2018
Saber gestionar la información es fundamental para la inclusión en la sociedad del conocimiento. ... more Saber gestionar la información es fundamental para la inclusión en la sociedad del conocimiento. La formación de docentes del siglo XXI debe contemplar, por tanto, esta competencia en los planes de estudio de los grados de maestro, por lo que resulta fundamental diseñar, experimentar y evaluar estrategias dirigidas a su adquisición. Se presenta una experiencia dirigida a la adquisición de la competencia informacional en el marco de la asignatura “Tics aplicadas a la educación primaria” de la Universidad de las Islas Baleares (UIB) mediante la propuesta de estrategias didácticas dirigidas a la mejora del acceso, uso y curación de la información desde una perspectiva tecnológica y colaborativa. El objetivo es identificar acciones consideradas como factores condicionantes de la propuesta de estrategias didácticas que puedan contribuir a lograr como resultado la adquisición de la competencia informacional a partir de propuestas innovadoras. Mediante una metodología de tipo exploratorio y siguiendo las fases del modelo IPECC para la gestión de proyectos se consigue obtener información sobre la forma en que los estudiantes gestionan la información, transfieren conocimiento y comparten documentación. También se analiza el uso de gestores bibliográficos y la percepción de los estudiantes respecto a su utilidad. Estos resultados se dirigen a mejorar la propuesta de estrategias didácticas para futuras intervenciones formativas dirigidas a la adquisición de la competencia informacional a partir de la propuesta de experiencias de innovación educativa identificando, para ello, aspectos a considerar respecto a la gestión de la información, la transferencia de conocimiento y la curación de contenidos.
@tic revista d’innovació educativa, 2018
This article presents a didactic strategy aimed at developing student teachers’ personal learning... more This article presents a didactic strategy aimed at developing student teachers’ personal learning environments (PLEs) with a self-regulated learning (SRL) approach. The strategy is framed in the Dabbagh and Kitsantas (2012) model, which relates Zimmerman’ SRL cycle (forethought, performance, self-reflection) to the three levels of social media usage (personal information management, social interaction and collaboration, and information aggregation and management). A learning scenario was implemented to facilitate SRL skills through information management. The participants were 241 students of Education at the University of Balearic Islands (Spain) and data was collected through a questionnaire designed to explore tool usage and their perceptions of the effectiveness of those tools for information management tasks. Data analysis allows the observation of some patterns in the usage of information management tools in the diverse learning scenarios. In the conclusions challenges such as resistance and traditional assessment focus are identified; affordances for transferability of the acquired skills to other contexts are highlighted and further educational implementation and research are suggested. With this work, a model applicable to other contexts is provided, and a didactic strategy for the management of information based on the PLE and the SRL is presented.
DER Digital Education Review, 2015
The IAFOR Journal, 2016
The knowledge society has brought many possibilities for open education practices and, simultaneo... more The knowledge society has brought many possibilities for open education practices and, simultaneously, deep ethical challenges related to the use, sharing and reuse of digital content. In fact, even at university level, many undergraduate students do not respect the licences of digital resources. As part of the contents of a third-year educational technology course for primary teacher training at the University of the Balearic Islands (Spain), prospective teachers learned about these ethics issues. During the 2015/16 academic year, 125 pre-service teachers from two groups of this course were involved in a gamification experience, using Socrative in real-time in the classroom, in which they had to answer different questions related to digital ethics. Its aim was not only to find out what they knew before working directly with the topic – an initial self-assessment – but also to arouse interest and encourage dynamic participation and interaction. At the end of the course, the participants answered a questionnaire in which they were asked about their perceptions of the use of this kind of educational strategy and their transfer in the future. Data were also collected from the same Socrative quiz and the final exam results related to digital ethics. Overall, the assessment from pre-service teachers was highly positive, as well as the scores of the questions related to digital ethics in the final test, and the conclusions of this study highlight both the importance of using more interactive educational strategies in the classroom and the need for training on digital ethics issues in teacher studies.
Revista Interuniversitaria de Investigación en Tecnología Educativa (RIITE), 2018
Las nuevas tecnologías de la información y la comunicación se convirtieron en el eje fundamental ... more Las nuevas tecnologías de la información y la comunicación se convirtieron en el eje fundamental de la sociedad del siglo XXI, generando nuevos espacios formativos y modalidades de formación. La práctica docente debe hacerse partícipe de los nuevos modelos de aprendizaje y formación, para lo cual surge la necesidad de la cualificación docente en términos de competencia digital, un argumento que se solicita con fuerza incluir en esta actividad. En este artículo se describen y presentan los resultados de la investigación realizada en las Unidades Tecnológicas de Santander (UTS, Colombia), para conocer, evaluar y pronosticar el nivel de conocimiento y competencia digital del personal docente, adscrito a las dos facultades de la institución; dentro de las dimensiones evaluadas se solicitó información referente a datos de identificación (sociodemográficos y laborales), uso y conocimiento de TIC, integración de las TIC en la práctica docente, formación docente e innovación en TIC y el componente ético en la labor docente. Se dispuso de un instrumento de investigación (encuesta) ya utilizado y validado en otro estudio del mismo tipo, que se adaptó al contexto institucional de las UTS. Se utilizó un servidor de la universidad para alojar la encuesta y que fuera presentada de forma telemática por los profesores. Como conclusión del análisis de resultados, se diseñó una propuesta de trabajo para la mejora de las competencias digitales basados en las necesidades de formación detectadas.
Comunicar, 2014
In this article we approach the topic of collaborative learning by means of the creation and main... more In this article we approach the topic of collaborative learning by means of the creation and maintenance of personal learning environments and networks (PLE and PLN) and their integration within institutional virtual learning environments (VLE) as strategies to enhance and foster collaborative learning. We take an educational point of view:
the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special
emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments
and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.
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Journal articles by Victoria I Marin
Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools.
Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.
describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the
structure of the Personal Learning Environments (PLEs) designed by students.
Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande
(Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The
experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access
to the iPLE; and a questionnaire held to the participants.
Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for
research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated
the environment as having high usability and felt a high grade of satisfaction.
Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction
among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.
the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special
emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments
and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.
Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools.
Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.
describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the
structure of the Personal Learning Environments (PLEs) designed by students.
Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande
(Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The
experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access
to the iPLE; and a questionnaire held to the participants.
Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for
research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated
the environment as having high usability and felt a high grade of satisfaction.
Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction
among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.
the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special
emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments
and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.
The study aims to find out whether students think that an e-portfolio can improve project assignments when used in collaborative group work; whether this independent way of learning enriches collaborative work and reciprocity among the members of each group so that a knowledge-building process is generated in the case study in question; and whether using e-portfolios contributes more effectively to the achievement of the course’s proposed learning outcomes. "
a docentes y alumnos del nivel secundario de la provincia de Santa Cruz (Argentina) el uso del software CmapTools para la
construcción de mapas conceptuales sobre temáticas de interés ciudadano. Esta propuesta busca que los alumnos reflexionen
sobre los conceptos que guardan relación con la ciudadanía y sobre su rol en la sociedad. Y, por otro lado, tiene como objetivo
mostrar el potencial de CmapTools para aprovechar las posibilidades didácticas de los mapas conceptuales. En este proyecto, los
docentes de la Universidad Nacional de la Patagonia Austral contaron con la colaboración de miembros del Grupo de Tecnología Educativa de la Universidad de las Islas Baleares. Este equipo diseñó e impartió las capacitaciones necesarias para el uso de CmapTools por parte de los destinatarios del proyecto, que se dieron en fases consecutivas y en diferentes formatos. Todo ello en localidades aisladas entre sí por las distancias de la región de la Patagonia Austral, cuya infraestructura tecnológica y
conectividad están aún en desarrollo, y que, por tanto, adquieren relevancia las posibilidades que ofrecen las tecnologías para
mejorar su calidad de vida.
Knowledge Society. This project is the result of the efforts of two universities as distant as the National University of
Southern Patagonia and the University of the Balearic Islands, to empower Southern Patagonia communities to access
quality education using ICT and take part in social and educational activities related to the empowerment through ICTs.
The Cyber-Educatives’ and its facilitators’ role are emphasized as the main elements of the project to fulfil the objectives
posed.
El objetivo principal es superar las dificultades que presentan las plataformas de distribución de cursos (EVEA o LMS) para incorporar estrategias educativas centradas en el alumno integrando otros entornos diferentes a esas herramientas. Para ello, desde el Grupo de Tecnología Educativa de la Universidad de las Islas Baleares (UIB) se ha experimentado con la integración de diferentes entornos y herramientas que pudieran ser apropiadas para facilitar el enfoque del aprendizaje centrado