Construir el conocimiento en la era digitalretos y reflexiones

  1. Marimon-Martí, Marta 1
  2. Cabero, Julio 2
  3. Castañeda, Linda 3
  4. Coll, César 4
  5. de Oliveira, Janaina Minelli 5
  6. Rodríguez-Triana, María Jesús 6
  1. 1 Universitat de Vic-Universitat Central de Catalunya. Vic, España
  2. 2 Universidad de Sevilla. Sevilla
  3. 3 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  4. 4 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

  5. 5 Universitat Rovira i Virgili. Tarragona,
  6. 6 Tallinn University. Tallin, Estonia
Mostrar afiliaciones +
Revista:
RED: revista de educación a distancia

ISSN: 1578-7680

Año de publicación: 2022

Título del ejemplar: Ordinario

Volumen: 22

Número: 69

Tipo: Artículo

DOI: 10.6018/RED.505661 DIALNET GOOGLE SCHOLAR lock_openDIGITUM editor

Otras publicaciones en: RED: revista de educación a distancia

Resumen

Este trabajo identifica cinco grandes ámbitos de desarrollo en torno a los cuales se articulan algunos de los retos más importantes que enfrentan los modelos emergentes de construcción y creación de conocimiento en contextos digitales: la democratización de la educación y la toma en consideración de las cuestiones relacionadas con la diversidad en un sentido amplio; el impacto de la pandemia de la COVID-19 y sus implicaciones en lo que concierne a los usos de las TIC en la educación; la existencia de múltiples y diversos contextos de construcción y creación de conocimiento, su interrelación y su necesaria articulación; la curación de contenidos, su impacto en las prácticas educativas y sus implicaciones para la formación del profesorado y para el aprendizaje del alumnado; y las analíticas de aprendizaje y su papel en la toma de decisiones orientadas a mejorar la eficacia de la enseñanza y optimizar el aprendizaje. Estos cinco ámbitos son revisados sucesivamente identificando, en cada uno de ellos, las cuestiones que, a juicio de los autores, son más significativas y relevantes y, en consecuencia, deberían ser objeto de especial atención en la investigación y la innovación educativa en los próximos años. A modo de conclusión, se identifican los retos pendientes y se señalan algunos de los rasgos más destacados que, a la luz de los análisis presentados en el informe, deberían caracterizar los modelos emergentes de construcción y creación de conocimiento. El trabajo incluye, además, dos anexos dedicados, respectivamente, a presentar un glosario de algunos términos utilizados en el informe y cinco productos de investigación relevantes y significativos de los cinco ámbitos de desarrollo mencionados.

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Fuente de los datos: Dialnet