The 'Birth of Doubt' and 'The Existence of Other Possibilities'Exploring how the ACAD Toolkit Supports Design for learning

  1. Lucila Carvalho 1
  2. Linda Castañeda 2
  3. Pippa Yeoman 3
  1. 1 Massey University
    info

    Massey University

    Palmerston Norte, Nueva Zelanda

    ROR https://ror.org/052czxv31

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

  3. 3 The University of Sydney
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Zeitschrift:
NAER: Journal of New Approaches in Educational Research

ISSN: 2254-7339

Datum der Publikation: 2023

Ausgabe: 12

Nummer: 2

Seiten: 340-359

Art: Artikel

DOI: 10.7821/NAER.2023.7.1494 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Andere Publikationen in: NAER: Journal of New Approaches in Educational Research

Ziele für nachhaltige Entwicklung

Zusammenfassung

Las circunstancias en las que los seres humanos viven y aprenden están sujetas a cambios constantes. En vista de estos ciclos de cambio, las personas que diseñan situaciones de enseñanza (docentes, diseñadores instruccionales, etc.) buscan a menudo nuevos modelos y marcos de trabajo que respalden su labor para garantizar que sus diseños estén en consonancia con las perspectivas educativas más pertinentes. En este artículo exploramos el uso del conjunto de herramientas basadas en el marco ACAD (ACAD toolkit) con el objetivo de comprender cómo apoyan el diseño didáctico. Un análisis temático de cinco talleres a los que asistieron 40 profesionales pertenecientes a diversos contextos educativos en España y Argentina revela cómo ACAD apoya el diseño didáctico de cuatro formas diferentes: fomentando el compromiso dinámico con elementos y conceptos pedagógicos clave; apoyando la visualización de (des)conexiones e (in)coherencia en los diseños; impulsando la reflexión crítica sobre prácticas y contextos pasados; y estimulando el debate sobre futuras prácticas docentes. Una contribución clave de este artículo es el debate sobre cómo el conjunto de herramientas ACAD ayuda a que la persona que diseña perciba que todo aprendizaje está siempre situado, sujeto a restricciones y posibilidades en múltiples niveles de escala, y orientado hacia unos determinados propósitos o valores educativos.

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Fuente de los datos: Dialnet