Conectivismo: Hacia El Nuevo Paradigma De La Enseñanza Por Competencias

Tumino, Marisa Cecilia; Bournissen, Juan Manuel

doi:10.19044/esj.2016.v12n10p112

Cited by 13 publications

(7 citation statements)

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“…This first part includes all the information relevant to the models, methodologies, strategies integrated with information and communication technologies, which are the theoretical basis of the integration model to be proposed in the U-Learning model [16]. According to the systematic review, no model was found that generally indicates the guidelines of how to integrate information and communication technologies with education focused on U-Learning [9], just models, methodologies and strategies were found for specific cases but not a general model that integrates ICT and connective learning [17,18] into U-Learning [16].…”

Section: Data Analysis and Resultsmentioning

confidence: 99%

A Systematic Mapping Review of All-Learning Model of Integration of Educational Methodologies in the ICT

Ramirez

Collázos

Moreira

2017

Advances in Intelligent Systems and Computing

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Technology has had a positive impact in education, which has allowed education to evolve faster. This article presents a systematic mapping review of models and methodologies integrated with information and communication technologies. In the revision of the systematic mapping, 919 articles were found in 6 academic databases and 129 relevant articles were selected according to the defined inclusion patterns. This work pretends to characterize the common elements between models and educational methodologies to find ways to integrate them with the new technologies of information and communication.

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Section: Data Analysis and Resultsmentioning

confidence: 99%

A Systematic Mapping Review of All-Learning Model of Integration of Educational Methodologies in the ICT

Ramirez

Collázos

Moreira

2017

Advances in Intelligent Systems and Computing

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“…Las tres grandes teorías de aprendizajes o paradigmas ante mencionados son las más usadas en la creación de los ambientes educativos, sin embargo, estas fueron planteadas en unas épocas muy diferentes en donde no existía una alta conectividad, la globalización era vista como una utopía, y los retos sociales, ambientales y económicos eran abordados desde una dimensionalidad local y no a nivel planetaria. Con estas nuevas premisas nace el concepto de conectivismo, el cual integra de manera activa a las Tecnologías de la Información y Comunicación (TIC) dentro todo el proceso de enseñanza y aprendizaje (Tumino & Bournissen, 2016).…”

Section: Postpandemiaunclassified

Análisis del conductismo, cognitivismo, constructivismo y su interrelación con el conectivismo en la educación postpandemia

Mantuano¹,

Caviedes²,

Ladines³

et al. 2021

S. F. J. of Dev.

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No son pocos quienes consideran que después de la pandemia por covid-19 el mundo debe enfrentarse a una nueva forma de cotidianidad, donde se evidenció que existen áreas que son indispensables para la subsistencia de la especie, mientras que otras pueden permitirse la transformación de sus espacios productivos para adaptarse a los requerimientos, quedando manifestó que el engranaje productivo-social puede regularse sin la excesiva burocratización de los procesos. Por otro lado, la educación también pudo desarrollarse dentro de las fronteras del hogar, sin la necesidad de acudir a los espacios educativos y esto solo fue posible por el desarrollo de las tecnologías de comunicación apropiadas. La adaptación rápida de las medidas educativas en ningún caso supone “innovación”, simplemente fueron la respuesta resiliente propia de las personas, por lo tanto, debemos interiorizar si los resultados que se lograron durante el desarrollo de la virtualidad permitieron el correcto aprendizaje de los estudiantes dentro de sus hogares. Dentro de este último aspecto, se asume que existirán muchas investigaciones que abordarán dicho análisis, por lo cual, la presente investigación tiene como propósito establecer las diferencias y similitudes entre varias teorías de enseñanza-aprendizaje, tales como el conductismo, el cognitivismo y el constructivismo, para posteriormente determinar una simbiosis teórica que podrían desarrollar estas teorías de enseñanza-aprendizaje dentro de la estructura de la educativa postpandemia. A criterio de los autores se seleccionaron estas tres teorías, ya que se consideran que son las que actualmente se desarrollan dentro de los diferentes escenarios pedagógicos. Para esto, se realizó una revisión bibliográfica de diferentes fuentes especializadas, para conocer los fundamentos conceptuales sobre los cuales se desarrollan las teorías antes mencionadas. Posteriormente, se realizaron esquemas que permitieron la priorización de los ejes. Entre las principales características se encuentra que el conductismo estudia de forma objetiva la conducta que desarrollan las personas, por su parte, el cognitivismo concibe que los aprendizajes y conocimientos se originan desde la experiencia que cada uno desarrolla con el entorno, mientras que el constructivismo intenta explicar la naturaleza de los conocimientos humanos. Finalmente se trata de examinar al conectivismo como una teoría emergente, sin embargo, se denota que la misma carece de los fundamentos apropiados para ser considerada como un nuevo paradigma educativo. Se concluye que la neoeducación debe poseer componentes moldeables, que permitan cambios en el proceso de enseñanza-aprendizaje a la misma velocidad que lo realiza la tecnología o la sociedad. There are few who consider that after the COVID-19 pandemic the world must face a new form of daily life, where it was evidenced that there are areas that are essential for the subsistence of the species, while others can afford the transformation of their productive spaces to adapt to the requirements, being stated that the productive-social gear can be regulated without excessive bureaucratization of the processes. On the other hand, education could also be developed within the borders of the home, without the need to go to educational spaces and this was only possible due to the development of appropriate communication technologies. The rapid adaptation of educational measures in no case implies "innovation", they were simply the resilient response of the people, therefore, we must internalize if the results that were achieved during the development of virtuality allowed the correct learning of the students within their homes. Within this last aspect, it is assumed that there will be many investigations that will address this analysis, therefore, the present investigation aims to establish the differences and similarities between various teaching-learning theories, such as behaviorism, cognitivism, and constructivism, to later determine a theoretical symbiosis that these teaching-learning theories could develop within the post-pandemic educational structure. At the discretion of the authors, these three theories were selected, since they are the ones currently being developed within the different pedagogical settings. For this, a bibliographic review of different specialized sources was carried out, to know the conceptual foundations on which the theories are developed. Subsequently, schemes were made that allowed the prioritization of the axes. Among the main characteristics is that behaviorism objectively studies the behavior that people develop, for its part, cognitivism conceives that learning and knowledge originate from the experience that each one develops with the environment, while constructivism tries to explain the nature of human knowledge. Finally, it is about examining connectivism as an emerging theory, however, it is noted that it lacks the appropriate foundations to be considered as a new educational paradigm. It is concluded that neo-education must have moldable components that allow changes in the teaching-learning process at the same speed as technology or society does.

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“…According to the systematic review, no model was found that generally indicates the guidelines of how to integrate information and communication technologies with education focused on integrate the models , just models, methodologies and strategies were found for specific cases but not a general model that integrates ICT and connective learning (Tumino and Adventista, 2016) and the principal author (Siemens et al, 2006) into U-Learning (Villa Martinez et al, 2010).…”

Section: Conclusion and Further Workmentioning

confidence: 99%

All-Learning: The state of the art of the models and the methodologies educational with ICT

Ramirez

Collazos

Moreira

2018

Telematics and Informatics

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This paper presents a systematic review of models and methodologies that integrate information and communication technologies (ICT) and education. The systematic review was based on the methodology of Kitchenham. The steps used and developed correspond to the steps proposed in the methodology. The starting point of the review are the research questions, then keywords, selection of the databases, definition of the inclusion and exclusion criteria, the definition of the search chains, search process and selection of papers, the analyzes of the paper and the results of the systematic review to answer the questions posed. In the systematic review, 919 papers were found in 6 academic databases and 129 relevant papers were selected. The work developed intends to know the di erent models and methodologies that integrate the ICT and the education. Develop an analysis and characterize to find common elements among models and methodologies. The idea is to find limitations, disadvantages and spaces that allow to propose a new model. This systematic review is the first step in the development of a doctoral research in which the development of a U-Learning model based on Connective Learning and Experience Learning is proposed.

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Conectivismo: Hacia El Nuevo Paradigma De La Enseñanza Por Competencias

Cited by 13 publications

References 0 publications

A Systematic Mapping Review of All-Learning Model of Integration of Educational Methodologies in the ICT

A Systematic Mapping Review of All-Learning Model of Integration of Educational Methodologies in the ICT

Análisis del conductismo, cognitivismo, constructivismo y su interrelación con el conectivismo en la educación postpandemia

All-Learning: The state of the art of the models and the methodologies educational with ICT

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