Enseñanza remota y redes sociales: estrategias y desafíos para conformar comunidades de aprendizaje

Abstract

El reciente brote de coronavirus transformó los procesos de formación llevándolos de manera emergente a la virtualidad y obligando a las instituciones de educación a desarrollar estrategias para transitar hacia la enseñanza remota. La Web Social facilitó la transición tecnológica y junto a la conformación de comunidades virtuales de aprendizaje se flexibilizaron los ambientes de enseñanza y crearon diferentes formas de interacción para cumplir los objetivos académicos. Este ensayo, a través de la revisión documental, propone lineamientos para convertir a las Redes Sociales en comunidades de aprendizaje e identifica que entre los principales beneficios están: (1) facilitar el acceso a la información, (2) la interconectividad ubicua y (3) la distribución de contenidos de forma rápida, libre y con gran alcance.

Open Education on Social Entrepreneurship: A comparative study between Mexico and Bolivia to Scale up Complex Thinking

“…In this sense, it becomes relevant to observe the factors that could influence the social entrepreneurship competency [25], along with the context that plays a crucial role in the development of the set of sub-competencies of complex thinking. In addition, since this training takes place in a digital platform, it is relevant to evaluate the educational environment [13,28] to adapt the digital competence and the accessibility to these resources and the necessary infrastructure. For training programs based on social entrepreneurship, it is key to address cultural differences, but also conceptual points of view, to avoid interference of these factors in the development of competencies.…”

“…2 shows a low correlation for both countries on critical thinking and scientific thinking; this finding was possible thanks to the use of the platform and the data generated. As digital educational platforms facilitate the collection of data from different moments of the learning process [13,28], they also provide insights into the approaches that institutions should take to develop complex thinking in their communities, leading to citizens better prepared to solve complex social problems [39]. This condition largely favors the possibilities of positive impact of digital platforms in facing the challenges of building the future of education.…”

“…For its part, the open education movement is characterized by the democratization of knowledge [13]. Therefore, the academic community is required to build freely available educational resources as Open Educational Resources (OER), according to UNESCO recommendations [13,14]. These resources are educational materials under open licenses that anyone can access, use, modify and share freely [15].…”

“…The use of digital platforms in social entrepreneurship improves operational efficiency and amplifies impact, facilitating the resolution of complex social problems [39]. Digital platforms have become relevant within the educational environment [13,28] and that together with open education and social entrepreneurship creates a powerful ecosystem for innovation and social change. Thanks to digital technologies, educators and entrepreneurs can effectively collaborate, share knowledge and develop scalable solutions to global problems where a culture of continuous learning and adaptation is fostered [12].…”

Entorno virtual de aprendizaje conforme a los estilos de aprendizaje y las redes sociales en la asignatura de Historia.

“…Ambas estrategias funcionan como motivadores para los estudiantes, generando la curiosidad necesaria para indagar más sobre su pasado y comparar que eventos o sucesos se asemejan, las causas que lo originaron y las consecuencias que repercutieron en cada proceso. De igual forma, ayuda a los estudiantes en su reflexión hacia la búsqueda de soluciones en los problemas que acontecen hoy en día en su comunidad (Salas, 2021;Trieddiantoro y Setyawati, 2022).…”