Propuesta de implementación del marco Universal Design for Learning usando narrativas transmedia

Abstract

La implementación de estrategias pedagógicas para proveer prácticas educativas inclusivas representa una tarea difícil para los docentes, por ello, con el fin de minimizar la complejidad de dicha inclusión este artículo propone dos estrategias: la primera orientada hacia implementación del marco de trabajo Universal Design for Learning (UDL), que ofrece al docente insumos y mecanismos de relación de la información recolectada para facilitar la identificación de barreras en el currículo y generar soluciones de acuerdo a las plantillas que propone el UDL; y la segunda, basada en los fundamentos transmediales en la educación, que permiten utilizar con sentido interactivo las tecnologías digitales para expandir el conocimiento a partir de narrativas difundidas desde múltiples medios y plataformas, logrando abordar diversas formas de aprendizaje y facilitando la elaboración de la plantilla tres del UDL. El resultado de esta implementación conjunta es un grupo de posibilidades transmediales que permiten discernir la puesta en marcha de un contenido inclusivo desde diferentes medios y múltiples plataformas.

Transmedia storytelling usage of neural networks from a Universal Design for Learning perspective: A systematic review

“…Most of the cases identified in C2.4 are part of transmedia experiences linked to second language learning, and that is why the checkpoint is often more or less explicitly identified. Regarding C2.5, some studies make it more explicit than others: For instance, some initially present a map, graphic, or system to present what and how to work on it (Vásquez Arias and Montoya Bermúdez, 2016 ; Alonso and Murgia, 2018 ; de la Puente, 2018 ; Ellis et al, 2018 ; Pineda Acero et al, 2018 ; Rodrigues and Bidarra, 2019 ; Perry, 2020 ), which can also be related to C3.3 Guide information processing and visualization . The last guideline within representation is comprehension, and in it we can identify a higher use, finding it in more than half of the experiences analyzed.…”

“…In addition to all of this is a great opportunity: working in a transmedia way opens up many possibilities for personalization and adaptation of the learning process according to the educational needs required (Pence, 2012 ; Rodrigues and Bidarra, 2014 , 2015 ; Gambarato and Dabagian, 2016 ; Sánchez-Caballé and González-Martínez, 2022 ). Moreover, in such possibilities, the UD-L paradigm finds a methodology that fits very well with the transmedia approach almost “naturally,” without the teacher having to force excessively to seek convergence with the principles of universality (González-Martínez, 2022 ): Elements that transmedia narratives offer through participatory culture, a prosumer role, and multiple media through which a story unfolds (Pineda Acero et al, 2018 ), all at the learner's choice to a large extent and with remarkable flexibility (González-Martínez, 2022 ). In that sense, UD-L is an approach that allows “to maximize learning at individual paces,” offering different entry and exit points to the learning process, offering a wide spectrum of modes of representation, consumption, and strategies for learning, so that each learner can roam within those possibilities and not only learn according to his or her uniqueness but also his or her interests.…”