Antonio Membrive, Author at BLE

Manifestations of non-interest: Exploring the situated nature of students’ interest
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Manifestations of non-interest: Exploring the situated nature of students’ interest

Antonio Membrive2022-09-01T17:47:47+01:00September 1st, 2022|Tags: article, interest, secondary and tertiary education.|

El siguiente artículo presenta un estudio que explora en los momentos de no-interés que ocurren dentro del proceso de interacción de los estudiantes adolescentes y jóvenes con un objeto de interés sostenido. Referencia: Draijer, J.; Bronkhorst, L.; & Akkerman, S. (2022). Manifestations of non- interest: Exploring the situated nature of students’ interest. International Journal of Educational Research (Vol.13). https://doi.org/10.1016/j.ijer.2022.101971 Resumen: Widespread initiatives to promote learning in school by connecting to students’ long-standing interests are challenged by increasing recognition that actual experiences of interest are always situated. This study examines moments of non-interest: moments where students engage with a sustained [...]

Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument
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Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument

Antonio Membrive2022-08-24T17:44:13+01:00August 24th, 2022|Tags: paper, formal education, secondary education, learning assessment, learning personalization|

El siguiente estudio apunta a desarrollar y validar un instrumento de auto-reporte dirigido a estudiantes con el objetivo de medir si ciertos contextos de aprendizaje propician las experiencias de personalización del alumnado de secundaria y bachillerato. Referencia: Zhang, L., Basham, J.D., Carter, R. A. (2022). Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument. Studies in Educational Evaluation, 72, 101-121. https://doi.org/10.1016/j.stueduc.2021.101121. Resumen: The purpose of this study was to develop and content validate a student self-report instrument that could be used to measure whether a learning environment supports personalized learning (PL) [...]

Tailored gamification in education: A literature review and future agenda
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Tailored gamification in education: A literature review and future agenda

Antonio Membrive2022-08-17T17:29:50+01:00August 17th, 2022|Tags: learning activities, paper, formal education, learning personalization, technology|

La revisión sistemática de literatura que se presenta a continuación explora en la utilización de la “gamificación a medida” como un recurso educativo orientado a incrementar la concentración, motivación, implicación y otras experiencias positivas de aprendizaje. Junto con analizar una serie de estudios sobre el tema, se exploran los desafíos, oportunidades y direcciones futuras de la literatura en el tema. Referencia: Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., &; Isotani, S. (2022). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 1-34. https://doi.org/10.1007/s10639-022-11122-4 Resumen: Gamification has been widely [...]

An Operationalized Understanding of Personalized Learning
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An Operationalized Understanding of Personalized Learning

Antonio Membrive2022-08-10T17:20:23+01:00August 10th, 2022|Tags: paper, formal education, primary education, secondary education, learning personalization|

Esta investigación descriptiva se orienta a identificar las características de los contextos de personalización del aprendizaje y sus resultados iniciales. Referencia: Basham JD, Hall TE, Carter RA, Stahl WM. An Operationalized Understanding of Personalized Learning. Journal of Special Education Technology. 2016;31(3):126-136. doi:10.1177/0162643416660835 Resumen: As referenced in the Every Student Succeeds Act and the National Educational Technology Plan, personalized learning is the new focus in many K–12 learning environments. Nonetheless, few people understand what personalized learning really means and even fewer can design and implement a personalized learning environment appropriate for all learners, especially learners with disabilities. This 18-month descriptive research [...]

Exploring opportunities, complexities, and tensions when invoking students’ everyday experiences as resources in educational activities
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Exploring opportunities, complexities, and tensions when invoking students’ everyday experiences as resources in educational activities

Antonio Membrive2022-08-03T17:16:47+01:00August 3rd, 2022|Tags: learning activities, paper, secondary education, learning experiences, learner identity, interest|

El presente artículo explora, a través de la reflexión del profesorado, en las complejidades de invocar las experiencias cotidianas de los estudiantes como recurso para las actividades educativas- Referencia: Silseth, K, & Erstad, O. (2022). Exploring opportunities, complexities, and tensions when invoking students' everyday experiences as resources in educational activities. Teaching and Teacher Education, 112, 103633. https://doi.org/10.1016/j.tate.2022.103633 Resumen This paper aims to critically explore the opportunities, complexities, and tensions of invoking students' everyday experiences as resources in educational activities. We analyze data from teacher interviews, instructional work in classrooms, and parent teacher conferences taking place at a lower secondary school. The [...]

La formació inicial del professorat en un sistema educatiu orientat a la personalització de l’aprenentatge
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La formació inicial del professorat en un sistema educatiu orientat a la personalització de l’aprenentatge

Antonio Membrive2022-06-29T15:08:02+01:00June 29th, 2022|Tags: desarrollo profesional docente, formal education, report, learning personalization|

En este recurso se presenta un capítulo de un anuario, donde se tratan las competencias docentes que se requieren para una adecuada personalización del aprendizaje. Referencia: Mauri, T. & Tort, A. (2020). La formació inicial del professorat en un sistema educatiu orientat a la personalització de l'aprenentatge. Anuari 2020 L’estat de l’educació a Catalunya, 9, 570-576. Fundació Jaume Bofill, Barcelona. Resumen: En aquest capítol de l'Anuari 2020: L’estat de l’educació a Catalunya, escrit per Teresa Mauri i Antoni Tort, s’identifiquen les competències nuclears que els professors i professores han d’adquirir per poder personalitzar l’aprenentatge del seu futur alumnat, i alhora per reforçar, [...]

Asset and Action-Based Approaches to Civic Learning: A Review of Frameworks, Evidence and Approaches
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Asset and Action-Based Approaches to Civic Learning: A Review of Frameworks, Evidence and Approaches

Antonio Membrive2022-06-22T14:55:52+01:00June 22nd, 2022|Tags: community activities, connected learning, report|

El siguiente recurso consiste en un reporte publicado por Connected Learning Alliance sobre experiencias de involucramiento y conexión comunitaria y su impacto positivo en la vida y educación de juventudes marginalizadas o desaventajadas: Referencia: Mizuko, I. & Cross, R. (2022) Asset and Action-Based Approaches to Civic Learning: A Review of Frameworks, Evidence and Approaches. Irvine, CA: Connected Learning Alliance. Resumen: This report offers an orientation and frameworks for how experiences of civic engagement and community connection can contribute to positive educational and life outcomes for minoritized youth. The impetus for this work comes from a growing recognition that experiences [...]

The Role of Situational Interest in Personalized Learning
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The Role of Situational Interest in Personalized Learning

Antonio Membrive2022-06-15T14:50:46+01:00June 15th, 2022|Tags: paper, science, interest, learning personalization|

El presente estudio extiende la evidencia sobre los beneficios de la aplicación de estrategias de personalización del aprendizaje, tales como la incorporación de los intereses del alumnado en la realización de tareas de aprendizaje, y su impacto en el interés situacional de los estudiantes. A continuación, se puede ver el resumen del artículo: Abstract: Context personalization refers to an instructional design strategy that incorporates students’ out of school interests into learning tasks like math problems. Recent research has shown that personalization positively affects students’ situational interest and their performance and learning in math, but students seldom obtain both outcomes. This study [...]

How Learners See Themselves
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How Learners See Themselves

Antonio Membrive2022-06-08T14:38:51+01:00June 8th, 2022|Tags: learning experiences, learner identity, report|

En este informe, Lynne Schrum (PhD) describe la percepción que tienen los aprendices de sí mismos a partir de su interacción en espacios educativos activos y abiertos en el estado de Pensilvania, Estados Unidos. A continuación, dejamos el resumen del informe: “How Learners See Themselves. We are part of finding the answers” (publication supported by The Grable Foundation). This report describes the experience in Allegheny County, Pennsylvania, where there are many active learning spaces (with whiteboards, 3D printers, green screens, computers, etc.) that promote independence and student interaction. The effect that educators have perceived from their students' participation in these spaces [...]

XVI Congreso Internacional de Ciudades Educadoras. Andong 2022
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XVI Congreso Internacional de Ciudades Educadoras. Andong 2022

Antonio Membrive2022-06-06T15:58:35+01:00June 6th, 2022|Tags: congress, lifelong learning, equality, política educativa|

El XVI Congreso Internacional de Ciudades Educadoras, “Ideando el Futuro de la Educación en la Ciudad: Innovación, Tradición e Inclusión", tendrá lugar en Andong (República de Corea) del 25 al 28 de octubre de 2022. El Congreso tiene por objetivo debatir e intercambiar buenas prácticas sobre cómo construir desde una perspectiva holística Ciudades Educadoras sostenibles donde coexistan pasado, presente y futuro. El valor de la educación radica en una adecuada comprensión de la naturaleza humana y en ofrecer apoyo a las personas para que puedan desarrollar todo su potencial, fomentando unas condiciones de vida basadas en la igualdad y la justicia. [...]

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