BLE https://ble.psyed.edu.es Bridging Learning Experiences Wed, 14 Sep 2022 14:26:23 +0000 es hourly 1 https://wordpress.org/?v=6.0.2 https://ble.psyed.edu.es/wp-content/uploads/2019/03/cropped-Ble_trans-32x32.jpg BLE https://ble.psyed.edu.es 32 32 Nuevo Call for Papers RIED https://ble.psyed.edu.es/2022/09/14/nuevo-call-for-papers-ried/ https://ble.psyed.edu.es/2022/09/14/nuevo-call-for-papers-ried/#respond Wed, 14 Sep 2022 14:21:30 +0000 https://ble.psyed.edu.es/?p=13335 Investigando las evidencias de aprendizaje en las prácticas educativas mediadas por las tecnologías digitales

El propósito de este monográfico de RIED-Revista Iberoamericana de Educación a Distancia es recoger trabajos basados en investigaciones, sean cuantitativas, cualitativas o mixtas, que aporten evidencias empíricas del impacto de las prácticas educativas mediadas, total o parcialmente, por las tecnologías digitales en los resultados de aprendizaje del alumnado. Entendiendo los resultados de aprendizaje en un sentido amplio, es decir, incluyendo contenidos conceptuales, actitudinales, habilidades, competencias, participación, implicación, y poniendo el acento en aprendizajes especialmente relevantes y con una incidencia destacada en el desarrollo personal y social del alumnado. Trabajos, en suma, que prueben empíricamente que los y las estudiantes realmente alcanzaron (o no) esos aprendizajes.

También se aceptarán revisiones siempre y cuando formulen propuestas teóricas o metodológicas orientadas a superar, en su caso, las limitaciones derivadas de los resultados de dichas revisiones y a establecer con claridad nuevas prioridades en la agenda de la investigación del tema.

Se priorizarán los trabajos referidos al ámbito universitario, aunque pueden aceptarse también aquellos realizados con estudiantes no universitarios cuya metodología y resultados pueden ser replicados en entornos de educación superior.

Envío de originales: 30 de noviembre

RIED es Q2 en JCR, Q2 en Scopus y la 4ª revista mundial en español en Google Scholar Metrics.

 

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Manifestations of non-interest: Exploring the situated nature of students’ interest https://ble.psyed.edu.es/2022/09/01/manifestations-of-non-interest-exploring-the-situated-nature-of-students-interest/ https://ble.psyed.edu.es/2022/09/01/manifestations-of-non-interest-exploring-the-situated-nature-of-students-interest/#respond Thu, 01 Sep 2022 17:46:52 +0000 https://ble.psyed.edu.es/?p=13321 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 object of interest, yet no actual experience of interest occurs. Sixty students aged 14–26 years repeatedly used a smartphone application to report on their interest. Within the 747 events that reflected non-interest, five manifestations were identified: resignation before engaging, detachment, disappointment and frustration during engagement, and subsequent regret. Together these
manifestations emphasize the dynamic and experiential nature of long-standing interest, and demonstrate how a student's purpose with an object is key in the manifestation of (non-)interest, both in- and outside school.

 

Enlace:

https://www.researchgate.net/publication/359460294_Manifestations_of_non-interest_Exploring_the_situated_nature_of_students%27_interest

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Measuring personalized learning through the Lens of UDL: Development and content validation of a student self-report instrument https://ble.psyed.edu.es/2022/08/24/measuring-personalized-learning-through-the-lens-of-udl-development-and-content-validation-of-a-student-self-report-instrument/ https://ble.psyed.edu.es/2022/08/24/measuring-personalized-learning-through-the-lens-of-udl-development-and-content-validation-of-a-student-self-report-instrument/#respond Wed, 24 Aug 2022 17:42:40 +0000 https://ble.psyed.edu.es/?p=13314 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) experiences of students in middle and high schools (i.e., Grades 6 through 12). This instrument, the Personalized Learning Supporting Instrument (PLSI), was developed according to an inclusive instructional design framework called Universal Design for Learning (UDL). Seven experts in UDL were recruited to evaluate whether PLSI consists of appropriate items for the constructs developed to measure student perceptions of three core UDL instructional design elements and two desired outcomes of UDL implementation. Preliminary evidence from this study showed that PLSI yielded an excellent level of item-level content validity index (I-CVI) for relevance across all items. Additionally, PLSI yielded an average scale-level content validity index (S-CVI) of 0.97 for relevance and an average S-CVI of 0.99 for clarity across all constructs.

 

Enlace:

https://www.sciencedirect.com/science/article/abs/pii/S0191491X21001474?via%3Dihub

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Tailored gamification in education: A literature review and future agenda https://ble.psyed.edu.es/2022/08/17/tailored-gamification-in-education-a-literature-review-and-future-agenda/ https://ble.psyed.edu.es/2022/08/17/tailored-gamification-in-education-a-literature-review-and-future-agenda/#respond Wed, 17 Aug 2022 17:29:39 +0000 https://ble.psyed.edu.es/?p=13307 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 used to design better educational systems aiming to increase students’ concentration, motivation, engagement, flow experience, and others positive experiences. With advances in research on gamification in education, over the past few years, many studies have highlighted the need to tailor the gamification design properties to match individual students’ needs, characteristics and preferences. Thus, different studies have been conducted to personalize the gamification in education. However, the results are still contradictory and need to be better understood to advance this field. To provide a complete understanding of this research domain, we conducted a systematic literature review to summarize the results and discussions on studies that cover the field of tailored gamified education. Following a systematic process, we analysed 2108 studies and identified 19 studies to answer our research questions. The results indicate that most of the studies only consider students’ gamer types to tailor the systems, and most of the experiments do not provide sufficient statistical evidence, especially regarding learning performance using tailored gamified systems. Based on the results, we also provided an agenda with different challenges, opportunities, and research directions to improve the literature on tailored gamification in education. Our study contributes to the field of gamification design in education.

Enlace:

https://link.springer.com/article/10.1007/s10639-022-11122-4#citeas

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An Operationalized Understanding of Personalized Learning https://ble.psyed.edu.es/2022/08/10/an-operationalized-understanding-of-personalized-learning/ https://ble.psyed.edu.es/2022/08/10/an-operationalized-understanding-of-personalized-learning/#respond Wed, 10 Aug 2022 17:20:23 +0000 https://ble.psyed.edu.es/?p=13300 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 study focused on identifying the design characteristics of personalized learning environments and the initial results of these environments. Findings indicate that personalized learning environments require more than technology, that the technology itself
is simply a tool to support implementation. These personalized learning environments were highly learner self-regulated, had transparent and actionable near-real-time data, provided various structures for student voice and feedback, and integrated purposeful supports for embedding the principles of Universal Design for Learning at the cornerstone of practice. Personalized learning requires a shift in instructional practice on behalf of both the teacher and the learners. Implications for further research and practice are discussed.

 

Enlace:

https://files.eric.ed.gov/fulltext/EJ1119797.pdf

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Exploring opportunities, complexities, and tensions when invoking students’ everyday experiences as resources in educational activities https://ble.psyed.edu.es/2022/08/03/exploring-opportunities-complexities-and-tensions-when-invoking-students-everyday-experiences-as-resources-in-educational-activities/ https://ble.psyed.edu.es/2022/08/03/exploring-opportunities-complexities-and-tensions-when-invoking-students-everyday-experiences-as-resources-in-educational-activities/#respond Wed, 03 Aug 2022 17:16:47 +0000 https://ble.psyed.edu.es/?p=13293 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 analysis shows how teachers reflect upon the relationship between students’ lives outside and inside school, some of the complexities and tensions that emerges when students’ everyday knowledge is invoked in instructional work in classrooms, and how students’ everyday lives are activated as resources in parent-teacher conferences by the participants for building meaning together. We discuss issues teachers may reflect upon when planning and conducting educational activities that are sensitive to students’ learning lives and everyday experiences.

 

Enlace:

https://www.sciencedirect.com/science/article/pii/S0742051X2200004X

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La formació inicial del professorat en un sistema educatiu orientat a la personalització de l’aprenentatge https://ble.psyed.edu.es/2022/06/29/la-formacio-inicial-del-professorat-en-un-sistema-educatiu-orientat-a-la-personalitzacio-de-laprenentatge/ https://ble.psyed.edu.es/2022/06/29/la-formacio-inicial-del-professorat-en-un-sistema-educatiu-orientat-a-la-personalitzacio-de-laprenentatge/#respond Wed, 29 Jun 2022 15:07:37 +0000 https://ble.psyed.edu.es/?p=13232 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, millorar i gestionar el seu propi procés d’aprenentatge durant el període formació inicial i posteriorment com a professionals de la docència. El capítol conclou amb propostes relacionades amb el currículum de la formació inicial dels docents i adreçades als actors implicats en el disseny, planificació i realització d’aquesta formació.

 

El presente capítulo se encuentra disponible en: https://fundaciobofill.cat/publicacions/professorat

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Asset and Action-Based Approaches to Civic Learning: A Review of Frameworks, Evidence and Approaches https://ble.psyed.edu.es/2022/06/22/asset-and-action-based-approaches-to-civic-learning-a-review-of-frameworks-evidence-and-approaches/ https://ble.psyed.edu.es/2022/06/22/asset-and-action-based-approaches-to-civic-learning-a-review-of-frameworks-evidence-and-approaches/#respond Wed, 22 Jun 2022 14:54:39 +0000 https://ble.psyed.edu.es/?p=13225 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 of contributing to communities, and participating in movements for racial and social justice, have profound and wide-ranging influences on life outcomes for youth. This report, commissioned by the Gates Foundation as part of a broader effort to develop more holistic and equitable approaches to assessing student success, aims to be a timely and accessible field guide to a rapidly changing arena of work. It also builds on ongoing work at the Connected Learning Lab in reviewing and synthesizing research on ways that education and youth work can center programs on the culture, identity, and assets of diverse youth (Callahan et al., 2019Ito et al., 2020).

 

El artículo se puede leer en el siguiente link:

 

 

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The Role of Situational Interest in Personalized Learning https://ble.psyed.edu.es/2022/06/15/the-role-of-situational-interest-in-personalized-learning/ https://ble.psyed.edu.es/2022/06/15/the-role-of-situational-interest-in-personalized-learning/#respond Wed, 15 Jun 2022 14:49:59 +0000 https://ble.psyed.edu.es/?p=13218 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 confirmed that personalizing four units of algebra story problems to students' out of school interests was sufficient to increase their situational interest in the task and to improve the efficiency with which they solved problems within the intelligent tutoring system. Months later, those who solved personalized problems also reported greater interest in mathematics and scored higher on a classroom math test than a control group. These results extend evidence for the benefits of personalization, and confirm that personalizing problems to incorporate student interests at an appropriate depth and specificity can simultaneously produce effects on math interest and learning.

Referencia:
Bernacki, Matthew & Walkington, Candace. (2018). The Role of Situational Interest in
Personalized Learning. Journal of Educational Psychology, 110, (6). DOI:
10.1037/edu0000250.

 

El artículo se puede leer en el siguiente link:

https://www.researchgate.net/publication/320564894_The_Role_of_Situational_Interest_in_Personalized_Learning

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How Learners See Themselves https://ble.psyed.edu.es/2022/06/08/how-learners-see-themselves/ https://ble.psyed.edu.es/2022/06/08/how-learners-see-themselves/#respond Wed, 08 Jun 2022 14:38:14 +0000 https://ble.psyed.edu.es/?p=13211 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 is a greater engagement and enthusiasm compared to more traditional learning spaces.
This report seeks to understand how this occurs through interviews with children and youngsters as they participate in active learning spaces.

 

El informe se encuentra en el siguiente enlace:

https://remakelearning.org/wp-content/uploads/2020/06/Grable_HowLearnersSeeThemselves_March6version.pdf

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