Pablo César Muñoz Carril

A methodological approach to support collaborative media creation in an e-learning higher education context

This article outlines a methodological approach to the creation, production and dissemination of online collaborative audio-visual projects, using new social learning technologies and open-source video tools, which can be applied to any e-learning environment in higher education. The methodology was developed and used to design a course in the audio-visual communication degree at the Open University of Catalonia. It combines three pedagogical strategies in an e-learning environment: project-based learning, computer-supported collaborative learning and participatory culture as a new form of literacy. Here, we present the objectives, the different stages of development and an evaluation of the methodology.

La planificación del aprendizaje colaborativo en entornos virtuales

Collaborative learning has a strong presence in technologysupported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a nonexperimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCLbased subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning.Collaborative learning has a strong presence in technology-supported education and, as a result, practices being developed in the form of Computer Supported Collaborative Learning (CSCL) are more and more common. Planning seems to be one of the critical issues when elaborating CSCL proposals, which necessarily take into account technological resources, methodology and group configuration as a means to boost exchange and learning in the community. The purpose of this study is to analyze the relevance of the CSCL planning phase and weigh up the significance of its key design components as well as examining group agreement typology and its usefulness in team building and performance. To do so, research was carried out using a non-experimental quantitative methodology consisting of a questionnaire answered by 106 undergraduate students from 5 different CSCL-based subjects. Results prove the usefulness of the planning components and the drafting of group agreements and their influence on group building and interaction. In order to ensure the quality of learning, it is essential to plan CSCL initiatives properly and understand that organizational, pedagogical and technological decisions should converge around a single goal which is to sustain the cognitive and social aspects that configure individual and group learning.El trabajo colaborativo es una de las presencias dominantes en la formacion apoyada en tecnologias, de ahi la importancia de las practicas que se estan desarrollando bajo las siglas CSCL (Computer Supported Collaborative Learning). Entre los aspectos que parecen ser determinantes para elaborar propuestas de CSCL se encuentra la planificacion, que debe contemplar tanto los recursos tecnologicos como la metodologia y la propia configuracion de los grupos de trabajo con el fin de favorecer los intercambios y el aprendizaje en comunidad. El proposito de este estudio es analizar la importancia de la fase de planificacion del CSCL, estimando el alcance de los componentes clave de su diseno, y examinando la tipologia y utilidad de los acuerdos grupales en la creacion y funcionamiento de los equipos. Para ello se llevo a cabo una investigacion con una metodologia cuantitativa de caracter no experimental de tipo encuesta en la que participaron 106 estudiantes de grado de cinco asignaturas que implementaron CSCL. Los resultados ponen de manifiesto la utilidad de los componentes de la planificacion, asi como la importancia de la redaccion de acuerdos grupales y su incidencia en la creacion y funcionamiento del grupo. Resulta esencial planificar adecuadamente el CSCL para garantizar el aprendizaje y entender que las decisiones organizativas, pedagogicas y tecnologicas deberian confluir en el objetivo de sustentar tanto los aspectos cognitivos como sociales que configuran el aprendizaje individual y grupal.

El desarrollo de las ecologías de aprendizaje a través de las herramientas en línea

El articulo que se presenta a continuacion analiza una experiencia escolar en el nivel de ensenanza secundaria, instrumentada con diversos medios TIC en Red, entre los que destaca especialmente la herramienta de marcado social Diigo. Dicho analisis se articula bajo la optica de la llamada teoria ecologica del aprendizaje que presta especial atencion al juego de relaciones mutuas e interdependencias entre los diversos elementos y contextos que intervienen y enmarcan el aprendizaje, como son, por ejemplo, los recursos y actividades de aprendizaje, las relaciones sociales, los ambientes de aprendizaje (formal, informal y no formal) y otros aspectos de indole subjetiva, como la motivacion o la autorregulacion, poniendose de relieve factores que pueden indicar la presencia o carencia de oportunidades de aprendizaje en el conjunto de contextos que forman cada ecologia y, de esta forma, evaluar sus resultados o la pertinencia de su puesta en practica real.