Avances en el aprendizaje enriquecido con la tecnología: una evaluación crítica

Karl Steffens, Brenda Bannan, Barney Dalgarno, Antonio R. Bartolomé, Vanessa Esteve-González, José María Cela-Ranilla


Nuestras sociedades son consideradas sociedades del conocimiento, donde el aprendizaje a lo largo de la vida obtiene cada vez más importancia. Al mismo tiempo, las tecnologías digitales forman parte de casi todos los aspectos de nuestra vida y juegan un papel importante en la educación. En la última década se han visto numerosos avances en el ámbito del aprendizaje enriquecido por la tecnología. En 2004, George Siemens presentó el conectivismo como teoría del aprendizaje para la era digital. Sus ideas inspiraron la creación de cursos online masivos abiertos (MOOCs), que han sido objeto de gran atención recientemente. La literatura científica relacionada con el uso de dispositivos digitales para el aprendizaje se ha centrado en las potencialidades que los usuarios perciben de estos dispositivos. La investigación del diseño también nos ha mostrado que los entornos de aprendizaje enriquecidos por la tecnología son complejos y deben ser vistos como ecologías de aprendizaje. Las discusiones sobre conectivismo y MOOCs, las potencialidades de los dispositivos digitales y la investigación del diseño han aparecido en diferentes discursos observados de manera aislada. En este sentido, es importante señalar que los avances en el aprendizaje enriquecido por la tecnología no solo pueden sino que deben mostrarse relacionados entre sí.

Palabras clave

potencialidades; conectivismo; investigación de diseño; tecnología digital; MOOCs; aprendizaje enriquecido con la tecnología


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DOI: http://dx.doi.org/10.7238/rusc.v12i2.2453

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