Avenços en l’aprenentatge enriquit amb la tecnologia: una avaluació crítica

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


Les nostres societats són considerades societats del coneixement, on l’aprenentatge al llarg de la vida obté cada vegada més importància. Al mateix temps, les tecnologies digitals formen part de gairebé tots els aspectes de la nostra vida i tenen un paper important en l’educació. En l’última dècada s’han vist nombrosos avenços en l’àmbit de l’aprenentatge enriquit per la tecnologia. El 2004 George Siemens va presentar el connectivisme com a teoria de l’aprenentatge per a l’era digital. Les seves idees van inspirar la creació de cursos online massius oberts (MOOCs), que han estat objecte de gran atenció recentment. La literatura científica relacionada amb l’ús de dispositius digitals per a l’aprenentatge s’ha centrat en les potencialitats que els usuaris perceben d’aquests dispositius. La investigació del disseny també ens ha mostrat que els entorns d’aprenentatge enriquits per la tecnologia són complexos i han de ser vistos com a ecologies d’aprenentatge. Les discussions sobre connectivisme i MOOCs, les potencialitats dels dispositius digitals i la investigació del disseny han aparegut en diferents discursos observats de manera aïllada. En aquest sentit, és important assenyalar que els avenços en l’aprenentatge enriquit per la tecnologia poden i han de mostrar-se relacionats entre si.

Paraules clau

potencialitats; connectivisme; investigació de disseny; tecnologia digital; MOOCs; aprenentatge enriquit amb la tecnologia


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

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