Victoria I Marin
Ramon y Cajal Research Fellow in Educational Technology, University of Lleida, Spain.
Also research member / collaborator of: Center for Open Education Research (COER) and Educational Technology Group (GTE), Institut de Recerca i Innovació Educativa (IRIE), University of the Balearic Islands, Spain.
Also research member / collaborator of: Center for Open Education Research (COER) and Educational Technology Group (GTE), Institut de Recerca i Innovació Educativa (IRIE), University of the Balearic Islands, Spain.
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Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools.
Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.
describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the
structure of the Personal Learning Environments (PLEs) designed by students.
Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande
(Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The
experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access
to the iPLE; and a questionnaire held to the participants.
Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for
research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated
the environment as having high usability and felt a high grade of satisfaction.
Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction
among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.
the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special
emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments
and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.
Different policies, initiatives and strategies are currently being proposed in Germany, addressing educational technology innovations in HE. The University of Oldenburg is presented as an example, in an endeavour to gain an understanding of what is being proposed and what is actually happening in teaching and learning in German university classrooms. Two datasets were examined regarding the use and perceptions of students (n = 200) and teachers (n = 381) on the use of digital tools.
Findings reveal that both teachers and students use a limited number of digital technology for predominantly assimilative tasks, with the Learning Management System being perceived as the most useful tool. In order to support the broader use of educational technology for teaching and learning purposes, strategies for HE institutions are suggested.
diferentes concepciones existentes de la universidad digital en Iberoamérica, mediante un análisis del campo semántico a través de análisis de redes y una revisión sistemática de literatura para identificar qué entienden las diferentes universidades iberoamericanas por ser una universidad digital. Se utilizaron palabras clave para la búsqueda partiendo de los tesauros e incluyendo la de “universidad digital” a través de diversos catálogos y bases de datos, y se localizaron documentos de diferentes tipos entre 2007 y 2017. La revisión de la literatura, a partir de los resúmenes de los trabajos, contempló la creación de categorías con diversos temas que representan cómo entiende Iberoamérica la universidad digital y con qué restricciones se topa. La discusión incorpora la integración de dichas categorías y temas a los modelos de universidad digital identificados previamente. A modo de conclusión, se presenta una síntesis sobre el concepto de universidad digital y apuntamos algunas notas hacia la realización de dicha concepción.
describe the conception, design and development of the iPLE, as well as to determine how users approached the iPLE, and to identify the
structure of the Personal Learning Environments (PLEs) designed by students.
Method: The iPLE supported graduated students - specialized on research for social sciences and education –of the University Casa Grande
(Guayaquil, Ecuador) - in the development of their final master projects and to support other people interested in building and using a PLE. The
experiment data sources included academic records, virtual classrooms design, the very PLEs built by the students, statistics of use and access
to the iPLE; and a questionnaire held to the participants.
Results: The initial results allow the research team to report a favourable acceptance of the iPLE by the students not only as a support for
research work, but also to provide a model for the construction of PLEs. In addition, the questionnaire shows that the users of the iPLE rated
the environment as having high usability and felt a high grade of satisfaction.
Conclusions: The conclusions point out different lines of research related to iPLEs, such as use an iPLE as portfolio of evidence and interaction
among students, peers and teachers is the customization of an iPLE by using technological and teaching learning resources.
the student learns independently and carries out activities in groups to achieve common goals. Our aim is to experiment with didactical methodologies of integration between the institutional VLE and PLE, and to analyze the university students’ construction of PLE. Due to its importance in facilitating and fostering collaborative learning, special
emphasis is placed on the construction of the personal learning network. We performed a design-based research on an academic course for Primary teachers. The results show that the students construct their PLE and PLN using newly acquired knowledge and that an appropriate methodological integration takes place between these environments
and the institutional VLE for integrated learning. As conclusion, we propose an integrative methodological model for collaborative learning as a good practice.
The study aims to find out whether students think that an e-portfolio can improve project assignments when used in collaborative group work; whether this independent way of learning enriches collaborative work and reciprocity among the members of each group so that a knowledge-building process is generated in the case study in question; and whether using e-portfolios contributes more effectively to the achievement of the course’s proposed learning outcomes. "
a docentes y alumnos del nivel secundario de la provincia de Santa Cruz (Argentina) el uso del software CmapTools para la
construcción de mapas conceptuales sobre temáticas de interés ciudadano. Esta propuesta busca que los alumnos reflexionen
sobre los conceptos que guardan relación con la ciudadanía y sobre su rol en la sociedad. Y, por otro lado, tiene como objetivo
mostrar el potencial de CmapTools para aprovechar las posibilidades didácticas de los mapas conceptuales. En este proyecto, los
docentes de la Universidad Nacional de la Patagonia Austral contaron con la colaboración de miembros del Grupo de Tecnología Educativa de la Universidad de las Islas Baleares. Este equipo diseñó e impartió las capacitaciones necesarias para el uso de CmapTools por parte de los destinatarios del proyecto, que se dieron en fases consecutivas y en diferentes formatos. Todo ello en localidades aisladas entre sí por las distancias de la región de la Patagonia Austral, cuya infraestructura tecnológica y
conectividad están aún en desarrollo, y que, por tanto, adquieren relevancia las posibilidades que ofrecen las tecnologías para
mejorar su calidad de vida.
Knowledge Society. This project is the result of the efforts of two universities as distant as the National University of
Southern Patagonia and the University of the Balearic Islands, to empower Southern Patagonia communities to access
quality education using ICT and take part in social and educational activities related to the empowerment through ICTs.
The Cyber-Educatives’ and its facilitators’ role are emphasized as the main elements of the project to fulfil the objectives
posed.
El objetivo principal es superar las dificultades que presentan las plataformas de distribución de cursos (EVEA o LMS) para incorporar estrategias educativas centradas en el alumno integrando otros entornos diferentes a esas herramientas. Para ello, desde el Grupo de Tecnología Educativa de la Universidad de las Islas Baleares (UIB) se ha experimentado con la integración de diferentes entornos y herramientas que pudieran ser apropiadas para facilitar el enfoque del aprendizaje centrado