Linda Castañeda
University of Murcia, Didactics and School Organization, Faculty Member
- Education, Academic curriculum, Active Learning, Adolescent Education (Education), Adolescent Literacy, Adult and Continuing Education, and 63 moreAdult Education, Professional Development, Blended Learning, Blended learning in higher education, Computer and Instructional Technology, Computer Supported Collaborative Learning (CSCL), Computer-Integrated, CSCL, Design Education (Education), Digital Learning Resources, Digital Media & Learning, Distance Learning, E-learning, Educational planning, management, evaluation and policies, Educational Technology, Informal Learning, Information & Communication Technology, Information and Communication technology, Instructional Technology in Education, Learing and Teaching in HIgher Education, Learning And Teaching In H Igher Education (in Education), Learning Communities, Learning environments, Learning Networks, Learning Technologies, M Learning, Mobile Learning, Methods of Teaching, Multimedia Learning, Online and Distance Education, Online Communities of Practice, Online Learning, Teacher Education, Teacher Development, Online social networks, Teacher professional development, Teachers' professional development, Technology Enhanced Learning, Technology-mediated teaching and learning, Wireless Networks (Education), Workplace Learning, Academic Technology, Collaboration Technology, Education Technology, Instructional Design & Technology, M-Learning, Social Study of Information and Communication Technology, Web 2.0, Young people's use of Technology, Telepresence, Virtual Worlds, Human Computer Interaction, Information Literacy, ICT in Education, Grants, Scholarships/Grants, Social Grants, EU Grants, Government Grants, University Grants, Spanish Land Grants, Scholarships-grants, Proposals for Grants, and Research grantsedit
- Educationalist. Honours Degree on Pedagogy, PhD in Educational Technology. I'm Associate Professor (Tenured) in Educa... moreEducationalist. Honours Degree on Pedagogy, PhD in Educational Technology.
I'm Associate Professor (Tenured) in Educational Technology at the Faculty of Education at the University of Murcia where I teach in some courses about uses and impact of technology in education.
Also, I'm part of the Group of Research in Educational Technology where we are working in some national and international projects related to the use and development of technologies for education. In addition, we work in the study of the impact of technology on students, teachers, and learners in general.
I'm a member of some international groups of research (EATEL, EDUTEC, PLE Conference), and I have collaborated with some external projects (Flashmeeting, iCamp project, TACCLE2).
My research interests are in Technology Enhanced Learning and the whole process of learning using technologies, always with a special focus on the educational point of view of these.edit
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Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and... more
Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-...
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Taking as departing point the important role that technologies have as mediators of identities and the assumption that 'digital identity' refers to the aspect of digital technology that is concerned with the mediation of... more
Taking as departing point the important role that technologies have as mediators of identities and the assumption that 'digital identity' refers to the aspect of digital technology that is concerned with the mediation of people's experience of their own identity and the identity shaped by ...
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UPGRADE Vol. IX, No. 3, June 2008 69© Novática Technology-Enhanced Learning Keywords: Computer-Mediated Communication, Dis-tance Education and Telelearning, Formal Learning, Learn-ing Objects, Lifelong Learning, Technology-Enhanced... more
UPGRADE Vol. IX, No. 3, June 2008 69© Novática Technology-Enhanced Learning Keywords: Computer-Mediated Communication, Dis-tance Education and Telelearning, Formal Learning, Learn-ing Objects, Lifelong Learning, Technology-Enhanced Learning, ...
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Personal Learning Environment (PLE) – as an idea, approach and concept – has demonstrated the potential to support a learner-centred digital learning ecosystem that is diverse, individualised, adaptive, integrated, transparent and... more
Personal Learning Environment (PLE) – as an idea, approach and concept – has demonstrated the potential to support a learner-centred digital learning ecosystem that is diverse, individualised, adaptive, integrated, transparent and skill-based. In a PLE, the locus of control shifts away from the institution to individuals, to the agency of individuals, helping them take control of their learning and build a personal cyberinfrastructure and learning ecosystem that extends learning beyond the classroom, institution, or organisation’s boundaries using distributed and portable tools. In the current conditions, understanding what a PLE is and reshaping educational systems to relocate PLE is more importanat tan ever; as well as to refocus the importance of reshaping learning and prioritizing people's agency in the current technological and social conditions. This special issue was conceived as an effort to collectively explore the pathways and challenges of adopting the PLE as a legiti...
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Aquest article explora l'impacte de l'era digital a la Universitat com a institucio i en la vida laboral dels professionals academics que hi treballen. Partint de la investigacio existent, pretenem analitzar la naturalesa de la... more
Aquest article explora l'impacte de l'era digital a la Universitat com a institucio i en la vida laboral dels professionals academics que hi treballen. Partint de la investigacio existent, pretenem analitzar la naturalesa de la web participativa, el paisatge canviant que les TIC dibuixen al voltant de la creacio del coneixement, les necessitats que el nou moment tecnologic i social plantegen a la investigacio, aixi com els trets basics que aquest nou entorn tecnosocial dibuixa en els models emergents academics que apareixen en els nostres dies. Proposem un model practic d'investigacio enriquida amb tecnologia al que subjau un model etic professional que es presenta com a alternativa en un temps de tensions i contradiccions en l'academia. L'academic digital. _____________________________________________________________________ Cet article explore l’impact de l’ere digitale a l’Universite comme institution et dans la vie professionnelle des enseignants qui y travai...
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Este articulo presenta la experiencia de diseno, implementacion y evaluacion de un curso abierto y en red dirigido a profesores de formacion profesional y enfocado al desarrollo de las competencias para gestionar e impartir cursos en... more
Este articulo presenta la experiencia de diseno, implementacion y evaluacion de un curso abierto y en red dirigido a profesores de formacion profesional y enfocado al desarrollo de las competencias para gestionar e impartir cursos en linea. Siguiendo una metodologia de investigacion basada en el diseno, el curso ha sido desarrollado en 8 idiomas, y probado por mas de 293 profesores de FP (actuando como estudiantes del curso) de 8 paises europeos con la intervencion de 9 facilitadores. Los datos remarcan la importancia de la facilitacion como un factor clave en el exito de los estudiantes, asi como la relevancia de anticipar a los participantes las dificultades previsibles en el proceso, de manera que puedan intentar solventarlas incluso antes de que se presenten. Ademas, el proceso remarco el valor de disenar no solo los contenidos del curso en linea, sino materiales y recursos complementarios que ayudasen a los facilitadores a intervenir y a mejorar la experiencia formativa.
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This chapter has been translated thanks to the support of the Faculty of Education of the University of Murcia, and the Campus Mare Nostrum Project, funded by the National Programme of International Campuses of Excellence 2015-2016.
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Aquest article explora l'impacte de l'era digital a la Universitat com a institucio i en la vida laboral dels professionals academics que hi treballen. Partint de la investigacio existent, pretenem analitzar la naturalesa de la... more
Aquest article explora l'impacte de l'era digital a la Universitat com a institucio i en la vida laboral dels professionals academics que hi treballen. Partint de la investigacio existent, pretenem analitzar la naturalesa de la web participativa, el paisatge canviant que les TIC dibuixen al voltant de la creacio del coneixement, les necessitats que el nou moment tecnologic i social plantegen a la investigacio, aixi com els trets basics que aquest nou entorn tecnosocial dibuixa en els models emergents academics que apareixen en els nostres dies. Proposem un model practic d'investigacio enriquida amb tecnologia al que subjau un model etic professional que es presenta com a alternativa en un temps de tensions i contradiccions en l'academia. L'academic digital.
Research Interests: Humanities and Art
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La formación del profesorado centrada en Tecnología Educativa se ha revelado como una parte fundamental de la estrategia de desarrollo profesional docente (DPD) en todos los niveles educativos. Se trata de un tipo de formación que... more
La formación del profesorado centrada en Tecnología Educativa se ha revelado como una parte fundamental de la estrategia de desarrollo profesional docente (DPD) en todos los niveles educativos. Se trata de un tipo de formación que representa un enorme desafío en un mundo en el que la tecnología es mucho más que un instrumento que nos ayuda a crear multimedia -o a conectarnos a distancia o desde un confinamiento-, es casi un rasgo que remodela permanentemente la realidad de las personas, de formas muy diversas (Clark, 2013; Oliver, 2016).
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El proyecto de investigación CAPPLE pretende realizar la descripción y el análisis prospectivo, tanto en términos técnicos como en términos funcionales, de los entornos personales de aprendizaje (PLEs) de los futuros profesionales... more
El proyecto de investigación CAPPLE pretende realizar la descripción y el análisis prospectivo, tanto en términos técnicos como en términos funcionales, de los entornos personales de aprendizaje (PLEs) de los futuros profesionales españoles de todas las áreas de conocimiento (estudiantes de último año de carrera universitaria) de toda España. En este documento presentamos los rasgos generales del proyecto –objetivos y enfoque metodológico-, así como la primera fase del desarrollo en la que se ha definido el modelo de análisis que fundamenta la construcción del instrumento de recogida de datos y se han realizado algunas de las primeras pruebas de validación del cuestionario.
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Dados los tiempos que corren en todos los ámbitos de nuestro contexto social, económico, cultural y por supuesto tecnológico, la universidad vive un momento en el que debe apostar por innovaciones en la dirección de adaptarse a los... more
Dados los tiempos que corren en todos los ámbitos de nuestro contexto social, económico, cultural y por supuesto tecnológico, la universidad vive un momento en el que debe apostar por innovaciones en la dirección de adaptarse a los cambios y dar respuesta a las necesidades del entorno; siempre en aras de sobrevivir como institución y seguir siendo referente primario de nuestra sociedad. El problema es que debe cambiar, pero sin que antes se hayan clarificados conceptos básicos que le dan su razón de ser y la fundamentan.En este trabajo pretendemos abundar en los modelos más representativos de cambio institucional que se han adoptado en la implementación de TIC en la universidad, para posteriormente hacer una reflexión acerca de cómo esos modelos y la forma que han adoptado en la práctica han creado no pocas paradojas relacionadas con las necesidades de cambio, las formas que adopta dicho cambio y el futuro que puede tener. Fast expansion of ICT in every side of our society has incr...
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La universidad es una institución con una larga historia, que ha propiciado y sobrevivido a múltiples cambios a lo largo de los siglos. En las últimas décadas, los cambios parecen acelerarse, ligados en parte a la tecnología. La... more
La universidad es una institución con una larga historia, que ha propiciado y sobrevivido a múltiples cambios a lo largo de los siglos. En las últimas décadas, los cambios parecen acelerarse, ligados en parte a la tecnología. La digitalización está teniendo un gran impacto en cómo desarrolla sus funciones la universidad. Pero dichos procesos no son lineales ni simples, sino que se traducen en cambios complejos, ambivalentes y conflictivos. En este trabajo se pretende analizar algunos de los efectos más relevantes de la implementación de las tecnologías digitales en la docencia e investigación universitarias desde un punto de vista socio-material. Es decir, no nos centraremos en esas tecnologías como objetos, ni en la realidad de las personas en ese contexto, sino en cómo las relaciones establecidas entre sujetos y objetos afectan a la acción que tiene lugar en la universidad, como realidad compleja. Para ello, el presente artículo plantea un análisis que va de lo particular a lo gen...
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El objetivo de este número especial de RIED es contribuir a promover procesos críticos de transformación en el ámbito de la Tecnología Educativa, a través de una colección de nueve artículos que consiguen hacer, a la vez, un estado de la... more
El objetivo de este número especial de RIED es contribuir a promover procesos críticos de transformación en el ámbito de la Tecnología Educativa, a través de una colección de nueve artículos que consiguen hacer, a la vez, un estado de la cuestión y un análisis de algunos de los debates que toman fuerza en el campo en los últimos tiempos. Esta introducción, por su parte, no pretende resumir dichos artículos, sino ofrecer una visión de conjunto y, al mismo tiempo, proponer un diálogo que incluya los puntos de vista expresados en esos artículos, otras perspectivas que seguramente nos han sido insinuadas en investigaciones e, incluso, otras que parecen latentes en nuestra praxis. En concreto, enunciamos sucintamente, pero con ánimo propositivo, siete conversaciones pendientes que se refieren a: 1) Entender los procesos educativos con tecnología y las tecnologías para entender procesos educativos; 2) Tomar decisiones educativas con tecnología; 3) Agencia digital; 4) La naturaleza de las ...
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En este artículo se presentan los resultados preliminares del Proyecto EDUMOBSPITALARIOS, una iniciativa de investigación-acción desarrollada por el Grupo de Investigación de Tecnología Educativa de la Universidad de Murcia (GITE) y el... more
En este artículo se presentan los resultados preliminares del Proyecto EDUMOBSPITALARIOS, una iniciativa de investigación-acción desarrollada por el Grupo de Investigación de Tecnología Educativa de la Universidad de Murcia (GITE) y el Equipo de Atención Educativa Hospitalaria y Domiciliaria (EAEHD) de la Región de Murcia. Este estudio tuvo como principal finalidad mejorar las dinámicas habituales de innovación en la atención educativa hospitalaria, mediante la implementación de un proceso de desarrollo profesional de docentes de aulas hospitalarias.Concretamente, se diseñó, implementó y evaluó un plan de formación basado en seminarios de descubrimiento tecnológico y creación didáctica conjunta. Además se creó un metacatálogo de Apps del entorno Android para uso educativo y un catálogo de actividades didácticas enriquecidas con tecnologías móviles.
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Research Interests: Fistula, Medicine, Humans, Male, Aged, and 3 moreScrotum, Radiopharmaceuticals, and Testicular hydrocele
In this first chapter, the concept of Personal Learning Environment (PLE) will be explained. This can be done by analyzing the context in which this concept arose, as well as how it has evolved over time and a comprehensive definition... more
In this first chapter, the concept of Personal Learning Environment (PLE) will be explained. This can be done by analyzing the context in which this concept arose, as well as how it has evolved over time and a comprehensive definition will be proposed. Finally, the concept of PLE will be related to some key ideas about teaching and learning in the 21 st century. 1. THE PERSONAL LEARNING ENVIRONMENT The idea that everyone has a personal environment in which they learn is inherent to the fact that people learn throughout all their lives and in every single moment. Whatever the epoch we analyze, people have always had a network of social connections and basic sources from which they could learn. That 'network' has always been determined by the sources of reliable knowledge they had and from which they were supposed to learn. Thus, the learning environment was first restricted to tribes and families, later the teacher was included, with the appearance and proliferation of books these were also included and, finally, when school appeared, almost all its elements were focused on it.
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En este capítulo se hace una aproximación al desarrollo profesional docente entendido, más que como un proceso de adquisición de información, como un proceso de aprendizaje socio-cultural basado en la participación y en la reflexión... more
En este capítulo se hace una aproximación al desarrollo profesional docente entendido, más que como un proceso de adquisición de información, como un proceso de aprendizaje socio-cultural basado en la participación y en la reflexión práctica. En esta línea, se explora cómo dicho proceso se ha enriquecido con la existencia y utilización de las TIC, y cómo la creación y gestión de entornos personales de aprendizaje (PLE) ha supuesto un vía de ampliación de dicho proceso de desarrollo profesional que además ha propiciado la interacción y comunicación con otros colegas. Con base en el análisis previo y en la experiencia acumulada en la investigación, en la segunda parte de este capítulo se hace una propuesta práctica para la creación, gestión y/o enriquecimiento del propio PLE tomando como foco el desarrollo profesional docente.
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UPGRADE Vol. IX, No. 3, June 2008 69© Novática Technology-Enhanced Learning Keywords: Computer-Mediated Communication, Dis-tance Education and Telelearning, Formal Learning, Learn-ing Objects, Lifelong Learning, Technology-Enhanced... more
UPGRADE Vol. IX, No. 3, June 2008 69© Novática Technology-Enhanced Learning Keywords: Computer-Mediated Communication, Dis-tance Education and Telelearning, Formal Learning, Learn-ing Objects, Lifelong Learning, Technology-Enhanced Learning, ...
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Acceso de usuarios registrados. Acceso de usuarios registrados Usuario Contraseña. ...
... | Ayuda. La enseñanza con objetos de aprendizaje. Información general. Autores: Francisco Martínez, María Paz Prendes Espinosa, Linda Castañeda Quintero; Editores: Madrid : Dykinson, 2008; Año de publicación: 2008; País ...
Page 297. 285 La Universidad de Murcia, con clara vocación presencial, ha hecho en los últimos años una importante inversión de cara a su desarrollo telemático, y con dicho inte-rés ha invertido de manera decidida en numerosas ...
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Acceso de usuarios registrados. Acceso de usuarios registrados Usuario Contraseña. ...
This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study... more
This paper reports on a teaching experience of the introduction of ICT to higher education students in a complementary professional approach and a Personal Learning Environment (PLE) development approach, as well as a naturalistic study based on this experience.
Over a 4 month period (a semester in Spanish universities) two groups of first year students of a Social Education degree (around 150 pupils), were introduced to and encouraged to work with different web 2.0 tools. Each one of these tools was able to be used as a professional/work instrument (for Social Education purposes) and as a general learning resource (to be integrated into the PLE of each student). Following these ideas, the dynamics of the introduction of each tool started with a students’ hands-on session. Later, the students had to carry out some individual activities (proposed by teachers) using the tool, and finally, they had to integrate it into a group project dynamic, together with at least one special function (self organized).
In the final period of the course, students built, painted and published online their PLE diagram, and finally they reflected on the integration of each tool into their course work, into their group work (project developing dynamic), the impact of these tools on their PLE and the impact of the idea of the PLE on their professional and personal life.
In the meantime, teachers explored the student’s general development using web tools, their perception and attitudes around ICT, and their development in working and learning in a patchwork proposal of a technology enhanced learning environment for the course we built with them.
Why patchworking?
Wikipedia says about patchworks:
“long forms of needlework that involves sewing together pieces into a larger design[……] The larger design is usually based on repeat patterns built up with different colored shapes. These shapes are carefully measured and cut making them easy to piece together”
Would we use it to define the PLE building process as well?
Patchworking is used in this work only as a metaphor to describe the dynamic we have developed trying to help our students to build their own PLEs. Let’s start to explore how needlework around Web 2.0 tools can or couldn’t help our students to start to manufacturing their PLEs from the university.
Over a 4 month period (a semester in Spanish universities) two groups of first year students of a Social Education degree (around 150 pupils), were introduced to and encouraged to work with different web 2.0 tools. Each one of these tools was able to be used as a professional/work instrument (for Social Education purposes) and as a general learning resource (to be integrated into the PLE of each student). Following these ideas, the dynamics of the introduction of each tool started with a students’ hands-on session. Later, the students had to carry out some individual activities (proposed by teachers) using the tool, and finally, they had to integrate it into a group project dynamic, together with at least one special function (self organized).
In the final period of the course, students built, painted and published online their PLE diagram, and finally they reflected on the integration of each tool into their course work, into their group work (project developing dynamic), the impact of these tools on their PLE and the impact of the idea of the PLE on their professional and personal life.
In the meantime, teachers explored the student’s general development using web tools, their perception and attitudes around ICT, and their development in working and learning in a patchwork proposal of a technology enhanced learning environment for the course we built with them.
Why patchworking?
Wikipedia says about patchworks:
“long forms of needlework that involves sewing together pieces into a larger design[……] The larger design is usually based on repeat patterns built up with different colored shapes. These shapes are carefully measured and cut making them easy to piece together”
Would we use it to define the PLE building process as well?
Patchworking is used in this work only as a metaphor to describe the dynamic we have developed trying to help our students to build their own PLEs. Let’s start to explore how needlework around Web 2.0 tools can or couldn’t help our students to start to manufacturing their PLEs from the university.
This paper aims to analyse the meanings of the stories submitted to the project through the concepts of Personal Learning Environments (PLEs) and Personal Learning Networks (PLNs), as both notions seem to be present, and often intertwine,... more
This paper aims to analyse the meanings of the stories submitted to the project through the concepts of Personal Learning Environments (PLEs) and Personal Learning Networks (PLNs), as both notions seem to be present, and often intertwine, in the collected narratives.
This paper will start by providing an overview of the concepts of Personal Learning Environments and Personal Learning Networks as reported in the literature. It will then present the context of the project, and outline the results of the qualitative analysis of the content and data collected. The findings will highlight the critical elements in the creation and development of Personal Learning Environments and Networks and uncover new themes as they emerge from the analytic work done on the Twitter stories. The paper will also critically discuss these themes in detail with regards to the literature, and will finish with the preliminary conclusions of this ongoing research, and its future steps.
This paper will start by providing an overview of the concepts of Personal Learning Environments and Personal Learning Networks as reported in the literature. It will then present the context of the project, and outline the results of the qualitative analysis of the content and data collected. The findings will highlight the critical elements in the creation and development of Personal Learning Environments and Networks and uncover new themes as they emerge from the analytic work done on the Twitter stories. The paper will also critically discuss these themes in detail with regards to the literature, and will finish with the preliminary conclusions of this ongoing research, and its future steps.
Taking as departing point the important role that technologies have as mediators of identities and the assumption that 'digital identity' refers to the aspect of digital technology that is concerned with the mediation of people's... more
Taking as departing point the important role that technologies have as mediators of identities and the assumption that 'digital identity' refers to the aspect of digital technology that is concerned with the mediation of people's experience of their own identity and the identity shaped by others, we decided to explore come of the implications that underlie in the perception of student’s digital identity in the higher education context. As it focuses attention on critical questions about personal development and social relationships, knowing about the way in which identity is shaped will lead us to a better understanding of the nature of our students’social and cultural experiences and will throw some light in the way in which we –as educators- can be of help in their learning process. The aim of this study, then, is to detect the perceptions that our students have about their digital identity regarding it as a sum of both what they say, and what others say about them.
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... On-line Repositories: Building the Library of Alexandria in the Library of Babel Isabel María Solano Fernández Linda Castañeda Quintero Patricia López Vicent Grupo de Investigación de Tecnología Educativa UNIVERSIDAD DE MURCIA ...
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... On-line Repositories: Building the Library of Alexandria in the Library of Babel Isabel María Solano Fernández Linda Castañeda Quintero Patricia López Vicent Grupo de Investigación de Tecnología Educativa UNIVERSIDAD DE MURCIA ...
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Castañeda Quintero, L. (2007) Software social para la escuela 2.0: más allá de los Blogs y las Wikis En Inclusión Digital en la Educación Superior: Desafíos y oportunidades en la sociedad de la Información. X Congreso Internacional... more
Castañeda Quintero, L. (2007) Software social para la escuela 2.0: más allá de los Blogs y las Wikis En Inclusión Digital en la Educación Superior: Desafíos y oportunidades en la sociedad de la Información. X Congreso Internacional EDUTEC 2007. Edición electrónica. Buenos ...