Transforming to Expanded Experiences in Higher Education: #UAMskills Digital Identity Course

Authors

DOI: https://doi.org/10.6018/red.433881
Keywords: Higher education, connected learning, personalized education, digital media y learning, community of practice, learning pathways, digital culture

Supporting Agencies

  • This work was supported by the Spanish Ministry of Economy, Industry and Competitiveness (MINECO), the Spanish State Research Agency (AEI) and The European Regional Development Fund (European Union) [grant number EDU2017- 83363-R].

Abstract

The purpose of this paper is to analyze the transformation of a higher education course at the Autonomous University of Madrid from physical teaching to an expanded remote learning experience, mediated by digital culture and space. The pedagogical approach of personalized education—based on providing resources, strategies and actions to facilitate learners to make sense and personal value to learning—has been central in orienting the action research project presented here. Open and connected activities have been incorporated, promoting the use of tools and platforms of the social web which have enabled participants, constituted as a community of practice, to create knowledge before, during and after synchronous sessions, as well as spread it in networks, converse with other external stakeholders and recover it later. The conclusions display how articulating cultural diversity and participatory pathways in the current social scene of complexity and uncertainty, legitimizes the relevance of personalized education to facilitate situated and meaningful learning, developing expanded, flexible and distributed experiences around a transmedia narrative that naturalizes digital culture in terms of learning opportunities and processes.

Downloads

Download data is not yet available.

References

Akama, Y., Pink, S., y Sumartojo, S. (2018). Uncertainty and Possibility. New Approaches to Future Making in Design Anthropology. Routledge.

Álvarez-Arregui, E. (2019). Evolución de la Universidad en la Sociedad del Aprendizaje y la Enseñanza. El valor de las competencias en el desarrollo profesional y personal. Aula Abierta, 48(4), 349-372. https://doi.org/10.17811/rifie.48.4.2019.349-372

Álvarez-Arregui, E., y Arreguit, X. (2019). El futuro de la Universidad y la Universidad del Futuro. Ecosistemas de formación continua para una sociedad de aprendizaje y enseñanza sostenible y responsable. Aula Abierta, 48(4), 447-480. https://doi.org/10.17811/rifie.48.4.2019.447-480

Barron, B. (2006). Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective. Human Development, 49(4), 193-224. https://doi.org/10.1159/000094368

Bozkurt, A., y Sharma, R. C. (2020). Emergency remote teaching in a time of global crisis due to CoronaVirus pandemic. Asian Journal of Distance Education, 15(1), i-vi. https://doi.org/10.5281/zenodo.3778083

Bronfenbrenner, U. (1985). Contexts of child rearing problems and prospects. Journal for the Study of Education and Development, 8(29), 45-55. https://doi.org/10.1080/02103702.1985.10822058

Bronfenbrenner, U. (1987). La ecología del desarrollo humano. Experimentos en entornos naturales y diseñados. Paidós.

Bruner, J. S., y Palacios, J. (2008). Desarrollo cognitivo y educación (6.a ed.). Morata.

Castells, M. (2009). Comunicación y poder. Alianza.

Chen, C. M. (2008). Intelligent web-based learning system with personalized learning path guidance. Computers y Education, 51(2), 787-814. https://doi.org/10.1016/j.compedu.2007.08.004

Coll, C. (2013). El currículo escolar en el marco de la nueva ecología del aprendizaje. Aula de Innovación Educativa, 219, 31-36.

Coll, C. (2018). La personalización del aprendizaje escolar, una exigencia de la nueva ecología del aprendizaje. Dosier Graó: La personalización del aprendizaje, 3, 5-11.

Coll, C., Esteban-Guitart, M., y Iglesias, E. (2020). Aprenentatge amb sentit i valor personal. Estratègies, recursos i experiències de personaltizació educativa. Graó.

DiGiacomo, D. K., Van Horne, K., Van Steenis, E., y Penuel, W. R. (2018). The material and social constitution of interest. Learning, Culture and Social Interaction, 19, 51-60. https://doi.org/10.1016/j.lcsi.2018.04.010

Esteban-Guitart, M. (2016). Funds of Identity. Connecting Meaningful Learning Experiences in and out of School. Cambridge University Press. https://doi.org/10.1017/CBO9781316544884

Esteban-Guitart, M. (2019). Identity in education and education in identities: Connecting curriculum and school practice to students’ lives and identities. En P. Hviid y M. Martsin (Eds.), Culture in education and education in culture (pp. 159-175). Springer.

Esteban-Guitart, M., Coll, C., y Penuel, W. R. (2018). Learning across Settings and Time in the Digital Age. Digital Education Review, 33, 1-16. https://doi.org/10.1344/der.2018.33.%p

Esteban-Guitart, M., y Gee, J. P. (2020). “Inside the head and out in the world”. An approach to deep teaching and learning. Multidisciplinary Journal of Educational Research, 10, 1-25. https://doi.org/10.4471/remie.2020.4868

Esteban-Guitart, M., y Moll, L. C. (2014). Funds of Identity: A new concept based on the Funds of Knowledge approach: Culture y Psychology, 20(1), 31-48. https://doi.org/10.1177/1354067X13515934

Esteban-Guitart, M., Monreal-Bosch, P., Palma, M., y González-Ceballos, I. (2020). Sustaining Students’ Identities within the Context of Participatory Culture. Designing, Implementing and Evaluating an Interactive Learning Activity. Sustainability, 12(12), 4870. https://doi.org/10.3390/su12124870

Esteban-Guitart, M., Serra, J. M., y Vila, I. (2017). Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences. Social and Education History, 6(1), 1-25. https://doi.org/10.17583/hse.2017.2111

Gee, J. P. (2010). New digital media and learning as an emerging area and «worked examples» as one way forward. The MIT Press.

Gee, J. P. (2013). The anti-education era: Creating smarter students through digital learning. Palgrave Macmillan.

Gee, J. P., y Esteban-Guitart, M. (2019). Designing for deep learning in the context of digital and social media. [El diseño para el aprendizaje profundo en los medios de comunicación sociales y digitales]. Comunicar, 58, 9-18. https://doi.org/10.3916/C58-2019-01

Giani, M., y Fox, H. L. (2017). Do stackable credentials reinforce stratification or promote upward mobility? An analysis of health professions pathways reform in a community college consortium. Journal of Vocational Education y Training, 69(1), 100-122. https://doi.org/10.1080/13636820.2016.1238837

González-Martínez, J., Esteban-Guitart, M., Rostan-Sanchez, C., Serrat-Sellabona, E., y Estebanell-Minguell, M. (2019). What’s up with transmedia and education? A literature review. Digital Education Review, 36, 207-222. https://doi.org/10.1344/der.2019.36.207-222

González-Patiño, J. (2011). Rutinas de la infancia urbana mediadas por la tecnología: Un análisis visual. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 7(2), 1-16.

González-Patiño, J. (2012). Mediática | Inspiring the new learning for the digital culture. https://mediatica.co/

González-Patiño, J. (2018). Learn, Teach and Share, Participation in Expanded Educational Communities: Madrid Pikler Seminar as a Practice of Continuing Education between Childhood Professionals. Digital Education Review, 33, 203-216. https://doi.org/10.1344/der.2018.33.203-216

González-Patiño, J., y Esteban-Guitart, M. (2014). Some of the challenges and experiences of formal education in a Mobile-Centric Society (MCS). Digital Education Review, 25, 64-86. https://doi.org/10.1344/der.2014.25.64-86

González-Patiño, J., y Esteban-Guitart, M. (2015). Fondos digitales de conocimiento e identidad: Un análisis etnográfico y visual. Papeles de Trabajo sobre Cultura, Educación y Desarrollo Humano, 11(2), 20-25.

González-Patiño, J., y Esteban-Guitart, M. (2019). Affinity online: How connection and shared interest fuel learning. Mind, Culture, and Activity, 26(4), 383-386. https://doi.org/10.1080/10749039.2019.1680695

Grant, P., y Basye, D. (2014). Personalized learning: A guide for engaging students with technology. International Society for Technology in Education.

Horst, H. A., y Miller, D. (2012). Digital anthropology. Berg.

Iglesias, E., González-Patiño, J., Lalueza, J. L., y Esteban-Guitart, M. (2020). Por una educación crítica, intergeneracional, sostenible y comunitaria. Manifiesto en tiempos de pandemia. Revista Internacional de Educación para la Justicia Social (RIEJS), 9(3).

Ito, M., Gutiérrez, K., Livingstone, S. M., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., y Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.

Jenkins, H. (2008). Convergence culture: La cultura de la convergencia de los medios de comunicación. Paidós.

Jenkins, H., Ford, S., y Green, J. (2013). Spreadable media: Creating value and meaning in a networked culture. New York University Press.

Jenkins, H., Ito, M., y boyd, danah. (2015). Participatory culture in a networked era: A conversation on youth, learning, commerce, and politics. Polity Press.

Jubany, J. (2012). Aprendizaje social y personalizado: Conectarse para aprender. Editorial UOC. https://www.editorialuoc.cat/aprendizaje-social-y-personalizado-conectarse-para-aprender

Kalantzis, M., y Cope, B. (2012). New learning: Elements of a science of education (2.a ed.). Cambridge University Press.

Lafuente, A., Gómez, D., y Freire, J. (2018). El arte de documentar. Zenodo. https://doi.org/10.5281/zenodo.1195211

Lave, J., y Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Minguillón, J., Mor, E., Santanach, F., y Guàrdia, L. (2005). Personalización del proceso de aprendizaje usando learning objects reutilizables. Revista de Educación a Distancia (RED), IV, 1-14.

Mitchell, C. (2011). Doing visual research. Sage Publications.

Nasir, N. S., de Royston, M. M., Barron, B., Bell, P., Pea, R., Stevens, R., y Goldman, S. (2020). Learning pathways. En N. S. Nasir, C. D. Lee, R. Pea, y M. M. de Royston (Eds.), Handbook of the Cultural Foundations of Learning (pp. 201-218). Routledge.

Oliveira, A. M. C., y Coelho, C. M. M. (2020). Subjective development process as a path to school learning: The classroom as a dialogic relational context. Studies in Psychology, 41(1), 115-137. https://doi.org/10.1080/02109395.2019.1710803

Penuel, W. R., y Johnson, R. (2016). Review of Continued Progress: Promising Evidence on Personalized Learning. National Education Policy Center. https://nepc.colorado.edu/thinktank/review-personalized-learning

Pereira, S., Fillol, J., y Moura, P. (2019). Young people learning from digital media outside of school: The informal meets the formal. [El aprendizaje de los jóvenes con medios digitales fuera de la escuela: De lo informal a lo formal]. Comunicar, 58, 41-50. https://doi.org/10.3916/C58-2019-04

Pérez Guerrero, J., y Ahedo Ruiz, J. (2020). La educación personalizada según García Hoz. Revista Complutense de Educación, 31(2), 153-161. https://doi.org/10.5209/rced.61992

Perin, D. (2011). Facilitating Student Learning Through Contextualization: A Review of Evidence. Community College Review, 39(3), 268-295. https://doi.org/10.1177/0091552111416227

Pink, S. (2013). Doing visual ethnography: Images, media, and representation in research (3a). SAGE.

Rodríguez-Ruiz, B., Álvarez-Blanco, L., Martínez-González, R. A., y Epstein, J. L. (2019). Presentación del número Relación entre Centros Educativos, Familias y Entidades Comunitarias. Aula Abierta, 48(1), 7-10. https://doi.org/10.17811/rifie.48.1.2019

Sáiz-Manzanares, M. C., y Queiruga-Dios, M. Á. (2017). Evaluación de estrategias metacognitivas: Aplicación de métodos online. Revista de Psicología y Educación - Journal of Psychology and Education, 13(1), 23. https://doi.org/10.23923/rpye2018.01.156

Sanz, S. (2005). Gestión de comunidades de práctica virtuales: Acceso y uso de contenidos. RUSC. Universities and Knowledge Society Journal, 2(2), 26-35. https://doi.org/10.7238/rusc.v2i2.259

Staus, N. L., Falk, J. H., Penuel, W., Dierking, L., Wyld, J., y Bailey, D. (2020). Interested, Disinterested, or Neutral: Exploring STEM Interest Profiles and Pathways in A Low-Income Urban Community. Eurasia Journal of Mathematics, Science and Technology Education, 16(6), em1853. https://doi.org/10.29333/ejmste/7927

Tarabini, A. (2020). ¿Para qué sirve la escuela? Reflexiones sociológicas en tiempos de pandemia global. Revista de Sociología de la Educación-RASE, 13(2), 145-155. https://doi.org/10.7203/RASE.13.2.17135

Thomson, P. (2010). Doing visual research with children and young people. Routledge.

Van Dijck, J. (2013). The culture of conectivity: A critical history of social media. Oxford University Press.

Walkington, C., y Hayata, C. A. (2017). Designing learning personalized to students’ interests: Balancing rich experiences with mathematical goals. ZDM, 49(4), 519-530. https://doi.org/10.1007/s11858-017-0842-z

Wardrop, A., y Withers, D. M. (2014). The para-academic handbook: A toolkit for making-learning-creating-acting. HammerOn Press.

Wenger, E. (2005). Communities of practice: Learning, meaning, and identity. Cambridge University Press.

Wenger, E., McDermott, R., y Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Harvard Business School Press.

Published
30-10-2020 — Updated on 08-01-2021
Versions
How to Cite
González-Patiño, J., & Esteban-Guitart, M. (2021). Transforming to Expanded Experiences in Higher Education: #UAMskills Digital Identity Course. Distance Education Journal, 21(65). https://doi.org/10.6018/red.433881 (Original work published October 30, 2020)