Implementation of "ACDGE": Model to formalize personal learning pathways in higher education
Abstract
In this contribution, we present the results of an experience based on the implementation of a model that guides the design or co-design of personal learning pathways applied in higher education. The model consists of three phases (initiation, implementation, reflection), whose implementation was carried out with 165 students belonging to five courses of the mixed (n=1), face-to-face (n=2) and virtual (n=2) modalities; at the technological, professional, and postgraduate levels, correspondingly, of the ECCI University. The students had to be involved in the choice of the sequences that would make up the curriculum they would like to have and, once the course was completed, they answered an instrument with Likert and open-ended questions. To collect data on the teachers' perception, interviews were implemented during group meetings. The methodological approach considered most appropriate was the DBR combined with the multi-case study research model. The results showed that teachers are highly motivated to apply the model and perceive that its use in class improves their productivity. Students mostly agree on how positive the work developed in the courses was, the usefulness of the sequences and the results of the learning process itself. In relation to the students' need for guidance, it was evident in the cases that the teacher's support was not so necessary for the choice of the sequences. In relation to flexibility, associations were obtained with factors such as: motivation, interest, availability of time, creativity, learning in a different way, acquisition of knowledge and skills. In conclusion, the model responds to the needs of guidance of higher education students in terms of contents, processes, and activities, as well as flexibility for autonomy in the learning process.
Downloads
References
Adell, J. (1995). La navegación hipertextual en el World-Wide Web: implicaciones para el diseño de materiales educativos. EDUTEC. https://n9.cl/xkt2r
Agudelo, O. & Salinas, J. (2015). Flexible Learning Itineraries Based on Conceptual Maps. Journal of New Approaches in Educational Research, 4(2), 70-76. https://doi.org/10.7821/naer.2015.7.130
Bovill, C. (2020). Co-Creation in Learning and Teaching: The Case for a Whole-Class Approach in Higher Education. Higher Education, 79(6), 1023-1037. https://doi.org/10.1007/s10734-019-00453-w
Bovill, C. & Bulley, C. J. (2011). A model of active student participation in curriculum design: exploring desirability and possibility. Improving Student Learning (ISL) 18: Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations., July, 176-188. https://n9.cl/a46ew
Buitrago, R. (2020). Realidad aumentada y los itinerarios personales de aprendizaje: una experiencia educativa para estudiantes con estilo cognitivo en la dimensión (DIC). En Premio a la Investigación e Innovación Educativa Experiencias 2019 (Vol. 1, Número 1, pp. 159-176). https://bit.ly/3BeF00x
Buitrago, R., Salinas, J. & Boude, O. (2021). Designing and Representing Learning Itineraries: A Systematic Review of the Literature. Interaction Design and Architecture(s), 47, 94-122. https://doi.org/10.55612/s-5002-047-005
Conole, G. (2013). Designing for Learning in an Open World. https://doi.org/10.1007/978-1-4419-8517-0
De Benito, B., Moreno, J. y Villatoro, S. (2020). Entornos tecnológicos en el codiseño de itinerarios personalizados de aprendizaje en la enseñanza superior. EDUTEC. Revista Electrónica de Tecnología Educativa, 74, 72-93. https://doi.org/10.21556/edutec.2020.74.1843
De Benito, B. y Salinas, J. (2016). La Investigación Basada en Diseño en Tecnología Educativa. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 0, 44-59. https://doi.org/10.6018/riite2016/260631
García-López, L. M., Gutiérrez, D., Pastor, J. C. & Romo, V. (2018). Validity and reliability of a questionnaire on primary and secondary school teachers’ perception of teaching a competence-based curriculum model. Journal of New Approaches in Educational Research, 7(1), 46-51. https://doi.org/10.7821/naer.2018.1.255
García, C., Yot, C. y Mayor, C. (2011). «Alacena»: repositorio de diseños de aprendizaje para la enseñanza universitaria. Comunicar, XIX(37), 37-44. https://doi.org/10.3916/C37-2011-02-03
González, A. (2012). Patrones en aprendizaje: Concepto, aplicación y diseño de un patrón. RED. Revista de Educación a Distancia, 31, 1-19.
Gros, B., Escofet, A. & Marimón, M. (2016). The design patterns as tools to guide the practice of teachers. RELATEC - Revista Latinoamericana de Tecnología Educativa, 15(3), 11-25. https://doi.org/10.17398/1695288X.15.3.11
Hernández, J. P., y Martínez, F. (2021). La importancia de la actitud del docente universitario: validación de una escala para su consideración. Revista Electronica Interuniversitaria de Formacion del Profesorado, 24(1), 59-71. https://doi.org/10.6018/reifop.414781
Laurillard, D. (2012). Building pedagogical patterns for learning and technology. En Teaching as a Design Science. Routledge. https://doi.org/10.4324/9780203125083
Lindín, C., Steffens, K. & Bartolomé, A. (2022). Experiencing Edublocks: A Project to Help Students in Higher Education to Select their Own Learning Paths. Journal of Interactive Media in Education, 1, 1-16. https://doi.org/10.5334/jime.731
Marín, V. I., de Benito, B. & Darder, A. (2020). Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review. Interaction Design and Architecture(s) Journal - IxD&A, 45, 15-49. https://n9.cl/vwk83
Mosterín, J. (1978). Sobre el concepo de modelo. Teorema Revista internacional de filosofía, 8(2), 131-141. https://n9.cl/sc62j
Nabizadeh, A., Gonçalves, D., Gama, S., Jorge, J. & Rafsanjani, H. (2020). Adaptive learning path recommender approach using auxiliary learning objects. Computers & Education, 147. https://doi.org/10.1016/j.compedu.2019.103777
Navarro, S. (2017). Construcción y planificaicón de secuencias didácticas. En S. Picco y N. Orienti (Eds.), Didáctica y currículum: Aportes teóricos y prácticos para pensar e intervenir en las prácticas de la enseñanza (pp. 88-105). La Plata : EDULP. (Libros de cátedra. Sociales). En Memoria Académica. https://bit.ly/3VU52Qf
Pérez-Garcias, A., Tur, G., Villatoro Moral, S. & Darder-Mesquida, A. (2022). Flexible Learning Itineraries in Digital Environments for Personalised Learning in Teacher Training. RIED-Revista Iberoamericana de Educación a Distancia, 25(2), 173-193. https://doi.org/10.5944/ried.25.2.32326
Reeves, T. (2006). Design research from a technology perspective. En J. van den Akker, K. Gravemeijer, S. McKenney, y N. Nieveen (Eds.), Educational Design Research (pp. 64-78). Routledge. https://doi.org/10.4324/9780203088364-13
Rivera, P. y Lindín, C. (2019). Blockchain in the university: A digital technology to design, implement and manage global learning itineraries. Digital Education Review, 35, 130-150. https://doi.org/10.1344/der.2019.35.130-150
Sabogal, L. F., Barraza, E., Hernandez, A. & Zapata, L. (2011). Validación del cuestionario de motivación y estrategias de aprendizaje forma corta –MSLQ SF, en estudiantes universitarios de una institución pública-Santa Marta. Psicogente, 14(25), 36-50. https://bit.ly/3nHSr6d
Salinas, J. (2013). Enseñanza Flexible y Aprendizaje Abierto, Fundamentos clave de los PLEs. En L. Castañeda y J. Adell (Eds.). En Entornos Personales de Aprendizaje: Claves para el ecosistema educativo en red (pp. 53-70). https://bit.ly/3BdxQth
Salinas, J. (2022). Agencia del estudiante, competencia emprendedora y flexibilización de las experiencias de aprendizaje. Revista Interuniversitaria de Investigación en Tecnología Educativa, 12, 64-75. https://doi.org/10.6018/riite.524341
Salinas, J., Darder, A. & De Benito, B. (2011). Los mapas conceptuales como organizadores del proceso de enseñanza-aprendizaje: los itinerarios de aprendizaje. IN. Investigació i Innovació Educativa i Socioeducativa, 3(1), 63-74. https://bit.ly/3MgIZQu
Salinas, J. & De Benito, B. (2020). Construcción de itinerarios personalizados de aprendizaje mediante métodos mixtos. Comunicar, 65(28), 31-42. https://doi.org/10.3916/c65-2020-03
Salinas, J., De Benito, B., Moreno-García, J. & Lizana, A. (2022). Nuevos diseños y formas organizativas flexibles en educación superior: construcción de itinerarios personales de aprendizaje. Pixel-Bit. Revista de Medios y Educación, 63, 65-91. https://doi.org/10.12795/pixelbit.91739
Stake, R. (2006). Multiple Case Study analysis. En Computational Methods and Function Theory (Vol. 14, Números 2-3). The Guilford Press. https://doi.org/10.1007/s40315-013-0039-6
Taba, H. (1974). Elaboración del Currículum. https://bit.ly/3nMtfeL
Taber, K. S. (2018). The Use of Cronbach’s Alpha When Developing and Reporting Research Instruments in Science Education. En Research in Science Education (Vol. 48, Número 6, pp. 1273-1296). https://doi.org/10.1007/s11165-016-9602-2
The Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8. https://bit.ly/3OgJKdZ
Tobón, S., Pimienta, J. y García, J. (2010). Secuencias didácticas: aprendizaje y evaluación de competencias. PEARSON. https://bit.ly/3NYYMos
Tójar, C. y Mena, E. (2011). Innovaciones educativas en el contexto andaluz. Análisis multicaso de experiencias en Educación Infantil y en Educación Primaria. Revista de educación, 354, 499-527.
UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. UNESCO. https://bit.ly/3MhBoRU
Villatoro, S. y De Benito, B. (2022). La inclusión del uso de itinerarios de aprendizaje en Educación Superior. EDUTEC. Revista Electrónica de Tecnología Educativa, 79, 95-113. https://doi.org/10.21556/edutec.2022.79.2365
Copyright (c) 2023 Rubén Darío Buitrago Pulido, Jesús Salinas Ibáñez , Oscar Boude
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who have publications with this journal accept the following terms:
a. The authors will retain their copyright and guarantee the journal the right of first publication of their work, which will be simultaneously subject to the Creative Commons License. Non-commercial attribution 4.0 International that allows to share, copy, and redistribute the material in any medium or format and adapt, remix, transform and build on the material in the following terms:
Recognition - You must give the appropriate credit, provide a link to the license, and indicate if changes have been made. You may do so in any reasonable manner, but not in a way that suggests that the licensor or its use endorses it. Non-commercial - You cannot use the material for commercial purposes. Share under it - If you remix, transform, or create on the material, your contributions must be distributed under the same license as the original.
b. Authors may adopt other non-exclusive licensing agreements for the distribution of the published work (e.g. deposit it in an institutional telematic file or publish it in a monographic volume) whenever the initial publication in this journal is indicated.
c. Authors are allowed and encouraged to distribute their work through the Internet (e.g. in institutional telematic archives or on their website) before and during the submission process, which can produce interesting exchanges and increase citations of the published work. (See The effect of open access).
d. In any case, the Editorial Team understands that the opinions expressed by the authors are their exclusive responsibility.
