Facilitating collaborative knowledge construction in computer
Knowledge construction through e-learning platforms
-
Upload
grial-university-of-salamanca -
Category
Education
-
view
36 -
download
4
Transcript of Knowledge construction through e-learning platforms
![Page 1: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/1.jpg)
Knowledge construction through e-learningplatforms
Dra.ErlaM.MoralesMorgadoGRIALResearch GroupFaculty ofEducation
University [email protected]
Dña.Silmara Yelitza MarchenaFaculty ofEducation
Berlin,Germany.January 6th,2017
![Page 2: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/2.jpg)
Introduction
ConceptCharacteristics
Evolution
Pedagogicalmodels
OpenLearning LearningCommunities…
InstructionalStrategies
RolePlayingArticulation
andReflection..
LearningTechnologies
Private andOpen
Platformsm-Learning
E-Learning
![Page 3: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/3.jpg)
E-Learning
Canbedefined asan openanddistributed learninigenvironment that utilizes pedagogical tools,enabled by
InternetandWeb-based technologies,tofacilitatelearning andknowledge building through meaningful
action andinteraction (Dabbagh,2005)
e-LearningInstructional StrategiesPedagogical Models Learning TechnologiesDefinition
![Page 4: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/4.jpg)
Instructional Strategiese.g. collaboration, articulation,reflection, role-playing, exploration,problem solving
Pedagogical Models or Constructse.g. open/flexible learning,distributed learning, knowledgebuilding communities
Learning Technologiese.g. asynchronous & synchronouscommunication tools, hipermedia& multimedia tools, Webauthoring tools, coursemanagement systems
E-Learning
e-LearningInstructional StrategiesPedagogical Models Learning TechnologiesDefinition
1
2
3
Theory-based desingframework for E-learning
Dabagg,N.(2005)
![Page 5: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/5.jpg)
e-LearningInstructional StrategiesPedagogical Models Learning TechnologiesDefinition
OpenLearning
DistributedLearning
LearningCommunities
CommunitiesofPractice
KnowledgeBuilding
Communities
• Arethemechanismbywhichwelinktheorytopractice.
• Leadtothespecificationofinstructionalstrategies.
• Pedagogicalmodelsandstrategiesaimto:allocatecontrolofthesequenceofinstructiontolearners(Coleman,Perry,&Schwen,1997),
• Taskthelearnerwithcreating,elaborating,orotherwiseconstructingrepresentationsofindividualmeaning(Hannafin,1992).
Pedagogical models
Dabagg,N.(2005)
![Page 6: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/6.jpg)
e-Learning
Promoting Authentic Learning Activities
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
Fuente: Orozco, C. (2017). https://tube-old.geogebra.org/o/PFFNBwMr
Using graphics topresentelements ofacaseor
problem tomake it morerealistic.
Thesis:LearningObjectsandGeometricRepresentationforteaching"Definitionandapplicationsofgeometricvector.“(Orozco,2017)
![Page 7: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/7.jpg)
Developing a direct manipulation interface using web authoring tools toallow learners to inmerse themselves in, and manipulate, certain aspectsof the case environmet.
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
http://cmap.ihmc.us/
http://www.mindmeister.com/es
http://freemind.sourceforge.net/
Promoting Authentic Learning Activities
![Page 8: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/8.jpg)
http://www.xtimeline.com/index.aspx
http://www.dipity.com/
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Promoting Authentic Learning Activities
![Page 9: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/9.jpg)
Supporting Role-Playing
https://www.secondlife.com
o Allows learners assume practitioner andprofessional roles such as scientists,physicians, historians, salesperson, and other
o Allows learners to practice their knowledgeand skills in a simulated real world situationand immediately observe the results of theiractions,
o Promotes reflection and meaningful learning.
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
![Page 10: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/10.jpg)
https://www.classcraft.com/es/
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Supporting Role-Playing
![Page 11: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/11.jpg)
Promoting Articulation and Reflection Articulation involves “having students think about their actions and give reasons for their
decisions and strategies, thus making their tacit knowledge more explicit or overt” (Wilson & Cole,1996, p. 606).
Examples: Using a Edublog for:• Providing students with a web posting area and appropriate tools to publish their work (e.g.,
draft papers or problem solutions).• Designing an activity that engages students in keeping an online journal in which they reflect on
their understanding of the reading material for the course.
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
![Page 12: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/12.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Activities
Promoting Articulation and Reflection .EduBlogs
EduBlogsLectures andDiscussions
Research
MultimediaResources
Publishactivities
Collaborativework
Learning Skills
Communicationthrough
different codes
Critic andreflexivethinking
Values
![Page 13: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/13.jpg)
Promoting Collaboration and Social Negotiation
A collaborative strategy can be defined as an instructional strategy that encourages interactionbetween and among two or more learners to maximize their own and each other’s learning.
Examples in E-Learning contexts using learning technologies include:
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
o Designing activities that allow groupmembers to share documents related to agroup project.
o Using a Wiki, where users are able to createand reorganize the contents.
o Add links, digital documents, etc.
![Page 14: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/14.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Promoting Collaboration and Social Negotiation
WikiCollaborativeWork
Brainstorming
ShareClassnotes
Create Stories
Work inotherwikis
![Page 15: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/15.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Promoting Collaboration and Social Negotiation
Itisalistoftaskscompletedwithcards,usedwithateamoralone.
Example:• Create acollaborative
project through Trello
https://trello.com/
![Page 16: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/16.jpg)
Hangouts
Engagingstudentsinsynchronouscommunicationactivitiesusingvirtualchatandvideoconferencing.
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Promoting Collaboration and Social Negotiation
![Page 17: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/17.jpg)
DidácticadelaEducaciónInfantil
Students
Setting online groupdiscussion areas focusedaround a topic or specificactivity, goal, or project,such as a case study, usingasynchronous discussionforums, to promotecollaboration and socialnegotiation
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Using GooglePlusCircle for discussing aspecific topic.
Promoting Collaboration and Social Negotiation
![Page 18: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/18.jpg)
Isaninstructionalstrategythatemphasizestheconstructionofflexibleknowledge.Byexposingstudentstomultiplepointsofviewof
understandingorjudgingthingsorevents,learnersrearrangeinformationtoconstructnewknowledge,acquiringflexibleand
meaningfulknowledgestructures(Duffy&Cunningham,1996,p.178).
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Supporting multiple perspectives
![Page 19: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/19.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Analyze differentperspectives and
mistakes
Identify,Compare,Classify
Induction,deduction
Learning SkillsExample:• Designing activities that allow group members to share
documents related to a group project.
Supporting multiple perspectives
![Page 20: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/20.jpg)
Activity:Around the world in80minuteshttp://www.xtec.cat/~jvivanco/80minuts/80minutos.htm
• Based on GISApplications likeGoogleEarth
• Allow students togo different places• Customize the information about theplaces,etc.
EarthQuests
• Geointeractive activities• Select acaseofstudy together withgeographic components
• Examples:History exploration,etc.GeoQuest
http://www.slideshare.net/corcosuk/geoquest-actividades-educativas-geointeractivas-presentation
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Supporting multiple perspectives
![Page 21: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/21.jpg)
e-LearningInstructional StrategiesPedagogical Models Learning TechnologiesDefinition
USALProject
Informational competency development through the interactivelearning objects,desing,creation andimplementation
Objetives:
Design,creation andevaluation oflearning objects,based on learningstyles inorder todevelop skills related with the eficient useoftheinformation(Searching,selection,storing andinformation register)
Supporting multiple perspectives
![Page 22: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/22.jpg)
Activo Reflexivo Teórico Pragmático
Características principales Animador Improvisador Descubridor Arriesgado Espontáneo
Concienzudo Receptivo Analítico Exhaustivo Observador
Metódico Lógico Objetivo Crítico Estructurado
Experimentador Práctico Directo Eficaz Realista
Learning styles (Honey &Mumford,1986).
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Supporting multiple perspectives
![Page 23: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/23.jpg)
REFLEXIVO
1.Information Sources Theoric
2.The internetbrowsers Reflexive
3. Optimization of Googlebrowser
Pragmatic
4. Academic Plagiarism Active
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Learning Objects designed for Learning Styles (Campos-Ortuño&Morales-Morgado,2013).
![Page 24: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/24.jpg)
Active Reflexive Theoric Pragmatic
1)Attention 1)Attention 1)Preparatoryactivity;
1)Attention
2)Preparatoryactivity;
2)Theory 2)Attention 2)Preparatoryactivity;
3)Theory 3)Preparatoryactivity;
3)Theory 3)Theory
4)Principalactivity;
4)Theory 4)Principalactivity;
4)Principalactivity;
5)evaluation/Autoevaluation/reflection.
5)Principalactivity;
5)evaluation/Autoevaluation/reflection.
5)evaluation/Autoevaluation/reflection.
6)evaluation/Autoevaluation/reflection.
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Learning Objects content designed for Learning Styles (Campos-Ortuño&Morales-Morgado,2013).
![Page 25: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/25.jpg)
1. Attention2. Preparatory activity3. Theory4. Principalactivity5. Evaluation/Autoevaluation/reflection.
• Orangecolour• Videoshowingarealsituation
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Example of LO based in learning styles (Campos-Ortuño&Morales-Morgado,2013).
![Page 26: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/26.jpg)
Plagirism inlatinpamerican context
Chilean Law ofIntelectualproperty
http://academica2.usach.cl/
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Example of LO based in learning styles: adaptation to Chilean contextMorales-Morgado,E.M.,Ortuño,R.A.C.,&Bonilla,A.A.P.(2016).
![Page 27: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/27.jpg)
http://11-mism-1-011.blogspot.com.es/
The Web 2.0 is not a technological revolution, it is a social revolution. "Here's my take on it: Web 2.0 is an attitude not a technology.Downes (2005).
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
![Page 28: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/28.jpg)
LMS (Learning Management Systems)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Thedominantlearningtechnologyemployedtodayis
atypeofsystemthatorganizesanddeliversonline
courses—thelearningmanagementsystem(LMS).
Downes (2005)
![Page 29: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/29.jpg)
Private e-Learning platforms
It provides the teacher with a virtual private space, in which messages, files and links can be shared, a classroom calendar, as well as proposing tasksand activities as well as managing them..
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
https://www.edmodo.com
http://www.redalumnos.com/https://www.neolms.com/
![Page 30: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/30.jpg)
Open Source e-Learning platforms
.
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
![Page 31: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/31.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
The “traditional”eLearningplatforms,despite their large penetration andconsolidation,need toevolve andopenthemselves tosupport this rich fanofpossibilities demanded by the users,ceasing tobethe centretechnologicalattention tobecome anothercomponent into acomplex digitalecosystem oriented tothe learning andknowledge management,both atinstitutional andpersonallevels.(Gacía-Peñalvo&Seoane,2015)
Imagen.An example ofapersonallearning network that includes informalskills(García-Peñalvoetal.,2014)
e-Learning platforms
![Page 32: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/32.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
SharinginformationfromLinkedin toTwitter
Twittergadgetinto Moodle
Gadgets into Moodle
.
![Page 33: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/33.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
e-Learning
Gadgets into Moodle
. Add RSSReally Simple Syndication
![Page 34: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/34.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
m-Learning
m-Learning
M-learningisanewlearningapproachtosupportpersonallearningdemandsthatmayhappen
anywhereand/oratanytime;orinresponsetotheprocessofcomingtoknow,
bywhichlearnersincooperationwiththeirpeersandteachers,
constructtransientlystableinterpretationsoftheirworld
(Sharples,TaylorandVavoula,2005).Citated byCasany etal.,2012)
![Page 35: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/35.jpg)
Instructional StrategiesPedagogical Models Learning TechnologiesDefinition
m-Learning
m-Learning
Moodbile:AFrameworktoIntegratem-LearningApplicationswiththeLMS
Casany etal.(2012)
IntegratemobiledevicesandeducationalapplicationswiththeLMSthroughwebservices;introducingthe
Moodbile projectthatprovidesanextensionofMoodle2.0webservices formobileintegrationandtwomobileclients
readytouseonrealcourses.
JournalofResearchandPracticeinInformationTechnology,Vol.44,No.2,May2012
![Page 36: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/36.jpg)
Phd programme Education inthe Knowledge Society
(http://knowledgesociety.usal.es)
PhDProgrammecoordinator:
Dr.FranciscoJoséGarcíaPeñ[email protected]
@frangp
(García-Peñalvo, 2013a ;2013b; 2014a; 2015)
![Page 37: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/37.jpg)
Research groups
EducationintheKnowledgeSocietyPhDProgramme
http://grial.usal.es http://ocausal.imbv.net/index.php/el-oca/
http://gite213.usal.es/
http://visualmed.usal.es/ http://gro.usal.es/ http://electra.usal.es/
http://grial.usal.es
UnidaddeInvestigaciónConsolidadaUIC081- GRIAL
![Page 38: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/38.jpg)
InternationalConferenceTechnological Ecosystems for
Enhancing Multiculturality (TEEM’16)http://2016.teemconference.eu/
– TEEM 2013 – Salamanca, Spain, November 14 - 15, 2013
http://dl.acm.org/citation.cfm?id=2536536
– TEEM 2014 – Salamanca, Spain, October 01 - 03, 2014
http://dl.acm.org/citation.cfm?id=2669711
– TEEM 2015 – Porto, Portugal, October 07-09, 2015
http://dl.acm.org/citation.cfm?id=2808580
– TEEM 2016 - Salamanca, Spain, November 2-4, 2016
http://dl.acm.org/citation.cfm?id=3012430
– TEEM 2017 – Cádiz, Spain, October 18-20, 2017http://teemconference.eu
![Page 39: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/39.jpg)
InternationalConferenceTechnological Ecosystems for
Enhancing Multiculturality (TEEM’16)http://2016.teemconference.eu/
![Page 40: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/40.jpg)
References• Abdullateef,B.N.,Elias,N.F.,Mohamed,H.,Zaidan,A.A.,&Zaidan,B.B.(2016).An evaluation andselection problems of
OSS-LMSpackages.5,248.doi:10.1186/s40064-016-1828-y.https://springerplus.springeropen.com/articles/10.1186/s40064-016-1828-y
• Alier Forment,M.,Casany Guerrero,M.J.,CondeGonzález,M.Á.,García-Peñalvo,F.J.,&Severance,C.(2010).Interoperability for LMS:the missing piece tobecome the common placefor e-learning innovation.InternationalJournalofKnowledge andLearning (IJKL),6(2/3),130-141.doi:10.1504/IJKL.2010.034749
• Alier,M.,Galanis,N.,Mayol,E.,Piguillem,J.,Casany,M.J.,García-Peñalvo,F.J.,&Conde,M.Á.(2012).DelPLEalLMS+Portfolio:IntegracióndeelementosdeaprendizajeinformalenMoodle+Mahara MoodleMoot Madrid2012.GlobalizaciónySocialización(Madrid,España,19-21deseptiembrede2012)(pp.24-29).Madrid,España:UniversidadEuropeadeMadrid.http://repositorio.grial.eu/bitstream/grial/618/1/MoodleMoot2012.pdf
• Alves,G.R.,&Felgueiras,M.C.(Eds.).(2015).Proceedings ofthe Third InternationalConference on TechnologicalEcosystems for Enhancing Multiculturality (TEEM’15)(Porto,Portugal,October 7-9,2015).NewYork,USA:ACM.
• CamposOrtuño,R.A.,&MoralesMorgado,E.M.(2013).InfluenciadeObjetosdeAprendizajebasadosenmultiestilos.InActasdelIIICongresoIbéricodeInnovaciónenEducaciónconlasTIC.Salamanca,España.Retrieved fromhttps://diarium.usal.es/ietic2013/
• CamposOrtuño,R.A.,MoralesMorgado,E.M.,&OrozcoRodríguez,C.M.(2016).Desenho deObjetosdeAprendizagemadaptadosparaquatro estilosdeaprendizagem:um estudo decaso.RevistaEducação Pública(UFMT)Brasil,25(59/2),548–572.
• CamposOrtuño,R.A.,Morales-Morgado,E.M.&OrozcoRodríguez,C.M.(2016,maio/ago).DiseñodeObjetosdeAprendizajeadaptadosparacuatroestilosdeaprender:unestudiodecaso.Educação Pública,25,548–572.
![Page 41: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/41.jpg)
References• Casany,M.J.,Alier,M.,Mayol,E.,Piguillem,J.,Galanis,N.,García-Peñalvo,F.J.,&Conde,M.Á.(2012).Moodbile:AFrameworkto
Integrate m-Learning Applications with the LMS.Journal ofResearch andPractice inInformation Technology (JRPIT),44(2),129-149.• CondeGonzález,M.Á.,PozodeDios,A.d.,&GarcíaPeñalvo,F.J.(2011).e-Learning Services inMoodle2.0.CEPISUpgrade,XII(2),43-50.
http://repositorio.grial.eu/bitstream/123456789/75/1/II_2011_CONDE1.pdf• Dabbagh,N.(2005).Pedagogical models for E-Learning:Atheory-based design framework.InternationalJournal ofTechnology in
Teaching andLearning,1(1),25-44.• Downes,S.(2005).E-learning 2.0.eLearn Magazine(October).• García-Peñalvo,F.J.(2005).EstadoactualdelossistemasE-Learning.Education inthe Knowledge Society,6(2).
https://www.researchgate.net/publication/28096675_Estado_actual_de_los_sistemas_e-learning• García-Peñalvo,F.J.(Ed.)(2008).Advances inE-Learning:Experiences andMethodologies.Hershey,PA,USA:Information Science
Reference(formerly IdeaGroup Reference).• García-Peñalvo,F.J.(2013a).AportacionesdelaIngenieríaenunaPerspectivaMulticulturaldelaSociedaddelConocimiento.VAEP-RITA,
1(4),201-202.• García-Peñalvo,F.J.(2013b).Education inknowledge society:AnewPhDprogramme approach.InF.J.García-Peñalvo(Ed.),Proceedings
ofthe First InternationalConference on Technological Ecosystems for Enhancing Multiculturality (TEEM’13)(Salamanca,Spain,November14-15,2013) (pp.575-577).NewYork,NY,USA:ACM.
• García-Peñalvo,F.J.(Ed.)(2013c).Proceedings ofthe First InternationalConference on Technological Ecosystems for EnhancingMulticulturality,TEEM2013.NewYork,USA:ACM.
• García-Peñalvo,F.J.(2014a).Formaciónenlasociedaddelconocimiento,unprogramadedoctoradoconunaperspectivainterdisciplinar.Education inthe Knowledge Society,15(1),4-9.
• García-Peñalvo,F.J.(Ed.)(2014b).Proceedings ofthe Second InternationalConference on Technological Ecosystems for EnhancingMulticulturality,TEEM2014.NewYork,USA:ACM.
![Page 42: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/42.jpg)
References• García-Peñalvo,F.J.(2015).Engineering contributions toaKnowledge Society multiculturalperspective.IEEERevista
IberoamericanadeTecnologíasdelAprendizaje(IEEERITA),10(1),17-18.doi:10.1109/RITA.2015.2391371• García-Peñalvo,F.J.(Ed.)(2016).Proceedings ofthe Fourth InternationalConference on Technological Ecosystems for
Enhancing Multiculturality,TEEM2016.NewYork,USA:ACM.• García-Peñalvo,F.J.,Johnson,M.,RibeiroAlves,G.,Minovic,M.,&Conde-González,M.Á.(2014).Informallearning
recognition through acloud ecosystem.Future Generation Computer Systems,32,282-294.doi:http://dx.doi.org/10.1016/j.future.2013.08.004
• García-Peñalvo,F.J.,&Seoane-Pardo,A.M.(2015).UnarevisiónactualizadadelconceptodeeLearning.DécimoAniversario.Education inthe Knowledge Society,16(1),119-144.doi:http://dx.doi.org/10.14201/eks2015161119144
• Greenberg,L.(2002).LMSandLCMS:What’s the difference?Learning circuits—ASTD’s onlinemagazineall about e-learning,31(2).https://www.efrontlearning.com/blog/2013/05/lms-and-lcms-whats-the-difference.html
• MoralesMorgado,E.M.,GarcíaPeñalvo,F.J.,CamposOrtuño,R.A.,&Astroza Hidalgo,C.(2013).Desarrollodecompetenciasatravésdeobjetosdeaprendizaje.(Spanish).RED.RevistadeEducaciónaDistancia,(36),1–19.
• MoralesMorgado,E.M.,PérezBonilla,A.A.,&CamposOrtuño,R.A.(2016).Desarrollodelacompetenciainformacionalatravésdeldiseño,creacióneimplementacióndeobjetosdeaprendizajesinteractivos.InActasdelICongresodeInnovación,TecnologíayAprendizaje- INTEA.SantiagodeChile.Retrieved fromhttp://www.intea.udesantiagovirtual.cl/posters/morales.pdf
• Morales-Morgado,E.M.,&CamposOrtuño,R.A.(2014).DimensionesparaeldiseñoycatalogacióndeObjetosdeAprendizajeenbaseacompetenciasinformacionales.RevistaTeoríadeLaEducación:EducaciónYCulturaEnLaSociedaddeLaInformación(TESI),15(2),4–31
![Page 43: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/43.jpg)
References• Morales-Morgado,E.M.,Ortuño,R.A.C.,&Bonilla,A.A.P.(2016).Multimediaresources todevelop information
competence:Amethodological design for the comparative study ofundergraduate andpost-graduate students intwopublic universities inChileandSpain.InComputers inEducation (SIIE),2016InternationalSymposium on (pp.1–6).IEEEXplore.https://doi.org/10.1109/SIIE.2016.7751854
• OrozcoRodríguez,C.M.(2017).Learning Objects Creation based on Johnson-Laird MentalModels.RevistaSerie-Estudos.• OrozcoRodríguez,C.M.,MoralesMorgado,E.M.,&Moita,F.(2014).ObjetodeaprendizajeconeXelearning yGeogebra
paraladefinicióndelconceptodevectorreal.InActasdelCongresoNacionaldeEducaçao (CONEDU).Campina Grande,Paraíba,Brasil:Realize.Retrieved fromhttp://www.editorarealize.com.br/revistas/conedu/trabalhos/Modalidade_1datahora_12_08_2014_14_36_44_idinscrito_32813_f2322a22f31c2cef0844d1c4b494262b.pdf
• OrozcoRodríguez,C.M.,MoralesMorgado,E.M.,&Moita,F.G.daS.C.(2014).The eXeLearning andGeoGebraintegration for teaching geometrics definitions andvectors representations through learning objects.InProceedings ofthe Second InternationalConference on Technological Ecosystems for Enhancing Multiculturality – TEEM’14 (pp.639–645).Salamanca,Spain:ACMPress.https://doi.org/10.1145/2669711.2669967
• OrozcoRodríguez,C.M.,Morales-Morgado,E.M.,&Moita,F.G.daS.C.(2015).Learning Objects andGeometricRepresentation for Teaching “Definition andApplications ofGeometric Vector.”Journal ofCaseson InformationTechnology,17(1),13–30.https://doi.org/10.4018/JCIT.2015010102
• Scopeo.(2013).SCOPEOINFORMENo2:MOOC:Estadodelasituaciónactual,posibilidades,retosyfuturo.Salamanca.http://scopeo.usal.es/informes/scopeo-informe-no-2-mooc-estado-de-la-situacion-actual-posibilidades-retos-y-futuro/
![Page 44: Knowledge construction through e-learning platforms](https://reader034.fdocuments.in/reader034/viewer/2022042619/587e22d91a28abb93e8b46fb/html5/thumbnails/44.jpg)
CorreoUSAL:[email protected] Blogpersonal:http://diarium.usal.es/erla/CorreoGmail:[email protected] BloggrupoGrial:http://grial.usal.es/grial/erlamoralesTwitter:erlamorales BlogDIRED:http://diarium.usal.es/linglingyang
Dra.Erla MarielaMoralesMorgadoDpto.Didáctica,OrganizaciónyMétodosdeInvestigación
UniversidaddeSalamanca