Experiencias de transformación digital para el fortalecimiento de habilidades en ciencia, tecnología e innovación a través de los semilleros de investigación del Centro Agroindustrial Quindío, en tiempo de pandemia

The purpose of this article is to socialize the digital experiences with the apprentices of the SENA Agro-industrial Center Quindío, from the virtuality in time of pandemic, articulating tools of formative projects of the training programs in which digital tools and the good practices of Information Technologies were used. The methodology used consisted of experimental research with field work, of analytical and descriptive character, developed in 3 phases: Analysis, Planning, Design and Execution.El propósito de este artículo es socializar las experiencias digitales con los aprendices del SENA Centro Agroindustrial Quindío, desde la virtualidad en tiempo de pandemia, articulando herramientas de proyectos formativos de los programas de formación en las cuales se utilizaron herramientas para digitales y las buenas prácticas de Tecnologías de Información. La metodología realizada consiste en una investigación experimental con trabajo de campo, de carácter analítico y descriptivo, desarrollada en 3 fases: Análisis, Planeación, Diseño y Ejecución

Estudio sobre el uso de herramientas digitales a través del E-Learning para el desarrollo de estrategias educativas

La globalización y la inmersión de las TIC hoy en día no solo ha generado un cambio en la visión de la política y la economía, también lo ha hecho en el ámbito educativo. En dicho cambio el ELearning juega un papel importante, ya que sirve como intermediario entre alumno y aprendizaje; sin embargo, en este escenario los instructores no controlan el material y los estudiantes pueden combinar el material de aprendizaje en los cursos por cuenta propia. (Porras, Castilla, & Rivera, 2017). El ecosistema tecnológico para la enseñanza virtual gestiona todo el conocimiento generado en las actividades de formación, proyectos de investigación aplicada, desarrollo tecnológico e innovación, aplicando el ELearning a través del Modelo PACIE (Presencia, Alcance, Capacitación, Interacción y ELearning).(Basantes, Naranjo, & Ojeda, 2018); A través de la formación Tecnológica, del SENA (Servicio Nacional de Aprendizaje) Regional Quindío

Learner Autonomy and Voice in a Tertiary ELT Institution in Oman

Learner autonomy was first defined as the learner’s capacity to take charge of his or her own learning (Holec, 1981). It has become part of the current orthodoxy of language learning and teaching research and practice (Benson, 2009a). However, issues such as what learner autonomy might mean, how it is practised and how it may contribute to language learning, especially from learners’ perspectives, are under-researched in the Omani context. In addition, research on how Omani learners themselves define their roles in language learning and how their definitions might link to their behaviour in and outside the classroom is seriously lacking. This study therefore is an attempt to explore such issues in the Omani context through listening to the learners themselves. The main goals of this study were to find out what we could learn from students’ voices about their language learning and language learning context and how learner autonomy might manifest itself through these voices. Drawing on constructivism and interpretivism traditions, the study employed First-Language Reflective Group Conversations (L1-RGCs) and Reflective Journals to gain qualitative data from a sample of fifteen post-foundation undergraduate students in a tertiary English as a Foreign Language (EFL) institution in Oman. Unlike the research on English Language Learning and Teaching (ELLT) in the Omani context, which suggests that learners are teacher dependent and lacking the capacity for autonomous learning, the findings of the present study suggest that students’ actual capacities for language learning have been largely underestimated and misrepresented. Students do appear to be metacognitively aware of the benefits and conduct of autonomy in language learning and do exercise their agency in language learning, for example in out-of-class language learning situations. Students’ autonomous learning behaviour, however, has been found to be greatly conditioned by the learners’ own learning needs and agendas as well as the learning environment itself. The present investigation also revealed a disparity between how the students perceive their roles in and responsibility for learning and how they actually experience them in their daily learning situations. The present study points to avenues for additional research on learner autonomy, especially on ways of exploring students’ awareness (or insider perceptions) of their roles in and responsibility for language learning and how such awareness could help them become more reflective learners