"La ludificació millora el procés d'ensenyament / aprenentatge? Estat de la qüestió"

Resum La ludificació està de moda i creix en popularitat, però realment és útil per millorar l'aprenentatge dels alumnes dins d'un context educatiu? El present treball pretén fer una revisió i una investigació en aquest camp centrant-se en proves empíriques dutes a terme en diferents nivells i àmbits educatius, per veure si la incorporació d'elements de joc en contextos no lúdics millora l'ensenyament o realment són només creences. En conseqüència, s'examinen els mecanismes de ludificació utilitzats, el tipus d'activitat ludificada i els objectius de cada estudi, prenent com a vàlids els resultats reportats. A partir doncs de les proves presentades, s'examinen els resultats obtinguts en els articles per a extreure'n conclusions. Finalment, s'observa, que tot i que la ludificació influeix positivament en la motivació de l'alumnat, sembla ser que no s'observen prou evidències per donar suport a beneficis a llarg termini sobre l'aprenentatge. La revisió posa de manifest la necessitat de fer més proves més rigoroses que confirmin els beneficis de l'aprenentatge ludificat per tal de reconèixer els resultats

European Distance and E-Learning Network (EDEN). Conference Proceedings

Erasmus+ Programme of the European UnionThe powerful combination of the information age and the consequent disruption caused by these unstable environments provides the impetus to look afresh and identify new models and approaches for education (e.g. OERs, MOOCs, PLEs, Learning Analytics etc.). For learners this has taken a fantastic leap into aggregating, curating and co-curating and co-producing outside the boundaries of formal learning environments – the networked learner is sharing voluntarily and for free, spontaneously with billions of people.Supported by Erasmus+ Programme of the European Unioninfo:eu-repo/semantics/publishedVersio

Gamificación en ambientes masivos de innovación abierta en el área de sustentabilidad energética

[EN]One of the main concerns affecting societies worldwide revolves around the theme of energy and sustainability. Like any biological organism, nations require to pay attention to this component to live, develop and grow. In response to this need, an increasing technological development has taken place in the last decades to change the use and production of conventional energy for clean and sustainable energy. The processes to transform the conventional clean and sustainable energy have brought changes that have affected the political, social, economic and educational sectors. Such is the case of Mexico. Some experts have considered that the energy reform (both in the hydrocarbons sector as well as in the electricity sector) has been one of the most critical changes in the country for the last 70 years, due to its implications in the economic, political, social, and educational sectors. One the actions taken was the strategic training program of human resources around energy themes was the creation of 135 thousand direct jobs and 365 thousand indirect jobs within the energy sector. In this sense, Mexico is under a profound reform towards the use of new technologies and specialized trainning. Additionally, this reform requires citizens to understand the energy reform and its implications to serve with more efficient administrative processes derived from this reform, as well as to develop business opportunities. At the same time, it is important that society in general meet the need and the implications of the energy reform so that the change process flow in the best possible harmony. In this sense, and given the urgent need to massively education in terms of the energy reform, as well as on issues of energy and sustainability, the project "bi-national laboratory for intelligent management of energy sustainability” as well as its" Technological training program” was launched in 2016 with the purpose to set a world class competitive sector. The project involved the Mexican Secretary of Energy, the National Council of Science and Technology, and the Tecnologico de Monterrey as an educational entity. The project consists of thirteen sub-projects, one of them corresponds to the open, interdisciplinary, and collaborative innovation to teach about sustainable energy through massive, open and courses (MOOCs). This sub-project have definetly impacted the academic, business and social communities of Mexico, raising awareness of the need for an energy reform, as well as the sustainable energy options. To meet this goal, there were twelve MOOC courses, but only one of them: conventional energies, clean and its technology was used for the purposes of the present research. Within the MOOC design goals was to include innovative teaching strategies such as the gamification in order to promote the motivation and learning of the participants. So, focused on the strategy of Gamification challenges and its relation with the variable partner-based demographic and academic, with the purpose of creating a model that can be transferable in the design, development and implementation of this, or other strategies teaching in open innovation, as the MOOC environments. To meet the objectives of the research, it was decided to develop a theoretical framework formed by the constructs: open, interdisciplinary, and collaborative innovation the MOOC as environments of open innovation and the role of the Gamification in education. Likewise, we opted for a mixed method approach, with a predominance of quantitative methods (QUAN-Qual). During the course Conventional energies, clean and its technology, 4819 students were enrolled and it was carried out with a sample of 1209, which corresponded to the participants who at least made an activity during the course. The instruments and strategies for data collection consisted of questionnaires, interviews, meaningful analysis of the alternative responses to the challenge gamificated by students and the analyses of the course. As a result of the research, proposes a model for the design, development, implementation and evaluation of innovative teaching strategies, such as the gamification, in environments of open innovation (MOOCs). Which aims to give a contribution to scientific knowledge, in such a way that a point of reference for the development of architecture teaching in this type of educational environment

Gamificación en ambientes masivos de Innovación Abierta en el área de sustentabilidad energética

[ES] Es indudable que la conectividad cada vez más al alcance del ser humano y la gran diversidad de recursos digitales impulsan fuertemente a la innovación abierta. Por ejemplo General Electric (GE) y la National Aeronautics and Space Administration (NASA) han creado un sistema online de concurso en el que cualquier persona y de cualquier lugar del mundo puede enviar proyectos innovadores (King y Lakhani, 2013; Gustetic, Crusan, Rader y Ortega 2015). Sin duda esto evidencia que la innovación abierta es una fuente de propuestas que se diseminan para desarrollar conocimiento (Garcia-Peñalvo, Garcia y Merlo, 2010; Ramírez Montoya, 2015) gracias a su acceso libre y a la participación colaborativa e interdisciplinaria de diversas comunidades ( UNESCO, 2012), contribuyendo así a la competitividad internacional de un país. De tal suerte que la innovación podría convertirse en la constante que determine el nivel de desarrollo de las naciones

Active Methodologies for the Promotion of Mathematical Learning

In recent years, the methodologies of teaching have been in a process of transition. Multiple active methodologies have proliferated, with the aim of changing the concept we have had of teaching so far. These advocate for a student who plays a leading role in the process of building learning, while the teacher acts as a figure who facilitates and glimpses the paths to learning. In order to be able to carry out this type of teaching in an optimal way, it is necessary for the teaching and research community to be correctly trained in its pedagogical principles and in the tools that boost its implementation. Among these principles and tools, it is of vital importance that information and communication technologies (ICT) be adequately handled. The use of active methodologies (project-based learning, problem-based learning, service learning, flipped classroom, mobile learning, etc.) or innovative pedagogical approaches (simulation, role-playing, gamification, etc.) promotes an improvement in the motivation of students as well as their skills. This aspect is especially important in the area of mathematics, whose contents are characterized by their abstraction, thus highlighting the need for its dynamization in classrooms of different educational stages

The impact of emotions on student participation in an assessed, online, collaborative activity

There is growing recognition of the importance of emotions in academic online learning contexts. However, there is still little known about the role of emotions in social and collaborative online learning settings, especially the relationship between emotions and student participation. To explore this relationship, this study used a prospective longitudinal research design to follow 46 distance learning students throughout a 3-week assessed, online, collaborative activity. This approach allowed the fluctuating and dynamic aspects of emotions to be explored as well as the relationship between emotions and student participation in the collaborative activity. Self-report data were gathered using a semistructured online diary at five time points throughout the task (once at the start of the collaborative activity, three times during the activity, and the final entry after the activity had finished). Findings revealed that learners generally perceived pleasant emotions (such as relief, satisfaction and enjoyment) to have positive impacts, or no impact, on participation, whereas unpleasant emotions (such as anxiety, frustration, and disappointment) were generally perceived to have negative impacts, or no impact, on participation. Interestingly, however, anxiety, and to a smaller extent frustration, were perceived by a number of students to have positive impacts during the activity. To conclude this paper, implications for educators are highlighted