Utilitzant mapes conceptuals per a estructurar una revisió de literatura a petita escala: una aproximació a l'aprenentatge basat en la investigació en la formació inicial de mestres

Research-based learning (RBL) is a useful tool for combining theory and practice in teacher education. However, pre-service teachers struggle with the idea of teacher as researcher. One popular (meta)methodology considered in educational research (and that is well suited to school research) is design-based research (DBR). Incorporating this approach into RBL as a method for developing teaching innovation in schools could be one way to include RBL in teacher education and place pre-service teachers in the position of teacher as researcher. This study explores the potential of using digital concept maps to support the conceptualization phase (during the literature review) of an RBL process based on DBR in a pre-service teacher-education course prior to the design of a teaching innovation strategy for schools. Quantitative and qualitative data were obtained from a questionnaire administered to pre-service teachers and from the semantic evaluation of the concept maps of these teachers. Our results show an overall consensus among pre-service teachers that concept maps are useful for structuring small-scale literature reviews. Pre-service teachers also believe there is a strong possibility that they will use concept maps when they become teachers. We use our findings to make recommendations for university lecturers to use digital concept maps to design RBL activities based on literature reviews and with emphasis on teacher education.El aprendizaje basado en la investigación (ABI) se considera una herramienta útil para integrar la teoría y la práctica en la formación de maestros. Sin embargo, los maestros en formación se enfrentan a la idea poco clara del profesor como investigador. Una de las (meta)metodologías populares consideradas en la investigación educativa, que se adapta bien a la investigación escolar, es la investigación basada en el diseño (IBD). La incorporación de este enfoque en el ABI como forma de desarrollar innovaciones pedagógicas en las escuelas puede ser una opción para integrar el ABI en la formación de maestros y poner a los maestros en formación en el lugar del profesor como investigador. Este estudio explora el potencial de los mapas conceptuales digitales para apoyar el desarrollo de la fase de conceptualización -durante la revisión de la literatura- de un proceso de ABI basado en una perspectiva de IBD en una asignatura de formación inicial de maestros, como fase previa al diseño de una innovación docente para escuelas. Se obtuvieron datos cuantitativos y cualitativos a partir de un cuestionario para maestros en formación y de la evaluación semántica de sus mapas conceptuales. Los resultados muestran un consenso general entre los maestros en formación respecto a que los mapas conceptuales son realmente útiles para estructurar revisiones bibliográficas a pequeña escala y tienen un marcado potencial para ser utilizados cuando se conviertan en maestros. De los resultados se derivan recomendaciones para que los profesores universitarios diseñen actividades de ABI relacionadas con revisiones bibliográficas utilizando mapas conceptuales digitales, con énfasis en la formación de maestros.This work was supported by the Quality Pact for Teaching of the Federal Ministry of Education and Research (BMBF) of Germany under Grant 01PL16056 – Research-Based Learning in Focus Plus (FLiF+) project [Forschungbasiertes Lernen im Fokus Plus - FliF plus], University of Oldenbur

Technology-enhanced Learning Design of a Pre-service Teacher Training Course in a Research-based Learning context

Research-based learning is an educational approach that aims at enhancing an active student engagement through research activities that are typical of the field. In the case of student teachers, this implies getting involved in educational research and in the development of educational innovation based on research. A valid method for this aim is design-based research, which combines theory and practice through designing different types of educational products. In this work we present a technology-enhanced learning design of a pre-service teacher training course within the frame of research-based learning and, concretely, of design-based research. The course had the focus on the use of technology in the school, as well as on the development of the digital competence, and it was organized around the preparation of an educational proposal in which the use of technology was integrated and based on a research question. As results, we share the vision of the course instructor and the student teachers. Conclusions address the innovative character of the learning design and the educational practice presented and suggest future lines of work

Exploring pre-established performed roles in a networked learning activity: A sociomaterial study case

This paper presents the first part of a wider sociomaterial research, which aims at exploring alternative ways to look at and analyse the learning activity in a university course, which would lead to an understanding of what learning activity emerges from a learning design, and therefore, to the improvement of the own learning design by promoting decisions for informed change and innovation. This study analyses a university undergraduate pre-service teachers course run by a professor and followed by 58 students divided into 8 workgroups. The course includes networked learning activities, where the connections between three basic structures (cooperative work, activity-based learning and pre-established work roles) are cornerstone, therefore: students perform different pre-established roles in a workgroup and develop week tasks related to the topics of the course (ICT for primary schools). The main goal of this paper is to visualise and analyse students' learning activities based on pre-determined roles through VNA and the students' perceptions on the roles, which is one of the three basic structures mentioned before, as well as its comparison with the declared learning design. As methodology for this sociomaterial research, we followed a mixed analysis approach that combines data from the learning design of the course, the documented performance of the different roles during the course (blog posts) presented in the form of networked maps through the technique of visual network analysis, and the students’ questionnaire on the perceptions of those roles. As examples of the performed roles, the cases of the Analyst and the Journalist were studied from that threefold data approach, but we reflect on the general aspects of all of them. The results of these analyses show that the students’ documented performance of the roles highly corresponds to the learning design, and suggest that there are some operational chains between roles -that would be confirmed by further studies-. The bias of starting from a given previous structure (the learning design and the students' documented performance) should be considered as a limitation for a sociomaterial research like this one, but a first step of a broader analysis; therefore, future studies will explore other perspectives. As conclusions, we stress that the visual network analysis may be a fruitful approach to learning design and learning activity in a more complementary way to other types of traditional analysis

Explorant les attitudes et les croyances des étudiants concernant e-portfolios et de la technologie dans l’éducation

This article reports on student teachers’ attitude towards technology in education and e-portfolio processes. Attitude is closely related to teachers’ beliefs and the later have been defined as second-order barriers. While an important effort has been made to overcome first-order barrier such as resources, training and support, it cannot be observed that technology has been successfully introduced in education. Therefore, second-order barriers such as attitudes and beliefs are being considered nowadays in order to address the lack of innovative use of technology by teachers. It has been argued that the introduction of technology has to be directed towards the empowerment of cognitive and high-level thinking skills and has to be used based on student-centred approaches. Building e-portfolios and helping students which grow and curate their own Personal Learning Environments (PLE) are two approaches to go beyond technology-centered models. E-Portfolios are viewed as part of students’ PLE so social media are used to enhance both e-portfolio processes and students’ PLEs. The research is based on a survey in four groups of students at the local branch in Ibiza of the University of the Balearic Islands. The participants have previously built their e-portfolios with Web 2.0 tools during one semester. Students are asked to document their learning weekly and reflect on the change experienced in the way they think about educational issues. Students are also asked to use new tools and social media services to give evidence of their own learning. The survey is based on a Likert scale so as to be able to analyse the students’ attitude and beliefs towards their e-portfolio and technology in education. The results show that a generally positive attitude is developed by students. Conclusions highlight the slight difference in student teachers’ attitude between technology and specific e-portfolio processes.Este artículo informa sobre la actitud de los estudiantes de educación respecto a la tecnología en la educación y los procesos del e-portfolio. La actitud está estrechamente relacionada con las creencias de los profesores, que se han definido como barreras de segundo orden. Así como sí ha habido un esfuerzo importante para superar las barreras de primer orden como son los recursos, la formación y el apoyo, no se observa que la tecnología se haya incorporado en la educación de forma satisfactoria. Por tanto, hoy día se están considerando las barreras de segundo orden como las actitudes y las creencias para solucionar la falta de un uso innovador de la tecnología por parte de los profesores. Se ha discutido que la incorporación de la tecnología tiene que dirigirse a potenciar las habilidades superiores cognitivas y de pensamiento, y se debe emplear desde enfoques centrados en el alumno. La construcción de e-portfolios y la ayuda a los estudiantes para que gestionen y hagan crecer sus Entornos Personales de Aprendizaje (PLE) son dos enfoques valorados para ir más allá de los modelos tecnocéntricos. Los e-portfolios se consideran como parte del PLE de los estudiantes, de forma que los medios sociales se utilizan para mejorar los procesos del e-portfolio y los PLE de los alumnos. La investigación utiliza como instrumento un cuestionario dirigido a cuatro grupos de estudiantes de la sede de Ibiza de la Universidad de las Islas Baleares. Los participantes habían creado previamente sus e-portfolios con herramientas Web 2.0 durante el primer semestre. Se pidió a los alumnos que documentaran su aprendizaje semanalmente y reflexionaran sobre el cambio en sus formas de pensar sobre temas educativos. Además, también se les pidió que usaran nuevas herramientas y servicios de los medios sociales para aportar pruebas de su aprendizaje. El cuestionario está basado en una escala Likert para analizar las actitudes y creencias de los estudiantes respecto a su e-portfolio y la tecnología en la educación. Los resultados muestran que los estudiantes desarrollaron en general una actitud positiva. Las conclusiones señalan una pequeña diferencia en la actitud de los alumnos respecto la tecnología y los procesos específicos del e-portfolio.Cet article donne des informations sur l’attitude des étudiants par rapport a l’enseignement de la technologie dans l’éducation, et les processus des e-portfolio. Cette attitude est étroitement liée à ce que pensent les enseignants, et ont été identifié comme des obstacles du second ordre. Tout comme il faut lui-même un gros effort pour surmonter les obstacles tel que les ressources de premier ordre, de formation et de soutien, on constate que la technologie n’a pas été introduite dans l’éducation avec succès. Ainsi, aujourd’hui sont considérés comme des obstacles du second ordre les attitudes et les croyances pour résoudre le manque d’utilisation de méthodes innovatrices par les enseignants. On a constaté que l’introduction de la technologie doit améliorer le savoir et la pensée, et devrait s’utiliser, grace a des repaires, pour aider les étudiants. La construction des e-portfolio et l’aide aux étudiants pour gérer et améliorer leur environnement d’apprentissage personnel (PLE) sont deux approches pour aller au-delà des modèles techno-centrée. Les e-portfolio font partie des PLE des étudiants: Pour que les milieux sociaux s’utilisent pour améliorer le processus e-portfolio et le PLE des étudiants. La recherche utilise comme moyen, un questionnaire avec quatre groupes d’étudiants au siège d’Ibiza de l’Université des Îles Baléares. Les participants avaient déjà créé leurs e-portfolios avec, comme outil, le Web 2.0, dans la première moitié du cours. Il a été demandé aux étudiants, de faire un compte rendu de leur apprentissage hebdomadaire, et de réfléchir sur le changement de leurs manieres de penser sur les questions educatives. De plus, ils ont également été invité à utiliser de nouveaux outils et les services des milieux sociaux pour preuves de leur apprentissage. Le questionnaire est basé sur une échelle de Likert pour examiner les attitudes et les préjugés des étudiants par apport a leur e-portfolio et dans la technologie de l’enseignement. Les résultats montrent que les étudiants ont développé en general une attitude positive. Les conclusions montrent une petite différence dans l’attitude des étudiants par rapport aux processus technologiques et spécifiques des e-portfolio