Development and Diagnosis of a Teaching Experience Using Participatory Methods: Towards an Ecosystemic Learning in Higher Education

The redefinition of the objectives of the European Higher Education Area (EHEA) generates novelty in the teaching design developed by universities. The constructivist perspective encourages the use of methods that promote teamwork, an interest for information searching, autonomy and an increased motivation for learning, among others. Currently, the acquisition of the established curricular content receives feedback thanks to information and communication technologies (ICTs). This research describes the implementation of an experience related to the use of teaching/learning participatory methods with first- and second-year students in Early Childhood Education and Primary Education bachelor’s degrees. This experience is based on flipped classrooms and role-playing and is supported by ICTs. A questionnaire was delivered to a total of 100 individuals on their perception of participatory methods and their assessment of the methods used for the described experience. After performing the analysis, the conclusions showed that higher education students considered that classroom implementation of emerging methods helped them at a theoretical, practical and professional level as well as motivated them, which allows us to advance towards the goals of the EHEA

Educación y tecnología: pasado, presente y futuro de una relación compleja

El presente trabajo se propone discutir la relación compleja entre tecnología, educación y cambio, recuperando algunas consideraciones históricas de la misma y contextualizándola actualmente en el marco de la cultura digital. Desde esta mirada, se exploran escenarios pasados y presentes de esta relación y se reconocen algunas consideraciones para pensar el futuro como una oportunidad para el diseño de un nuevo escenario educativo.This paper intends to discuss the complex relationship between technology, education and change, recovering some historical considerations from it, and currently contextualizing it in the digital culture framework. From this point of view, past and present scenarios of this relationship are explored, and some considerations are recognized to think about the future, as an opportunity to design to a new educational scenario