Construcción social de aprendizajes a través de MOOCS para la sostentabilidad energética como espacios para la innovación abierta y colaborativa

[ES]Uno de los pilares fundamentales para el surgimiento de nuevos escenarios formativos es la innovación y en particular la innovación abierta. Chesbrough y Bogers (2014) plantean que la innovación abierta es un proceso de innovación distribuida que traspasa fronteras organizacionales para aprovechar las fuentes externas de conocimiento a través de procesos internos o el conocimiento interno a través de los procesos de comercialización externos, con la finalidad de provocar un cambio. En el contexto de la evolución de Internet, un equilibrio entre los avances tecnológicos y el sentido de cambio es crucial para un desarrollo innovador y de vanguardia (Blanco, Casas, Manchado y López, 2015). En el ámbito universitario y considerando la democratización de la tecnología, la innovación debe involucrar aplicabilidad para generar un valor (García-Peñalvo, García y Merlo, 2010). Una propuesta de valor es una declaración clara de los beneficios que se obtiene al utilizar los productos y servicios que se ofrece (De Pablos, Soret y López, 2013). De ahí que, surge la necesidad de que las instituciones educativas ofrezcan escenarios y acciones formativas que generen valores agregados para la mejora continua en la construcción de aprendizajes a nivel interno y consecuentemente social

Systematic Mapping of the Social Construction of Learning (2015-2020): Challenges for Online Learning Environments

The purpose of this study is to identify and characterize the state of social construction of learning in virtual communities within online learning environments and to identify the advances and research challenges of social learning. The method was a systematic mapping to analyze the evidence published on the topic in 2015-2020. We automatically searched the Scopus and Web of Science databases, applying inclusion and exclusion criteria to obtain the maximum relevant information. The pre-designed search strategy resulted in 187 articles. The main research topic addressed in most of these is learning as a social construction in training contexts, primarily virtual communities. In higher education, the United States is the country with the most active researchers on this topic. In addition, the most significant findings show that in a virtual learning community, social and cognitive interactions with teaching presence are crucial for students to build knowledge and achieve a higher level of learning. This study describes challenges related to the various methodologies, geographical scope, and types of social construction learning in virtual learning communities. This research is intended to be of value to teachers, decision-makers, designers of research and researchers interested in the social construction of learning in online learning environments

Open and Collaborative Innovation for the Social Construction of Learning: Descriptive Analysis of an xMOOC Design

In education, technological advances have boosted digital processes that expand training possibilities, such as xMOOCs (eXtended Massive Open Online Courses). The purpose of this study was to analyze the design of the xMOOC in the light of open and collaborative innovation and the social construction of learning. The quantitative method and descriptive statistical analysis were used to analyze the perceptions of eight expert’s MOOC developers based on the results of a Likert scale questionnaire. The results were integrated with a previous study carried out with inferential statistics on 217 xMOOC students. The findings revealed two approaches to innovation to support the social construction of learning and its challenges: (a) design and teaching-learning strategies that integrate social learning activities; (b) learning objectives to strengthen social learning activities through pedagogical and technological innovation. The contribution of this research is to add value to the body of knowledge available to trainers, researchers, and stakeholders in MOOC design, the social construction of learning, and open and collaborative innovation