Resultados "higher education"
Designing learning technology collaboratively: analysis of a chatbot codesign. Education and Information Technologies.
We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases.
Experiencias de retroacción para mejorar la evaluación continuada: el uso del Twitter como tecnologia emergente
The objective of the work presented is to design learning tasks and assessment activities to provide information to students so they can apply it in their future academic pursuits. Specifically, this article features the experience held in one of the compulsory subjects of the degree of pedagogy in which the use of Twitter has been proposed as a learning activity mediated by peer review processes in which the students had to give a constant feedback to their colleagues about the quality of their tweets.
Peer assessment in online learning: Promoting self-regulation strategies through the use of chatbots in Higher Education.
We present an innovation project supported by the research framework in the Master’s in Education and ICT at the Open University of Catalonia (UOC) that scaffolds self-regulation using chatbots and focuses on peer assessment by means of essay writing. This activity develops student reflection and critical thinking while promoting self-regulatory capacity through peer assessment practice.
AMED - Towards a dualmode university: Co-design of a short learning program for capacity building
This contribution presents an overview of the process of design and development of a contextualized and tailor-made short learning program (SLP) as part of a strategy leading to the institutional digital transformation of the Maldives National University (MNU).
Capítulo III. Claves para una evaluación en línia.
This chapter deals with a topic that is always cause for special attention and even concern among teachers and students: the assessment of learning.
How does feedback contribute to student learning? Developing and assessing students’ competencies in a Master’s degree.
Even having designed an academic program based on competencies when students finish this program they are usually not aware of their competency development. Feedback can act as a promoter of this competency development but not all types of feedback can do it. It has to meet some characteristics, which requires that students adopt an active role once they get this feedback.
«El portafolios docente: Una estrategia de reflexión para la autorregulación de la tarea docente»
The article presents a conceptual framework about the teaching portfolio as a reflection strategy for the self-regulation of the teaching task.
«La gamificación desde el aprendizaje cooperativo y la atención a la diversidad para contribuir al desarrollo de la competencia de aprender a aprender: experiencia en el Grado de Maestro de Educación Primaria»
The experience in the Primary Education Teacher Degree is presented with the conceptual framework of gamification from cooperative learning and attention to diversity to contribute to the development of the competence of learning to learn.
«¿Otro tipo de gamificación es posible?: Experiencia de retos gamificados y de evaluación entre iguales desde el aprendizaje cooperativo y la atención a la diversidad»
An experience of gamified challenges and peer evaluation from cooperative learning and attention to diversity is presented.
https://octaedro.com/wp-content/uploads/2022/02/9788419023858.pdf
Diseño pedagógico de retos gamificados para promover la autorregulación del estudiantado.
This contribution presents the pedagogical design of a subject through gamified activities (challenges) supported by technological tools.
