Peer-working in the digital curation of curricular contents
DOI:
https://doi.org/10.17398/1695-288X.16.2.177Keywords:
Digital Curation, Blogs, Teamwork, Information Processing, Peer Evaluation, Higher EducationAbstract
In this paper it is presented a collaborative work by peers for the digital curation of curricular contents in high education. To do so it was created a net of blogs in which the digital resources related to these curricular contents were published. This was the information on which the content healing work was done through a peer assessment. Furthermore, the results of the assessment and opinion of the students about it are shown, based on information of a qualitative and quantitative nature. A total of 69 students (13 females and 56 males) from the second grade in Physical Activity and Sport Sciences participated in the experience. However, only 50 of the participants (10 females and 40 males) remained active until end of the work. As results, a good feedback was obtained from both the creation of the blog network and the peer evaluation performed, highlighting the amount of information obtained through collaborative work. However, some aspects of improvement were detected, such as the reliability of the sources of information, the intra-group organization and the management of autonomy, elements in which it is necessary to continue working to consolidate the network of collaborative work in higher education.
Downloads
References
Ala-Mutka, K., Punie, Y., & Redecker, C. (2008). Digital competence for lifelong learning, Sevilla: Institute for Prospective Technological Studies (IPTS), JRC. Recuperado a partir de ftp://ftp.jrc.es/pub/EURdoc/EURdoc/JRC48708.TN.pdf
Aparici, R. & Silva, M. (2012). Pedagogía de la interactividad. Comunicar, 19(38), 51-58. doi: http://dx.doi.org/10.3916/C38-2012-02-05
Apperley, T. & Walsh, C. S. (2010). Digital Culture & Education: Classroom perspectives. Digital Culture & Education, 2(2), 124-127.
Calvani, A., Ranieri, M., & Fini, A. (2010). Digital Competence in K-12: theoretical models, assessment tools and empirical research. Quaderns de comunicació i cultura, 40, 157-171. Recuperado a partir de http://ddd.uab.cat/record/70680
Coutinho, C. (2007). Cooperative learning in higher education using weblogs: a study with undergraduate students of education in Portugal. World Multiconference on Systemics, Cybernetic and Informatics, 11(1), 60-64. Recuperado a partir de https://repositorium.sdum.uminho.pt/handle/1822/6721
Ferrari, A. (2013). DIGCOMP: A framework for developing and understanding digital competence in Europe. Joint Research Centre–Institute for Prospective Technological Studies (IPTS). European Commission. Recuperado a partir de http://omk-obrazovanje.gov.rs/wp-content/uploads/2015/02/A-Framework-for-Digital-Competence-in-Europe.pdf
Gallardo-Echenique, E. E., Marqués-Molías, L., Bullen, M., y Strijbos, J.W. (2015). Let’s Talk about Digital Learners in the Digital Era. International Review of Research in Open and Distributed Learning, 16(3), 156–187.
Guallar, J. (2017). Artículos de curación de contenidos. Categorías y ejemplos. Anuario Think EPI, 11, 210-216. doi: https://doi.org/10.3145/thinkepi.2017.38
Inamorato dos Santos, A., Punie, Y., Castaño-Muñoz, J. (2016). Opening up Education: A Support Framework for Higher Education Institutions. JRC Science for Policy Report. doi:10.2791/293408 Recuperado a partir de http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101436/jrc101436.pdf
Instituto Nacional de Tecnologías Educativas y de Formación del Profesorado (INTEF). (2017). Marco Común de Competencia Digital Docente. Recuperado a partir de http://www.slideshare.net/educacionlab/marco-comn-de-competencia-digital-docente-2017
Jelfs, A., y Richardson, J. T. E. (2013). The use of digital technologies across the adult life span in distance education. British Journal of Educational Technology, 44(2), 338–351. doi:10.1111/j.1467-8535.2012.01308.x
Johnson, D. W., Johnson, R. T. y Holubec, E. J. (1999). El aprendizaje cooperativo en el aula. Buenos Aires: Paidós.
Johnson, R. B. y Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), 14-26. doi: https://doi.org/10.3102/0013189X033007014
Leiva, J., y Guallar, J. (2014). El content curator. Editorial UOC. Barcelona.
Margaryan, A., Littlejohn, A., & Vojt, G. (2011). Are digital natives a myth or reality? University students’ use of digital technologies. Computers & Education. doi:10.1016/j.compedu.2010.09.004
Martínez, M. (2006). La investigación cualitativa. Revista IIPSI, 9(1), 123-146.
McMillan, J.H., & Schumacher, S.A. (2001). Research in education: A conceptual introduction, 5th edition. Editorial Longman. New York.
Molina, J. P., Valencia-Peris, A. y Gómez-Gonzalvo, F. (2016). Innovación docente en Educación Superior: edublogs, evaluación formativa y aprendizaje colaborativo. Profesorado. Profesorado, 20(2), 432-449. Recuperado a partir de http://hdl.handle.net/10481/42595
Molina, P., Valenciano, J. y Valencia-Peris, A. (2015). Los blogs como entornos virtuales de enseñanza y aprendizaje en Educación Superior. Revista Complutense de Educación, 15, 15-31. Recuperado a partir de http://revistas.ucm.es/index.php/RCED/article/view/43791
Newmann, F.M., (1992) Student engagement and achievement in American secondary schools. New York, Teachers College Press.
Pérez-Puente, L. (2013). Internet para investigadores en humanidades: La búsqueda de artículos y libros en la Red. Perfiles Educativos, 139(23), 190-201.
Posada, S., y Fernando, M. (2015). Curaduría de contenidos digitales: Un potencial para la Educación y el Aprendizaje. Recuperado a partir de http://reposital.cuaed.unam.mx:8080/jspui/handle/123456789/3937
Prensky, M. (2001). Digital natives, digital immigrants, On the Horizon, 9(5), 1-6. DOI: https://doi.org/10.1108/10748120110424816.
Ricaurte, P. (2016). Pedagogies for the open knowledge society, International Journal of Educational Technology in Higher Education, 13(32), 1-10. Doi: 10.1186/s41239-016-0033-y
Rheingold, H. (Ed.). (2014). The Peeragogy Handbook. A guide for Peer-Learning and Peer Production. V.2. Arlington, MA: Peirce Press.
Rueda, M., (2004) La evaluación de la relación educativa en la Universidad. Revista Electrónica de Investigación Educativa, 6(2), pp. 1-10, Recuperado a partir de: http://redie.uabc.mx/redie/article/view/106/1123
Suárez, C. (2013). Hipótesis de trabajo sobre la educación en red. en el blog Educación y Virtualidad. Disponible en: http://educacion-virtualidad.blogspot.com.es/2013/03/hipotesis-de-trabajo-sobre-la-educacion.html
Suárez-Guerrero, C., & Gros, B. (2013). Aprender en red: de la interacción a la colaboración. Barcelona: Editorial UOC.
Suárez-Guerrero, C., Lloret-Catalá, C. & Mengual, S. (2016). Percepción docente sobre la transformación digital del aula a través de tabletas: un estudio en el contexto español. Comunicar, 49, 81-89. https://doi.org/10.3916/C49-2016-08
Usabiaga-Arruanarrena, O., Martos-García, D. y Valencia-Peris, A. (2014). Propuesta de innovación educativa para el futuro profesorado de Educación Física a través de una blogosfera. Revista Española de Educación Física y Deportes, 406, 85-92. Recuperado a partir de http://www.reefd.es/index.php/reefd/article/viewFile/29/31
Vuorikari, R., Punie, Y., Gomez, S. C., & Van Den Brande, G. (2016). DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model (No. JRC101254). IPTS-JRC. Recuperado a partir de http://publications.jrc.ec.europa.eu/repository/bitstream/JRC101254/jrc101254_digcomp%202.0%20the%20digital%20competence%20framework%20for%20citizens.%20update%20phase%201.pdf
Downloads
Published
Issue
Section
License
Authors who publish in this journal accept the following conditions:
1. The Author retains copyright in the article. Upon acceptance of the article, the author shall grant to the Publisher the right of first publication of the article. with the dcoument registered with the Creative Commons Attribution-NonCommercial-NoDerivative 4.0 International (CC BY-NC-ND) license, which allows to third parties to use what is published whenever they mention the authorship of the work and the first publication in this journal.
2. Authors can make other independent and additional contractual agreements for the non-exclusive distribution of the article published in this journal (eg, include it in an institutional repository or publish it in a book) provided they clearly indicate that the work was published for the first time in this journal.
3. Authors are allowed and recommended to publish their work on the Internet (for example on institutional or personal pages) before and during the review and publication process, as it can lead to productive exchanges and a greater and faster diffusion of published work (see The Effect of Open Access).
