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Advisor(s)
Abstract(s)
El proceso de Bolonia, materializado en el Espacio
Europeo de Educación Superior (EEES), ha supuesto la incorporación
de nuevas capacidades y destrezas a los itinerarios
educativos universitarios. Así, las directivas que emanan este
proceso promueven, además de una mayor involucración de los
estudiantes en su propio proceso formativo, el desarrollo de
competencias transversales relacionadas con el trabajo en equipo,
el análisis crítico, y la defensa y divulgación de ideas entre otras.
En este contexto, las herramientas Web 2.0 en general, y las
plataformas wiki en particular, se han revelado como eficaces
instrumentos para el desarrollo de actividades académicas basadas
en el enfoque colaborativo. En este trabajo, se presentan
dos experiencias basadas en el empleo de wikis, incluida la
propia Wikipedia, cada una con una herramienta de análisis con
el objetivo de discriminar patrones y perfiles de participación
por parte de los estudiantes. En concreto, nuestro estudio tiene
como objetivo presentar diversos indicadores cuantitativos que
pueden obtenerse de manera automática a partir de actividades
realizadas sobre wikis, así como discutir su utilidad para el
seguimiento y evaluación de las tareas.
The Bologna Process, which has led to the foundation of the European Higher Education Area, has brought the inclusion of new capacities and skills in Higher education curricula. The main directives given by this process promote, in addition to a higher participation of students in their own learning process, the development of generic competencies related to teamwork, critical analysis and the dissemination and discussion of ideas among others. In such a context, Web 2.0 tools, generally, and wiki platforms particularly, have proven to be suitable mechanisms to support academic experiences based in collaborative approaches, especially for the Bologna foundational principles. In this paper, we presenttwo different initiatives including the use of wiki platforms, including the Wikipedia, each one using a different analytical tool with the aim of finding different students’ profiles and patterns of participation. The objective of this study is to show a number of quantitative indicators that can be automatically obtained from activities developed on wiki platforms and to discuss their utility in the monitoring and assessment of tasks.
The Bologna Process, which has led to the foundation of the European Higher Education Area, has brought the inclusion of new capacities and skills in Higher education curricula. The main directives given by this process promote, in addition to a higher participation of students in their own learning process, the development of generic competencies related to teamwork, critical analysis and the dissemination and discussion of ideas among others. In such a context, Web 2.0 tools, generally, and wiki platforms particularly, have proven to be suitable mechanisms to support academic experiences based in collaborative approaches, especially for the Bologna foundational principles. In this paper, we presenttwo different initiatives including the use of wiki platforms, including the Wikipedia, each one using a different analytical tool with the aim of finding different students’ profiles and patterns of participation. The objective of this study is to show a number of quantitative indicators that can be automatically obtained from activities developed on wiki platforms and to discuss their utility in the monitoring and assessment of tasks.
Description
Keywords
Análisis cuantitativo Evaluación de competencias Wikis
Pedagogical Context
Citation
Reinoso, A., Palomo-Duarte, M., Rojo, R. (2017) Análisis cuantitativo para la evaluación de competencias transversales en wikis in Ponte, C., Dodero, J. M., Silva, M. J. (2017) Atas do XIX Simpósio Internacional de Informática Educativa e VIII Encontro do CIED – III Encontro Internacional. (276-281) Lisboa: CIED – Centro Interdisciplinar de Estudos Educacionais
Publisher
CIED – Centro Interdisciplinar de Estudos Educacionais