Marbella international university
Psychology
El artículo aborda los conceptos de cultura popular y fenómeno transmedia a través de dos experiencias prácticas. En la primera, el alumnado de segundo de Primaria analiza las diferencias existentes entre la segunda película de Harry... more
El artículo aborda los conceptos de cultura popular y fenómeno transmedia a través de dos experiencias prácticas. En la primera, el alumnado de segundo de Primaria analiza las diferencias existentes entre la segunda película de Harry Potter y su correspondiente videojuego. En la segunda práctica, el alumnado de primero de ESO compara el mundo real y el mundo virtual y establece conexiones mediante, por ejemplo, una entrevista al mismísimo Harry Potter.
- by Gloria Nogueiras
- •
Con el propósito de mostrar el mosaico de estrategias vinculadas a la interdisciplinariedad que se dieron cita en el VI Encuentro de Innovación en Docencia Universitaria, dedicamos el presente capítulo a recoger las dinámicas que fueron... more
Con el propósito de mostrar el mosaico de estrategias vinculadas a la interdisciplinariedad que se dieron cita en el VI Encuentro de Innovación en Docencia Universitaria, dedicamos el presente capítulo a recoger las dinámicas que fueron diseñadas y desarrolladas en él. Con la colaboración de Xurxo Torres Santomé, referente en el tema central del encuentro, la interdisciplinariedad, se inició el encuentro. De la puesta en práctica de las propuestas que siguieron a esta inauguración, basadas fundamentalmente en el diálogo, evocamos la riqueza emergida a modo de recapitulación. Palabras clave: Interdisciplinariedad; innovación docente; colaboración docente; redes de trabajo.
- by Gloria Nogueiras and +1
- •
Con el propósito de mostrar el mosaico de estrategias vinculadas a la participación que se dieron cita en el VII Encuentro de Innovación en Docencia Universitaria, dedicamos el presente capítulo a recoger las dinámicas que fueron... more
Con el propósito de mostrar el mosaico de estrategias vinculadas a la participación que se dieron cita en el VII Encuentro de Innovación en Docencia Universitaria, dedicamos el presente capítulo a recoger las dinámicas que fueron diseñadas y desarrolladas en él. Con la colaboración de Miguel Ángel Santos Guerra, quien nos ayudó a comenzar a construir un marco de comprensión en torno a la participación, se inició el encuentro. De la puesta en práctica de las propuestas que siguieron a esta inauguración, basadas fundamentalmente en el diálogo, evocamos la riqueza emergida a modo de recapitulación. Abstract This chapter covers the different activities developed at the VII Meeting in «Innovation in University Teaching», linked with participation, in order to show the mosaic of strategies gathered. The meeting opened with the participation of Miguel Ángel Santos Guerra, who helped us to build a frame of understanding about participation. We then recall the richness emerged in the dialogu...
- by Gloria Nogueiras
- •
Desde el enfoque de la Teoría de los Sistemas Dinámicos, estamos especialmente interesados en el estudio del desarrollo y del cambio en contextos de aprendizaje en educación superior. El presente estudio se centra específicamente en la... more
Desde el enfoque de la Teoría de los Sistemas Dinámicos, estamos especialmente interesados en el estudio del desarrollo y del cambio en contextos de aprendizaje en educación superior. El presente estudio se centra específicamente en la exploración de las trayectorias emocionales de los participantes en un curso intensivo de metodología experiencial que se llevó a cabo en la Universidad de Alcalá en junio de 2013. A la hora de estudiar esas trayectorias estábamos interesados en el concepto déturning point´(punto de giro), como un indicador de transición relacionado con la adaptación de los estudiantes a una metodología de aprendizaje desafiante y compleja. Los 26 participantes en el curso evaluaron en una escala tipo Likert del 1 al 5, y a lo largo de 8 puntos de medida, la intensidad de 16 emociones y la complejidad del curso. A través de Técnicas de Muestro Aleatorio se detectaron turning points en las trayectorias emocionales de los estudiantes. Así mismo, se demostró la correlación entre altas puntuaciones de complejidad y la ocurrencia de los citados turning points. De estos resultados pueden derivarse implicaciones educativas en relación a cómo un contexto de aprendizaje desafiante puede ser útil a la hora de desestabilizar antiguos patrones de aprendizaje y promover la aparición de nuevos.
Palabras clave: Sistemas Dinámicos; Trayectorias Emocionales; Turning Points; Aprendizaje Experiencial; Complejidad; Técnicas de Muestreo Aleatorio.
Palabras clave: Sistemas Dinámicos; Trayectorias Emocionales; Turning Points; Aprendizaje Experiencial; Complejidad; Técnicas de Muestreo Aleatorio.
- by Gloria Nogueiras and +1
- •
We investigate the value of a learning resource that we have named " dialogical podcasts " when it comes to promote reflection and self-direction in freshmen students attending a course on Developmental Psychology in a Teacher Training... more
We investigate the value of a learning resource that we have named " dialogical podcasts " when it comes to promote reflection and self-direction in freshmen students attending a course on Developmental Psychology in a Teacher Training Degree. These podcasts were not thought as a way to convey course contents, nor as a way to reproduce face-to-face lectures. Rather, they consisted of weekly informal conversations that we, the teachers, maintained, recorded, and then made available for our students to listen to. These conversations were about the development of our course, the students' progress, our own teaching practice or theoretical, personal and professional issues that we connected with developmental issues. Data collection consisted of student's texts elaborated at the end of the course regarding the meaning that they gave to the dialogical podcasts. A sample of 30 students' texts was explored through a thematic analysis, which led us to identify four themes: 1) Dialogical nature of podcasts as a facilitator of teachers-students relationships; 2) Dialogical podcasts as promoters of reflection; 3) Students' management of an optional learning resource in a course aimed at promoting self-direction; 4) Dialogical podcasts as triggers of the formation of a " developmental perspective ". Themes are discussed at the light of developmental-constructivist learning principles. Emphasis is put on the value of dialogical podcasts for fostering students' meaning-making processes, and their competence in both tracing and enhancing their own development, particularly in relation to their transition towards self-direction. To conclude, directions for future teaching practice and research are covered.
Keywords: Dialogical podcasts, Higher Education, Teacher Education, Freshmen Students, Developmental Psychology, Reflection, Self-Direction
Keywords: Dialogical podcasts, Higher Education, Teacher Education, Freshmen Students, Developmental Psychology, Reflection, Self-Direction
- by Gloria Nogueiras and +1
- •
While the importance of the oral presentation competence has been widely acknowledged in Higher Education given its relation with professional demands, it remains unclear the potential benefits of the development of such competence in... more
While the importance of the oral presentation competence has been widely acknowledged in Higher Education given its relation with professional demands, it remains unclear the potential benefits of the development of such competence in Elementary and Secondary Education. This research examines the effects of a training program aimed at promoting oral presentation skills with a group of 17 sixth grade's students (aged 11-12 years). The program consisted of 15 sessions of two hours each over a period of one year. Data collection consisted of audio and video recordings of the sessions and the students' performances when doing their presentations, written summaries of the sessions, and audio recordings of the research team meetings. The holistic content analysis of the data led to the identification of three topics: 1) the importance of taking into account the cognitive development of students; 2) the students' self-regulation of emotions which appeared throughout the process of speaking in public, and 3) the effect of peer support as a collaborative context which facilitated students' performances. The need to include and track the cognitive development of the participants, the management of their emotions as a meaningful element of their talks, and how peer support goes beyond the generation of informational feedback is theoretically discussed.
Keywords: Oral Presentation Skills, Primary Education, Peer support, Developmental Education, Selfregulatory Processes, Inquiry based learning, Qualitative Analysis
Keywords: Oral Presentation Skills, Primary Education, Peer support, Developmental Education, Selfregulatory Processes, Inquiry based learning, Qualitative Analysis
- by David Herrero and +1
- •
This study investigates how the transition toward self-direction is experienced and facilitated in 2 semester-long courses in teacher education degree programs and the differences in such a transition for freshman and master’s students.... more
This study investigates how the transition toward self-direction is experienced and facilitated in 2 semester-long courses in teacher education degree programs and the differences in such a transition for freshman and master’s students. The thematic analysis of the written self-assessments of 8 illustrative examples enabled the detection of (a) students’ initial upset in the face of demands for internal authority; (b) the support of the teacher and peers in managing that upset; and (c) the students’ shift toward more complex conceptions of learning and teaching, including evidence of increasing self-direction. These findings shed light on the potential of intentionally designed learning contexts for promoting students’ epistemological development. The similarities found between freshman and master’s students’ experiences when managing the demands of internal authority emphasize the underutilization of the most extended teaching practices in higher education.
As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using... more
As higher education teachers, the authors are committed to supporting students in their epistemological development, specifically in their transition towards self-direction. In this chapter, they share their experience of using self-assessment in a Teacher Training Degree course as a way to both enhance self-direction and assess its development. A thematic analysis of the self-assessments of a sample of 30 students is carried out, and four themes are identified: 1) the degree of authorship, 2) the degree of elaboration, 3) “taking notice of” subtle levels of analysis, and 4) the identification of temporal milestones throughout the course. These themes enable a different pattern of mental complexity to be identified, a complexity which is understood as evidence of students' different degrees of self-direction. The findings are discussed in the light of developmental constructivist theories. In addition, some implications for education regarding the current debates on self-assessment literature are presented.
En los últimos años ha habido un interés creciente por el uso de podcasts en Educación Superior. Frente a la tendencia a utilizarlos como medio para distribuir grabaciones de clases presenciales, como docentes universitarios consideramos... more
En los últimos años ha habido un interés creciente por el uso de podcasts en Educación Superior. Frente a la tendencia a utilizarlos como medio para distribuir grabaciones de clases presenciales, como docentes universitarios consideramos que los podcasts pueden utilizarse para favorecer la construcción activa de conocimiento y el desarrollo de los estudiantes. De esta creencia surgen nuestros podcasts dialógicos: conversaciones informales que mantenemos sobre la evolución de nuestros estudiantes, nuestra práctica docente y cuestiones teóricas con las que hacemos conexiones y que abordamos desde una perspectiva evolutiva. Así, durante el curso 2014/2015 grabamos 10 podcasts dialógicos, que compartimos con nuestros estudiantes de la asignatura de Psicología del Desarrollo del Grado de Magisterio (n=149). Al finalizar la misma, escribieron acerca del sentido que habían tenido los podcasts dialógicos para ellos. Un análisis temático de los textos de 30 estudiantes nos condujo a cuatro temas, que discutimos aquí: 1) Naturaleza dialógica de los podcasts como facilitadora de relaciones entre profesores y estudiantes; 2) Podcasts dialógicos como impulsores de formas más complejas de dar sentido; 3) Podcasts dialógicos como ejemplo de gestión de un recurso de aprendizaje opcional; 4) Papel de los podcasts dialógicos en la formación de una “perspectiva desarrollativa”.
La evaluación de los procesos de aprendizaje ha de entenderse como un proceso continuo y formativo (Black y William, 2009; Margalef, 2014) que ayude a los individuos a transitar hacia formas más complejas de pensamiento (Van Rossum y... more
La evaluación de los procesos de aprendizaje ha de entenderse como un proceso continuo y formativo (Black y William, 2009; Margalef, 2014) que ayude a los individuos a transitar hacia formas más complejas de pensamiento (Van Rossum y Hamer, 2010). Como docentes universitarios, una de nuestras propuestas de evaluación es un cuestionario online de carácter opcional y anónimo. Para cada pregunta se ofrecen varias respuestas, seguidas por un feedback donde se presenta una argumentación compleja sobre el grado de precisión de las mismas. El objetivo de este cuestionario formativo es que el estudiante revise activamente los conceptos trabajados en la asignatura. El cuestionario fue presentado a un grupo de 95 estudiantes del Máster Universitario en Formación del Profesorado y un grupo de 34 alumnos de 1º Curso del Grado de Magisterio en Educación Primaria. Dichos cuestionarios fueron valorados por los alumnos y posteriormente se realizó un análisis de contenido (Schreier, 2014). Se identificaron tres temas: 1) promover que los estudiantes reflexionen sin la presión de una calificación, 2) facilitar que el estudiante aprecie diferentes niveles de complejidad en el tipo de respuestas posibles, y 3) facilitar procesos de autonomía y responsabilidad con respecto al propio proceso de aprendizaje.
We investigate the value of a learning resource that we have named " dialogical podcasts " when it comes to promote reflection and self-direction in freshmen students attending a course on Developmental Psychology in a Teacher Training... more
We investigate the value of a learning resource that we have named " dialogical podcasts " when it comes to promote reflection and self-direction in freshmen students attending a course on Developmental Psychology in a Teacher Training Degree. These podcasts were not thought as a way to convey course contents, nor as a way to reproduce face-to-face lectures. Rather, they consisted of weekly informal conversations that we, the teachers, maintained, recorded, and then made available for our students to listen to. These conversations were about the development of our course, the students' progress, our own teaching practice or theoretical, personal and professional issues that we connected with developmental issues. Data collection consisted of student's texts elaborated at the end of the course regarding the meaning that they gave to the dialogical podcasts. A sample of 30 students' texts was explored through a thematic analysis, which led us to identify four themes: 1) Dialogical nature of podcasts as a facilitator of teachers-students relationships; 2) Dialogical podcasts as promoters of reflection; 3) Students' management of an optional learning resource in a course aimed at promoting self-direction; 4) Dialogical podcasts as triggers of the formation of a " developmental perspective ". Themes are discussed at the light of developmental-constructivist learning principles. Emphasis is put on the value of dialogical podcasts for fostering students' meaning-making processes, and their competence in both tracing and enhancing their own development, particularly in relation to their transition towards self-direction. To conclude, directions for future teaching practice and research are covered.
The main objective of this Practice Research based in inquiry processes was to evaluate the effects of a trainining program aimed to promote oral presentation skills for a group of 18 students of 6th course belonging to a Public... more
The main objective of this Practice Research based in inquiry processes was to evaluate the effects of a trainining program aimed to promote oral presentation skills for a group of 18 students of 6th course belonging to a Public Elementary School (11-12 years old). The training program consisted in 15 sessions of two hours each which were audio recorded in order to analyze the ongoing progress of participants regarding the fluency in their discourse, their ability to create interest through the use of narrative strategies, emotional management of critical incidents such as going blank and the promotion of collaborative support. A focus group with parents and an interview with two teachers were performed in order to explore the impact of the training. Qualitative data coming from the sessions and the interviews was analyzed through a thematic analysis with the aid of Nvivo software.
Our interest focuses on the study of the trajectories and change processes throughout the time in learning environments. As the emphasis of our project is on the phenomenon of learning processes, we collected data from four different... more
Our interest focuses on the study of the trajectories and change processes throughout the time in learning environments. As the emphasis of our project is on the phenomenon of learning processes, we collected data from four different methodological experiential challenging learning experiences aimed to promote the autonomy of adolescents and emerging adults university students.
More specifically our aims are to detect different patterns in the emotional and learning trajectories, to analyze the qualitative narratives expressed by the participants and to determine the intra-individual variability in developmental trajectories.
We consider this project as a methodological challenge in two levels. At one level, and as researchers with a psychological background, we wish to implement a kind of inquiry loyal to the new approaches in psychology (Smith and Sparkes 2005, Valsiner 2009, Kunnen et al.2011) which pay attention to the complexity and multiplicity of the individual and avoid the research that tries to uniform the phenomena and the subjects. In another level, and as teachers, we are committed to the need to provide the students a context where the qualitatively different ways to approach the learning allowed them to explore, to doubt, to question, to see things from different perspectives or to make reasoned decisions (Perry 1970, Kegan 1994, Rapaport 2006, Baxter-Magolda, 2000).
To sum up, this work tries to contribute with some ideas to the reflection about the teaching and learning processes, emphasizing on the importance of students´ individual trajectories and suggesting some ways to measure and analyse them.
More specifically our aims are to detect different patterns in the emotional and learning trajectories, to analyze the qualitative narratives expressed by the participants and to determine the intra-individual variability in developmental trajectories.
We consider this project as a methodological challenge in two levels. At one level, and as researchers with a psychological background, we wish to implement a kind of inquiry loyal to the new approaches in psychology (Smith and Sparkes 2005, Valsiner 2009, Kunnen et al.2011) which pay attention to the complexity and multiplicity of the individual and avoid the research that tries to uniform the phenomena and the subjects. In another level, and as teachers, we are committed to the need to provide the students a context where the qualitatively different ways to approach the learning allowed them to explore, to doubt, to question, to see things from different perspectives or to make reasoned decisions (Perry 1970, Kegan 1994, Rapaport 2006, Baxter-Magolda, 2000).
To sum up, this work tries to contribute with some ideas to the reflection about the teaching and learning processes, emphasizing on the importance of students´ individual trajectories and suggesting some ways to measure and analyse them.
We present a quantitative and qualitative pilot study aimed to study the emotional processes and individual trajectories of the participants in a methodological experiential challenging learning experience aimed to promote students´... more
We present a quantitative and qualitative pilot study aimed to study the emotional processes and individual trajectories of the participants in a methodological experiential challenging learning experience aimed to promote students´ autonomy.
This experience was conducted in the subject of “Social Skills” for students of the degree of Psychopedagogy in the University of Alcalá (Madrid, Spain) during the second semester of academic year 2010/2011.The subject took place along thirty one sessions and was attended by around fifty students between twenty-three and fifty-three.
At the beginning of the course, and as an optional activity, the students were asked to register what they were feeling throughout the sessions in order to facilitate their personal reflection. On the one hand they had to track, by means of scale weekly reports, the occurrence and intensity of thirteen different emotional states. On the other hand, they were invited to record, through weekly reports, the most significant events experienced during the sessions.
By the end of the course we had gathered a total of ninety-five records from eleven students, nine women and two men. Although in a first moment we selected four cases to be analysed, as they were not homogeneous in the number or timing of registers we considered as more interesting to focus on one of the cases and make a preliminary analysis, as an approach to future and more systematized research projects.
Our proposal to analyse the data collected in the kind of experience we are presenting would consist of a categorical content analysis of the narratives made with the program Atlas.ti (Iborra, 2007 b) and on analysis of variability, continuities, discontinuities and changes in trajectories (Kunnen et al., 2011).
This work tries to contribute with some ideas to the reflection about the teaching and learning processes, emphasizing on the importance of students´ individual trajectories and suggesting some ways to measure and analyse them. We consider that this is particularly relevant in the case of people who will work as professionals in the field of education.
This experience was conducted in the subject of “Social Skills” for students of the degree of Psychopedagogy in the University of Alcalá (Madrid, Spain) during the second semester of academic year 2010/2011.The subject took place along thirty one sessions and was attended by around fifty students between twenty-three and fifty-three.
At the beginning of the course, and as an optional activity, the students were asked to register what they were feeling throughout the sessions in order to facilitate their personal reflection. On the one hand they had to track, by means of scale weekly reports, the occurrence and intensity of thirteen different emotional states. On the other hand, they were invited to record, through weekly reports, the most significant events experienced during the sessions.
By the end of the course we had gathered a total of ninety-five records from eleven students, nine women and two men. Although in a first moment we selected four cases to be analysed, as they were not homogeneous in the number or timing of registers we considered as more interesting to focus on one of the cases and make a preliminary analysis, as an approach to future and more systematized research projects.
Our proposal to analyse the data collected in the kind of experience we are presenting would consist of a categorical content analysis of the narratives made with the program Atlas.ti (Iborra, 2007 b) and on analysis of variability, continuities, discontinuities and changes in trajectories (Kunnen et al., 2011).
This work tries to contribute with some ideas to the reflection about the teaching and learning processes, emphasizing on the importance of students´ individual trajectories and suggesting some ways to measure and analyse them. We consider that this is particularly relevant in the case of people who will work as professionals in the field of education.
Nuestro trabajo analiza la utilización de los blogs cómo herramienta para facilitar el aprendizaje de los estudiantes de primer curso del Grado de Magisterio en la Universidad de Alcalá. A lo largo del curso, como una de las actividades... more
Nuestro trabajo analiza la utilización de los blogs cómo herramienta para facilitar el aprendizaje de los estudiantes de primer curso del Grado de Magisterio en la Universidad de Alcalá. A lo largo del curso, como una de las actividades fundamentales para la evaluación continua, pedimos a los alumnos que trabajaran en pequeño grupo creando sus blogs y publicando sus conclusiones de cada tema para la asignatura Psicología del Desarrollo. Para ello, les planteamos temas de debate a partir del contenido teórico que ellos tenían que debatir primero en su pequeño grupo, y después justificar en gran grupo. Las conclusiones de cada uno eran después publicadas en sus blogs y todos los compañeros tenían acceso a ellas para poder ir construyendo su conocimiento de forma compartida (Dawes, L. et al, 2004).
Para analizar esta experiencia contamos con los blogs creados por cada grupo y los comentarios que surgieron entre ellos, así como con una evaluación sobre el uso de esta metodología que realizamos al finalizar la asignatura.
A través del trabajo en clase y los blogs tratamos de construir una comunidad de aprendices (Barton & Tusting, 2005) en la que analizar los conceptos fundamentales de la asignatura promoviendo actitudes reflexivas.
Con este trabajo pretendemos aportar algunas ideas para la reflexión sobre el cambio en las metodologías de enseñanza universitaria. Destacamos el papel activo de nuestros alumnos de forma que se hagan responsables de su propio aprendizaje basándonos en la adquisición de competencias (Coll, 2008). Pensamos que esto tiene especial relevancia al tratarse de estudiantes que en un futuro trabajarán como profesionales de la educación.
Palabras clave: formación universitaria, pensamiento crítico, blog, enseñanza virtual, innovación.
Para analizar esta experiencia contamos con los blogs creados por cada grupo y los comentarios que surgieron entre ellos, así como con una evaluación sobre el uso de esta metodología que realizamos al finalizar la asignatura.
A través del trabajo en clase y los blogs tratamos de construir una comunidad de aprendices (Barton & Tusting, 2005) en la que analizar los conceptos fundamentales de la asignatura promoviendo actitudes reflexivas.
Con este trabajo pretendemos aportar algunas ideas para la reflexión sobre el cambio en las metodologías de enseñanza universitaria. Destacamos el papel activo de nuestros alumnos de forma que se hagan responsables de su propio aprendizaje basándonos en la adquisición de competencias (Coll, 2008). Pensamos que esto tiene especial relevancia al tratarse de estudiantes que en un futuro trabajarán como profesionales de la educación.
Palabras clave: formación universitaria, pensamiento crítico, blog, enseñanza virtual, innovación.
Our research takes into consideration the premise that learning and development are intertwined processes (King & Baxter Magolda, 1996; Baxter Magolda, 2000, 2004) and is located theoretically and practically within a constructivist... more
Our research takes into consideration the premise that learning and development are intertwined processes (King & Baxter Magolda, 1996; Baxter Magolda, 2000, 2004) and is located theoretically and practically within a constructivist epistemology (Bruner, 1990; Piaget, 1975; Vygotsky, 1979), coherent with the role that the nowadays educational model gives the student. In this context, we provided collaborative and experiential learning settings that were aimed to foster students´ development and promote a self-directed learning in the field of Developmental Psychology in higher education.
To monitor and encourage the process of exploration and reflection of the students we suggested the creation of a personal blog and the elaboration of a final self-assessment task. Both type of narratives, those included in the blogs and in the self-assessment task, were analyzed through a categorical content analysis with the software Atlas.ti in order to follow the students´ trajectory during the subject.
The emerged model reveals that the generation of little structured situations that entailed a conflict for the students and the suggestion of qualitatively different ways of approaching reality, as exploration, doubt, formulation of questions, adoption of different perspectives or reasoned decision making (Perry, 1970; Rapaport, 2006) sought to facilitate the transition of the students towards a qualitatively more complex order of consciousness (Kegan, 1994) and the emergence of self-directed learners (Grow, 1991). In line with recent publications (Baxter Magolda, 2000, 2004; Drago-Severson & Pinto 2004; Iborra et al., 2009; Kegan, 1994, 2000) we consider that providing learning contexts as those we describe can contribute to develop competences that help people to navigate autonomously in an increasingly complex and changing reality.
To monitor and encourage the process of exploration and reflection of the students we suggested the creation of a personal blog and the elaboration of a final self-assessment task. Both type of narratives, those included in the blogs and in the self-assessment task, were analyzed through a categorical content analysis with the software Atlas.ti in order to follow the students´ trajectory during the subject.
The emerged model reveals that the generation of little structured situations that entailed a conflict for the students and the suggestion of qualitatively different ways of approaching reality, as exploration, doubt, formulation of questions, adoption of different perspectives or reasoned decision making (Perry, 1970; Rapaport, 2006) sought to facilitate the transition of the students towards a qualitatively more complex order of consciousness (Kegan, 1994) and the emergence of self-directed learners (Grow, 1991). In line with recent publications (Baxter Magolda, 2000, 2004; Drago-Severson & Pinto 2004; Iborra et al., 2009; Kegan, 1994, 2000) we consider that providing learning contexts as those we describe can contribute to develop competences that help people to navigate autonomously in an increasingly complex and changing reality.
We present a quantitative and qualitative pilot study aimed to study the emotional processes and individual trajectories of the participants in a methodological experiential challenging learning experience aimed to promote... more
We present a quantitative and qualitative pilot study aimed to study the emotional processes and individual trajectories of the participants in a methodological experiential challenging learning experience aimed to promote studentsáutonomy. This experience was conducted in the subject of " Social Skills " for students of the degree of Psychopedagogy in the University of Alcalá (Madrid, Spain) during the second semester of academic year 2010/2011.The subject took place along thirty one sessions and was attended by around fifty students between twenty-three and fifty-three. At the beginning of the course, and as an optional activity, the students were asked to register what they were feeling throughout the sessions in order to facilitate their personal reflection. On the one hand they had to track, by means of scale weekly reports, the occurrence and intensity of thirteen different emotional states. On the other hand, they were invited to record, through weekly reports, the most significant events experienced during the sessions. By the end of the course we had gathered a total of ninety-five records from eleven students, nine women and two men. Although in a first moment we selected four cases to be analysed, as they were not homogeneous in the number or timing of registers we considered as more interesting to focus on one of the cases and make a preliminary analysis, as an approach to future and more systematized research projects. Our proposal to analyse the data collected in the kind of experience we are presenting would consist of a categorical content analysis of the narratives made with the program Atlas.ti (Iborra, 2007 b) [1] and on analysis of variability, continuities, discontinuities and changes in trajectories (Kunnen et al., 2011). [2] This work tries to contribute with some ideas to the reflection about the teaching and learning processes, emphasizing on the importance of studentsíndividual trajectories and suggesting some ways to measure and analyse them. We consider that this is particularly relevant in the case of people who will work as professionals in the field of education.
Nuestro trabajo analiza la utilización de los blogs cómo herramienta para facilitar el aprendizaje de los estudiantes de primer curso del Grado de Magisterio en la Universidad de Alcalá. A lo largo del curso, como una de las actividades... more
Nuestro trabajo analiza la utilización de los blogs cómo herramienta para facilitar el aprendizaje de los estudiantes de primer curso del Grado de Magisterio en la Universidad de Alcalá. A lo largo del curso, como una de las actividades fundamentales para la evaluación continua, pedimos a los alumnos que trabajaran en pequeño grupo creando sus blogs y publicando sus conclusiones de cada tema para la asignatura Psicología del Desarrollo. Para ello, les planteamos temas de debate a partir del contenido teórico que ellos tenían que debatir primero en su pequeño grupo, y después justificar en gran grupo. Las conclusiones de cada uno eran después publicadas en sus blogs y todos los compañeros tenían acceso a ellas para poder ir construyendo su conocimiento de forma compartida (Dawes, L. et al, 2004). Para analizar esta experiencia contamos con los blogs creados por cada grupo y los comentarios que surgieron entre ellos, así como con una evaluación sobre el uso de esta metodología que realizamos al finalizar la asignatura. A través del trabajo en clase y los blogs tratamos de construir una comunidad de aprendices (Barton & Tusting, 2005) en la que analizar los conceptos fundamentales de la asignatura promoviendo actitudes reflexivas. Con este trabajo pretendemos aportar algunas ideas para la reflexión sobre el cambio en las metodologías de enseñanza universitaria. Destacamos el papel activo de nuestros alumnos de forma que se hagan responsables de su propio aprendizaje basándonos en la adquisición de competencias (Coll, 2008). Pensamos que esto tiene especial relevancia al tratarse de estudiantes que en un futuro trabajarán como profesionales de la educación.
While the importance of the oral presentation competence has been widely acknowledged in Higher Education given its relation with professional demands, the potential benefits of the development of such competence in Elementary and... more
While the importance of the oral presentation competence has been widely acknowledged in Higher Education given its relation with professional demands, the potential benefits of the development of such competence in Elementary and Secondary Education remains unclear. Preadolescence could be considered as a transitional period of life, since the individuals in this developmental stage are still concrete thinkers (Meadows, 2012) but they are starting to think in an abstract way. This implies a shift from individuals’ current logic ways of thinking towards more flexible ones when it comes to consider subtle nuances in their meaning making processes.
This research examines the effects of a training program aimed at promoting oral presentation skills with a group of 17 sixth grade’s students (aged 11-12 years). The program consisted of 15 sessions of two hours each from May 2014 to June 2015. Our research questions are: (1) How does the cognitive stage of the participants influence their experience during the program? and, (2) what are the challenges in operationalizing and describing cognitive changes in the participants on the basis of their final oral presentations?
Data collection consisted of audio and video recordings of the training sessions and the students’ performances when doing their oral presentations, written summaries of the sessions, and audio recordings of the research team meetings. A qualitative research approach based on inquiry based learning (Pedaste et al., 2015) and a holistic content analysis (Lieblich et al. 1998) was adopted to closely examine the audiovisual and textual data in search of relevant topics concerning cognitive development of the participants.
Regarding the influence of the program we identified three main topics: 1) the importance of taking into account the cognitive development of students in order to plan the training; 2) the identification of three different kinds of presenters according to their performance: concrete, transitional and basic abstract; (3) the importance of paying attention to the presence of logical discourse markers, and (4) the presence in the discourse of a narrator self able to manage the distinction between the story told and the storyteller (himself) by organizing the presentation, asking questions to the audience, and reflecting on his own ideas.
According to our results, we see the need to take into account the specific cognitive stage of individuals attending to oral training programs addressed to Secondary and Primary Education students. We also discuss Dynamic Skill Theory (Fischer, 1980; Fischer and Bidell, 2006) as a valuable model in order to describe the variability of the participants in terms of the complexity of their performances when doing an oral presentation. Thus the processes of differentiating and focusing on ideas, compounding and inter coordinating arguments are illustrated from participant presentations. Learning to make an oral presentation in public goes beyond a technical approach which stresses how to structure a discourse and how to manage verbal cues (Hardison, & Sonchaeng, 2005). According to our results this kind of complex competence can also promote cognitive development, and simultaneously it is also constrained by the current stage of the participants.
This research examines the effects of a training program aimed at promoting oral presentation skills with a group of 17 sixth grade’s students (aged 11-12 years). The program consisted of 15 sessions of two hours each from May 2014 to June 2015. Our research questions are: (1) How does the cognitive stage of the participants influence their experience during the program? and, (2) what are the challenges in operationalizing and describing cognitive changes in the participants on the basis of their final oral presentations?
Data collection consisted of audio and video recordings of the training sessions and the students’ performances when doing their oral presentations, written summaries of the sessions, and audio recordings of the research team meetings. A qualitative research approach based on inquiry based learning (Pedaste et al., 2015) and a holistic content analysis (Lieblich et al. 1998) was adopted to closely examine the audiovisual and textual data in search of relevant topics concerning cognitive development of the participants.
Regarding the influence of the program we identified three main topics: 1) the importance of taking into account the cognitive development of students in order to plan the training; 2) the identification of three different kinds of presenters according to their performance: concrete, transitional and basic abstract; (3) the importance of paying attention to the presence of logical discourse markers, and (4) the presence in the discourse of a narrator self able to manage the distinction between the story told and the storyteller (himself) by organizing the presentation, asking questions to the audience, and reflecting on his own ideas.
According to our results, we see the need to take into account the specific cognitive stage of individuals attending to oral training programs addressed to Secondary and Primary Education students. We also discuss Dynamic Skill Theory (Fischer, 1980; Fischer and Bidell, 2006) as a valuable model in order to describe the variability of the participants in terms of the complexity of their performances when doing an oral presentation. Thus the processes of differentiating and focusing on ideas, compounding and inter coordinating arguments are illustrated from participant presentations. Learning to make an oral presentation in public goes beyond a technical approach which stresses how to structure a discourse and how to manage verbal cues (Hardison, & Sonchaeng, 2005). According to our results this kind of complex competence can also promote cognitive development, and simultaneously it is also constrained by the current stage of the participants.
Desde el enfoque de la Teoría de los Sistemas Dinámicos, estamos especialmente interesados en el estudio del desarrollo y del cambio en contextos de aprendizaje en educación superior. El presente estudio se centra específicamente en la... more
Desde el enfoque de la Teoría de los Sistemas Dinámicos, estamos especialmente interesados en el estudio del desarrollo y del cambio en contextos de aprendizaje en educación superior. El presente estudio se centra específicamente en la exploración de las trayectorias emocionales de los participantes en un curso intensivo de metodología experiencial que se llevó a cabo en la Universidad de Alcalá en junio de 2013. A la hora de estudiar esas trayectorias estábamos interesados en el concepto déturning point´(punto de giro), como un indicador de transición relacionado con la adaptación de los estudiantes a una metodología de aprendizaje desafiante y compleja. Los 26 participantes en el curso evaluaron en una escala tipo Likert del 1 al 5, y a lo largo de 8 puntos de medida, la intensidad de 16 emociones y la complejidad del curso. A través de Técnicas de Muestro Aleatorio se detectaron turning points en las trayectorias emocionales de los estudiantes. Así mismo, se demostró la correlación entre altas puntuaciones de complejidad y la ocurrencia de los citados turning points. De estos resultados pueden derivarse implicaciones educativas en relación a cómo un contexto de aprendizaje desafiante puede ser útil a la hora de desestabilizar antiguos patrones de aprendizaje y promover la aparición de nuevos.
63.0 million researchers use this site every month. Ads help cover our server costs.