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Por favor, use este identificador para citar o enlazar este ítem: http://uvadoc.uva.es/handle/10324/24840
Título: Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces
Autor: Muñoz Cristóbal, Juan Alberto
Gallego Lema, Vanesa
Arribas Cubero, Higinio
Martínez Monés, Alejandra
Asensio Pérez, Juan Ignacio
Año del Documento: 2017
Editorial: Elsevier
Descripción: Producción Científica
Documento Fuente: Muñoz-Cristóbal, J.A., Gallego-Lema, V., Arribas-Cubero, H.F., Martínez-Monés, A., Asensio-Pérez, J.I. Using virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaces. Computers & Education. 109:233-252, 2017.
Resumen: Teachers usually implement their pedagogical ideas in Virtual Learning Environments (VLEs) in a continuous refinement approach also known as “bricolage”. Recently, different proposals have enabled the ubiquitous access to VLEs, thus extending the bricolage mode of operation to other learning spaces. However, such proposals tend to present several limitations for teachers to orchestrate learning situations conducted across different physical and virtual spaces. This paper presents an evaluation study that involved the across-spaces usage of Moodle in bricolage mode and learning buckets (configurable containers of learning artifacts) in multiple learning situations spanning five months in a course on Physical Education in the Natural Environment for pre-service teachers. The study followed a responsive evaluation model, in which we conducted an anticipatory data reduction using an existing orchestration framework (called “5 + 3 aspects”) for structuring data gathering and analysis. The results showed that learning buckets helped the teachers in the multiple aspects of orchestration, overcoming the limitations of alternative approaches in some specific orchestration aspects: helping the involved teachers to connect different physical and physical spaces, while supporting technologies and activities of their everyday practice, and transferring part of the orchestration load from teachers to students. The results also suggested lines of future improvement, including the awareness of outdoor activities.
Palabras Clave: Aprendizaje
Entornos de aprendizaje
Realidad virtual
Revisión por Pares: SI
DOI: https://doi.org/10.1016/j.compedu.2017.03.004
Patrocinador: Ministerio de Economía, Industria y Competitividad (Project TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)
Junta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16)
Version del Editor: http://www.sciencedirect.com/science/article/pii/S0360131517300520
Idioma: eng
URI: http://uvadoc.uva.es/handle/10324/24840
Derechos: info:eu-repo/semantics/openAccess
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