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dc.contributor.authorMuñoz Cristóbal, Juan Alberto
dc.contributor.authorGallego Lema, Vanesa
dc.contributor.authorArribas Cubero, Higinio Francisco 
dc.contributor.authorMartínez Monés, Alejandra 
dc.contributor.authorAsensio Pérez, Juan Ignacio 
dc.date.accessioned2017-07-31T09:17:23Z
dc.date.available2017-07-31T09:17:23Z
dc.date.issued2017
dc.identifier.citationMuñoz-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.es
dc.identifier.urihttp://uvadoc.uva.es/handle/10324/24840
dc.descriptionProducción Científicaes
dc.description.abstractTeachers 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.es
dc.format.mimetypeapplication/pdfes
dc.language.isoenges
dc.publisherElsevieres
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subject.classificationAprendizajees
dc.subject.classificationEntornos de aprendizajees
dc.subject.classificationRealidad virtuales
dc.titleUsing virtual learning environments in bricolage mode for orchestrating learning situations across physical and virtual spaceses
dc.typeinfo:eu-repo/semantics/articlees
dc.identifier.doihttps://doi.org/10.1016/j.compedu.2017.03.004es
dc.relation.publisherversionhttp://www.sciencedirect.com/science/article/pii/S0360131517300520es
dc.peerreviewedSIes
dc.description.projectMinisterio de Economía, Industria y Competitividad (Project TIN2011-28308-C03-02 and TIN2014-53199-C3-2-R)es
dc.description.projectJunta de Castilla y León (programa de apoyo a proyectos de investigación - Ref. VA277U14 and VA082U16)es
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International


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