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dc.date.accessioned | 2018-07-13T17:08:00Z | |
dc.date.available | 2018-07-13T17:08:00Z | |
dc.date.issued | 2018 | |
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dc.identifier.uri | http://hdl.handle.net/10818/33332 | |
dc.description | 28 Páginas | es_CO |
dc.description.abstract | Construir conocimiento y ciencia en una forma colaborativa es tanto una exigencia
como un reto para la educación del siglo 21. En este contexto, el uso de las Tecnologías de la
Información y la Comunicación (TIC) y el movimiento educativo abierto, junto con los
Cursos Abiertos Masivos en Línea (MOOC), juegan un rol fundamental para que estos
conocimientos puedan ser esparcidos y compartidos en una forma más democrática y amplia.
Dada la relevancia y la creciente participación de los MOOC en el campo educativo, existe un
fuerte interés en entender su funcionamiento, estructura y su rol en los procesos de co-
creación del conocimiento. En este sentido, se realizó un estudio exploratorio mixto sobre una
muestra de 225 MOOC de varias plataformas globalmente, sobre las cuales se realizó un
análisis estructural de las cuatro categorías que forman su nombre. Los resultados del estudio
muestran por un lado la contribución sustancial de los MOOC como generadores de procesos
de aprendizaje flexibles y a lo largo de la vida. Sin embargo, por otro lado también revelan
grandes dificultades para convertirse en espacios efectivos de co-creación de conocimiento,
dada la forma generalizada en los cuales su contenido, actividades de aprendizaje y estrategias
de evaluación fueron diseñadas. | es_CO |
dc.description.abstract | Building knowledge and science in a collaborative way is both a demand and a challenge for the 21st century education. In this context, the use of Information and Communication Technologies (ICT), the Open Educational Movement and the MOOC as an articulated manifestation of both, play a fundamental role so that these knowledges can be spread and shared in a broader and more democratic way. Given the relevance and growing participation of MOOC in the educational field, there is a strong interest in understanding their functioning, structure and their role in the processes of co-creation of knowledge. In this sense, a mixed exploratory research study has been conducted on a sample of 225 MOOC from various platforms globally, on which a structural analysis has been carried out from the four categories that make up its name. | |
dc.format | text/plain | es_CO |
dc.language.iso | eng | es_CO |
dc.publisher | Universidad de La Sabana | es_CO |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
dc.source | Universidad de La Sabana | |
dc.source | Intellectum Repositorio Universidad de La Sabana | |
dc.subject | Innovaciones educativas | es_CO |
dc.subject | Enseñanza con ayuda de computadores | es_CO |
dc.subject | Co-creación | es_CO |
dc.subject | Educación por internet | es_CO |
dc.subject.other | ambientes de aprendizaje virtual | |
dc.subject.other | Knowledge co-creation | |
dc.subject.other | MOOC | |
dc.subject.other | colaboration | |
dc.subject.other | network-based learning | |
dc.title | Co-creación del conocimiento en abierto: un análisis estructural de los MOOC | es_CO |
dc.title.alternative | Co-creation of knowledge in the openness | es_CO |
dc.type | masterThesis | es_CO |
dc.publisher.program | Maestría en Proyectos Educativos mediados por TIC | es_CO |
dc.publisher.department | Centro de Tecnologías para la Academia | es_CO |
dc.type.hasVersion | publishedVersion | es_CO |
dc.rights.accessRights | restrictedAccess | es_CO |
dc.creator.degree | Magíster en Proyectos Educativos mediados por TIC | es_CO |