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dc.contributor.authorIbarra Cobaleda, Herly Constanza
dc.date.accessioned2018-07-13T17:08:00Z
dc.date.available2018-07-13T17:08:00Z
dc.date.issued2018
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dc.identifier.urihttp://hdl.handle.net/10818/33332
dc.description28 Páginases_CO
dc.description.abstractConstruir 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.abstractBuilding 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.formattext/plaines_CO
dc.language.isoenges_CO
dc.publisherUniversidad de La Sabanaes_CO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.sourceUniversidad de La Sabana
dc.sourceIntellectum Repositorio Universidad de La Sabana
dc.subjectInnovaciones educativases_CO
dc.subjectEnseñanza con ayuda de computadoreses_CO
dc.subjectCo-creaciónes_CO
dc.subjectEducación por internetes_CO
dc.subject.otherambientes de aprendizaje virtual
dc.subject.otherKnowledge co-creation
dc.subject.otherMOOC
dc.subject.othercolaboration
dc.subject.othernetwork-based learning
dc.titleCo-creación del conocimiento en abierto: un análisis estructural de los MOOCes_CO
dc.title.alternativeCo-creation of knowledge in the opennesses_CO
dc.typemasterThesises_CO
dc.publisher.programMaestría en Proyectos Educativos mediados por TICes_CO
dc.publisher.departmentCentro de Tecnologías para la Academiaes_CO
dc.identifier.local268395
dc.identifier.localTE09588
dc.type.hasVersionpublishedVersiones_CO
dc.rights.accessRightsrestrictedAccesses_CO
dc.creator.degreeMagíster en Proyectos Educativos mediados por TICes_CO


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