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Recent Developments in Technology-Enhanced Learning: A Critical Assessment

Avances en el aprendizaje enriquecido con la tecnología: una evaluación enriquecida

Abstract

Our societies are considered knowledge societies in which lifelong learning is becoming increasingly important. At the same time, digital technologies are entering almost every aspect of our lives and now play an important role in education. The last decade has seen numerous new developments in the field of technology-enhanced learning. In 2004, George Siemens presented connectivism as a learning theory for the digital age. His ideas inspired the creation of Massive Open Online Courses (MOOCs), which have recently received a great deal of attention. Theoretical works on the use of digital devices for learning have focused on the affordances users perceive in these devices. Design research has also shown us that learning environments enriched by digital technologies are extremely complex and should be viewed as learning ecologies. The discussions on connectivism and MOOCs, affordances of digital devices, and design research have taken place in different discourses that have paid hardly any attention to each other. It is important to point out, however, that the developments in technology-enhanced learning not only can but need to be related to each other.

Resumen

Nuestras sociedades son consideradas sociedades del conocimiento, donde el aprendizaje a lo largo de la vida obtiene cada vez más importancia. Al mismo tiempo, las tecnologías digitales forman parte de casi todos los aspectos de nuestra vida y juegan un papel importante en la educación. En la última década se han visto numerosos avances en el ámbito del aprendizaje enriquecido por la tecnología. En 2004, George Siemens presentó el conectivismo como teoría del aprendizaje para la era digital. Sus ideas inspiraron la creación de cursos online masivos abiertos (MOOGs), que han sido objeto de gran atención recientemente. La literatura científica relacionada con el uso de dispositivos digitales para el aprendizaje se ha centrado en las potencialidades que los usuarios perciben de estos dispositivos. La investigación del diseño también nos ha mostrado que los entornos de aprendizaje enriquecidos por la tecnología son complejos y deben ser vistos como ecologías de aprendizaje. Las discusiones sobre conectivismo y MOOGs, las potencialidades de los dispositivos digitales y la investigación del diseño han aparecido en diferentes discursos observados de manera aislada. En este sen tido, es importante señalar que los avances en el aprendizaje enriquecido por la tecnología no solo pueden sino que deben mostrarse relacionados entre sí.

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Correspondence to Karl Steffens.

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Steffens, K., Bannan, B., Dalgarno, B. et al. Recent Developments in Technology-Enhanced Learning: A Critical Assessment. Int J Educ Technol High Educ 12, 73–86 (2015). https://doi.org/10.7238/rusc.v12i2.2453

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  • DOI: https://doi.org/10.7238/rusc.v12i2.2453

Keywords

  • affordances
  • connectivism
  • design research
  • digital technologies
  • MOOCs
  • technology-enhanced learning

Palabras clave

  • potencialidades
  • conectivismo
  • diseño de investigación
  • tecnología digital
  • MOOGs
  • aprendizaje enriquecido con la tecnología