Scipediacontent at 14:23, 27 March 2019

2019-03-27T14:23:13Z

Scipediacontent: Scipediacontent moved page Draft Content 538239076 to Diez-Gutierrez Diaz-Nafria 2018a

2019-03-27T11:16:39Z

Scipediacontent moved page Draft Content 538239076 to Diez-Gutierrez Diaz-Nafria 2018a

Scipediacontent: Created page with "Pulsa aquí para ver la versión en Español (ES) ==== Abstract ==== The a..."

2019-03-27T11:16:36Z

Created page with "<span style="color:#FFFFFF; background:#ffffcc"><span id="article_es"></span>Pulsa aquí para ver la versión en Español (ES)</span> ==== Abstract ==== The a..."

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 The aim of this research is to identify and analyse the ubiquitous learning acquired though blending education settings devoted to the 'lifelong training of trainers' and how these contribute to the development of a conscious, critic and engaged citizenship. Through active exploration of the learning process, the study analyses the 'soft skills” acquired which enhance performance in work and daily life, with the purpose of detecting the process of ubiquitous learning often overlooked in formal education. To this end, the study case presented here draws upon a data triangulation of qualitative and quantitative multisource information (questionnaires, interviews, participant observation, discussion groups, individual and collective diaries) which includes the study of the semantic networks consisting of learners’ own utterances. The results obtained indicate that the soft skills related to the capacity of selfdevelopment, the use of innovative resources, the enhancement of social cooperation, the ability to meet cognitive and social challenges, and the functional learning as produced though expanded learning, have the potential to pave the way for the empowerment of peoples, communities and social movements. But this form of expanded learning, as open, collaborative, democratic and committed learning, must be actively supported if future generations are not only to be consumers but also cooperative producers in a socially shared world.
-[[Media:Draft_Content_538239076-62677.pdf|<span style="color:#0645AD; font-weight: bold">Download the PDF version</span>]]
+[[Media:Diez-Gutierrez_Diaz-Nafria_2018a-62677.pdf|<span style="color:#0645AD; font-weight: bold">Download the PDF version</span>]]
 ==== 1. Introduction ====
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 .2. Analytic tools
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 ====3. Results====
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 In Figures 2 and 3, the results of the semantic network analysis applied to the digital field diaries (co-occurrence network as described in the methodological part) can state in both semantic networks how explicit “knowledge”, the “book”, the “teacher”, and even the “subject” occupy peripheral positions. It denotes that the discourses of the participants themselves mirror a gradual detachment from these more traditional means as central tenets of the teaching/learning process, though not banishing them into oblivion since they are still present.
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 The capacity of projecting these skills to other areas and in the “digital life” has been appreciated in participant’s discourses (DG-b and OB: https://goo.gl/KM61sW), acknowledging the necessity of both the online and on-site knowledge dialogue for the multicultural and changing environments in which they are living. This has facilitated the boosting of democratic scenarios and social engagement (iDFD: https://goo.gl/WuUoqt) in the building of enlarged citizenship (issue-4), faced with a society that promotes disintegration, inequality, and growing disenchantment with democratic institutions. The teacher himself expressed his satisfaction with this projection beyond the classroom, of the participative dynamic, of the building of a critical community that is also solidary. Nevertheless, the results of the questionnaires-[QU] show a statistically significant difference (with 90% confidence) assessing more positively the fostering of digital skills than the democratic ones (11% difference).
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 El objetivo de este trabajo ha sido detectar y analizar los aprendizajes ubicuos adquiridos en entornos educativos expandidos destinados a la «formación permanente de formadores» y cómo estos influyen en la construcción de una ciudadanía consciente, crítica y comprometida. Se han analizado las «soft skills» adquiridas para el desenvolvimiento efectivo en el trabajo o la vida diaria, mediante la exploración activa del proceso formativo. Se ha tratado así de detectar el aprendizaje ubicuo que suele resultar invisible para la educación formal. Con este propósito, el estudio de caso aquí presentado recurre a una triangulación de análisis cualitativo y cuantitativo de información multifuente (cuestionarios, entrevistas, observación participante, grupos de discusión, diarios individuales y colectivos), que incluye análisis de red semántica de las expresiones de los participantes. Los resultados obtenidos nos indican que las «soft skills» relacionadas con la capacidad de desarrollo autónomo, el uso de medios y recursos transformadores, la potenciación de la cooperación social, la resolución de desafíos cognitivos y sociales, la potenciación del compromiso cívico y del aprendizaje funcional, que genera el aprendizaje expandido, se pueden convertir en un instrumento para el empoderamiento de personas, colectivos y movimientos sociales. Pero este aprendizaje expandido, como aprendizaje abierto y colaborativo, democrático y comprometido, requiere un apoyo consciente si se desea que las futuras generaciones no solo sean consumidoras, sino productoras colaborativas en un mundo socialmente compartido
-[[Media:Draft_Content_538239076-62677_ov.pdf|<span style="color:#0645AD; font-weight: bold">Descarga aquí la versión PDF</span>]]
+[[Media:Diez-Gutierrez_Diaz-Nafria_2018a-62677_ov.pdf|<span style="color:#0645AD; font-weight: bold">Descarga aquí la versión PDF</span>]]
 ==== 1. Introducción ====
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 .2. Herramientas analíticas
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 ====3. Resultados ====
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 Van dejando paso a un aprendizaje más autónomo, colaborativo, continuo y referenciado con la realidad y el contexto, tanto vital como virtual, con el que están conviviendo (Marin, Negre, & Pérez, 2014). Por otra parte, como categorías emergentes se observa que el «hacer» contextualizado («para», «cómo», «cuándo») se convierte en un campo semántico que articula con máxima centralidad el sentido de las expresiones individuales y colectivas.
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 ====4. Discusión y conclusiones====

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Scipediacontent at 14:23, 27 March 2019

Scipediacontent: Scipediacontent moved page Draft Content 538239076 to Diez-Gutierrez Diaz-Nafria 2018a

Scipediacontent: Created page with "Pulsa aquí para ver la versión en Español (ES) ==== Abstract ==== The a..."