Artículo
Permanent URI for this collectionhttps://hdl.handle.net/11285/345284
Artículo científico o editorial en una publicación periódica académica sujeto a revisión de pares. Cumple con los índices internacionales o bases de datos de amplia cobertura, como el listado del Current Contents, ISI WEB of Knowledge (http://isiknowledge.com/) e índice de revistas mexicanas de CONACYT (www.conacyt.mx/dac/revistas). Éstos indizan y resumen los artículos de revistas seleccionadas, en todas las áreas del saber.
Browse
Search Results
- Complex digital horizons in the future of education 4.0:Insights from UNESCO recommendations(2022-06) Ramírez Montoya, María Soledad; McGreal, Rory; Obiageli Agbu, Jane Frances; Instituto Tecnológico y de Estudios Superiores de MonterreyThe complexity of constant change has a global impact on all sectors of society and especially in the field of education. This article aims to analyze the possible digital horizons that can be glimpsed in the future of education 4.0 based on UNESCO 2019 recommendations. The analysis is linked to the digital transformation and the valuable contributions of the articles that make up this monograph are also presented. The method followed was literature review and propositional analysis. The findings show contributions for education 4.0 linked to UNESCO recommendations: (a) reasoning for complexity, (b) access with open platforms, (c) digital support, (d) new creations and (d) solidarity. Ten articles that contribute to the knowledge of education 4.0, open educational resources, open science and digital transformation practices are also presented. The digital horizons outline processes for: (a) reconstructing the formative spaces of people; (b) glimpse education as part of a new inclusive ecosystem of training; (c) integrate open digital technology as a vehicle for new ideas and links; and (d) co-constructing new formative processes. The contributions are intended to be of value to the academic, scientific, and social community, interested in proposing new options for a quality, open, inclusive and supportive education.
- Horizontes digitales complejos en el futuro de la educación 4.0:luces desde las recomendaciones de UNESCO(RIED-Revista Iberoamericana de Educación a Distancia (La Revista Iberoamericana de la Educación Digital), 2022-06) McGreal, Rory; Ramírez Montoya, María Soledad; Obiageli Agbu, Jane Frances; Instituto Tecnológico y de Estudios Superiores de MonterreyLa complejidad del cambio constante tiene un impacto global en todos los sectores de la sociedad y especialmente en el ámbito de la educación. Este artículo pretende analizar los posibles horizontes digitales que se vislumbran en el futuro de la educación 4.0 a partir de las recomendaciones que emitió la UNESCO en 2019. El análisis se vincula con la transformación digital y se presentan también las valiosas aportaciones de los artículos que componen este monográfico. El método seguido fue la revisión bibliográfica y el análisis propositivo. Los resultados muestran aportes para la educación 4.0 vinculados con las recomendaciones de la UNESCO: (a) razonamiento para la complejidad, (b) acceso con plataformas abiertas, (c) soporte digital, (d) nuevas creaciones y (d) solidaridad. Además, se presentan diez artículos que contribuyen con el conocimiento de la educación 4.0, los recursos educativos abiertos, la ciencia abierta y las prácticas de transformación digital. Los horizontes digitales esbozan procesos para: (a) reconstruir los espacios formativos de las personas; (b) vislumbrar la educación como parte de un nuevo ecosistema inclusivo de formación; (c) integrar la tecnología digital abierta como vehículo de nuevas ideas y vínculos; y (d) co-construir nuevos procesos formativos. Las contribuciones pretenden ser de valor para la comunidad académica, científica y social, interesada en proponer nuevas opciones para una educación de calidad, abierta, inclusiva y solidaria.
- Impact of COVID-19 on Formal Education: An International Review of Practices and Potentials of Open Education at a Distance(2022) Ramírez Montoya, María Soledad; Stracke, Christian M.; Chander Sharma, Ramesh; Bozkurt, Aras; Burgos, Daniel; Swiatek Cassafieres, Cécile; Inamorato dos Santos, Andreia; Mason, Jon; Ossiannilsson, Ebba; Santos Hermosa, Gema; Gon Shon, Jin; Wan, Marian; Obiageli Agbu, Jane Frances; Farrow, Robert; Karakaya, Özlem; Nerantzi, Chrissi; Conole, Grainne; Truong, Vi; Cox, Glenda; Instituto Tecnológico y de Estudios Superiores de MonterreyIn terms of scale, shock, and disenfranchisement, the disruption to formal education arising from COVID-19 has been unprecedented. Anecdotally, responses from teachers and educators around the world range from heightened caution to being inspired by distance education as the “new normal.” Of all the challenges, face-to-face and formal teaching have been most heavily affected. Despite some education systems demonstrating resilience, a major challenge is sustaining quality and inclusiveness in formal education suddenly delivered at a distance. In probing these issues, this article profiles international perspectives on the role of open education in responding to the impact on formal school and higher education caused by the COVID-19 pandemic. We proceed by highlighting and analysing practices and case studies from 13 countries representing all global regions, identifying and discussing the challenges and opportunities that have presented themselves. Reports cover the period from the beginning of 2020 until 11 March 2021, the first anniversary of the COVID-19 outbreak as declared by the World Health Organization. In our comparative study, we identify seven key aspects of which three (missing infrastructure and sharing OER, open education and access to OER, and urgent need for professional development and training for teachers) are directly related to open education at a distance. After comparing examples of existing practice, we make recommendations and offer insights into how open education strategies can lead to interventions that are effective and innovative—to improve formal education at a distance in schools and universities in the future.