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.
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- Competencies for Production, Search, Diffusion and Mobilization of Open Educational Resources(Canadian Center of Science and Education, 2017-12-31) García-López, Ramona Imelda; Cuevas, O.; Ramírez-Montoya, María-Soledad; Tenorio-Sepúlveda, Gloria; Technological Institute of Sonora; Tecnológico de MonterreyThe purpose of this study is to evaluate the achievement of competencies for production, search, diffusion and open educational resources through a Massive Open Online Course (MOOC). The development of this project required the participation of 10 institutions of higher education in Mexico*, as well as financial support from the National System of Distance Education (SINED). This is a quantitative research and the participants were 134 teachers in Mexico and other Latin American countries. Rubrics were used to evaluate the competencies mentioned (which conformed the four modules object of study); each was broken down into indicators and self-assessment was used with the student (basic), beginner (intermediate) and expert (advanced) criteria. It was found that in the three levels of competency, the total percentage is very similar in the four modules: Basic level is between 0.5% y 3.9%, intermediate, around 30.0% and 31.5% and advanced around 65.4% and 69.5%.
- In-service teachers’ self-perceptions of digital competence and OER use as determined by a xMOOC training course(Elsevier, 2017-09) Ramírez-Montoya, María-Soledad; Mena, Juanjo; Rodríguez-Arroyo, José A.; Tecnologico de Monterrey; Matthieu GuittonDigital Competence (DC) is considered a driver for educational innovation since its immediate result is the production of new digital media resources for teaching such as Open Educational Resources (OER). This study aims to determine teachers' DC through their participation in a MOOC training course and establish the extent to which DC better enables the production of OER. A group of 863 in-service teachers participated in the study. A 26-item validated questionnaire on DC and the use of OER was delivered to participants, and course facilitators' weekly reports were collected. An ordinal logarithmic regression was conducted to verify whether teachers who hold positive self-perceptions of DC are more prone to using OER in their teaching. Mean differences between traditional teaching and online teaching were also tested. Reports were content analysed using a SWOT matrix. Our model predicts that only in-service teachers that perceive themselves as digital experts can reach an intermediate level in the production of OER. Furthermore, online teaching significantly favours teachers' DC but is highly significant in OER production. The main implication is that training teachers' DC is required to prepare teachers for the use of OER; however, teacher education should first address teachers’ actual level of performance.
- Connectivity of learning in MOOCs: Facilitators’ experiencies in team teaching(2017-01) Mercado Varela, Martín A.; Beltran Jesús; Villegas Pérez, Marisol; Rivera Vazquez, Nohemi; Ramírez Montoya, María S.; Universidad Autónoma de Baja CaliforniaThe role of facilitators in distance learning environments is of substantial importance in supporting the learning process. This article specifically discusses the role of the facilitator in Massive Open Online Courses (MOOC), which are characterized by their stimulation of learning connections. The study analyzes the experiences of 135 facilitators in hybrid courses (cMOOC + xMOOC) where the following are explored: (1) the strategies used by the facilitators to encourage learning connections, (2) the challenges they faced in their activities, and (3) the basic skills required. A mixed method was used with a convergent design, through the application of a questionnaire qualitative and quantitative data were collected simultaneously. It was found that the collaborative construction of knowledge is the most widely used strategy to promote learning connections in MOOCs and that its design is the biggest challenge that facilitators faced while carrying out their activities.
- Retos de automotivación para el involucramiento de estudiantes en el movimiento educativo abierto con MOOC(2015-02-13) García Espinosa, Brenda J.; Tenorio Sepúlveda, Gloria C.; Ramírez Montoya, María S.Este artículo indagó la siguiente cuestión: ¿cuáles son los desafíos, problemas y obstáculos para involucrar a los estudiantes menos automotivados en los MOOC y cómo se relacionan con el conectivismo de sus aprendizajes? El objetivo fue analizar las correlaciones entre el conectivismo y el aprendizaje estudiantil contextualizado, en una experiencia formativa del movimiento educativo abierto, con el fin de aportar estrategias que generen mayor perseverancia de estos estudiantes, participación activa y retención estudiantil. El método de estudio fue mixto, con aplicación de encuestas a estudiantes, entrevistas a alumnos y maestros, así como el análisis de documentos significativos. Los hallazgos se clasificaron en: (1) Desafíos: requerimiento de habilidades de automotivación, autorregulación y tiempo adicional por parte de algunos alumnos, difícil monitoreo de retroalimentaciones y actividades, falta de liberación anticipada de requerimientos, objetivos y actividades de inducción, deficiente identificación de alumnos observadores e incompatibilidad entre la plataforma y el uso de redes sociales; (2) Problemas: baja apropiación tecnológica de participantes, difícil búsqueda de retroalimentaciones específicas en los foros, portafolios de evidencias sin fundamento teórico y falta de recursos de ayuda para estudiantes de baja automotivación y autorregulación; (3) Obstáculos: falta de apoyo de los centros de trabajo para los participantes del MOOC y de acceso continuo a recursos digitales, incumplimiento de las necesidades personales básicas de los estudiantes sobre bienestar y el no contextualizar nuevos saberes; (4) Conectivismo: motivación de los participantes en sus contenidos e incremento de sus redes de saber. Con base en estos hallazgos se aporta una plantilla con requisitos de diseño de MOOC, enfocado a la automotivación y autorregulación estudiantil mediante el conectivismo.
- Evaluación de competencias digitales didácticas en cursos masivos abiertos: Contribución al movimiento latinoamericano(2015-01-08) Hernández Carranza, Erika E.; Romero Corella, Sandra I.; Ramírez Montoya, María S.
- Diseño de autoestudios multimedia para competencias digitales: Caso del primer MOOC latinoamericano(2014-06-19) Gómez Porras, María de Lourdes; Celaya Ramírez, Rosario; Ramírez Montoya, María S.