Conferencia
Permanent URI for this collectionhttps://hdl.handle.net/11285/636053
Presentación o disertación realizada dentro de un congreso o evento similar, o como evento académico independiente, tales como: Conferencia inaugural, conferencia magistral, conferencia de clausura.
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- How Covid-19 has an impact on formal education: A collective international evaluation of open education in distance learning(14th annual International Conference of Education, Research and Innovation (ICERI2021), 2021-11-09) Stracke, Christian M.; Sharma, R.C.; Swiatek Cassafieres,Cecile; Burgos, Daniel; Bozkurt,Aras; Karakaya, Ozlem; Inamorato dos Santos, Andreia; Mason,Jonathan Charles; Nerantzi, Chrissi; Agbu, Jane-Frances Obiageli; Ossiannilsson, Ebba; Ramírez Montoya, María Soledad; Santos Hermosa, Gema; Shon, Jin Gon; Wan, Marian; Conole, Grainne; Farrow, Robert; https://ror.org/03ayjn504While causing unprecedented disruption worldwide, COVID-19 has also stimulated the mainstreaming of digital technologies in the delivery of formal education. For most key stakeholders – organisations, educators, and students – this has been a new and challenging experience and has been described in policy terms as ‘emergency remote education’. For many students, however, it has either exacerbated or marginalised their opportunity to access formal education. In probing this impact at a deeper level, an international collaboration involving the authors during 2020-2021 focused on reviewing contemporary practices and potentials of open education as a strategic and sustainable response. This paper highlights practices, case studies, and emerging issues from 13 diverse countries, to be globally representative, which include: Australia, Brazil, France, India, Mexico, the Netherlands, Nigeria, Spain, Sweden, South Korea, Taiwan, Turkey, and the United Kingdom. This collection of countries was selected based on researcher contexts and contributions. To date, findings indicate open education has demonstrable benefits for distance learning. More broadly, open educational practices are positioned to shape a ‘new normal’ that embraces ‘global citizenship’ while also being equitable and inclusive. Our aspirations are that such practices will lead to better formal education promoting and ensuring human rights, democracy, lifelong learning, safety, social justice, diversity, cultural sensitivity and inclusivity through strategic and long-term support by all stakeholders in both modes of educational delivery and access: face-to-face and distance learning.
- Entornos educativos mediados por tecnología y su transformación hacia la era Post-COVID 19.(2021-06-26) Portuguez Castro, May; Instituto Tecnológico y de Estudios Superiores de Monterrey; AISOC Asociación Iberoamericana de Investigación en Sociologia de las Organizaciones y la ComunicaciónLa contingencia sanitaria ocasionada por el COVID-19 ha traído consecuencias en todos los campos de la sociedad, especialmente en la salud y la educación. Como se ha podido observar las instituciones educativas de todo el mundo han tenido que replantear sus entornos de aprendizaje para mantener la continuidad académica y poder llevar a cabo los procesos formativos en todos los niveles, apoyándose en la tecnología. Por lo tanto, las estrategias que se han desarrollado durante la pandemia son relevantes para conocer cómo se han afrontado estos nuevos retos. De ahí que en esta ponencia tiene como objetivo determinar las estrategias que han seguido las instituciones de educación superior para mediar con esta contingencia. Para lograr esto se seguirá una Revisión Sistemática de Literatura (SLR por sus siglas en inglés) para identificar en bases de datos especializadas la manera que se ha seguido para continuar con las clases apoyándose en las tecnologías, así como los aprendizajes obtenidos que puedan orientar la ruta a seguir en la etapa post-COVID19 y que pueda facilitar el camino de las instituciones que aún tienen dificultades para brindar una educación de calidad. Se considera que estos resultados pueden ser interesantes para autoridades de instituciones educativas, profesores, así como diseñadores instruccionales y departamentos de tecnologías, para orientar las futuras acciones que lleven a resolver los retos que se han presentado y los que están próximos a vivirse, buscando garantizar que se disminuya el rezago vivido durante la pandemia y una vuelta a una nueva normalidad que aún es incierta.
- Open Education and Open Science for our Global Society during and after the COVID-19 Outbreak(2020-11-16) Stracke, Christian M.; Bozkurt, Aras; Conole, Grainne; Nascimbeni, Fabio; Ossiannilsson, Ebba; Chander Sharma, Ramesh; Burgos, Daniel; Cangialosi, Karen; Fox, Glenda; Mason, Jon; Nerantzi, Chrissi; Obiageli Agbu, Jane-Frances; Santos-Hermosa, Gema; Sgouropoulou, Cleo; Gon Shon, Jin; Ramírez Montoya, María Soledad; Instituto Tecnológico y de Estudios Superiores de Monterrey; ZenodoOpen Education and Open Science are global movements increasingly gaining interest and awareness since the COVID-19 outbreak. These two concepts, which can be traced back to the Middle Ages for Open Science and even earlier for Open Education, bear the potential to support our global society in particular during the current COVID-19 emergency and to build more open and global futures for science and education. Open Education is more a broad movement than a precise concept and discipline as shown by the key dimensions of Open Education that have been analysed and integrated into the OpenEd Quality Framework. Several studies revealed the constant changes in the understanding and implementations of Open Education through the centuries. Specific emphasis of Open Education is on the requirement and need to provide innovative pedagogical models and learning opportunities.