Browsing by Subject "Educación abierta"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Analysis of open education in Latin America in the framework of UNESCO's new recommendations
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2022) Ramírez-Montoya, María Soledad
    Open education presents options to support digital competences, especially in times of international recommendations and complex environments. In November 2019 UNESCO issued new recommendations to mobilize open education, around that time signs of pandemic 2019 also appeared. This article looks at the context of Latin America to analyze its open education practices in this framework, in order to locate challenges and opportunities linked to global recommendations and the link with teacher training. The method of systematic literature review (SLR) has been used, based on the identification of 253 articles on the subject of open education, in the indexing systems: Web of Science (WOS) and Scopus, from 2014 to 2019. From this base, the 15 publications of authors from Latin America were identified that constituted the basis of analysis for this SLR. Inclusion, exclusion and quality criteria were applied to obtain the most relevant information. The results show the geographical distribution of authors, the type of methodology used, practices, dimensions, cross-cutting areas, challenges and opportunities linked to recommendations. This document provides value in light of new UNESCO recommendations and pandemic times, for training environments, the location of educational innovations, and the impetus for future education and research.
  • Thumbnail Image
    Publication
    Open Access
    Personal Learning Environments : looking back and looking forward
    (Universidad de Murcia, Servicio de Publicaciones, 2023) Attwell, Graham
    In this paper I look back at the emergence of the idea of Personal Learning Environments (PLEs) and consider why they have failed to be widely adapted. I say there was a failure to understand the role of technology in the growing commodification and managerialism in education. I point to the links between MOOCs, Open Educational Resources and Open Education and PLEs and to a contradiction between commodification and managerialism, with increasingly standardized curricula and credentials and the flourishing of opportunities for learning especially for adults. I say progress in researching, developing, and implementing PLEs has to be viewed within the context of the wider development of educational technology and of the education and training system as a whole. Indeed, even this may be too narrow a perspective: one ambition for PLEs has been to support learning outside the formal education system and outside the classroom. I look at the growing use of Learning Analytics and Artificial Intelligence in education and consider how this might support PLEs. Finally, I refer to Neil Selwyn’s idea of ‘Ed-Tech Within Limits’ which would foreground the need to plan future education technology use with a primary aim of “coping with finiteness” and “seek to re-establish technology use in education as a shared and communal activity” as a response to the climate crisis. I suggest this could provide a point of reference for us to rethink Personal Learning Environments encompassing the ideas of equity and encompassing both radical pedagogies and the perspectives of previously marginalized interests and non-powerful groups.