Diseño de aprendizaje de un MOOC de programación y robótica para profesores/as y educadores/as de Infantil

Authors

Keywords:

MOOCs; Diseño de aprendizaje; Formación del profesorado; Teorema de equivalencia de la interacción; Aprendizaje basado en el trabajo; Pensamiento computacional; Programación; Robótica.

Abstract

En la primera infancia, la integración curricular del pensamiento computacional, la programación y la robótica es cada vez más urgente, y es esencial preparar a los profesores y educadores para aplicarla. En el proyecto "Laboratório de Tecnologias e Aprendizagem de Programação e Robótica no Ensino Primário e Pré-Escolar em Portugal", se diseñó un MOOC para responder a esta demanda. Este artículo analiza aspectos de la arquitectura de los MOOC y sus tipologías, en el contexto de los retos encontrados durante el diseño de este MOOC. Se tuvo en cuenta el Teorema de la Equivalencia de la Interacción, que considera los tipos de interacción que deben tenerse en cuenta al diseñar un curso (alumno-instructor; alumno-contenido; alumno-aprendizaje). Considerando que el diseño del aprendizaje es tanto un proceso como un producto, el diseño de los MOOC se analiza en función de su contexto sociotécnico y de las tensiones sistémicas del aprendizaje en contexto de trabajo. Mediante el análisis cualitativo de una entrevista individual y de un grupo de discusión, se describen las interacciones y se intenta definir una visión común, las divergencias y las contradicciones que forman parte del proceso de aprendizaje. Por último, se presenta el MOOC y se fundamenta su diseño pedagógico.

 

 

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Published

2022-10-29

How to Cite

Quintas-Mendes, A., Batista de Souza, E. ., & Amante, L. (2022). Diseño de aprendizaje de un MOOC de programación y robótica para profesores/as y educadores/as de Infantil. Prisma Social Journal, (39), 234–261. Retrieved from https://revistaprismasocial.es/ps/article/view/4807

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No. 39 (2022): Comunicación, periodismo y política

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