Palabras clave
engagement
learning
student
participation Codiseño
compromiso
aprendizaje
estudiante
participación
Cómo citar
Resumen
La relación de partenariado entre estudiantes y docentes universitarios mediante prácticas de codiseño fomenta la participación activa, posibilita el compromiso académico y tiene un valor formativo clave al desarrollar una conciencia metacognitiva sobre lo que se está aprendiendo. El objetivo de la investigación ha sido analizar las representaciones y los marcos significativos de docentes que impulsaron prácticas de codiseño en una universidad pública española. Se implicó a 265 estudiantes de ocho grados universitarios y 10 docentes. Los procesos de codiseño realizados tuvieron que ver con aspectos centrados en los contenidos, la evaluación y las metodologías pedagógicas en asignaturas de distinta tipología. Los resultados permiten presentar cuatro marcos representacionales significativos que emergieron en los docentes implicados en experiencias de codiseño a partir de la técnica del grupo de discusión. Los hallazgos reafirman las cualidades del codiseño y proponen nuevas claves en relación a su concepción como proceso de construcción participativa, sumando el papel del estudiante como constructor de cambios. Además, proponen dos cualidades nuevas en su caracterización, configurando una propuesta de cinco cualidades: Respeto, Reciprocidad, Responsabilidad, Reflexión y Revisión. Estas aportaciones son clave para acompañar el desarrollo del compromiso del estudiante en la universidad y en su formación.
Citas
Alqurashi, E. (ed.). (2020). Handbook of Research on Fostering Student Engagement with Instructional Technology in Higher Education. IGI Global.
Barab, S. y Squire, K. (2004). Design-Based Research: Putting a Stake in the Ground. Journal of the Learning Sciences, 13(1), 1-14. https://doi.org/10.1207/s15327809jls1301_1
Boddy, C. (2005). A rose by any other name may smell as sweet but “group discussion” is not another name for a “focus group” nor should it be. Qualitative Market Research: An International Journal, 8(3), 248-255. https://doi.org/10.1108/13522750510603325
Bovill, C. (2014). An investigation of co-created curricula within higher education in the UK, Ireland and the USA. Innovations in Education and Teaching International, 51(1) 15-25. https://doi.org/10.1080/14703297.2013.770264
Bovill, C; Aitken, G.; Hutchison, J.; Morrison, F.; Roseweir, K.; Scott, A. y Sotannde, S. (2010). Experiences of learning through collaborative evaluation from a masters programme in profesional education, International Journal for Academic Development, 15(2), 143-154. https://doi.org/10.1080/13601441003738343
Bovill, C., y Bulley, C.J. (2011). A model of active student participation in curriculum design: exploring desirability and possibility. En Rust, C. (ed.). Improving Student Learning. Global Theories and Local Practices: Institutional, Disciplinary and Cultural Variations. Oxford Brookes University.
Bovill, C., Cook-Sather, A., Felten, P., Millard, L., y Moore-Cherry, N. (2016). Addressing potential challenges in co-creating learning and teaching: Overcoming resistance, navigating institutional norms and ensuring inclusivity in student-staff partnerships. Higher Education, 71(2), 195-208. https://doi.org/10.1007/s10734-015-9896-4
Bovill, C.; Felten, P. y Cook-Sather, A. (2014). Engaging Students as Partners in Learning and Teaching (2): Practical guidance for academic staff and academic developers. Conference at International Consortium on Educational Development. https://www.researchgate.net/publication/271200592_Engaging_Students_as_Partners_in_Learning_and_Teaching_2_Practical_guidance_for_academic_staff_and_academic_developer
Brown, T. (2008). Design thinking. Harvard Business Review, 25, 85-92. PMID: 18605031.
Brown, T., y Wyatt, J. (2010). Design Thinking for Social Innovation. Stanford Social Innovation Review, 8, 31-35.
https://ssir.org/articles/entry/design_thinking_for_social_innovation
Buckley, A. (2014). How radical is student engagement? (And what is it for?). Student Engagement and Experience Journal, 3(2). http://dx.doi.org/10.7190/seej.v3i2.95
Cook-Sather, A., Bovill, C. y Felten, P. (2014). Engaging Students as Partners in Learning and Teaching: A guide for faculty. Jossey Bass. https://www.researchgate.net/publication/271200659_Engaging_students_as_partners_in_learning_and_teaching_1_benefits_and_challenges_-_what_do_we_know
Cooper, B. y Brna, P. (2002). Supporting high quality interaction and motivation in the classroom using ICT: the social and emotional learning and engagement in the NIMS project. Education, Communication and Information, 2(4), 113-138. https://doi.org/10.1080/1463631021000025321.001
Chena, D., Lambertb, P. y Guidryb, K.R. (2009). Engaging online learners: The impact of Web-based learning technology on college student engagement. Computers & Education, 54, 1222-1232. https://doi.org/10.1016/j.compedu.2009.11.008
Design-Based Research Collective. (2003). Design-Based Research: An Emerging Paradigm for Educational Inquiry. Educational Researcher, 32(1), 5-8. https://doi.org/10.3102/0013189X032001005
Fredricks, J.A., Blumenfeld, P.C., y Paris, A.H. (2004). School engagement: potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109 https://doi.org/10.3102/00346543074001059
Gargallo, B.; Pérez-Pérez, C.; García-García, F.J.; Giménez, J.A., y Portillo, N. (2020). La competencia aprender a aprender en la universidad: propuesta de modelo teórico. Educación XX1, 23(1), 19-44. https://doi.org/10.5944/educxx1.23367
Gros, B. (2019). La investigación sobre el diseño participativo de entornos digitales de aprendizaje. Universitat de Barcelona. http://hdl.handle.net/2445/144898
Harbour, K. E., Evanovich, L. L., Sweigart, C. A., y Hughes, L. E. (2015). A brief review of effective teaching practices that maximize student engagement. Preventing School Failure, 59(1), 5-13. https://doi.org/10.1080/1045988X.2014.919136
Healey, M., Flint, A. y Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. Higher Education Academy. https://www.heacademy.ac.uk/engagement-throughpartnership-students-partners-learning-and-teachinghigher-education
Howard, S.K. y Jie Yang. J. (2016). Student rules: Exploring patterns of students’ computer-efficacy and engagement with digital technologies in learning. Computers & Education, 101, 29-42. https://doi.org/10.1016/j.compedu.2016.05.008
Kim, H.J., Hong, A.J. y Song, A.D. (2018). The Relationships of Family, Perceived Digital Competence and Attitude, and Learning Agility in Sustainable Student Engagement in Higher Education. Sustainability, 10(12), 1-16. https://doi.org/10.3390/su10124635
Könings, K.; Seidel T. y Van Merriënboer, J. (2014). Participatory design of learning environments: integrating perspectives of students, teachers and designers. Instructional Science, 42(1), 1-9. https://doi.org/10.1007/s11251-013-9305-2
Krause, K. y Coates, H. (2008). Students’ engagement in first-year university. Assessment and Evaluation in Higher Education, 33(5), 493-505. https://doi.org/10.1080/02602930701698892
Matthews, K. E. (2017). Five Propositions for Genuine Students as Partners Practice International. Journal for Students as Partners, 1(2), 1-9. https://doi.org/10.15173/ijsap.v1i2.3315
Morales, I.; Reina, O. y Manzano-Arondo, V. (2018) La “buena universidad” desde la experiencia crítica. Aula Abierta, 47(4), 387-394. DOI: https://doi.org/10.17811/rifie.47.4.2018.387-394
Munns, G. y Woodward, H. (2006). Student engagement and student self‐assessment: the REAL framework. Assessment in Education: Principles, Policy & Practice, 13(2), 193-213. https://doi.org/10.1080/09695940600703969
O’Kane, C. (2000). The development of participatory techniques. Facilitating children’s views about decisions that affect them. En P. Christensen & A. James (Eds), Research with Children (pp. 125-155). Falmer Press. https://doi.org/10.4324/9780203964576
Onwuegbuzie, A. J., Leech, N. L., Dickinson, W. B., y Zoran, A. G. (2011). Un marco cualitativo para la recolección y análisis de datos en la investigación basada en grupos focales. Paradigmas: Una revista Disciplinar de Investigación, 3(2), 127-157. https://doi.org/10.6018/reifop.435021
Robinson, C.C., y Hullinger, H. (2008). New benchmarks in higher education: Student engagement in online learning. Journal of Education for Business, 84(2), 101-108. https://doi.org/10.3200/JOEB.84.2.101-109
Taylor, C. y Robinson, C. (2009). Student voice: theorising power and participation. Pedagogy, culture and society, 17(2), 161-175. https://doi.org/10.1080/14681360902934392
Wood, P. y Smith, J. (2018). Investigar en educación. Conceptos básicos y metodología para desarrollar proyectos de investigación. Narcea. https://dialnet.unirioja.es/servlet/articulo?codigo=6345099
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2021 Aula Abierta