Cuatro factores que explican el auge del blended learning en la enseñanza universitaria: cambio tecnológico, crisis económica, expectativas de los estudiantes y teorías pedagógicas.

1. ¿Está la tecnología
transformando la enseñ anza
universitaria?
Evidencias internacionales e
implicaciones políticas
Francesc Pedró
Teacher Development and Education Policies
UNESCO

5. 1940s 1950s 1960s
(mediados) (mediados) 1978 1980s 1990s 2012
192019281930s 1945
¿?
Frecuencia
de uso
1890 1900s 1931
1900 1925 1950 1975 2000

9. 1. Los estudiantes tienen hoy diferentes
expectativas sobre el aprendizaje por
causa de la tecnología.
2. La educació n superior tiene que cambiar
radicalmente para darles respuesta.

11. ¿Ayudan los estereotipos?
Percentage of
disparities
between
teachers
perceptions
and students ’
self-
perceptions.
Average of 6
European
countries, 2008
11

12. La realidad es compleja
12
Source: Ferri et al (2009)

13. Dos preguntas
1. ¿Realmente los estudiantes está tan
n
apegados a las tecnologías?
2. ¿Este apego contribuye a cambiar
radicalmente sus expectativas?
13

14. ¿Está los estudiantes tan
n
apegados a las tecnologías?
Sí, hay todo tipo de evidencias que así lo
demuestran
14

15. Adopció n de tecnologías por parte de
estudiantes universitarios
Students
Technology Own
1 Laptop 87%
2 Printer 81%
6
3 DVD Player 75%
4 USB Thumbdrive 70%
5 Wi-Fi* 67%
6 Stationary gaming
66%
device
7 Ipod 62%
8 HDTV 56%
9 Smartphone 55%
5 10 Digital Camera 55%
7 11 Webcam 55%
12 12 Desktop Computer 53%
11 13 Handheld Gaming
Device
38%
14 10 14 Netbook 11%
1
15 iPad 8%
3 2 4
*Likely interpreted by the respondent
as having access to Wi-Fi
8 9
Traditional age college students
13 (18-24) and those from households
Q1. Which of the following items do you own? of $100K+ own more technology
©2011 EDUCAUSE. CC by-nc-nd
©2011 EDUCAUSE. CCby-nc-nd 15 than their counterparts. 15
15

16. No es la tecnología, es la
conectividad
Source: ECAR (2011)

17. ¿Hasta qué punto está n
cambiando las expectativas?
No radicalmente.
Se rigen por el realismo.
17

18. Actividades típicas en clase
Q
Which three of the following do you do most often in class?
Copy from the board or a book 52%
Listen to a teacher talking for a long time 33%
Have a class discussion 29%
Take notes while my teacher talks 25%
Work in small groups to solve a problem 22%
Spend time thinking quietly on my own 22%
Have a drink of water when I need it 17%
Talk about my work with a teacher 16%
Work on a computer 16%
Listen to background music 10%
Learn things that relate to the real 10%
world some activities that allow me to move
Have 9%
aroundmy classmates about
Teach 8%
something
Create pictures or maps to help me remember 7%
Have a change of activity to help focus 7%
Have people from outside to help me learn 4%
Learn outside in my school ’s grounds 3%
Source: Ipsos MORI (2008)
Base: All pupils (2,417)

19. Formas de aprender preferidas
In which three of the following ways do you prefer to learn?
In groups 55%
By doing practical things 39%
With friends 35%
By using computers 31%
Alone 21%
From teachers 19%
From friends 16%
By seeing things done 14%
With your parents 12%
By practising 9%
In silence 9%
By copying 8%
At a museum or library 5%
By thinking for yourself 6%
From others 3%
Other 1%
Base: All pupils (2,417) Source: Ipsos MORI (2008)

20. Entorno de aprendizaje
preferido para la ed. superior
Source: ECAR (2011)

21. ¿Tiene la enseñ anza online la
misma calidad?
Does an online course have
the same educational value
as an in-person course?
Online courses provide eq ual
value
Age
<25 23%
25+ 40%
Live
on-campus 18%
off-campus 33%
Taken an online course
Yes 45%
No 12%
Source: ECAR (2011)

22. ¿Qué piensan acerca del
papel de la tecnología?
A vg.
Agreement with
Statements
Gives Students Access to Resources and Progress
Reportstrack my academic progress
 Easy to  Gives me access to resources
 Helps me know how I am doing  Easier to get help when I need it
 Simplifies administrative-related
activities
Makes Students More
Efficient do my work faster
 Helps me  Efficient way to store examples of
 Allows me to produce higher-quality work
work  Makes college easier
Facilitates Connecting with
Others
 Feel connected to other students  Feel connected to what's going on
 Feel connected to professors/staff  Gives me access to experts in my
field
Makes Learning More Engaging and Relevant
 Learning more creative  More relevant to real life  Take control of own learning
 Learning more fun  More engaging  Extends learning beyond
 Think out of the box  Elevates teaching classroom
 Individualized/personaliz  Reach academic potential  Prepares me for the workforce
ed  Prepares me for graduate
school
©2011 EDUCAUSE. CC by-nc-nd 22

24. ¿Cómo están respondiendo las
instituciones?
24

25. ¿Cómo están respondiendo
las instituciones?
Percentage of
Search engines university
teachers using
Learning management system different
Online communities services.
Subject/discipline databases Australia, 2009
News reader/aggregator
Podcasts
Blogs
Other
Video sharing
Social networking websites
Digital learning objects
Social bookmarking
None of the above
0 10 20 30 40 50 60 70 80 90 100 25

26. 26

27. 1.

28. 2. Conveniencia

29. 3. Productividad

30. 3. Productividad

31. No es la tecnología!
•Necesidades educativas
•Solución pedagógica
•Viabilidad costes

33. Muchas gracias
F.Pedro@UNESCO.org
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