Pedagogical patterns for tMOOC as a social technology of relationship

Amorós Poveda, Lucía; Cabero Almenara, Julio; Palacios-Rodríguez, Antonio

Publication:
Pedagogical patterns for tMOOC as a social technology of relationship

dc.contributor.author	Amorós Poveda, Lucía
dc.contributor.author	Cabero Almenara, Julio
dc.contributor.author	Palacios-Rodríguez, Antonio
dc.contributor.department	Didáctica y Organización Escolar
dc.coverage.temporal	siglo XXI	es
dc.date.accessioned	2025-01-18T19:50:12Z
dc.date.available	2025-01-18T19:50:12Z
dc.date.issued	2022-03-11
dc.description	© 2022 by the authors. This manuscript version is made available under the CC-BY 4.0 license http://creativecommons.org/licenses/by/4.0/. This document is the Published version of a Published Work that appeared in final form in Societies. To access the final edited and published work see https://doi.org/10.3390/soc12020047
dc.description.abstract	Information communication technologies, as technologies of human relations (ICRT), are linked with pedagogical patterns. Co-design, as a dialogic, participatory, and relational process, leads task based Massive Open Online Course (tMOOC) to justify the use of ICRT for lifelong learning. From sociocultural constructivism principles, patterns offer possibilities for participation by collaborating with professionals (teachers, designers, researchers) and students. On this subject, patterns involve everyone in the learning scenario, transferring best practices in the pattern language. Applying triangulation as a methodology, we are focused on two aims: analyzing the documentation of pedagogical patterns as a technology of relation (O.1), and synthesizing the information according to tMOOC (O.2). Eleven documents are worked on, including scientific articles, research reports, and a conference paper. As a result, patterns are explored and described according to their processes, structures, modalities, methods, and resources. Finally, it is concluded that patterns underline collaborative tasks where the methodology based on design (IBL) is beneficial for the digital competence of educators. However, evaluative research directed to platforms in real contexts is necessary, attending to group management, metrics, and modeling.	es
dc.format	application/pdf	es
dc.format.extent	14	es
dc.identifier.citation	Societies 2022, 12(2), 47
dc.identifier.doi	https://doi.org/10.3390/soc12020047
dc.identifier.issn	Electronic: 2075-4698
dc.identifier.uri	http://hdl.handle.net/10201/148767
dc.language	spa	es
dc.publisher	MDPI	es
dc.relation	Tipo de Proyecto/Ayuda: Plan Estatal 2017-2020 Retos - Proyectos I+D+i Referencia: RTI2018-097214-B-C31. Fecha de Inicio: 01-01-2019, Fecha de Finalización: 31-12-2022. Organismo financiador: Ministerio de Ciencia, Innovación y Universidades (España).	es
dc.relation.ispartof	Diseño, Producción y Evaluación de T-Mooc para la Adquisición por los Docentes de Competencias Digitales Docentes	es
dc.relation.publisherversion	https://www.mdpi.com/2075-4698/12/2/47	es
dc.rights	info:eu-repo/semantics/openAccess	es
dc.rights	Atribución 4.0 Internacional	*
dc.rights.uri	http://creativecommons.org/licenses/by/4.0/	*
dc.subject	Educational technology	es
dc.subject	Digitalization	es
dc.subject	Democratization of culture	es
dc.subject	Group behavior	es
dc.subject	Life skills	es
dc.subject.other	CDU::3 - Ciencias sociales	es
dc.title	Pedagogical patterns for tMOOC as a social technology of relationship	es
dc.type	info:eu-repo/semantics/article	es
dspace.entity.type	Publication	es