Experiencia de un Curso Internacional de Desarrollo Profesional Docente usando el aprendizaje híbrido/ Experience of an International Course on Teacher Professional Development using hybrid learning

Janika Leoste, Ana Verde Trabada, Luis Pastor, Maire Tuul, Tiia Õun

Abstract


Este artículo describe la experiencia y analiza la metodología y medios requeridos para la impartición de un Curso Internacional de Desarrollo Profesional Docente (CIDPC ) de una semana de duración sobre la integración de robótica educativa en las aulas de educación infantil y primaria. Este curso fue ofrecido por dos universidades, la Universidad de Tallin y la Universidad Rey Juan Carlos de Madrid en un momento en el que la mayoría de los países estaban totalmente afectados por la situación mundial sobrevenida por el COVID-19. El CIDPC utiliza un enfoque de aprendizaje híbrido, empleando simultáneamente dos espacios de aprendizaje físico en Tallin (Estonia) y un espacio virtual de videoconferencia usado por los profesores de la Universidad Rey Juan Carlos, así como también previsto para los estudiantes en línea que siguieron el curso desde Hong-Kong, Checoslovaquia, Grecia, Alemania, España y Estonia. Para la evaluación de la investigación hemos utilizado entrevistas de grupos focales y opiniones de los participantes sobre el enfoque de aprendizaje híbrido y sobre el impacto de este enfoque en los resultados del aprendizaje. Hasta el momento, el aprendizaje híbrido ha sido un modo de enseñanza poco común porque no había razones para usarlo ampliamente. El interés por utilizar este enfoque ha cambiado con las condiciones del COVID-19 y creemos que los entornos de aprendizaje híbridos serán mucho más frecuentes a partir de ahora. Este artículo presenta algunas reflexiones y pautas para aplicarlo a diferentes entornos de enseñanza.


Keywords


aprendizaje a distancia, aprendizaje híbrido, robótica educativa, covid-19, desarrollo docente profesional, capacitación, STEAM.

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DOI: https://doi.org/10.34117/bjdv7n6-470

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