Combining the Knowledge Appropriation Model and epistemic networks to understand co-creation and adoption of learning designs using log data

• Rodríguez-Triana, María Jesús ^[1] ; Prieto, Luis P. ^[1] ; Ley, Tobias ^[1] ; Gillet, Denis ^[2] ; de Jong, Ton ^[3]
  1. [1] Tallinn University

     Tallinn University

     Kesklinna linnaosa, Estonia

     
  2. [2] Swiss Federal Institute of Technology in Zurich

     Swiss Federal Institute of Technology in Zurich

     Zürich, Suiza

     
  3. [3] University of Twente

     University of Twente

     Países Bajos

     

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• Localización: Edutec: Revista electrónica de tecnología educativa, ISSN-e 1135-9250, Nº. 74 (Número especial), 2020 (Ejemplar dedicado a: Codiseño de situaciones educativas enriquecidas con TIC), págs. 190-205
• Idioma: inglés
• DOI: 10.21556/edutec.2020.74.1789
• Títulos paralelos:
  • Combinando el Modelo de Apropiación del Conocimiento con redes epistémicas para entender la co-creación y adopción de diseños de aprendizaje usando datos de registro
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Propuestas teóricas como el Modelo de Apropiación del Conocimiento (KAM) enfatizan el rol mediador de las prácticas sociales en la adopción de innovaciones educativas. Sin embargo, la falta de evidencia disponible sobre las prácticas diarias en el aula hace difícil comprender cómo los docentes adoptan nuevas pedagogías. En este sentido, los datos de registro de las herramientas de autoría y aprendizaje permiten estudiar el proceso de creación de diseños de aprendizaje que implementan una innovación educativa.

    Este artículo muestra cómo los modelos estadísticos y el análisis de redes epistémicas (ENA) permiten explorar patrones a gran escala en la co-creación y adopción de innovaciones educativas, utilizando KAM como marco teórico de dicho análisis. En concreto, presentamos un estudio de caso sobre Go-Lab, una iniciativa para promover el aprendizaje basado en la investigación en la escuela. Su herramienta de autoría y aprendizaje -Graasp- nos brinda una oportunidad única para rastrear, no sólo la (co)creación de diseños de aprendizaje, sino también su implementación en el aula. Este estudio de caso utiliza el enfoque metodológico antes mencionado para analizar el papel de las iniciativas de apoyo a gran escala en la co-creación y adopción de diseños de aprendizaje.

  • English

    Social practices are well-known mediators in the adoption of educational innovations during professional learning, as postulated by the Knowledge Appropriation Model (KAM). However, understanding how teachers adopt new pedagogical approaches at scale is often difficult due to the lack of evidence available about their daily practices. In that sense, log data from online authoring and learning tools offer the possibility of better understanding the creation process of a learning design that reifies an educational innovation.  This paper explores how statistical models and Epistemic Network Analysis (ENA) can help us understand large-scale patterns in the co-creation and adoption of educational innovations, using KAM as a theoretical framework to analyse log data. More concretely, this paper presents a case study on Go-Lab, an initiative to promote inquiry-based learning at school. Its authoring and learning tool -Graasp- gives us a unique opportunity to track, not only the (co)creation of learning designs, but also their potential implementation in the classroom. The case study uses the aforementioned methodological approach to analyse the role of large-scale support initiatives in the co-creation and adoption of learning designs.

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