Las redes sociales en la educación
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Fecha
2021
Autores
Arroyo Vásquez, Yoverling
Baldovino Ruiz, Daniela
Garavito Pino, Dilan
Guillot Gallardo, Aldanis
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Ediciones Universidad Simón Bolívar
Facultad de Ingenierías
Facultad de Ingenierías
Resumen
Inicialmente se está planteando una idea que tiene como base la teoría del conectivismo propuesta por Siemens (2004; 2005) y Downes (2007) que es una hipótesis educativa que enfatiza el rol de las redes sociales y el contexto cultural en la experiencia del aprendizaje. El documento contiene una presentación analítica de las principales ideas y conceptos relativos a esta propuesta. Del mismo modo, se desarrolla una revisión crítica de sus principios y alcances, en el contexto de sociedades altamente complejas las cuales están insertas en economías de carácter global. conocimiento se distribuye a través de una red de conexiones y, por lo tanto, el aprendizaje consistirá en la capacidad de construir y atravesar esas redes. De acuerdo a esta teoría el conocimiento se forma mediante conexiones, acciones y experiencia. La teoría se fundamenta en la toma de decisiones sustentadas en la transformación acelerada de las bases; la nueva información adquirida va dejando obsoleta la anterior; por tanto, es de suma importancia la habilidad para discernir entre la información, que es fundamental, y la que no lo es. El conductismo, el cognitivismo y el constructivismo son tres grandes teorías de aprendizaje más utilizadas en el ámbito escolar. Estas teorías, sin embargo, fueron desarrolladas en una época en la que el aprendizaje no había sido impactado por la tecnología.
Initially, an idea is being proposed that is based on the theory of connectivism proposed by Siemens (2004; 2005) and Downes (2007), which is an educational hypothesis that emphasizes the role of social networks and the cultural context in the learning experience. The document contains an analytical presentation of the main ideas and concepts related to this proposal. In the same way, a critical review of its principles and scope is developed, in the context of highly complex societies which are embedded in global economies. Knowledge is distributed through a network of connections and, therefore, learning will consist of the ability to build and traverse those networks. According to this theory, knowledge is formed through connections, actions and experience. The theory is based on decision-making based on the accelerated transformation of the bases; the new information acquired is making the old one obsolete; therefore, the ability to discern between information, which is essential, and what is not, is of utmost importance. Behaviorism, cognitivism and constructivism are three major learning theories most used in the school environment. These theories, however, were developed at a time when learning had not been impacted by technology.
Initially, an idea is being proposed that is based on the theory of connectivism proposed by Siemens (2004; 2005) and Downes (2007), which is an educational hypothesis that emphasizes the role of social networks and the cultural context in the learning experience. The document contains an analytical presentation of the main ideas and concepts related to this proposal. In the same way, a critical review of its principles and scope is developed, in the context of highly complex societies which are embedded in global economies. Knowledge is distributed through a network of connections and, therefore, learning will consist of the ability to build and traverse those networks. According to this theory, knowledge is formed through connections, actions and experience. The theory is based on decision-making based on the accelerated transformation of the bases; the new information acquired is making the old one obsolete; therefore, the ability to discern between information, which is essential, and what is not, is of utmost importance. Behaviorism, cognitivism and constructivism are three major learning theories most used in the school environment. These theories, however, were developed at a time when learning had not been impacted by technology.
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Palabras clave
Conectivismo, Redes sociales, Educación, Estudiantes, Conocimientos, Connectivism, Social networks, Education, Students, Knowledge
