Marcelo Maina | Universitat Oberta de Catalunya (original) (raw)

Papers by Marcelo Maina

Podéis consultar nuestro catálogo en www.editorialuoc.com La pandemia por COVID-19 ha sacudido lo... more Podéis consultar nuestro catálogo en www.editorialuoc.com La pandemia por COVID-19 ha sacudido los cimientos de nuestra educación. Nos hemos encontrado ante la imposibilidad de que nuestro alumnado pueda desplazarse a los centros educativos, que han sido cerrados a causa del confinamiento decretado en la mayoría de países. De forma imprevista, las instituciones educativas se han visto obligadas a adoptar soluciones de emergencia, migrando hacia modelos de docencia no presencial remota, que han permitido parar el golpe.

RIED: Revista Iberoamericana de Educación a Distancia, Oct 17, 2022

La evaluación por competencias en la educación superior es uno de los mayores retos a los que se ... more La evaluación por competencias en la educación superior es uno de los mayores retos a los que se enfrentan las universidades en la actualidad. Este artículo presenta la evolución de una propuesta metodológica transversal en un programa de máster en línea, para el desarrollo y la evaluación de la capacidad de autorregulación del estudiantado a través de una estrategia de autoevaluación fundamentada y dialogada. Dicha evolución, fruto de una evaluación continuada de la implementación de la propuesta, supone cambios en el planteamiento metodológico inicial y la integración de la tecnología como facilitadora del proceso. Partiendo del concepto de diseño centrado en el estudiantado, se plantea un estudio longitudinal durante tres cursos académicos en el que se recoge de manera sistemática la opinión y percepción del estudiantado y del profesorado del programa. Concretamente, y a través de un análisis de los elementos a mejorar en cada una de las tres fases, se identifican un conjunto de decisiones sobre el diseño original que finalmente ha derivado en la creación e integración de una herramienta ad hoc para la autoevaluación competencial y la autorregulación en un entorno virtual. Las conclusiones del trabajo ponen de relieve la importancia de pensar soluciones de manera integral, atendiendo a la necesidad de proveer un andamiaje al estudiantado para mejorar su capacidad de autorreflexión, de formar al profesorado en el trabajo y evaluación por competencias y de contar con las herramientas adecuadas para sostener dichos procesos. Palabras clave: evaluación competencial; educación superior en línea; autoevaluación; autorregulación; diseño centrado en el estudiantado.

Lifelong Technology-Enhanced Learning, 2018

CRISS is a flexible and scalable cloud-based digital learning ecosystem that has the potential to... more CRISS is a flexible and scalable cloud-based digital learning ecosystem that has the potential to allow the guided acquisition, evaluation and certification of digital competences in primary and secondary education. This demonstration will highlight some of the key activity scenarios under development, their underlying pedagogy and how the platform's features support the acquisition, assessment and certification of digital competences as the project will be approaching the end of its second year. We will focus particularly on the role of the learning analytics and the adaptive intelligent tutoring system parts of the platform demonstrating their potential.

Revista Del Congres Internacional De Docencia Universitaria I Innovacio, Mar 3, 2015

En este trabajo se presenta una herramienta conceptual y diagnóstica que permite llevar a cabo un... more En este trabajo se presenta una herramienta conceptual y diagnóstica que permite llevar a cabo un análisis de los ePortfolios, tanto a nivel de su diseño como del propósito educativo para el cual fueron creados. Dicha herramienta, que se presenta como una matriz, tiene un doble objetivo; guiar a todos aquellos que quieran implementar por primera vez un ePortfolio, o bien mejorar y ampliar su uso, ya sea como estrategia de seguimiento y evaluación, ya sea como estrategia de enseñanza y aprendizaje.

International Journal of Educational Technology in Higher Education

Increasingly, among international organizations concerned with unemployment rates and industry de... more Increasingly, among international organizations concerned with unemployment rates and industry demands, there is an emphasis on the need to improve graduates’ employability skills and the transparency of mechanisms for their recognition. This research presents the Employability Skills Micro-credentialing (ESMC) methodology, designed under the EPICA Horizon 2020 (H2020) project and tested at three East African universities, and shows how it fosters pedagogical innovation and promotes employability skills integration and visibility. The methodology, supported by a competency-based ePortfolio and a digital micro-credentialing system, was evaluated using a mixed-method design, combining descriptive statistics and qualitative content analysis to capture complementary stakeholder perspectives. The study involved the participation of 13 lecturers, 169 students, and 24 employers. The results indicate that the ESMC methodology is a promising approach for supporting students in their transiti...

The development and use of Open Educational Resources (OER) is a growing trend in education, part... more The development and use of Open Educational Resources (OER) is a growing trend in education, particularly, in higher education. The OERtest European project focuses in the development of a systematic and quality assurance framework for the evaluation and recognition of learning through the use of REA. Based on a qualitative methodological approach, the research project aims to provide guidelines and recommendations for the implementation of OER-based learning at a European HE institutions’ level.

Revista de Educación a Distancia (RED)

In the current ecology of learning, participation in massive and open learning environments confe... more In the current ecology of learning, participation in massive and open learning environments confers a new role to the learner as an individual who, connected with others and with the available resources, learns autonomously. In this research we rely on educational regulation as a necessary mechanism of self-directed learning processes in MOOC. Specifically, a metacognitive enrichment process of the design of a MOOC with contributions by its learners is analyzed. Self-regulation is used as a tool to personalize and make massive learning more flexible in a technified ecology. More specifically, a profiling tool for learners for their self-directed learning is proposed in relation to three skills axes: motivational, social and reflective. The qualitative analysis of the contributions in co-design workshops to a learner profile test and the results obtained in the implementation of this test in the MOOC provide the following results: a) the characteristics of the regulatory profiles and...

Interaction Design and Architecture(s), 2020

The paper presents the design of a self-regulated learning support layer which focuses on fosteri... more The paper presents the design of a self-regulated learning support layer which focuses on fostering learning agency awareness and student ownership in MOOC as quality deep learning indicators. Rooted in self-regulated learning ownership provides remarkable learning factors such as a sense of belongingness, increased commitment and perception of self-efficacy. These qualities are rather scarce in MOOC, as shown by the predominant techno-pedagogical design of these courses. The self-regulation support layer was developed in two phases: first, a literature review on the field and the analysis of several MOOC provided relevant insights for the theoretical approach of the layer and, second, different types of prompts in the form of self-questions were contextualized and placed throughout an existing MOOC with the involvement of researchers, teachers and MOOC content developers. Finally, in order to refine the design and include elements to enhance a more psychological-ownership-oriented ...

Médiations et médiatisations, 2021

Albert Sangrà es Catedrático de la Universitat Oberta de Catalunya (UOC) y director de la Cátedra... more Albert Sangrà es Catedrático de la Universitat Oberta de Catalunya (UOC) y director de la Cátedra UNESCO en Educación y Tecnología para el Cambio Social. Como miembro fundador, en esta entrevista nos presenta un breve recorrido de dicha universidad desde su nacimiento a mediados de los años 1990 y destaca su particularidad de ofrecer desde sus inicios una formación en lengua catalana en línea que poco tiempo después incorporaría el español. A continuación, expone los principios en los que se basa actualmente el e-learning en la UOC y, por último, expresa su opinión sobre el futuro de esta modalidad de formación a la luz del impacto de la pandemia de COVID-19.

BACKGROUND The high cost and low availability of virtual reality simulators in surgical specialty... more BACKGROUND The high cost and low availability of virtual reality simulators in surgical specialty training programs in low- and middle-income countries make it necessary to develop and obtain sources of validity for new models of low-cost portable simulators that enable ubiquitous learning of psychomotor skills in minimally invasive surgery. OBJECTIVE The aim of this study was to obtain validity evidence for relationships to other variables, internal structure, and consequences of testing for the task scores of a new low-cost portable simulator mediated by gestures for learning basic psychomotor skills in minimally invasive surgery. This new simulator is called SIMISGEST-VR (Simulator of Minimally Invasive Surgery mediated by Gestures - Virtual Reality). METHODS In this prospective observational validity study, the authors looked for multiple sources of evidence (known group construct validity, prior videogaming experience, internal structure, test-retest reliability, and consequenc...

Research in Education and Learning Innovation Archives, 2019

This research aims at studying the processes of learning regulation in xMOOC environments, attend... more This research aims at studying the processes of learning regulation in xMOOC environments, attending to both the individual and social dimensions of learning. Specifically, it attempts to analyze how the processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in open and massive learning contexts to achieve a deeper learning. To this end, a design-based research model is applied to allow a direct intervention in pedagogical practice, through a cyclic process of four stages: design, intervention, evaluation and reflection and redesign of a support system for the regulation of learning in an xMOOC. This paper presents the first iteration of the research together with the results of semi-structured interviews with some participants. First, we present the theoretical foundations of the design that have been applied to the proposed regulation support system as a result of a comprehensive literatura review. Next, we describe the implementat...

Se autoriza la réplica, copia, distribución, transmisión o adaptación de este informe en virtud d... more Se autoriza la réplica, copia, distribución, transmisión o adaptación de este informe en virtud de una licencia de Atribución Creative Commons de forma libre, siempre que se proporcione una atribución como la ilustrada en la citación indicada más abajo. Para consultar un ejemplar de esta licencia, visítese http://creativecommons.org/ licenses/by/3.0/ o envíese una carta a Creative Commons,

The International Review of Research in Open and Distributed Learning, 2021

The recent unexpected impact of the global pandemic on higher education has caused universities, ... more The recent unexpected impact of the global pandemic on higher education has caused universities, governments, students, and teachers to reexamine all components of existing systems, including how to become more effective and efficient in using technologies for education. We have seen that moving classes online—either blended or fully online—can be done rapidly, but early reports show huge variations in quality, acceptance, completion, and learning. Thus, it is important to examine the existing research literature on pedagogical innovations and practices that use technologies. To understand this complex situation, the present study examines the current technological, organisational, and pedagogical trends and challenges using an exploratory design carried out in three stages. In stage one, a literature review of the academic and grey literature was conducted, identifying 14 trends of interest. These trends were used in a workshop and interview discussion between leading experts in th...

Educational Technology Research and Development, 2013

We introduce an ongoing research and development of an open educational resources’ (OER) authorin... more We introduce an ongoing research and development of an open educational resources’ (OER) authoring model for versioning. The approach highlights the importance of thinking OER in action, immerse in a learning situation. This exercise assists in the parallel outlining of leaning activities that in turn contribute to shape the educational piece. Learning activities produce learning outputs that are, in this context, interpreted as learner generated content. The learners’ productions can be integrated within the OER resulting in augmented and revised version of the original material.

Lecture Notes in Educational Technology, 2016

The digital revolution enabled by social and ubiquitous technologies is constantly transforming m... more The digital revolution enabled by social and ubiquitous technologies is constantly transforming macro and micro levels of society including industry, organizations and government as well as ways in which we communicate, we work, and we carry on our daily lives. Education is therefore also being challenged to respond to evolving societal demands by supporting the development of competent and engaged citizens. In this context, individuals’ capability to get involved and exploit the affordances of networked environments for learning and development may condition their opportunities to cope with societal and labor demands. In this chapter, the metaphor of learning ecologies is proposed to provide a framework from which to analyze interactions between individuals and their environment, and the way their experiences across different contexts throughout life promote and shape learning processes. Learning ecologies allow us to explore frontier pedagogies connecting formal, non-formal and informal educational contexts, acting as personal strategies that may orchestrate life-long, life-wide and life-deep learning. We start by defining and framing learning ecologies, providing the theoretical roots and reviewing some recent studies in the field. Next, we propose constructs and models but also strategies and tools that may be of help to enhance and support personal ecologies for learning. Finally, the concept of personal pedagogies is proposed to refer to a set of autonomy and agency skills and attitudes that can be dynamically integrated by individuals to support an ecology for self-development and personal learning. We articulate from this perspective several trends in the area of self-directed learning located in the technological and pedagogical intersection: MOOCs, current awareness, e-portfolios and social networks.

The aim of this study, which started in the context of the Open University of Catalonia (UOC), is... more The aim of this study, which started in the context of the Open University of Catalonia (UOC), is to explore students’ perception in relation to quality criteria in a LGC scenario. We analyze an experience where students develop a virtual project through wikis and other complementary tools. Bearing in mind this objective, we adopt a primarily qualitative point of view, based on a survey and on a focus group. The results show that students find significant the three categories that build up the quality framework for LGC: content, format and process. But the relevance of these elements depends on their participation within the process and the course proposal itself.

Pérez-Mateo, M., Maina, M.F., Romero, M. & Guitert, M. (2011). Learner Generated Content: quality from students’ point of view. In T. Bastiaens & M. Ebner (Eds.), Proceedings of EdMedia: World Conference on Educational Media and Technology 2011 (pp. 2520-2529). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/38214.

ABSTRACT This paper draws on the OportUnidad project co-funded with support by the European Commi... more ABSTRACT This paper draws on the OportUnidad project co-funded with support by the European Commission under the EuropeAidALFA III Programme. OportUnidad multi-actors include twelve Universities from Europe and Latin America (Bolivia, Brazil, Colombia, Costa Rica, Ecuador, Italy, Mexico, Peru, Portugal, Spain, United Kingdom, Uruguay). European partners involved are: Università degli Studi Guglielmo Marconi (coordinator, Italy), Universitat Oberta de Catalunya (Spain), University of Lisbon (Portugal), University of Oxford (UK). The OportUnidad project explores the adoption of strategies and channels that embrace the principles of openness and reusability within the context of educational institutions. The project intends to foster the adoption and pilot of open educational practices (OEP), OCW and OER in Latin America as a bottom-up approach to develop a common Higher Education Area. The initiative also opens the possibility to provide free educational resources for self-learners, in terms of informal and lifelong learning.

Aquest treball de recerca recolza l'elecció d'un enfocament de Disseny i Desenvolupament ... more Aquest treball de recerca recolza l'elecció d'un enfocament de Disseny i Desenvolupament de la Investigació per a la creació i validació de mètodes d'identificació, proporcionant així un mètode teòricament fonamentat i pedagògicament inclusiu per al disseny d'escenaris pedagògics reutilitzables. També presenta un marc per articular una teoria genèrica de disseny de la formació amb un mètode de disseny educatiu coherent, i per tant, contribueix a augmentar la base de coneixements del disseny de programari formatiu. Aquesta tesi doctoral presenta una investigació dividida en quatre fases principals de desenvolupament i validació. La primera fase es basa en la investigació en una teoria de disseny formatiu que s'alinea amb altres disciplines relacionades amb el disseny, i es descompon el problema de disseny en capes de funcionalitats artefacte. Aquesta teoria es correspon amb els mètodes de disseny formatiu induïts per enginyeria del programari, també coneguts com c...

RIED: Revista Iberoamericana de Educación a Distancia, Oct 17, 2022

Lifelong Technology-Enhanced Learning, 2018

Revista Del Congres Internacional De Docencia Universitaria I Innovacio, Mar 3, 2015

International Journal of Educational Technology in Higher Education

Revista de Educación a Distancia (RED)

Interaction Design and Architecture(s), 2020

Médiations et médiatisations, 2021

Research in Education and Learning Innovation Archives, 2019

The International Review of Research in Open and Distributed Learning, 2021

Educational Technology Research and Development, 2013

Lecture Notes in Educational Technology, 2016

This book explores emerging pedagogical perspectives based on the design of new learning spaces s... more This book explores emerging pedagogical perspectives based on the design of new learning spaces supported by digital technologies and brings together some of the best research in this field. The book is divided into three themes: foundations of emerging pedagogies, learning designs for emerging pedagogies and, adaptive and personalized learning. The chapters provide up-to-date information about new pedagogical proposals, and examples for acquiring the requisite skills to both design and support learning opportunities that improve the potential of available technologies.

Teniendo en cuenta la diversidad de intereses profesionales que presentan los estudiantes del Má... more Teniendo en cuenta la diversidad de intereses profesionales que presentan los estudiantes del Máster universitario en Educación y TIC (e-learning) (METIC) de la Universitat Oberta de Catalunya y las recomendaciones metodológicas del EEES que promueven un aprendizaje más personalizado, se elabora un proyecto de investigación-acción en el que diseña y valida una metodología de personalización de los aprendizajes. Esta metodología, proyectada en el desarrollo de un plan de aprendizaje basado en competencias, permite a los alumnos construir sus propios itinerarios de aprendizaje mediante la selección de tres estudios de casos sobre un total de seis. En el diseño e implementación de la propuesta participan profesores coordinadores y profesores consultores, de acuerdo con el modelo de enseñanza en línea de la UOC, junto a los investigadores que forman parte del proyecto. Este artículo presenta los resultados de la primera iteración de la investigación realizada con dos cohortes de alumnos que incluye la validación de la metodología y una serie de recomendaciones para el diseño e implementación de un enfoque de personalización de los aprendizajes basado en estudios de caso.

In order to provide engaging learning solutions to the students of the Master’s in Education and ICT (e-learning) (Universitat Oberta de Catalunya) we have undertaken an action-research project. This study aims at the definition and validation of a pedagogical strategy consisting of a student-lead learning path personalization through case studies’ selection. The definition of this strategy takes into account the diversity of our student’s professional interests as well as the European Higher Education Area (EHEA) guidelines of a more personalized learning. The strategy is evaluated through the design of a competency-based teaching plan that allows the students to build their own learning pathways through the selection of three out of six case studies. The design and implementation of this approach involves teachers and tutors according to the UOC teaching model, as well as, researchers who take part of the project. This article presents the results of the first research iteration with two cohorts of students. It includes the validation of the strategy and further recommendations for the design and implementation of a pedagogical approach for personalization using case-based learning.