Apertura: revista de innovacion educativa is a periodic publication of research and scientific communication specialized in education innovation in virtual environments. The purpose of Apertura is to promote scientific communication and academic debate in the field of virtual education, online, distance, and unconventional educational modalities; so it distributes educational research results, narratives of argumentative experiences in educational innovation and articles that promote the debate on topics on the field of education in virtual learning environments. The publication is edited by the University of Guadalajara, through the Virtual University System and financed by the Academic, Administrative and Technological directions of UDGVirtual in addition to the National Council of Science and Technology (CONACYT) and the Research and Graduate Coordination of the University of Guadalajara.

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The Globethics.net library contains articles of Apertura: revista de innovacion educativa as of vol. 1(2009) to current.

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  • Distance higher education: an approach from the view of communication

    Lugo García, Aurora Adriana; Centro Interdisciplinario de Investigación y Docencia en Educación Técnica; Hernández Orta, Manuel Ernesto; Centro Interdisciplinario de Investigación y Docencia en Educación Técnica; Soriano Peña, Reinalda (AperturaAperturaApertura, 2012-06-29)
    Este acercamiento se aborda desde la comunicación, la incorporación de las tecnologías de la información y la comunicación (TIC) y su incidencia en los procesos de enseñanza aprendizaje en la educación superior en el Sistema Nacional de Educación Superior Tecnológica (SNEST), en el contexto de la globalización, y como parte de la investigación colectiva: Las prácticas de los actores en los procesos de enseñanza y aprendizaje en el contexto educativo del SNEST. Estudios de caso CIIDET, CENIDET, ITQ.La perspectiva teórica toma su sustento en las corrientes que proponen la renovación de la conceptualización en la comunicación y dan respuesta a la avalancha del marketing, como única fórmula a las preguntas sobre los efectos sociales de los nuevos medios. Lo que obliga a nuevos enfoques y categorías de análisis de los medios, por ejemplo, las categorías temporales del Internet: directo/diferido, que determinan la creación de categorías temporales y atemporales propias de la comunicación.En la interactividad adquiere especial estatus el usuario de las nuevas tecnologías de la comunicación y puede establecer diversos medios y diferentes grados de interactividad, todos disponibles para él. Por ello hay que diferenciar entre interactividad técnica e interactividad comunicativa, así como los medios reactivos de los interactivos.
  • Social interactions and learning products from an online course

    Montes Silva, Melanie Elizabeth; CETYS Universidad, campus Tijuana; González Gutiérrez, Raymundo; CETYS Universidad, campus Tijuana; Gaeta Rivera, Andrés; CETYS Universidad, campus Tijuana (AperturaAperturaApertura, 2012-06-29)
    En esta investigación se identifica el impacto que tiene el uso de la dimensión social en los productos de aprendizaje construidos por equipos en una clase en línea. Los participantes son estudiantes universitarios de diversas carreras que cursaban a distancia una materia común. La indagación se realizó mediante etnografía virtual y se llevaron a cabo observaciones de la interacción y una entrevista al facilitador. Como resultado se tiene que los productos de aprendizaje más deficientes fueron de los equipos que colocaron menos mensajes en el foro y aquellos que, sin importar la cantidad de aportaciones, utilizaron menos la dimensión social, por lo que se concluye que la interacción social sí es relevante, pero no por sí misma, sino en relación con la adecuada organización del equipo.
  • Open educational resources and mobile resources for education researchers in Mexico and Latin America

    Mortera-Gutiérrez, Fernando J.; Tecnológico de Monterrey (AperturaAperturaApertura, 2012-06-29)
    El artículo tiene por objetivo el presentar los avances de investigación del proyecto: "Recursos Educativos Abiertos y Móviles para la formación de investigadores educativos", financiado por la Corporación de Universidades para el Desarrollo de Internet (CUDI) y el Consejo Nacional de Ciencia y Tecnología (CONACYT) durante el año 2010. El proyecto tiene la finalidad de innovar a través de la creación de recursos educativos abiertos (REA) y recursos móviles (RM) para la formación de investigadores educativos en México y Latinoamérica, ya que la existencia de estos recursos digitales en la Internet y dispositivos móviles es escasa ahondando el déficit en la formación de investigadores educativos, tan necesaria para el avance y comprensión de la dinámica y problemática educativa de la región. Todo esto mediante un trabajo que fomenta la comunidad de práctica con profesores e investigadores de siete instituciones de educación superior mexicanas (públicas y privadas), con el propósito de apoyar la mejora de los procesos educativos, del desarrollo profesional de la docencia, de contribuir en la reducción de la brecha digital, y al acceso más igualitario de recursos educativos. El artículo hablará de estas experiencias así como de los avances, resultados y retos del proyecto.
  • An open channel in higher education? MOOC and OER in the digital world

    Nobre, Ana Maria; Universidade Aberta - Portugal; Mallmann, Elena Maria (AperturaAperturaApertura, 2017-09-25)
    Pedagogical innovation mediated by educational technology in the digital world is one of the contemporary challenges in higher education. Therefore, the aim is to present a reflexion about the contribution and didactic organization of Open Educational Resources (OER) and Massive Open Online Courses (MOOC). Parameterized by procedures of the case study, we analyze the data from two international MOOC that focused on the theme OER. As a result of active participation in the courses, we registered the course plans, teaching materials, assessment methodology, learning activities and the interaction between participants and sharing online. It revealed a diversified didactic elements in MOOC with an emphasis on video and variation between working hours, type and number of weekly activities. Although OER and MOOC already are concrete possibilities for online university education in the digital world, with great demand, it is necessary to invest in institutional policies to consolidate the open education.
  • Redefinition of "Network learning" in the fourth industrial revolution

    Escudero Nahón, Alexandro; Universidad Autónoma de Querétaro (AperturaAperturaApertura, 2018-03-23)
    The "fourth industrial revolution" will provoke a transformation in educational scenarios because it will incorporate cyber-physical networks in the production, logistics and consumption of goods and services. Educational theory has traditionally approached technological educational scenarios with categories of analysis typical of the third industrial revolution and it is necessary to overcome these conceptual weights. This paper proposes the concept of "network learning" taking as a starting point the posthumanist ontology and the epistemology of the actor-network theory. Thus, learning would be a process that associates human and non-human agencies alike, which operates without center nor periphery, and whose objective is to guarantee self-regulation and persistence because as soon as the agencies stop operating, the learning network disappears. Learning is, in itself, a heterogeneous network in operation. Likewise, this paper identifies some basic human and non-human agencies that allow learning networks to be established, strengthened or destroyed. In addition, it is justified why educational research should create data through an inductive manner and construct categories of analysis abductively to identify new objects of study in the learning scenarios of the fourth industrial revolution, which are characterized by being hybrid, ambiguous and contingent.
  • Percepción de estudiantes con discapacidad visual sobre sus competencias digitales en una universidad pública del sureste de México

    Universidad Juárez Autónoma de Tabasco; Aquino Zúñiga, Silvia Patricia; UNIVERSIDAD JUÁREZ AUTÓNOMA DE TABASCO; Izquierdo Sandoval, Manuel Jesús; UNIVERSIDAD JUÁREZ AUTÓNOMA DE TABASCO; García Martínez, Verónica; UNIVERSIDAD JUÁREZ AUTÓNOMA DE TABASCO; Valdés Cuervo, Ángel Alberto; Instituto Tecnológico de Sonora (AperturaAperturaApertura, 2016-03-17)
    En este artículo nuestro objetivo fue indagar la percepción de estudiantes universitarios con discapacidad visual (ECDV) acerca del desarrollo de sus competencias digitales. Participaron en el estudio los diez ECDV inscritos en programas de licenciatura en el ciclo 2014-02. Evaluamos el avance que perciben los estudiantes en competencias digitales relacionadas con el aprendizaje social y colaborativo, la búsqueda y  tratamiento de la información, el desarrollo de relaciones interpersonales en el contexto universitario, y el uso de herramientas virtuales y de comunicación social de la universidad. Los resultados sugieren que, a excepción de aquellas referentes a las relaciones interpersonales, los ECDV perciben poco adelanto en sus competencias digitales. Con una prueba Anova de medidas repetidas, determinamos que la percepción de los ECDV sobre las competencias digitales concernientes a las relaciones interpersonales es significativamente mayor que la que reportan en las otras competencias. Concluimos que los ECDV no perciben una mejora en sus competencias digitales, en particular las de aprendizaje social y colaborativo, así como el uso de herramientas digitales.
  • Teachers’ feedback and learning in virtual workshops of thesis writing

    Consejo Nacional de Investigaciones Científicas y Técnicas; Alvarez, Guadalupe; Consejo Nacional de Investigaciones Científicas y Técnicas Instituto del Desarrollo Humano de la Universidad Nacional de General Sarmiento; Difabio de Anglat, Hilda (AperturaAperturaApertura, 2018-03-23)
    In this article, by means of a mixed methodology, we analyze teacher’s feedback in the production of a chapter that the students carry out as the final activity of a virtual workshop oriented to the postgraduate thesis writing, as well as the changes they make in their texts based on this feedback. In addition, we assess whether our approximation to the student’s profile, derivative of diagnosis, is associated with the feedforward or willingness to act on the received information and to use it to modify the text. The data analysis has shown that the most frequent focus of the teacher's comments is the textual model, particularly the text writing. It has also shown that this function falls into two categories: suggest corrections or offer reformulation. The most frequent change that students made is writing reformulations. Finally, it seems to be an association between student profile and feedforward. In the conclusions, important issues are highlighted: the positive impact of teacher feedback in the production of a graduate thesis chapter in a virtual workshop and the association between improvement occurrence and student profile.
  • e-Literature Circle in the English class. An educational innovation after the 2016 earthquake in Ecuador

    Universidad Laica Eloy Alfaro de Manabi; Villafuerte, Jhonny Saulo; Universidad Laica Eloy Alfaro de Manabí, Ecuador Doctorando en Universidad del País Vasco, España; Intriago Palacios, Eder; Universidad ULEAM, Ecuador; Romero Andonegi, Asier (AperturaAperturaApertura, 2017-09-25)
    This work aims is to introduce the e-Literary Circle (e-LC) as an academic innovation that parts from the conventional Literary Circle (CL) towards, its adaptation to an accesible computer platform, and the transformation of an oral practice in English into a written production process. The methodology selected is based on the social interaction approach where 38 university students participated in a distance educational intervention designed by the researcher team. From the qualitative method were applied the technics: Focus group, contextualized observation, and semi-structured interview to test the efficiency of the digital tool. The results demonstrate a high technical feasibility of the e-LC and its contribution for the participants improve their written production levels in the English language, despite being in adverse conditions. It is concluded that digital education enhances the possibilities of resuming the daily march of educational activities with quality, within scenarios affected by natural disasters. In addition, the use of the Literary e-Circle has managed to reduce student’s exposure to latent hazards in natural catastrophes events, such as the 7.8-magnitude earthquake that hit Ecuador on April 16, 2016.
  • Empower teachers in their academic work through International Certifications in Digital Competencies

    Amaya Amaya, Arturo; Universidad Autónoma de Tamaulipas, México; Zúñiga Mireles, Emilio; Salazar Blanco, Miguel; Ávila Ramírez, Alfonso (AperturaAperturaApertura, 2018-03-23)
    This work has the aim to demonstrate the importance of the development of the digital competitions in the university teachers to empower his academic work with the support of the Technologies of the Information and Communication (ICT). In this sense, the University of Tamaulipas (UAT) Mexico has trained a total of 124 teachers from the different UAT schools in the International Certification Program in Digital Competencies-ICDL, of which up to now 76 teachers have accredited the Basic Certification-ICDL related with Computer Fundamentals, Online Course Fundamentals, Word Processor and Spreadsheets. To do this, teachers had to perform level tests, study lessons and develop, in a self-taught manner, different types of exercises and practices, until submitting their certification exam. This paper also presents the advances that teachers had in the development of their digital competences, comparing the results of the beginning and the end of the certification. Universities should invest in the training of their teachers, in order to respond to the challenges of the 21st century higher education, mainly because they require a specialized teaching profile, sufficient background in pedagogical methods, expertise in contents and certifications in digital competencies recognized by international organizations that guarantee their quality.
  • New training horizons: A MOOC experience as a resource in continuing education

    Universitat Jaume I (Castellón, España); Benet Gil, Alicia; Universitat Jaume I (Castellón) (AperturaAperturaApertura, 2018-03-23)
    Since the current incorporation of the E-learning in the educational world, this study presents the design and evaluation of the MOOC (Massive Online Open Courses) called "El aula inclusiva hoy en día. Cómo afrontar el trastorno del espectro autista y las altas capacidades intelectuales” [The inclusive classroom today. How to deal with autism spectrum disorder and the high intellectual capabilities]. The aim of this study is to provide educational professionals with a more accessible and flexible training resource so that they can expand and reinforce knowledge. Thus, the main purpose is to know the participants' perceptions about the MOOC. A questionnaire ad hoc was used as a data collection instrument. Initially, 330 participants were enrolled in the course, of which 110 participants completed it satisfactorily and responded to the final evaluative questionnaire. Most of the subjects answered in a positive way to the totality of the questions, being generally satisfied in: topic, content, methodology and participation. The main contribution of this work lies in the potential of these courses as an accessible tool that allows the permanent training of the professionals of the education. As a proposal for improvement, the participants clarify to increase the number of time to perform the tasks. In conclusion, we can say that the MOOC is perceived as a satisfactory tool. This helps us to continue advancing in the field of online and distance learning, considering the MOOC as a powerful tool that provides a valuable channel for the exchange of content and knowledge by students from all over the world.
  • Um canal aberto no ensino superior? MOOC e REA no mundo digital

    Nobre, Ana Maria; Universidade Aberta - Portugal; Mallmann, Elena Maria (AperturaAperturaApertura, 2017-09-25)
    A inovação pedagógica mediada por tecnologias em rede no mundo digital é um desafio contemporâneo no ensino superior. Por isso, o objetivo é apresentar uma reflexão sobre a contribuição e organização didática dos Recursos Educacionais Abertos (REA) e Massive Open Online Courses (MOOC) na formação universitária mediada por tecnologias educacionais no século XXI. Parametrizados pelos procedimentos qualitativos típicos do estudo de caso, analisamos dados de dois MOOC internacionais que versavam sobre REA. Como resultados da participação ativa nos cursos, foram registrados planos de cursos, materiais didáticos, metodologia de avaliação, atividades de aprendizagem, interação entre participantes e partilha online. Evidenciaram-se elementos didáticos diversificados nos MOOC com ênfase em vídeos e variação entre carga horária, tipo e número de atividades semanais. Embora REA e MOOC já sejam possibilidades concretas para formação universitária online no mundo digital, inclusive, com grande demanda internacional, é necessário investir em políticas institucionais para consolidar a educação aberta.
  • Educational possibilities of content curation: A literature review

    Juárez Popoca, Diana; Universidad Veracruzana; Torres Gastelú, Carlos Arturo; Universidad Veracruzana; Herrera Díaz, Luz Edith; Universidad Veracruzana (AperturaApertura, 2017-09-25)
    The objective of this work is to analyze the implementation ofcontent curation experiences in educational practice. The point of departure is the premise that this activity is not reduced to the information management, but that it affects the capacity of individuals to perform optimally in the environment of modern digital media. The methodology applied is the systematic literatura review. Through a search limited to the period 2011-2016, 19 empirical studies were found. The objectives, technological tools and main results of these studies were identified. The level of analysis of the following three aspects was evaluated: Collaborative learning, information management and training for digital media. The latter was less relevant. The conceptual discussion was integrated with the evidence of the experiences reviewed as a reference framework of the educational possibilities of content curation. The review shows great educational potential of content curation and encourages continued exploration from different contexts.
  • e-Círculo Literario aplicado en la clase de inglés. Una innovación educativa después del terremoto de 2016 en Ecuador

    Universidad Laica Eloy Alfaro de Manabi; Villafuerte, Jhonny Saulo; Universidad Laica Eloy Alfaro de Manabí, Ecuador Doctorando en Universidad del País Vasco, España; Intriago Palacios, Eder; Universidad ULEAM, Ecuador; Romero Andonegi, Asier (AperturaApertura, 2017-09-25)
    El objetivo de este trabajo es presentar el e-Círculo Literario (e-CL) como innovación académica, y que parte del Círculo Literario convencional (CL), para lograr su adaptación técnica en una plataforma informática de fácil acceso, así como la transformación de una práctica oral en idioma inglés hacia la producción escrita. La metodología seleccionada recurre al enfoque de interacción social, en el cual 38 estudiantes universitarios participan en una intervención educativa a distancia, diseñada ad hoc por el equipo investigador. Desde la investigación cualitativa se aplican las técnicas: grupo focal, observación contextualizada y entrevista semiestructurada para medir la eficiencia de la herramienta digital. Los resultados demuestran alta factibilidad técnica del e-CL y su aporte al mejoramiento de los niveles de producción escrita en idioma inglés de los participantes, a pesar de encontrarse en condiciones adversas. Se concluye que la educación digital potencia las posibilidades de retomar la marcha cotidiana de actividades educativas de calidad dentro de escenarios afectados por desastres naturales. Además, el uso del e-Círculo Literario ha logrado reducir la exposición del alumnado a riesgos latentes en eventos de catástrofes, como el terremoto de 7.8 grados Richter acontecido en Ecuador el 16 de abril de 2016.
  • Educational practice reorientation using OER: Preliminary results of three Mexican faculty at postgraduate level

    Universidad Veracruzana; Rivera Gómez, Dulce María; Universidad Autónoma del Estado de Hidalgo; Lau, Jesús; Universidad Veracruzana; Esquivel Gámez, Ismael; Universidad Veracruzana; Martínez Olvera, Waltraud (AperturaApertura, 2017-09-25)
    The aim in this paper is to present the preliminary results of a qualitative, multiple case study whose objective was to analyze the way educational practices (EP) are carried out by virtual faculty, when they incorporate Open Educational Resources (OER), as well as the way in which this appropriation of OER contributes to the pedagogical transformation of these practices in the field of education at a master’s level. The research involved three faculty of a Mexican university. The data analysis was performed; first, by reviewing each case, initially coding and categorizing in base to the established theoretical references and then tuning as the data emerged. Subsequently, the categorical sum of the cases was made as a whole to obtain global results. The results indicate that the EP of the participants developed predominantly with technological appropriation at the reorientation level, using mostly open access scientific articles to carry out activities with a teaching approach of deepening into knowledge. Teachers using OER recognize changes in their EP such as the enrichment in course design, pedagogical flexibility, variety of resources, personalization of teaching, development of student-centered approaches, and support in the development of competencies. This paper tries to contribute to the knowledge about the implementation of EP when OER were included and carried out in a Mexican context, as well as its potential impact on these educational practices.
  • ¿Un canal abierto en la educación superior? MOOC y REA en el mundo digital

    NOBRE, Ana Maria; Universidade Aberta - Portugal (AperturaApertura, 2017-09-25)
    La innovación pedagógica mediada por tecnologías en redes en el mundo digital es un reto contemporáneo en la enseñanza superior. Por eso, el objetivo es presentar una reflexión sobre la contribución y la organización didáctica de los recursos educativos abiertos (REA) y los massive open online courses (MOOC) en la formación universitaria mediada por tecnologías educativas en el siglo XXI. Parametrizados por los procedimientos cualitativos estándar del estudio de caso, analizamos los datos de dos MOOC internacionales que se centraron en los REA. Los resultados de la participación activa en los cursos se manifestaron en los planes de cursos, los materiales didácticos, la metodología de evaluación, las actividades de aprendizaje, la interacción de los participantes y el compartir en línea. Elementos didácticos diversificados se hicieron evidentes en los MOOC, entre los cuales destacan, los videos y la variación entre horas previstas, el tipo y el número de actividades semanales. Aunque los REA y los MOOC ya sean posibilidades concretas para la formación universitaria en línea, incluso con gran demanda internacional, sigue siendo necesario invertir en políticas institucionales para consolidar la educación abierta.
  • Technological appropriation for the effective incorporation of open educational resources

    Contreras Maradey, Fidel Ernesto; Gómez Zermeño, Marcela Georgina (AperturaApertura, 2017-03-30)
    This article is based on a research which sought to identify the technological appropriation of five teachers who excel using technologies, according to their institute’s directors, to incorporate open educational resources (OER) to support educative practices and propitiate the student’s meaningful learning; these OER are public domain resources used for teaching, learning and researching under some intellectual license that allows their use and re-purposing. The case study was the methodology and also electronic tests, observation sheets and triangulating of results were used. The results indicated that teachers have dissimilar knowledges and technological strengths –with some coincidence– using OER to support educative process, which showed to be useful as referents to integrate a proposal about using, selecting and producing OER with effectiveness which allow better educative practices and propitiate the meaningful learning.
  • Higher Medium distance education in Mexico and its effects towards educational equity.

    Chávez Macie, Francisco Javier; Murguía Ángeles, Ma. Trinidad (AperturaApertura, 2010-11-11)
    This paper presents a summary of the experience in implementing the distance senior high school education in Mexico and effects on equity for the populations whose geographic, demographic and social features marginalize them from conventional educational provision. The study is based on national education policies that prioritize the equity at educational services with quality and relevance by setting strategies related with the educational use of information and communication technologies (ICTs) to deliver these services to populations whose conditions and characteristics do not justify the creation of conventional educational services. The study assesses some results from this experience such as the extension of coverage, service efficiency and the students' performance. The results of this analysis suggest that these students' efficiency and performance is not significant different from traditional students.
  • Programs and technical support favoring the accessibility in the University

    Antón Ares, Paloma (AperturaApertura, 2010-11-11)
    La aprobación y aplicación de normativa de obligado cumplimiento incide en el derecho a una educación de calidad e igualdad de oportunidades, y favorece la plena integración en la sociedad de todas las personas. Junto a las actuaciones y los documentos de sensibilización, información y preparación para la utilización de las tecnologías de la información y la comunicación (TIC) como posibilitadores del acceso a éstas por las personas con algún tipo de discapacidad, se va propiciando una nueva mirada hacia este colectivo. De igual modo, las políticas de inclusión universitarias, dotadas de valores y deontología profesional, están ofreciendo servicios y apoyos para las personas que necesitan atención especial debido a alguna capacidad diferente. Vinculado al marco legislativo, se establece el diseño para todos, con la premisa fundamental de la accesibilidad. En este trabajo se exponen las medidas adoptadas, ayudas técnicas y programas que contribuyen, en gran medida, a lograr la efectividad del derecho a la educación de muchas personas, y se presenta una síntesis de su proceso para favorecer el acceso de dicho colectivo a la universidad.
  • Towards the configuration of social inclusion and the consolidation of the partnerships along with the virtual education

    Fainholc, Beatriz (AperturaApertura, 2010-11-11)
    The strong impact the use of IT has caused among the educative sectors, urges to reconsider issues such as inclusion and social equity; mainly on the developing countries. This article analyzes the different approaches regarding this issue with the aim to build a methodology towards the construction of learning networks with the "leaning-teaching" spirit. This way it seems fundamental the social inclusion for human development where IT's are a significant tool in the learning crusade for everyone.
  • Virtual education in Colombia: explanatory models of dropout

    Estévez Ceballos, Jose Areth; Castro-Martinez, Jaime; Rodriguez-Granobles, Henry (AperturaApertura, 2015-04-29)
    Virtual education has taken hold within the Latin American educational system as a methodology that provides vocational training to people whom, for various reasons, cannot access classroom education. This paper aims to review the literature on the current state of virtual education in Colombia and the factors associated with dropout in Virtual Learning. As findings during the literature search, we encountered that during the period between 2000 and 2012 in Colombia 38,136 students were enrolled in this modality, demonstrating the immense acceptance of these programs and the impact thereof. However, despite the number of enrolled, dropout rates are high. According to the System for Dropout Prevention in Higher Education, in 2013 there were a total of 48,850 students who dropped out of distance education programs, which represents 38.2% attrition and therefore a retention index of 61.8%. These figures suggest the need for studies to determine the factors that lead students to make the decision to desert. In this regard, the Colombian context studies of this phenomenon are in very early stages and most have adopted theoretical models grounded in distance-traditional education. However, some factors that may be associated with dropout in this modality are related to technical aspects and socio-cultural characteristics of students.

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