Evaluación del método Scenario Centered Curriculum en función del perfil tecnológico del estudiante
Resumen En el presente artículo se presentan los resultados obtenidos de evaluar la usabilidad del método Scenario Centered Curriculum (SCC) y el grado de satisfacción de los estudiantes con el mismo, en función del perfil tecnológico de cada grupo de estudiantes. El método se ha introducido en un curso de Marketing Digital impartido en tres escuelas de Formación Profesional de España, Italia y Francia. Dichas escuelas forman parte, junto a otros siete socios, del consorcio formado para el desarrollo del proyecto AUTOREF, enmarcado dentro del programa Erasmus+ de la Comunidad Europea. El objetivo del proyecto es constatar si las metodologías de aprendizaje activo aplicadas a entornos de Formación Profesional mejoran la motivación y rendimiento de los estudiantes y significan una mejora significativa en el mundo laboral. Los resultados preliminares nos muestran la necesidad de adaptar los contenidos de forma específica al ámbito de cada escuela para mejorar los resultados, ya que sin una fase de contextualización los estudiantes no acaban percibiendo la potencialidad del método.
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Schank, R. C. (1983). Dynamic memory: A theory of reminding and learning in computers and people. Cambridge University Press.
Schank, R. C. (2002). Every curriculum tells a story. International Journal of Cognition and Technology, 1(1), pp. 169-182. http://dx.doi.org/10.1075/ijct.1.1.11sch
Shepperd, J. A. (1993). Productivity loss in performance groups: A motivation analysis. Psychological bulletin, 113(1), 67. http://dx.doi.org/10.1037/0033-2909.113.1.67
Terenzini, P. T., Pascarella, E. T. & Blimling, G. S. (1996). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of college student development.
Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., ... & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444. http://dx.doi.org/10.3109/014215 9X.2012.680939
Bareiss, R. & Griss, M. (2008, March). A story-centered, learn-by-doing approach to software engineering education. In ACM SIGCSE Bulletin Vol. 40 (1), pp. 221-225). ACM. http://dx.doi. org/10.1145/1352322.1352217
Böhme, K., Doucet, P., Komornicki, T., Zaucha, J. & ?wi?tek, D. (2011). How to strengthen the territorial dimension of ‘Europe 2020’and the EU Cohesion Policy. Report based on the Territorial Agenda, 2020.
Damanpour, F. (1987). The adoption of technological, administrative, and ancillary innovations: Impact of organizational factors. Journal of management, 13(4), 675-688. http://dx.doi. org/10.1177/014920638701300408
De Freitas, S. (2006). Learning in immersive worlds. London: Joint Information Systems Committee.
Edens, K. M. (2000). Preparing problem solvers for the 21st century through problem-based learning. College Teaching, 48(2), pp. 55-60. https://doi.org/10.1080/87567550009595813
Endedijk, M. D., Vermunt, J. D., Meijer, P. C. & Brekelmans, M. (2014). Students' development in self-regulated learning in postgraduate professional education: a longitudinal study. Studies in higher education, 39(7), pp. 1116-1138. http://dx.doi.org/10.1080/03075079.2013.777402
Estruch, V. & Silva, J. (2006). Aprendizaje basado en proyectos en la carrera de Ingeniería Informática. Actas de las XII Jornadas de la Enseñanza Universitaria de la Informática (JENUI 2006), Deusto, Bilbao, 12-14 de julio de 2006 (pp. 339-346).
García-Peñalvo, F. J., García de Figuerola, C., & Merlo-Vega, J. A. (2010). Open knowledge: Challenges and facts. Online Information Review, 34(4), 520-539. http://dx.doi.org/10.1108/14684521011072963
Hew, K. F. & Cheung, W. S. (2010). Use of three?dimensional (3?D) immersive virtual worlds in K?12 and higher education settings: A review of the research. British journal of educational technology, 41(1), pp.33-55. http://dx.doi.org/10.1111/j.1467-8535.2008.00900.x
Higueras, J., la Salle Open University, Scenario Centered Curriculum, el learning-by-doing de éxito en La Salle Open University, consultado 25 de julio de 2014, http://blogs.uols.org/mba/scenario-centered-curriculum-el-learning-by-doing-de-exito-en-uols/
Hintikka, J. (1993). Socratic questioning, logic and rhetoric. Revue internationale de philosophie, 47(184 (1), 5-30.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16(3), pp. 235-266. http://dx.doi.org/10.1023/B:EDPR.0000034022.16470.f3
King, J. L., Gurbaxani, V., Kraemer, K. L., McFarlan, F. W., Raman, K. S. & Yap, C. S. (1994). Institutional factors in information technology innovation. Information systems research, 5(2), 139-169. http:// dx.doi.org/10.1287/isre.5.2.139
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press.
Koopman, P., Choset, H., Gandhi, R., Krogh, B., Marculescu, D., Narasimhan, P., … & Steenkiste, P. (2005). Undergraduate embedded system education at Carnegie Mellon. ACM Transactions on Embedded Computing Systems (TECS), 4(3), 500-528. http://dx.doi.org/10.1145/1086519.1086522
Law, N., Pelgrum, W. J. & Plomp, T. (Eds.). (2008). Pedagogy and ICT use in schools around the world: Findings from the IEA SITES 2006 study (Vol. 23). Springer Science & Business Media.
Popkewitz, T. S. (1977). The latent values of the discipline-centered curriculum. Theory & Research in Social Education, 5(1), pp. 41-60. http://dx.doi.org/10.1080/00933104.1977.10505997
Ramírez Montoya, M. S., & García-Peñalvo, F. J. (2015). Movimiento Educativo Abierto. Virtualis, 6(12), 1-13.
Romiszowski, A. J. (2004). How's the e-learning baby? Factors leading to success or failure of an educational technology innovation. EDUCATIONAL TECHNOLOGY-SADDLE BROOK THEN ENGLEWOOD CLIFFS NJ-, 44(1), 5-27.
Savery, J. R. & Duffy, T. M. (1995). Problem based learning: An instructional model and its constructivist framework. Educational technology, 35(5), 31-38.
Schank, R. C. (1983). Dynamic memory: A theory of reminding and learning in computers and people. Cambridge University Press.
Schank, R. C. (2002). Every curriculum tells a story. International Journal of Cognition and Technology, 1(1), pp. 169-182. http://dx.doi.org/10.1075/ijct.1.1.11sch
Shepperd, J. A. (1993). Productivity loss in performance groups: A motivation analysis. Psychological bulletin, 113(1), 67. http://dx.doi.org/10.1037/0033-2909.113.1.67
Terenzini, P. T., Pascarella, E. T. & Blimling, G. S. (1996). Students' out-of-class experiences and their influence on learning and cognitive development: A literature review. Journal of college student development.
Thistlethwaite, J. E., Davies, D., Ekeocha, S., Kidd, J. M., MacDougall, C., Matthews, P., ... & Clay, D. (2012). The effectiveness of case-based learning in health professional education. A BEME systematic review: BEME Guide No. 23. Medical teacher, 34(6), e421-e444. http://dx.doi.org/10.3109/014215 9X.2012.680939
Escudero, D. F., Climent, A., Canaleta, X., & Vicent, L. (2016). Evaluación del método Scenario Centered Curriculum en función del perfil tecnológico del estudiante. Education in the Knowledge Society (EKS), 17(3), 67–88. https://doi.org/10.14201/eks20161736788
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