Pedagogía del arte dramático y aprendizaje en línea: ¿una herramienta potencial para aprender en una sociedad del conocimiento?
Resumen Este artículo presenta evidencias de que el aprendizaje en línea no se ha diferenciado significativamente del aprendizaje presencial y que ambos se basan en gran medida en la pedagogía didáctica centrada en el aula. Por ello, se presenta como alternativa el uso de propuestas pedagógicas como la pedagogía de las artes dramáticas, que se alinea muy bien con las habilidades del siglo XXI y sugiere que existen oportunidades para futuras investigaciones sobre la aplicación de dichas aproximaciones para enseñar habilidades propias del siglo XXI en línea.
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Brown, B., & Duffy, J. (2013). The heart of teaching: Empowering students in the performing arts. Theatre, Dance and Performance Training, 4 (3), 430-434. https://doi.org/10.1080/19443927.2013.849072
DeMink-Carthew, J., Olofson, M. W., LeGeros, L., Netcoh, S., & Hennessey, S. (2017). An Analysis of Approaches to Goal Setting in Middle Grades Personalized Learning Environments. RMLE Online, 40(10), 1-11. https://doi.org/10.1080/19404476.2017.1392689
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Guo, P. J., & Reinecke, K. (2014). Demographic differences in how students navigate through MOOCs. In Proceedings of the first ACM conference on learning@scale conference (pp. 21-30). https://doi.org/10.1145/2556325.2566247
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St. Martin’s Press.
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Lee, B.L., Patall, E.A., Cawthon, S.W., & Steingut, R.R. (2015). The Effect of drama-based Pedagogy on prek-16 outcomes: A meta-analysis of research from 1985-2012. Review of Educational Research, 85(1), 3-49. https://doi.org/10.3102/0034654314540477
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Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3-27.
McDiarmid, G. W., Ball, D. L., & Anderson, C. W. (1989). Why staying one chapter ahead doesn’t really work: Subject-specific pedagogy. Issue paper 88-6. East Lansing, MI: National Center for Research on Teacher Education.
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Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with face-to-face courses in higher education. Journal of Computer Assisted Learning, 34(5), 534-543. https://doi.org/10.1111/jcal.12258
Spolin, V. (1983). Improvisation for the theater: A handbook of teaching and directing techniques. Evanston, Illinois: Northwestern University Press.
Swan, K., Shea, P. Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359-383. https://doi.org/10.2190/W4G6-HY52-57P1-PPNE
Toven-Lindsey, B., Rhoads, R. B., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. https://doi.org/10.1016/j.iheduc.2014.07.001
Triplett, J. E. (1999). The Solow productivity paradox: what do computers do to productivity? The Canadian Journal of Economics/Revue canadienne d’Economique, 32(2), 309-334. https://doi.org/10.2307/136425
Zemsky, R., & Massy, W. F. (2004). Thwarted innovation What happened to e-learning and why [PDF document]. Retrieved from https://goo.gl/ZhacdD
Blumenthal, E. (1984). Exploring at the Boundaries of Theater. New York, NY: Cambridge University Press.
Branch, R. M. (2009). Instructional design: The ADDIE approach. New York, NY: Springer Science & Business Media. https://doi.org/10.1007/978-0-387-09506-6
Brown, B., & Duffy, J. (2013). The heart of teaching: Empowering students in the performing arts. Theatre, Dance and Performance Training, 4 (3), 430-434. https://doi.org/10.1080/19443927.2013.849072
DeMink-Carthew, J., Olofson, M. W., LeGeros, L., Netcoh, S., & Hennessey, S. (2017). An Analysis of Approaches to Goal Setting in Middle Grades Personalized Learning Environments. RMLE Online, 40(10), 1-11. https://doi.org/10.1080/19404476.2017.1392689
Fadel, C. (2012). What should student learn in the 21st century. [PDF document]. Retrieved from: http://neurocenter.unige.ch/doc/mbe/Fadel_6dec.pdf
Figlio, D. N., Schapiro, M. O., & Soter, K. B. (2015). Are tenure track professors better teachers? Review of Economics and Statistics, 97(4), 715-724. https://doi.org/10.1162/REST_a_00529
Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. In M. Spector, B. B. Lockee, & M. D. Childress (Eds.), Learning, Design, and Technology. An International Compendium of Theory, Research, Practice, and Policy (pp. 1-23). Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-319-17727-4_67-1
Guo, P. J., & Reinecke, K. (2014). Demographic differences in how students navigate through MOOCs. In Proceedings of the first ACM conference on learning@scale conference (pp. 21-30). https://doi.org/10.1145/2556325.2566247
Harer, J.B., & Munden, S. The alexander technique resource book: A reference guide. Lanham, MD: The Scarecrow Press, Inc.
Haughey, J (2012). “What’s past is prologue”: English journal roots of a performance-based approach to teaching shakespeare. English Journal, 101(3), 60-65.
Hazelkorn, E. (2015). Rankings and the reshaping of higher education: The battle for worldclass excellence (2nd ed.). Houndsmills, Basingstoke, Hampshire: Palgrave Macmillan. https://doi.org/10.1057/9781137446671
Hersh, R. H., & Merrow, J. (Eds.). (2015). Declining by degrees: Higher education at risk. New York, NY:
St. Martin’s Press.
Hopkins, D. S. (1990). The higher education production function: Theoretical foundations and empirical findings. The economics of American universities, 1, 11-32.
Lee, B.L., Patall, E.A., Cawthon, S.W., & Steingut, R.R. (2015). The Effect of drama-based Pedagogy on prek-16 outcomes: A meta-analysis of research from 1985-2012. Review of Educational Research, 85(1), 3-49. https://doi.org/10.3102/0034654314540477
Lorenzo, G., & Moore, J. (2002). Five pillars of quality online education. The Sloan consortium report to the nation, 15-09. Retrieved from https://goo.gl/eEdpM4
Marks, R. (1990). Pedagogical content knowledge: From a mathematical case to a modified conception. Journal of teacher education, 41(3), 3-11. https://doi.org/10.1177/002248719004100302
Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the Human Sciences, 1(1), 3-27.
McDiarmid, G. W., Ball, D. L., & Anderson, C. W. (1989). Why staying one chapter ahead doesn’t really work: Subject-specific pedagogy. Issue paper 88-6. East Lansing, MI: National Center for Research on Teacher Education.
Mohamed, N. (2013). At the nexus between theatre and education: A study of theatre artists’ teaching practices. (Unpublished doctoral dissertation). University of Warwick, England.
Nguyen, T. (2015). The effectiveness of online learning: Beyond no significant difference and future horizons. MERLOT Journal of Online Learning and Teaching, 11(2), 309-319.
Patrick, S. and Sturgis, C. (2015). Maximizing competency education and blended learning: Insights from experts. International Association for K–12 Online Learning [PDF document]. Retrieved from https://files.eric.ed.gov/fulltext/ED557755.pdf
Schmidt, H. G., Wagener, S. L., Smeets, G. A., Keemink, L. M., & Van der Molen, H. T. (2015). On the use and misuse of lectures in higher education. Health Professions Education, 1(1), 12-18. https://doi.org/10.1016/j.hpe.2015.11.010
Soffer, T., & Nachmias, R. (2018). Effectiveness of learning in online academic courses compared with face-to-face courses in higher education. Journal of Computer Assisted Learning, 34(5), 534-543. https://doi.org/10.1111/jcal.12258
Spolin, V. (1983). Improvisation for the theater: A handbook of teaching and directing techniques. Evanston, Illinois: Northwestern University Press.
Swan, K., Shea, P. Fredericksen, E., Pickett, A., Pelz, W., & Maher, G. (2000). Building knowledge building communities: Consistency, contact and communication in the virtual classroom. Journal of Educational Computing Research, 23(4), 359-383. https://doi.org/10.2190/W4G6-HY52-57P1-PPNE
Toven-Lindsey, B., Rhoads, R. B., & Lozano, J. B. (2015). Virtually unlimited classrooms: Pedagogical practices in massive open online courses. The Internet and Higher Education, 24, 1-12. https://doi.org/10.1016/j.iheduc.2014.07.001
Triplett, J. E. (1999). The Solow productivity paradox: what do computers do to productivity? The Canadian Journal of Economics/Revue canadienne d’Economique, 32(2), 309-334. https://doi.org/10.2307/136425
Zemsky, R., & Massy, W. F. (2004). Thwarted innovation What happened to e-learning and why [PDF document]. Retrieved from https://goo.gl/ZhacdD
Lynch, D. E., Haj-Mohamadia, S., Murphy Yeoman, L., & Sparangis, T. (2019). Pedagogía del arte dramático y aprendizaje en línea: ¿una herramienta potencial para aprender en una sociedad del conocimiento?. Education in the Knowledge Society (EKS), 19(4), 69–80. https://doi.org/10.14201/eks20181946980
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