Monographic about building of the knowledge in the new technological space

The digital magazine RUSC has published a complete monograph titled 'Communication and construction of knowledge in the new technological space'. The monograph composes of an introduction of Javier Nó Sánchez, and five interesting articles in which reflect on the training and the utilization of the virtual surroundings and the new technologies for the education, and how goes developing our process of learning in the net.

I attach the electronic document that contains the monograph complete, and include to continuation the summary of Javier and those that the authors have realized on his articles:

 

Communication and construction of knowledge in the new technology space

Javier Nó Sánchez (coord.) (jnosa@upsa.es)
Catedrático Of Technology of the Information. Empower of Communication (University Pontificia of Salamanca)
 
This monograph deals with the relationships between communication, the building of knowledge and the interactional area in which they operate, going in depth into the theory and on to practical uses. We consider that this area is the environment where interactions take place and that the methods are conditioned by its dimensions. There was a time when pedagogical styles and methods aimed to reproduce reality inside a classroom, or at least to find close analogies to the facts and phenomena that were being studied. The present-day technological environment goes beyond this practice and allows us to broaden the expanse where interactions take place, leading us towards or away from our object of knowledge. So strategic management is necessary, whether using forums, chats or blogs, whether with wikis, social networks or podcasts, or with any of the new ways to generate micro-content, to help us define the specific size and location of this space and to bring us closer to the stated educational objectives throughout the training course.
 

Reconfiguration Like subjects of communication: implications for the environments virtual with educative ends

Joaquín García Carrasco (carrasco@usal.es)
Catedrático Of Pedagogy of the University of Salamanca
Gloria María Álvarez Cadavid (gloria.alvarez@upb.edu.co)
Docente-Researcher in the University Pontificia Bolivariana (Medellín, Colombia)

 The technological possibilities current broaden the communicative meetings and the expressive forms, enriching the stages of the human interaction, space intersubjective where builds the experience and where elaborates the understanding and the consensus in the meaning; in definite, the command in which really take place the processes that closely defined the concept of culture, and dynamic of incorporation to a community of practices, by means of which takes place the process of humanisation.

 The basic competitions of the language allow the communication in the distinct stages, however, the competitions that characterize the oralidad in the culture are not today sufficient, given that the mediaciones technological that modulate these meetings require of the users a reconfiguration like subjects of communication, so that they exert of effective form in the technological stages of current interaction.

 ¿What involves a reconfiguration like subjects of communication, of face to the virtual stages? The research of an answer to this question constitutes the central core that attend in this writing, that initiate with an analysis of the power of the mind in the management of the knowledge from the double dimension argumentative of the scientific speech and of the relato like expressive forms of the communication. Afterwards aborda the communication from three complementary approaches: the pragmatic, the symbolic interaction and the postulates of the School of High Stick, that brindan a complex vision of the communication, necessary to understand how have modified our forms of communication and to comprise the implications derived of the implantation of the new technological spaces and the consequences for the practice that promotes the change in the knowledge.

 We pretend then consider the conceptual keys that from these theories earn main importance today, and how these update to understand the way as we communicated us inside the virtual surroundings, place preponderante where carry out, in the actuality, big part of the processes of management of the information and of negotiation of meanings in processes of training (Rheingold, 1994; Rheingold, 2004). The communication and the negotiation of the meaning express one of the fundamental powers of the mind of the human being.

Interactive spaces of communication and learning. The building of identities

Sergio Ortega Santamaría (sortegasa@upsa.es)
Professor of the Empower of Communication of the University Pontificia of Salamanca
Juan Carlos Gacitúa Araneda (jcgacituaar@upsa.es)
Coordinator And-learning in the Empower of Communication of the University Pontificia of Salamanca

 The surroundings has changed. The far idea that our surroundings is what "surrounds us", has been surpassed by the split of the physical barriers that provides us the Net. The new surroundings in which us have developed is being created by us same through the products that are able to build. Today have the possibility to "" be in the Net, to create and take part in communities of interest, to show us to the world with proper products, to explain him to the other what interests us, entertains us or form, to produce information and reedit with the frequency that want to.

 The Web 2.0 has supposed a split of spaces in formal line, as the platforms of learning. Our students "are" in the Net and create his digital identity rich in nuances that complement the learning and show us more distinctly how are and what interests them. This article looks for to determine which are the principles of participation in this new context.

 

The model constructivist with the new technologies, applied in the process of learning

Stefany Raquel Hernández Requena (shernandez@itla.edu.do)
Professor researcher of the Technological Institute of the Américas

 The constructive theory focus in the building of the knowledge through activities based in rich experiences in context. The constructivism offers a new paradigm for this new was of information motivated by the new technologies that have arisen in the last years. With the arrival of these technologies (wikis, social nets, blogs...), the students no only have to his extent the access to a world of boundless information of instantaneous way, but that also offers them the possibility to control they same the direction of his proper learning. This work tries to examine the tie between the use efectivo of the new technologies and the constructive theory, exploring the technologies of the information that brings applications being used in the process of learning, leads to an experience of exceptional learning for the individual in the building of his knowledge. Change the traditional diagram of the classroom, where the paper and the pencil have the  main protagonism, and establish a new style in which find present the same tools but adding them the applications of the new technologies, aporta a new way to learn, that creates in the students an only experience for the building of his knowledge. The central point of this investigation is to analyse how the new technologies like constructivist tools take part in the process of learning of the people.

 

Learning to resolve real cases by means of the utilization of informatical tools of learning and collaboration. Experimental study in a context of university training

José Angel of On top of the Source (jarriba@sauce.pntic.mec.es)
Doctor in Sciences of the Education

 The technology can act like a dynamic factor of the processes of learning and the communication generating a context in which individuals with different training and interests can work together and abordar real problems of big complexity, that with frequency find badly structured and situate in commands fuzzy of the knowledge.

 The expectations of improvement of the competition of the users of technologies of the communication and the information (TIC) go to be very related with the form to use the group of tools informáticas inside the process of building shared of the knowledge.

 In the present article proposes a model that pretends to show that the use of the Informatics like tool of the mind is able to optimize the single and collective potential to achieve the expert knowledge, this is, the TIC can affect with different level of intensity to our competition in the processes to learn to learn, learn to generate knowledge, learn in collaboration, if they give some conditions that signal the principles of the theory of the cognitive flexibility, the learning transformativo and the learning in collaboration.

 They collect the results of an investigation realized with 63 university and professional of speech, psychology and pedagogy that, using tools informáticas, have to resolve eleven real cases of boys and adults no vocal that look for to enter improvements in his systems of communication augmentative. They compare two contexts of learning in the achievement of the expert knowledge elaborated with a format of WebQuest that uses resources of Internet, one rigid based in traditional tools that employ protocols, and another flexible that handles mindtools or tools of the mind. They check differences in the aprovechamiento of the programs between novel students and advanced in favor of these last when they use bases of data and conceptual maps that have as it bear the theory of the cognitive flexibility.

 It argues the need to facilitate tools computer of communication that allow to students and expert professionals create spaces of work shared to achieve real cases of special complexity.

 

Instruments for the building of a model of corporate virtual training

Juan Pablo Ramírez Cortés 
Aide and consultor business in subject of integral management of contents, processes of virtual training and portals of general information

 The virtual education business or corporate earned vigencia and high indexes of value in the last years. However, a lot of organizations trusted the growth of his plans of training only to the advantages awarded by the technology, and abandoned, neglected did not attend sufficiently the generic processes and of accompaniment that characterized from time backwards all the processes of people capacitation.

 In this article, analyse the conditions with which were born some methods of training aided by computer tools, and review some real experiences of companies that had the opportunity to do experimentation with this methodologies. Finally, proposes a route of analysis for the building of the models of business virtual training, with the support of the theory of the chain of value of M. Porter, by means of the extrapolation of the general conditions of said theory with the typical characteristics of the mechanisms of valid business training.

 

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