Palabras clave
Ecologías de aprendizaje
formación de docente
TIC en la educación
contexto de aprendizaje
recursos educacionales
formación de docente
TIC en la educación
contexto de aprendizaje
recursos educacionales
Cómo citar
Baloco Navarro, C., & Ricardo Barreto, C. (2021). Las ecologías de aprendizaje en la formación docente a través de las TIC. Conocimiento Global, 6(S1), 180-198. https://doi.org/10.70165/cglobal.v6iS1.139
Resumen
El objetivo del trabajo presentado fue la caracterización de las ecologías de aprendizaje que, a través de las TIC, se desarrollan en los procesos de formación docente a partir de un estudio meta-sintético de construcción teórica, el cual se llevó a cabo a partir de la revisión y el análisis de 25 artículos, seleccionados bajo dos criterios de búsqueda en diferentes bases de datos. Haciendo uso de las premisas teóricas, se construyeron deductivamente cinco categorías, y con base en estas se construyó todo un corpus categorial que permitió sugerir oportunidades de aprendizaje en la formación permanente de los docentes con el apoyo de las TIC. En el área de la educación, la noción de ecologías de aprendizaje se refiere al conjunto de contextos y elementos que se utilizan para el aprendizaje y que, a su vez, lo determinan. Tales contextos y elementos son de naturaleza diversa; así, aunque algunos poseen bases tecnológicas, otros están desprovistos de ellas. Los procesos de aprendizaje que estos conjuntos posibilitan se pueden experimentar en diferentes tipos de escenarios: formales, virtuales, informales y/o presenciales. Entre los hallazgos se resaltan las experiencias de aprendizaje en el aula (virtual o prensencial), los nuevos roles que el profesor asume en los múltiples contextos y los elementos que ayudan a definir patrones dentro de sus ecologías de aprendizaje. Se concluye que la docencia del nuevo milenio es exigible a los profesionales la formación constante.
Citas
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Bain, K. (2011). Lo que hacen los mejores profesores de universidad. Universitat de Valencia.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
Bárcena, F. -Mélich, J.C. (2000) La educación como acontecimiento ético : natalidad, narración y hospitalidad. Barcelona, Paidós Ibérica;
Barnett R. (2012) The Coming of the Ecological Learner. In: Tynjälä P., Stenström ML., Saarnivaara M. (eds) Transitions and Transformations in Learning and Education. Springer. https://doi.org/10.1007/978-94-007-2312-2_2
Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1N20-VV12-4RB5-33VA
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human development, 49(4), 193-224. https://doi.org/10.1159/000094368
Barron, B., Martin, C. K., y Roberts, E. (2007). Sparking self-sustained learning: Report on a design experiment to build technological fluency and bridge divides. Int J Technol Des Educ 17, 75–105 (2007). https://doi.org/10.1007/s10798-006-9002-4
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249
Burbules, N. (2014). El aprendizaje ubicuo: nuevos contextos, nuevos procesos. Entramados : educación y sociedad, 1(1), 131-134. http://fh.mdp.edu.ar/revistas/index.php/entramados/article/view/1084
Cabero, J. A. (2014). Creación de entornos personales de aprendizaje como recurso para la formación. El proyecto Dipro 2.0. Edutec. Revista Electrónica De Tecnología Educativa, (47), a261. https://doi.org/10.21556/edutec.2014.47.80
Cobo, C., y Moravec, J. W. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Publicacions i Edicions Universitat de Barcelona.
Cross J. (2010) “They had People Called Professors…!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions?. In: Ehlers UD., Schneckenberg D. (eds) Changing Cultures in Higher Education. Springer. https://doi.org/10.1007/978-3-642-03582-1_4
Ching, D. (2016). "Now I can actually do what I want": Social learning ecologies supporting youth pathways in digital media making (Order No. 10129595). ProQuest Dissertations & Theses A&I. https://search.proquest.com/openview/fc35045bf4264bf0339e1ad884f57c35/1?pq-origsite=gscholar&cbl=18750&diss=y
Dabbagh, N., y Kitsantas, A. (2012) Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning, The Internet and Higher Education. 15(1), 3-8, https://doi.org/10.1016/j.iheduc.2011.06.002
Davis, N., Preston, C. y Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: evidence from a national initiative. British Journal of Educational Technology, 40(5), 861–878. https://doi.org/10.1111/j.1467-8535.2008.00875.x
Dewey, J. (1995). Democracia y educación: una introducción a la filosofía de la educación. Ediciones Morata.
de Oliveira, J. M., Henriksen, D., Castañeda, L., Marimon, M., Barberà, E., Monereo, C., Coll, C., Mahiri, J. y Mishra, P. (2015). El panorama educativo de la era digital: prácticas comunicativas que (nos) impulsan hacia adelante. RUSC. Universities and Knowledge Society Journal, 12(2), 14-31. http://doi.org/10.7238/rusc.v12i2.2440
Desimone, L. M. y Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252-263.
Díez-Gutiérrez, E. y Díaz-Nafría, J. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54, 49-58. https://doi.org/10.3916/C54-2018-05
Downes, S. (2008). Connectivism & Connective Knowledge. Innovate: Journal of Online Education: 5(1), Article 6. https://nsuworks.nova.edu/innovate/vol5/iss1/6
EdSurge. (2014). How teachers are learning: Professional development remix. Retrieved, from https://d3e7x39d4i7wbe.cloudfront.net/uploads/report/pdf_free/6/PD-Remix-EdSurge-Report-2014.pdf.
Esteban-Bara, F. (2018). Etica del Profesorado. Herder Editorial S.L., Barcelona
Field, J. (2010). Lifelong Learning. International Encyclopedia of Education (Third Edition), Elsevier, 89-95. https://doi.org/10.1016/B978-0-08-044894-7.00016-6
Fisher, T. (2008). Understanding teachers’ use of educational technologies. In M. Karanika-Murray & R. Wiesemes (Eds.), Exploring avenues to interdisciplinary research. Nottingham: Nottingham University Press.
Fisher, T., Denning, T., Higgins, C. y Loveless, A. (2012). Teachers' knowing how to use technology: exploring a conceptual framework for purposeful learning activity. Curriculum Journal, 23(3), 307-325. https://doi.org/10.1080/09585176.2012.703492
Finfgeld, D. L. (2003). Metasynthesis: The State of the Art—So Far. Qualitative Health Research, 13(7), 893–904. https://doi.org/10.1177/1049732303253462
Frawley J.K., Dyson L.E. (2014) Mobile Literacies. In: Kalz M., Bayyurt Y., Specht M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn. Communications in Computer and Information Science, vol 479. Springer. https://doi.org/10.1007/978-3-319-13416-1_36
González-Sanmamed, M., Sangrà, A., Souto-Seijo, A. y Estévez Blanco, I.(2018). Ecologías de aprendizaje en la era digital: Desafíos para la educación superior. Publicaciones, 48(1), 25-45. https://doi.org/10.30827/publicaciones.v48i1.7329
Guitert, M., Ornellas, A., Rodríguez, G., Pérez-Mateo, M., Romero, M. y Romeu, T. (2014). El docente en línea: Aprender colaborando en la red. Editorial UOC.
Hager, P. J. (2011). Concepts and definitions of lifelong learning. The Oxford handbook of lifelong learning, 12-25.
Halliday, J. (2010). Lifelong Learning. International Encyclopedia of Education (Third Edition), Elsevier, 170-174. https://doi.org/10.1016/B978-0-08-044894-7.00591-1.
Jackson, N. (2013). The concept of learning ecologies. Lifewide learning, education and personal development e-book. Ebook: http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf
Jocson, K. M. (2016). Ripples and Breaks: Reflecting on Learning Ecologies in Career and Technical Education. Anthropology & Education Quarterly, 47(4), 444-455 https://doi.org/10.1111/aeq.12170
Krug, D. y Arntzen, J. (2010). Ecologies of Learning: Efficacious Learning and ICT Pedagogical and Technological Adaptability. In Mukerji, S., & Tripathi, P. (Eds.), Cases on Interactive Technology Environments and Transnational Collaboration: Concerns and Perspectives (pp. 74-93). IGI Global. http://doi:10.4018/978-1-61520-909-5.ch004
Laal, M. (2011). Lifelong learning: What does it mean?. Procedia-Social and Behavioral Sciences, 28, 470-474. https://doi.org/10.1016/j.sbspro.2011.11.090.
Leal-Fonseca, D., Rojas De Francisco, L., Ortiz-Pradilla, T. y Monroy-Osorio, J. C. (2020). Percepción de los docentes sobre sus acciones innovadoras. Educación y Educadores, 23(3), 427-443. https://doi.org/10.5294/edu.2020.23.3.4
Lemke, J. L. (1997). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner and A. Whitson, (Eds.), Situated Cognition: Social, Semiotic, and Psychological Perspectives. (37-55). Ed. (Erlbaum) http://static1.1.sqspcdn.com/static/f/694454/12425250/1306521358473/Cognition-Context-Learning-SitCog.pdf?token=wwk0xAFoFD%2Bf08GRIeycIxd9I9I%3D
Looi, C. K. (2001). Enhancing learning ecology on the Internet. Journal of Computer Assisted Learning, 17(1), 13-20. https://doi.org/10.1111/j.1365-2729.2001.00155.x
Maina M. y González I. (2016) Articulating Personal Pedagogies Through Learning Ecologies. In: Gros B., Kinshuk, Maina M. (eds) The Future of Ubiquitous Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. Doi: https://doi.org/10.1007/978-3-662-47724-3_5
Macià, M. y García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307. http://dx.doi.org/10.1016/j.tate.2016.01.021
Morgan-Klein, B. y Osborne, M. (2007). The concepts and practices of lifelong learning. Routledge. https://doi.org/10.4324/9780203932766
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783
National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
Prenger, R., Poortman, C. L. y Handelzalts, A. (2017). Factors influencing teachers' professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77-90. https://doi.org/10.1016/j.tate.2017.08.014
Prieto, J., Migueláñez, S. y García-Peñalvo, F. (2014). Mobile learning adoption from informal into formal: an extended TAM model to measure mobile acceptance among teachers. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, 595-602. ACM. https://doi.org/10.1145/2669711.2669961
Sangrà, A., González-Sanmamed, M. y Guitert, M. (2013). Learning Ecologies: Informal professional development opportunities for teachers. In 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM) (pp. 1-2). https://doi.org/10.1109/CICEM.2013.6820171
Sangrà, A. y Wheeler, S. (2013). «Nuevas formas de aprendizaje informales: ¿O estamos formalizando lo informal?». En: La informalización de la educación. Revista de Universidad y Sociedad del Conocimiento (RUSC). Vol. 10, n.º 1, págs. 107-115. UOC. http://dx.doi.org/10.7238/rusc.v10i1.1689
Sangrà, A. y González-Sanmamed, M. (2004). El profesorado universitario y las TIC: redefinir roles y competencias. In La transformación de las universidades a través de las TIC: discursos y prácticas (pp. 73-97). Editorial UOC.
Sangrà, A., Raffaghelli, J. y Veletsianos, G. (2019), Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era. British Journal of Educational Technology,, 50(4), 1615-1618. https://doi.org/10.1111/bjet.12828
Siemens, G. (2007). Connectivism: Creating a learning ecology in distributed environments. Didactics of microlearning. Concepts, discourses and examples, 53-68. Waxmann.
Tabuenca, B., Ternier, S. y Specht, M. (2012). Everyday patterns in lifelong learners to build personal learning ecologies. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (86-93). https://core.ac.uk/download/pdf/55537213.pdf
Tabuenca, B., Ternier, S. (2015). Patrones cotidianos en estudiantes de formación continua para la creación de ecologías de aprendizaje. Revista De Educación a Distancia, 0(37). http://revistas.um.es/red/article/view/234061
Twining, P., Raffaghelli, J., Albion, P. y Knezek, D. (2013). Moving education into the digital age: The contribution of teachers' professional development. Journal of computer assisted learning, 29(5), 426-437. https://doi.org/10.1111/jcal.12031
Van den Beemt, A. y Diepstraten, I. (2016). Teacher perspectives on ICT: A learning ecology approach. Computers & Education, 92, 161-170. https://doi.org/10.1016/j.compedu.2015.10.017
Williams, R., Karousou, R. y Mackness, J. (2011). Emergent learning and learning ecologies in Web 2.0. The International review of research in open and distributed learning, 12(3), 39-59. http://dx.doi.org/10.19173/irrodl.v12i3.883
Bain, K. (2011). Lo que hacen los mejores profesores de universidad. Universitat de Valencia.
Bandura, A. (1989). Human agency in social cognitive theory. American Psychologist, 44(9), 1175–1184. https://doi.org/10.1037/0003-066X.44.9.1175
Bárcena, F. -Mélich, J.C. (2000) La educación como acontecimiento ético : natalidad, narración y hospitalidad. Barcelona, Paidós Ibérica;
Barnett R. (2012) The Coming of the Ecological Learner. In: Tynjälä P., Stenström ML., Saarnivaara M. (eds) Transitions and Transformations in Learning and Education. Springer. https://doi.org/10.1007/978-94-007-2312-2_2
Barron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31(1), 1-36. https://doi.org/10.2190/1N20-VV12-4RB5-33VA
Barron, B. (2006). Interest and self-sustained learning as catalysts of development: A learning ecology perspective. Human development, 49(4), 193-224. https://doi.org/10.1159/000094368
Barron, B., Martin, C. K., y Roberts, E. (2007). Sparking self-sustained learning: Report on a design experiment to build technological fluency and bridge divides. Int J Technol Des Educ 17, 75–105 (2007). https://doi.org/10.1007/s10798-006-9002-4
Bronfenbrenner, U. (1989). Ecological systems theory. Annals of Child Development, 6, 187-249
Burbules, N. (2014). El aprendizaje ubicuo: nuevos contextos, nuevos procesos. Entramados : educación y sociedad, 1(1), 131-134. http://fh.mdp.edu.ar/revistas/index.php/entramados/article/view/1084
Cabero, J. A. (2014). Creación de entornos personales de aprendizaje como recurso para la formación. El proyecto Dipro 2.0. Edutec. Revista Electrónica De Tecnología Educativa, (47), a261. https://doi.org/10.21556/edutec.2014.47.80
Cobo, C., y Moravec, J. W. (2011). Aprendizaje invisible. Hacia una nueva ecología de la educación. Publicacions i Edicions Universitat de Barcelona.
Cross J. (2010) “They had People Called Professors…!” Changing Worlds of Learning: Strengthening Informal Learning in Formal Institutions?. In: Ehlers UD., Schneckenberg D. (eds) Changing Cultures in Higher Education. Springer. https://doi.org/10.1007/978-3-642-03582-1_4
Ching, D. (2016). "Now I can actually do what I want": Social learning ecologies supporting youth pathways in digital media making (Order No. 10129595). ProQuest Dissertations & Theses A&I. https://search.proquest.com/openview/fc35045bf4264bf0339e1ad884f57c35/1?pq-origsite=gscholar&cbl=18750&diss=y
Dabbagh, N., y Kitsantas, A. (2012) Personal Learning Environments, social media, and self-regulated learning: A natural formula for connecting formal and informal learning, The Internet and Higher Education. 15(1), 3-8, https://doi.org/10.1016/j.iheduc.2011.06.002
Davis, N., Preston, C. y Sahin, I. (2009). Training teachers to use new technologies impacts multiple ecologies: evidence from a national initiative. British Journal of Educational Technology, 40(5), 861–878. https://doi.org/10.1111/j.1467-8535.2008.00875.x
Dewey, J. (1995). Democracia y educación: una introducción a la filosofía de la educación. Ediciones Morata.
de Oliveira, J. M., Henriksen, D., Castañeda, L., Marimon, M., Barberà, E., Monereo, C., Coll, C., Mahiri, J. y Mishra, P. (2015). El panorama educativo de la era digital: prácticas comunicativas que (nos) impulsan hacia adelante. RUSC. Universities and Knowledge Society Journal, 12(2), 14-31. http://doi.org/10.7238/rusc.v12i2.2440
Desimone, L. M. y Garet, M. S. (2015). Best practices in teachers’ professional development in the United States. Psychology, Society and Education, 7(3), 252-263.
Díez-Gutiérrez, E. y Díaz-Nafría, J. (2018). Ubiquitous learning ecologies for a critical cybercitizenship. [Ecologías de aprendizaje ubicuo para la ciberciudadanía crítica]. Comunicar, 54, 49-58. https://doi.org/10.3916/C54-2018-05
Downes, S. (2008). Connectivism & Connective Knowledge. Innovate: Journal of Online Education: 5(1), Article 6. https://nsuworks.nova.edu/innovate/vol5/iss1/6
EdSurge. (2014). How teachers are learning: Professional development remix. Retrieved, from https://d3e7x39d4i7wbe.cloudfront.net/uploads/report/pdf_free/6/PD-Remix-EdSurge-Report-2014.pdf.
Esteban-Bara, F. (2018). Etica del Profesorado. Herder Editorial S.L., Barcelona
Field, J. (2010). Lifelong Learning. International Encyclopedia of Education (Third Edition), Elsevier, 89-95. https://doi.org/10.1016/B978-0-08-044894-7.00016-6
Fisher, T. (2008). Understanding teachers’ use of educational technologies. In M. Karanika-Murray & R. Wiesemes (Eds.), Exploring avenues to interdisciplinary research. Nottingham: Nottingham University Press.
Fisher, T., Denning, T., Higgins, C. y Loveless, A. (2012). Teachers' knowing how to use technology: exploring a conceptual framework for purposeful learning activity. Curriculum Journal, 23(3), 307-325. https://doi.org/10.1080/09585176.2012.703492
Finfgeld, D. L. (2003). Metasynthesis: The State of the Art—So Far. Qualitative Health Research, 13(7), 893–904. https://doi.org/10.1177/1049732303253462
Frawley J.K., Dyson L.E. (2014) Mobile Literacies. In: Kalz M., Bayyurt Y., Specht M. (eds) Mobile as a Mainstream – Towards Future Challenges in Mobile Learning. mLearn. Communications in Computer and Information Science, vol 479. Springer. https://doi.org/10.1007/978-3-319-13416-1_36
González-Sanmamed, M., Sangrà, A., Souto-Seijo, A. y Estévez Blanco, I.(2018). Ecologías de aprendizaje en la era digital: Desafíos para la educación superior. Publicaciones, 48(1), 25-45. https://doi.org/10.30827/publicaciones.v48i1.7329
Guitert, M., Ornellas, A., Rodríguez, G., Pérez-Mateo, M., Romero, M. y Romeu, T. (2014). El docente en línea: Aprender colaborando en la red. Editorial UOC.
Hager, P. J. (2011). Concepts and definitions of lifelong learning. The Oxford handbook of lifelong learning, 12-25.
Halliday, J. (2010). Lifelong Learning. International Encyclopedia of Education (Third Edition), Elsevier, 170-174. https://doi.org/10.1016/B978-0-08-044894-7.00591-1.
Jackson, N. (2013). The concept of learning ecologies. Lifewide learning, education and personal development e-book. Ebook: http://www.lifewideebook.co.uk/uploads/1/0/8/4/10842717/chapter_a5.pdf
Jocson, K. M. (2016). Ripples and Breaks: Reflecting on Learning Ecologies in Career and Technical Education. Anthropology & Education Quarterly, 47(4), 444-455 https://doi.org/10.1111/aeq.12170
Krug, D. y Arntzen, J. (2010). Ecologies of Learning: Efficacious Learning and ICT Pedagogical and Technological Adaptability. In Mukerji, S., & Tripathi, P. (Eds.), Cases on Interactive Technology Environments and Transnational Collaboration: Concerns and Perspectives (pp. 74-93). IGI Global. http://doi:10.4018/978-1-61520-909-5.ch004
Laal, M. (2011). Lifelong learning: What does it mean?. Procedia-Social and Behavioral Sciences, 28, 470-474. https://doi.org/10.1016/j.sbspro.2011.11.090.
Leal-Fonseca, D., Rojas De Francisco, L., Ortiz-Pradilla, T. y Monroy-Osorio, J. C. (2020). Percepción de los docentes sobre sus acciones innovadoras. Educación y Educadores, 23(3), 427-443. https://doi.org/10.5294/edu.2020.23.3.4
Lemke, J. L. (1997). Cognition, context, and learning: A social semiotic perspective. In D. Kirshner and A. Whitson, (Eds.), Situated Cognition: Social, Semiotic, and Psychological Perspectives. (37-55). Ed. (Erlbaum) http://static1.1.sqspcdn.com/static/f/694454/12425250/1306521358473/Cognition-Context-Learning-SitCog.pdf?token=wwk0xAFoFD%2Bf08GRIeycIxd9I9I%3D
Looi, C. K. (2001). Enhancing learning ecology on the Internet. Journal of Computer Assisted Learning, 17(1), 13-20. https://doi.org/10.1111/j.1365-2729.2001.00155.x
Maina M. y González I. (2016) Articulating Personal Pedagogies Through Learning Ecologies. In: Gros B., Kinshuk, Maina M. (eds) The Future of Ubiquitous Learning. Lecture Notes in Educational Technology. Springer, Berlin, Heidelberg. Doi: https://doi.org/10.1007/978-3-662-47724-3_5
Macià, M. y García, I. (2016). Informal online communities and networks as a source of teacher professional development: A review. Teaching and Teacher Education, 55, 291–307. http://dx.doi.org/10.1016/j.tate.2016.01.021
Morgan-Klein, B. y Osborne, M. (2007). The concepts and practices of lifelong learning. Routledge. https://doi.org/10.4324/9780203932766
National Academies of Sciences, Engineering, and Medicine. (2018). How People Learn II: Learners, Contexts, and Cultures. Washington, DC: The National Academies Press. https://doi.org/10.17226/24783
National Research Council. (2000). How people learn: Brain, mind, experience, and school: Expanded edition. National Academies Press.
Prenger, R., Poortman, C. L. y Handelzalts, A. (2017). Factors influencing teachers' professional development in networked professional learning communities. Teaching and Teacher Education, 68, 77-90. https://doi.org/10.1016/j.tate.2017.08.014
Prieto, J., Migueláñez, S. y García-Peñalvo, F. (2014). Mobile learning adoption from informal into formal: an extended TAM model to measure mobile acceptance among teachers. In Proceedings of the Second International Conference on Technological Ecosystems for Enhancing Multiculturality, 595-602. ACM. https://doi.org/10.1145/2669711.2669961
Sangrà, A., González-Sanmamed, M. y Guitert, M. (2013). Learning Ecologies: Informal professional development opportunities for teachers. In 2013 IEEE 63rd Annual Conference International Council for Education Media (ICEM) (pp. 1-2). https://doi.org/10.1109/CICEM.2013.6820171
Sangrà, A. y Wheeler, S. (2013). «Nuevas formas de aprendizaje informales: ¿O estamos formalizando lo informal?». En: La informalización de la educación. Revista de Universidad y Sociedad del Conocimiento (RUSC). Vol. 10, n.º 1, págs. 107-115. UOC. http://dx.doi.org/10.7238/rusc.v10i1.1689
Sangrà, A. y González-Sanmamed, M. (2004). El profesorado universitario y las TIC: redefinir roles y competencias. In La transformación de las universidades a través de las TIC: discursos y prácticas (pp. 73-97). Editorial UOC.
Sangrà, A., Raffaghelli, J. y Veletsianos, G. (2019), Lifelong learning Ecologies: Linking formal and informal contexts of learning in the digital era. British Journal of Educational Technology,, 50(4), 1615-1618. https://doi.org/10.1111/bjet.12828
Siemens, G. (2007). Connectivism: Creating a learning ecology in distributed environments. Didactics of microlearning. Concepts, discourses and examples, 53-68. Waxmann.
Tabuenca, B., Ternier, S. y Specht, M. (2012). Everyday patterns in lifelong learners to build personal learning ecologies. In M. Specht, J. Multisilta, & M. Sharples (Eds.), Proceedings of the 11th World Conference on Mobile and Contextual Learning 2012 (86-93). https://core.ac.uk/download/pdf/55537213.pdf
Tabuenca, B., Ternier, S. (2015). Patrones cotidianos en estudiantes de formación continua para la creación de ecologías de aprendizaje. Revista De Educación a Distancia, 0(37). http://revistas.um.es/red/article/view/234061
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