Comunidades. Estudios y experiencias sobre contextos y comunidades de aprendizaje / Communities. Studies and experiences on contexts and learning communities / Comunidades. Estudos e experiências em contextos e comunidades de aprendizagem

Resumen: Este trabajo, resume los contenidos del libro titulado Comunidades. Estudios y experiencias sobre contextos y comunidades de aprendizaje (Martín, Rinaudo, & Paoloni, 2019). Ofrece reflexiones personales acerca de una obra que, fundamentada en investigación científica, considera diferentes voces sobre comunidades de aprendizaje y práctica en diversos contextos educativos. El libro reseñado, presenta estudios enmarcados en enfoques o perspectivas socio-culturales que entienden al aprendizaje como un proceso eminentemente social, que tiene lugar en las interacciones entre aprendices y las propiedades de ambientes específicos, independientemente del nivel de formalidad que se les haya adjudicado.

Abstract: This work summarizes the contents of the book entitled Communities. Studies and experiences on contexts and learning communities (Martín et al., 2019). It offers personal reflections about a work that, based on scientific research, considers different voices about learning and practice communities in different educational contexts. The book reviewed presents studies framed in socio-cultural approaches or perspectives that understand learning as an eminently social process, which takes place in the interactions between learners and the properties of specific environments, regardless of the level of formality assigned to them.

Resumo: Este trabalho resume o conteúdo do livro intitulado Comunidades. Estudos e experiências sobre contextos de aprendizagem e comunidades (Martín et al., 2019). Oferece reflexões pessoais sobre um trabalho que, a partir de pesquisas científicas, considera diferentes vozes sobre a aprendizagem e a prática das comunidades em diversos contextos educacionais. O livro, revisado, apresenta estudos enquadrados em abordagens socioculturais ou perspectivas que entendam a aprendizagem como um processo eminentemente social, que se dá nas interações entre aprendizes e nas propriedades de ambientes específicos, independentemente do nível de formalidade que lhes foi concedido.

Effects of a vocational program on professional orientation.

Students that enroll in a vocational orientation program develop an early interest in the profession. Their involvement generates a higher sense of personal wellbeing, as well as positive academic and professional outcomes. A program was developed for high school students to experience first-hand what it means to work on health sciences. Two years after, the effects of the vocational program were assessed to analyze students' motivation and satisfaction with their professional orientation.

Adaptive learning objects in the context of eco-connectivist communities using learning analytics.

Eco-connectivist communities are groups of individuals with similar characteristics, which emerge in a connectivist learning process within a knowledge ecology. ARMAGAeco-c is a reflexive and autonomic middleware for the management and optimization of eco-connectivist knowledge ecologies using description, prediction and prescription models. Adaptive Learning Objects are autonomic components that seek to personalize Learning Objects according to certain contextual information, such as learning styles of the learner's, technological restrictions, among other aspects. MALO is a system that allows the management of Adaptive Learning Objects. One of the main challenges of the connectivist learning process is the adaptation of the educational context to the student needs. One of them is the learning objects. For this reason, this work has two objectives, specifying a data analytics task to determine the learning style of a student in an eco-connectivist community and, adapting instances of Adaptive Learning Objects using the learning styles of the students in the communities. We use graph theory to identify the referential member of each eco-connectivist community, and a learning paradigm detection algorithm to identify the set of activities, strategies, and tools that Adaptive Learning Objects instances should have, according to the learning style of the referential member. To test our approach, a case study is presented, which demonstrates the validity of our approach.

Desenvolvimento profissional em comunidades de aprendizagem docente / Professional development within teacher learning communities

RESUMO: Neste artigo, temos por objetivo relacionar projeções de desenvolvimento profissional e de profissionalidade a diferentes tipos de comunidades de aprendizagem docente. Para tanto, realizamos uma discussão a partir da descrição de diferentes modos de organização dessas comunidades. Em seguida, discorremos sobre as características subjacentes às comunidades fronteiriças, nas quais pesquisadores, professores e futuros professores trabalham de modo colaborativo, sem a regulação da universidade ou da escola. Ao final desta discussão, conclui-se que, por mais que as metodologias sejam aparentemente inovadoras, tornam-se necessárias avaliações dos processos formativos e reflexões cuidadosas sobre os aspectos subjacentes às comunidades de aprendizagem docente.

ABSTRACT: This article aims to relate the concepts of professional development and professionalism projections to different kinds of teacher learning communities. In order to do so, we address a discussion based on descriptions of different ways of organizing these communities. Then we convey the subjacent features of borderland communities in which researchers, teachers, and future teachers work in collaborative ways without any regulations set by the university or the school. The end of the discussion shows that, although the methodologies seem innovative, it is worthwhile to conduct systematic evaluations of the careful formative and reflection processes that are concerned with the subjacent aspects of teaching learning communities.

Ateliês em curso - Tecendo metodologias de facilitação / Ongoing workshops - Weaving facilitation methodologies

Este artigo é uma narrativa construída coletivamente por pessoas que participaram do Curso de Teoria e Prática com Grupos realizado em 2012 e 2013 no Instituto Noos e continuaram após o final do curso em um novo grupo denominado Formação Continuada até a presente data. O artigo pretende realizar uma narrativa reflexiva sobre esta trajetória. Ele aborda algumas de nossas premissas a respeito de comunidades de aprendizagem e construção coletiva de conhecimento, alinhadas com o construcionismo social e com o pensamento de autores como Paulo Freire, Donald Schön, Sheila McNamee e Saúl Fuks. Destacamos a forma de trabalhar que chamamos ateliê e seus pilares: o acordo de convivência, falar de si e a facilitação/o facilitador.(AU)

This article is a narrative constructed collectively by people who participated in the course Theory and Practice with Groups conducted in 2012 and 2013 at Noos Institute and continued after the end of the course in a new group called “Educação Continuada” until the present date. The article intends to carry out a reflexive narrative about this trajectory. It addresses some of our assumptions about learning communities and collective construction of knowledge, aligned with the Social Constructionism and the thought of authors like Paulo Freire, Donald Schön, Sheila McNamee and Saúl Fuks. We highlight the way of working that we call the ateliers and its pillars: the living agreement, to talk in first person and the facilitation / facilitator.(AU)

The development of a feeding, swallowing and oral care program using the PRECEDE-PROCEED model in an orphanage-hospital in Guatemala.

PURPOSE: The purpose of this study was to evaluate a long-term on-going international academic service-learning (I-ASL) intervention. Its goal was to improve swallowing, feeding and oral care technique of medical staff in an orphanage in Guatemala to children who are medically complex and have special needs. METHOD: The PRECEDE-PROCEED model was used as the conceptual framework of the program. Five major target areas were identified during the diagnosis, assessment, implementation and evaluation phases of the model: knowledge and skills, feeding equipment, feeding and oral care technique, positioning and communication. Verbal instruction, modelling and small group training was provided by the research team across all visits. A five-day intervention designed to increase feeders' knowledge of feeding and oral care technique, signs and symptoms and complications of dysphagia and to improve their feeding, positioning and oral care technique was implemented and evaluated. RESULT: Statistical analyses showed significant increases in knowledge and appropriate feeding, positioning and oral care technique. CONCLUSION: As a consequence of the intervention, a trusting and mutually supportive relationship was built between the I-ASL team and the host organization.

La educación inclusiva: una vía para la integración / The Inclusive Education: a Way for Integration

En este artículo se presentan algunos lineamientos teóricos respaldados por prácticas exitosas que aportan una visión alternativa en el diseño de políticas educativas que potencian la construcción de una nueva ciudadanía; lo cual, al mismo tiempo, conlleva a la cohesión social y a la integración de los ciudadanos. Partimos de un análisis crítico de las medidas compensatorias que se llevan a cabo en España en el ámbito educativo y presentamos la educación inclusiva, destacando a las comunidades de aprendizaje como un modelo basado tanto en la igualdad de oportunidades como de resultados, que garantiza tanto el acceso como la calidad en la educación. De esta manera, argumentamos una alternativa para gestionar la diversidad en la escuela, que pone atención, fundamentalmente, en la equidad, procurando que todo el alumnado alcance niveles de excelencia y en la integración, como elementos claves para que los movimientos migratorios potencien el desarrollo humano.

This article presents some theoretical guideline, supported by best practices, to provide new insight into the design of educational policies that promote the construction of a new citizenship. At the same time leads to social cohesion and integration of citizens. We started from a critical analysis of the compensatory measures in education that are carried out in Spain and we presented the inclusive education, highlighting the Learning Communities, as a model based on equal opportunities and results, which guarantees the access to education and it's quality. We argue thereby an alternative way to manage diversity within the school, which basically puts focus on equality, by ensuring that all students reach levels of excellence, and integration, as keys elements of migratory movements to enhance human development.

Uma perspectiva colaborativa sobre ensino e aprendizado: a criação de comunidades de aprendizado criativo / A collaborative perspective on teaching and learning: creating generative learning communities

O panorama cambiante da prática terapêutica exige a adoção de novas práticas na formação de terapeutas. Este artigo discute as abordagens do aprendizado colaborativo e comunidades de aprendizado colaborativo como respostas a essas novas necessidades. O aprendizado colaborativo tem suas bases nas premissas pós-modernas. Implica a formação de uma parceria entre formador/supervisor-aprendiz/estudante, e também entre os próprios aprendizes/ estudantes na qual o relacionamento e o processo são menos hierárquicos e menos dualísticos. Isto valoriza e utiliza também, e de forma equitativa, a sabedoria, a expertise e a experiência de todos os membros da comunidade. A aplicação desta aproximação é ilustrada pela descrição de um curso para de supervisores. (AU)

Changing landscapes of therapy pratice call for new therapist educatiopn pratices. This article discusses a collaborative learning and collaborative learning community approach as a response to this call. Collaborative learning is based in postmodern assumptions. It entails a trainer/supervisor-learner/student partnership and a partnership among learners/students in which the relationship and process are less hierarchical and dualistic. It also qually values and uses the wisdom, expertise and experiense of all members of the community. The application of the approach is illustrated by a description of a course for supervisors. (AU)

Los grupos extracurriculares en agronomía de la Universidad de Caldas (Colombia): 1970-2006: de la efervescencia política a la formación científica / Os grupos extracurriculares no programa de Agronomia da Universidade de Caldas (Colômbia): 1970-2006; da efervescência política ao treinamento científico / The extracurricular groups in Agricultural Engineering at the University of Caldas (Colombia): 1970-2006; from political effervescence to scientific training

En vista de que la formación de profesionales es un asunto complejo que supera los propósitos expresados en los planes de estudio, los estudiantes han complementado su formación mediante Grupos Extracurriculares (GE). Con el fin de dar cuenta de esta dinámica, se realizó una caracterización de éstos grupos en el programa de Agronomía de la Universidad de Caldas, desde el año 1970 hasta el 2006. Se trató de indagar cómo contribuyeron a la formación de los estudiantes y a la realimentación de los planes de estudio. El texto, en la primera parte analiza los GE como "comunidades de aprendizaje", en segundo lugar, se elabora una caracterización de los grupos en el programa Agronomía, en tres períodos: la efervescencia política de los años 70, el reflujo de los 80 y la emergencia de los semilleros de investigación, después de los 90. Por último, se presentan las lecciones aprendidas en este ejercicio de investigación, en donde se destaca y reafirma la importancia que tiene la formación en investigación.

Visto que o treinamento de profissionais é um assunto complexo que supera os propósitos expressados nos programas de estudos, os estudantes complementam seu treinamento mediante Grupos Extracurriculares (GE). Para dar conta desta dinâmica, fez-se uma caracterização destes grupos no programa de Agronomia da Universidade de Caldas, desde o ano 1976 até o ano 2006. Tratou-se de indagar como estes grupos contribuíram ao treinamento dos estudantes e à re-alimentação dos programas de estudos. Este texto analisa, na primeira parte, os GEs como "comunidades de aprendizagem"; em segundo lugar, faz-se uma caracterização dos grupos no programa de Agronomia em três períodos: na efervescência política dos anos 70, o refluxo dos anos 80 e a emergência dos viveiros de pesquisa depois dos anos 90. Por último, apresentam-se as lições apreendidas neste exercício, onde se destaca e reafirma a importância do treinamento em pesquisa.

Taking into consideration that training professionals is a complex matter that overcomes the goals consigned in the syllabus, the students have complemented their training by means of Extracurricular Groups (EG). To comply with this dynamics, a characterization of these groups in the program of Agricultural Engineering at the University of Caldas from 1970 to 2006 was carried out. It aimed at finding out how these groups contributed to the students' training and how they provided the syllabi with positive feedback. The first part of this paper examines the EG's as "learning communities"; the second part, characterizes the groups in the program of Agricultural Engineering in three periods: the political effervescence in the1970's, the reflux of the 80's and the emergence of research seedbeds after the 90's. Finally, some lessons that had been learned during this research exercise and that highlight and reaffirm the importance of research training are presented.