Viral learning from the university: a techno-pedagogical model to transcend classroom boundaries in the learning process

Authors

DOI:

https://doi.org/10.7203/realia.28.20977

Keywords:

Design Based Research, Agile Methodologies, Networked Learning, Content Management Systems, Portfolio

Abstract

University learning is intended to be applied and transferred to other contexts, especially in professional settings. The education-by-competence framework is designed with this in mind. Mechanisms are needed, however, that promote the communication of this knowledge effectively and reliably. This article presents the process for designing, refining and implementing a model based on an instrument inspired by the e-portfolio philosophy. This model provides a robust techno-pedagogical layer intended to facilitate the tutored of knowledge from university disciplines that lead to the creation of a network of teacher-supervised profiles and content. All this output comes from the students of the institutions themselves and their ability to generate active-knowledge networks that break with formal stagnation and teaching linearity by expanding the knowledge acquired in supervised fashion to an open and wider community. The methodology used for this study, conducted between 2015 and 2019, was Design-Based Research. The result is a conceptual tool that can reliably generate an open dialogue between the university and the contexts in which university-developed knowledge is applied. This article describes the constructs developed during the model-refinement process. This model is now being used in generalized fashion in an online university environment.

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Author Biographies

Quelic Berga-Carreras, Universitat Oberta de Catalunya

Estudis d'Informàtica, Multimèdia i Telecomunicacions

Elena Barberà, Universitat Oberta de Catalunya

Estudis de Psicologia i Ciències de l'Educació, PhD

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Published

2022-01-15

How to Cite

Berga-Carreras, Q., & Barberà, E. (2022). Viral learning from the university: a techno-pedagogical model to transcend classroom boundaries in the learning process. Research in Education and Learning Innovation Archives, (28), 1–15. https://doi.org/10.7203/realia.28.20977
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Issue

No. 28 (2022)

Section

ARTICLES

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