Diseñando la Movilidad virtual como una experiencia de aprendizaje transformadora
Resumen
La movilidad virtual y la movilidad híbrida del alumnado se están convirtiendo en un área estratégica clave de la política educativa europea, con el objetivo de proporcionar a todo el alumnado de Europa la experiencia de la movilidad durante sus estudios. Este artículo examina en qué medida estas formas de movilidad están diseñadas para apoyar experiencias de aprendizaje transformadoras, a través del análisis de tres casos de movilidad virtual en la educación secundaria y tres casos en la educación superior, utilizando el Marco de Análisis y Diseño Centrado en la Actividad (ACAD). Los resultados muestran que la movilidad virtual ofrece entornos de aprendizaje adecuados en los que puede producirse un aprendizaje transformador. Sin embargo, la reflexión estructurada debe diseñarse de forma más elaborada y recibir más apoyo para alcanzar todo su potencial. El artículo sugiere que la reflexión estructurada se centra actualmente en el desarrollo de habilidades y actitudes interculturales, pero ofrece oportunidades para otras habilidades del alumno en la movilidad virtual (como aprendizaje colaborativo y el aprendizaje en red). El artículo sugiere algunos métodos para ello.
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