Alfabetización crítica de datos en la práctica: Un modelo de educación abierto para la formación docente

Autores/as

DOI:

https://doi.org/10.21556/edutec.2023.85.2851

Palabras clave:

Datos abiertos; prácticas educativas abiertas; alfabetización crítica en datos; inteligencia artificial; educación superior, datos abiertos, prácticas educativas abiertas, alfabetización crítica en datos, inteligencia artificial, educación superior

Resumen

Este artículo presenta el enfoque pedagógico y los resultados de una serie de cursos de desarrollo docente llevados a cabo entre 2016 y 2022 en diferentes países, basados en prácticas educativas abiertas, pensamiento crítico, ciudadanía y pedagogía crítica, así como en ideas sobre justicia social, justicia de datos y ética de datos, utilizando datos abiertos como recursos educativos abiertos para facilitar reflexiones críticas y ejercicios prácticos con docentes de diferentes regiones. Nuestras recomendaciones y conclusiones tienen como objetivo brindar consejos prácticos y promover un diálogo entre diferentes actores para facilitar el desarrollo de planes de estudio, talleres y recursos utilizando un modelo abierto para la formación docente.

 

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Citas

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Publicado

29-09-2023

Cómo citar

Atenas, J., Havemann, L., Rodés, V., & Podetti, M. (2023). Alfabetización crítica de datos en la práctica: Un modelo de educación abierto para la formación docente. Edutec. Revista Electrónica De Tecnología Educativa, (85), 49–67. https://doi.org/10.21556/edutec.2023.85.2851

Número

Sección

Número especial: Prácticas educativas abiertas en educación superior