Emerging pedagogies in virtual learning environments
DOI:
https://doi.org/10.51660/ripie.v1i1.25Keywords:
Education, Tele-training, Competency-based education, Lifelong education, Continuous learning, Ethics, Continuous educationAbstract
Emerging pedagogies make their appearance on the stage of virtual learning environments in times of great uncertainty. Emerging pedagogies support the educational process of people mainly by promoting continuous learning with technology and open educational resources in the face of large volumes of information and in the context of communication networks. Active learning methodologies contribute to the great work of educating based on initiatives from different parts of the world; Thus, design thinking to solve problems, the so-called teachback to learn through conversation, flipped learning for accompaniment and independence, gamification to learn through games and social media for online learning, are made increasingly recurrent in pedagogical practices. On the other hand, the evaluation of learning begins to increasingly consider the relevance of learning analytics, the blockchain, as well as badges to accredit learning, in a context of discrete and formative evaluation. Finally, ethical considerations around the use and appropriation of ICT in education are becoming increasingly necessary to establish the links between pedagogy and technology; In this way, learning based on the context and, therefore, also situated in the context of personal stories, giving special prevalence to learning from emotions and values, requires all the actors in the educational process to follow the process of children and young people from an adequate construction of knowledge from a correct argumentation around their interests and needs.
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