Anuario Electrónico de Estudios en Comunicación Social "Disertaciones"

ISSN-e: 1856-9536

Enseñanza de historia social a través de los medios locativos: un estudio de caso en Austin, Texas

Cláudia Silvaorcid, Lucia Palmerorcid, Valentina Nisiorcid, Joseph Straubhaarorcid

DOI: http://dx.doi.org/10.12804/revistas.urosario.edu.co/disertaciones/a.6066
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Resumen


Este trabajo explora la combinación del aprendizaje formal e informal junto con los principios de los medios locativos; hemos observado el potencial de este tipo específico de medios para reforzar y expandir los objetivos de aprendizaje fuera del tiempo de clase, dotando a los estudiantes de actitudes de aprendizaje permanente. Presentamos los hallazgos y las observaciones sobre cómo una clase de estudiantes de licenciatura utilizó medios locativos por primera vez para aprender acerca de los efectos de la segregación espacial en un área específica desatendida de Austin, Texas (ee. uu.). Pedimos a los estudiantes que visitasen varios lugares y que produjesen historias multimedia centradas en la historia local. Los resultados del estudio muestran que el uso de medios locativos es altamente eficiente para fines de aprendizaje. Los estudiantes pueden experimentar el contenido aprendido en la clase en un entorno físico, lo que fomenta el ‘aprendizaje situado’, una teoría que utilizamos como marco teórico. Nuestros hallazgos también sugieren que, en lugar de la historia local o la historia en general, los problemas actuales de la sociedad, con un fuerte componente espacial, son más eficaces para involucrar a los estudiantes en la tarea fuera del aula. Por lo tanto, la segregación y la gentrificación se revelaron en este estudio como temas útiles para ser explorados y enseñados a través de los principios de los medios locativos.


Palabras clave


Medios locativos; smartphones; aprendizaje informal; aprendizaje formal; segregación; historia local; lugar físico; narrativas

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