Impacto del concepto PLE en la literatura sobre educación: la última década

Linda Castañeda, Gemma Tur, Ricardo Torres-Kompen

Resumen


El concepto de Entorno Personal de Aprendizaje (PLE) es uno de los conceptos que ha recibido una mayor atención en los últimos años en el ámbito de la tecnología educativa. Los que estudiamos el tema asumimos —hay quien dice que de forma ingenua o acrítica— que se trata de un concepto realmente disruptivo, fundamental y que está en la base de los enfoques pedagógicos emergentes propios del momento tecno-social que nos enmarca, no solo en la faceta tecnológica-instrumental, sino también en los fundamentos mismos del proceso educativo. No obstante, poco sabemos sobre el impacto de este concepto y sus allegados en otros temas educativos no necesariamente ligados a la tecnología. A continuación, a través de una revisión de literatura sistematizada, se analiza el impacto del tema PLE en los tres principales focos temáticos de la literatura científica sobre educación de la última década: prácticas pedagógicas emergentes, aprendizaje autorregulado y desarrollo profesional docente. Se analiza si los PLE han impactado en cada uno de los temas; el nivel de importancia de ese impacto adquiere en cada uno de ellos y la forma en que se “materializa” en las diferentes temáticas. Las conclusiones de este artículo pretenden ofrecer sugerencias sobre cuál puede ser el futuro de la investigación y la práctica de un concepto que, tras algo más de diez años de su aparición en el ámbito educativo, sigue considerándose emergente.


Palabras clave


entorno personal de aprendizaje; prácticas educativas emergentes; aprendizaje autorregulado; desarrollo profesional docente; revisión sistematizada de literatura.

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Referencias


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DOI: https://doi.org/10.5944/ried.22.1.22079

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