Evaluating academic agency components on the web
It is argued the need to reform structures and forms of organization at the national universities to meet the challenges of a changing world where developments in science and technology demanded that the university offer increasingly more qualified and to respond to the challenge of developing knowl...
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Consorcio de Universidades Mexicanas A.C.
2014
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| Acceso en línea: | https://psicumex.unison.mx/index.php/psicumex/article/view/247 |
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Castañeda Figueiras, Sandra Pérez Cabrera, Iván Leonardo Peñalosa Castro , Eduardo |
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Castañeda Figueiras, Sandra Pérez Cabrera, Iván Leonardo Peñalosa Castro , Eduardo Evaluating academic agency components on the web |
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Castañeda Figueiras, Sandra Pérez Cabrera, Iván Leonardo Peñalosa Castro , Eduardo |
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Castañeda Figueiras, Sandra |
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Evaluating academic agency components on the web |
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Evaluating academic agency components on the web |
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Evaluating academic agency components on the web |
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Evaluating academic agency components on the web |
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Evaluating academic agency components on the web |
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evaluating academic agency components on the web |
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It is argued the need to reform structures and forms of organization at the national universities to meet the challenges of a changing world where developments in science and technology demanded that the university offer increasingly more qualified and to respond to the challenge of developing knowledge and skills for lifelong learning. In particular, where individuals show to be autonomous and responsible for be agents that intentionally make things happen, from their actions. Thus, understanding the role that play the systems of beliefs about knowledge (whether epistemological or not), much as understanding the mechanisms that use the cognitive heuristics and self-regulating responsible for university learning, constitutes a central evaluation focus and intervention in higher education, so that you can help students to exercise his personal influence in the performance of an active role in their self-development. Based on this sense of academic agency, the article offers a global perspective on it and describes the development, calibration and validation of standardized artifacts to evaluate both cognitive mechanisms (beliefs and cognitive heuristics), self-regulation (causal and motivational), insofar as they constitute core components in determining the quality of complex agentive nature learning. Finally, is the development of an evaluative tool on web that enhances the impact of the presented technological derivatives by extending the benefits of web applications to diagnosis and foster cognitive development and complex learning. In this context, further developments in learning supported by mobile technology will be cognitive artifacts responsible for promoting them. |
| publisher |
Consorcio de Universidades Mexicanas A.C. |
| publishDate |
2014 |
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https://psicumex.unison.mx/index.php/psicumex/article/view/247 |
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1714622286561017856 |
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oai:https:--psicumex.unison.mx-:article-2472021-08-15T07:03:20Z Evaluating academic agency components on the web Evaluando componentes de agencia académica en la web Castañeda Figueiras, Sandra Pérez Cabrera, Iván Leonardo Peñalosa Castro , Eduardo Sense of academic Agency standarized evaluation cognitive and self-regulatory web tool Sentido de agencia académica evaluación estandarizada herramienta web de evaluación de componentes cognitivos y autorregulatorios. It is argued the need to reform structures and forms of organization at the national universities to meet the challenges of a changing world where developments in science and technology demanded that the university offer increasingly more qualified and to respond to the challenge of developing knowledge and skills for lifelong learning. In particular, where individuals show to be autonomous and responsible for be agents that intentionally make things happen, from their actions. Thus, understanding the role that play the systems of beliefs about knowledge (whether epistemological or not), much as understanding the mechanisms that use the cognitive heuristics and self-regulating responsible for university learning, constitutes a central evaluation focus and intervention in higher education, so that you can help students to exercise his personal influence in the performance of an active role in their self-development. Based on this sense of academic agency, the article offers a global perspective on it and describes the development, calibration and validation of standardized artifacts to evaluate both cognitive mechanisms (beliefs and cognitive heuristics), self-regulation (causal and motivational), insofar as they constitute core components in determining the quality of complex agentive nature learning. Finally, is the development of an evaluative tool on web that enhances the impact of the presented technological derivatives by extending the benefits of web applications to diagnosis and foster cognitive development and complex learning. In this context, further developments in learning supported by mobile technology will be cognitive artifacts responsible for promoting them. Existe la necesidad de reformar estructuras y formas de organización en las universidades nacionales para adecuarlas a las demandas de un mundo cambiante, de manera tal, que más allá de generar conocimiento y habilidades para el aquí y el ahora, se desarrollen habilidades para toda la vida. Con base en lo anterior, se pretende formar individuos que muestren ser agentes activos de su propio desarrollo, es decir, generen las posibilidades para que las cosas sucedan, intencionalmente, a partir de sus acciones. Comprender el papel que juegan los sistemas de creencias (sean epistemológicos o no), tanto como entender los mecanismos cognitivos y autorregulatorios que han mostrado ayudar a los estudiantes a ejercer un papel dinámico sobre su autodesarrollo, constituye un foco central de la evaluación y el fomento cognitivo en la educación superior. A partir de tal sentido de Agencia Académica, el artículo ofrece una perspectiva global sobre ella y describe el desarrollo, calibración, confiabilidad y validación de artefactos estandarizados que evalúan mecanismos cognitivos (creencias y heurísticas cognitivas), como autorregulatorios (atribucionales y motivacionales), en tanto constituyen componentes centrales en la determinación de la calidad del aprendizaje complejo de naturaleza agentiva. Finalmente, se presenta el desarrollo de una herramienta evaluativa en web que potencializa el impacto de los derivados tecnológicos presentados aquí, al ampliar las ventajas de aplicaciones de la web al diagnóstico del desarrollo cognitivo y el aprendizaje complejo. En este contexto, desarrollos ulteriores en aprendizaje apoyado por tecnología móvil serán los artefactos cognitivos encargados de fomentarlos. Consorcio de Universidades Mexicanas A.C. 2014-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo revisado por pares application/pdf https://psicumex.unison.mx/index.php/psicumex/article/view/247 10.36793/psicumex.v4i1.247 Psicumex; Vol. 4 No. 1 (2014): PSICUMEX Semestral Journal January-June 2014; 98-117 Psicumex; Vol. 4 Núm. 1 (2014): PSICUMEX Revista Semestral Enero - Junio 2014; 98-117 2007-5936 spa https://psicumex.unison.mx/index.php/psicumex/article/view/247/194 |
