La producción ensayos en forma colaborativa utilizando Padlet como recurso tecnológico
No Thumbnail Available
Date
2022
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad Nacional de Trujillo
Abstract
El presente trabajo de Suficiencia Profesional tiene como título: “: “La producción de ensayos en forma colaborativa, utilizando Padlet como recurso tecnológico”. Esta propuesta, tiene como propósito que los estudiantes sean capaces de trabajar en forma colaborativa la producción de textos argumentativos de calidad, a través de la revisión de sus borradores o primeros escritos, los transformen de prosa de escritor a prosa de lector, e identifiquen aspectos a mejorar en el texto, asumiendo mejoras significativas y presentando una versión final. Este proceso de escritura a distancia, se ha realizado utilizando la herramienta tecnológica “Padlet”, en la enseñanza remota a consecuencia de la covid 19. Una de las causas del problema de escritura es que los estudiantes desconocen una estrategia o procedimiento para la producción y revisión de textos argumentativos hasta lograr su mejor versión. Otra causa es el desconocimiento de herramientas digitales interactivas para la escritura a distancia, a consecuencia de la covid 19. Así mismo, el trabajo individual o aislado que se le asignaba al estudiante, lo cual le impide interactuar con sus compañeros, fortalecer sus aprendizajes y escribir textos argumentativos de calidad. El desconocimiento de las formas de evaluación que se deben tener en cuenta para escribir textos argumentativos. Se planteó como objetivo, que los estudiantes escriban ensayos de calidad, en forma colaborativa utilizando como herramienta tecnológica el Padlet. El proceso de intervención, inicia con la propuesta de planificación en metodología de Experiencia de Aprendizaje que involucra las diversas áreas, cuya situación significativa y reto surgen de la problemática de su entorno, altamente motivador para los estudiantes, que se define por Cassany (2015), como “situación retórica”. Se lee, se analiza y comenta, sobre la situación problemática, para que los estudiantes reflexionen y construyan sus aprendizajes. Esto es sobre las causas y consecuencias que lo lleven a asumir una postura o una propuesta de “solución”. La producción de ensayos, utilizando la metodología de “escritura cognitiva”, se inicia con la “Etapa cognitiva de planificación”, en ella se plantean los objetivos, considerando la audiencia y el problema retórico que se abordará para su solución, junto al monitoreo y revisión de lo trabajado por el “monitor”. En la “Etapa cognitiva de escritura”, el estudiante tiene en cuenta la “prosa del lector”, para que el texto comunique con eficacia la información; apareciendo con más énfasis la participación del docente “monitor”, que junto a los estudiantes analizan el “primer borrador”. En la etapa cognitiva de “Examinar”, se revisa el texto para encontrar fortalezas y aspectos a mejorar según los criterios ix establecidos para la evaluación formativa. El estudiante, habiendo superado las debilidades del texto, se procede a elaborar “La versión final” del mismo. Este proceso de redacción, se realiza desde la planificación hasta la versión final con apoyo de la herramienta tecnológica “Padlet”, herramienta de fácil acceso desde un celular. Para evaluar la propuesta, se aplicó una prueba diagnóstica al inicio de la experiencia, que consistió en la redacción de un ensayo, el mismo que fue aplicado al final de la experiencia, notándose los cambios significativos después de observar los textos producidos. Los criterios que han mejorado algunos puntos significativa, son la adecuación del texto a la audiencia, la argumentación, la cohesión y coherencia textual, la puntuación y recursos ortográficos; presentando un mejor discurso textual acorde con la estructura del ensayo argumentativo: presentación, argumentación y conclusión. Esta propuesta, ha motivado a los estudiantes a escribir este tipo de textos, que demandan dominio de habilidades de alta demanda cognitiva y la participación activa de los estudiantes en la búsqueda de la solución de problemas. Esta propuesta, podría ser útil a los docentes que deseen innovar las actividades de escritura a distancia, utilizando el recurso tecnológico Padlet, que sería un complemento de las actividades presenciales, incursionando a futuro en un modelo pedagógico híbrido de aprendizaje.
The present work of Professional Sufficiency has the title: ": "The production of essays in a collaborative way, using Padlet as a technological resource". The purpose of this proposal is for students to be able to work collaboratively on the production of quality argumentative texts, through the review of their drafts or first writings, transform them from writer's prose to reader's prose, and identify aspects to improve the text, assuming significant improvements and presenting a final version. This remote writing process has been carried out using the technological tool "Padlet" in remote teaching as a result of covid 19. One of the causes of the writing problem is that students are unaware of a strategy or procedure for the production and revision of argumentative texts until they achieve their best version. Another cause is the lack of knowledge of interactive digital tools for remote writing, in this virtual context due to covid 19. Likewise, the individual or isolated work assigned to the student, which prevents them from interacting with their classmates, strengthening their learning and writing quality argumentative texts. The lack of knowledge of the evaluation criteria and instruments that must be taken into account to write argumentative texts. The objective was that students write quality essays collaboratively using the Padlet as a technological tool. The intervention process begins with the planning of the learning experience whose significant situation and challenge arise from the problems of its environment, highly motivating for students, which is defined by Cassany (2014), as a "rhetorical situation". Read, analyze and comment on the problematic situation, so that students reflect on the causes and consequences that lead them to assume a position or a "solution" proposal. The production of essays, using the "cognitive writing" methodology, begins with the "Cognitive planning stage", in which the objectives are set, considering the audience and the rhetorical problem that will be addressed for its solution, together with monitoring and review of the work done by the "monitor". In the "Cognitive Writing Stage", the student takes into account the "reader's prose", so that the text effectively communicates the information; appearing with more emphasis the participation of the "monitor" teacher, who together with the students analyze the "first draft". In the "Examine" cognitive stage, the text is reviewed to find strengths and aspects to improve according to the criteria established in the formative assessment instruments. The student, having overcome the weaknesses of the text, proceeds to elaborate "The final version" of it. This writing process is carried out from the planning xi to the final version with the support of the technological tool "Padlet", a tool that is easily accessible from a cell phone, which is the device most used by students. To evaluate the proposal, a diagnostic test was applied at the beginning of the experience, which consisted of writing an essay, the same one that was applied at the end of the experience, noting significant changes after observing the texts produced. The criteria that have significantly improved some points are the adequacy of the text to the audience, the argumentation, cohesion and textual coherence, punctuation and orthographic resources; presenting a better textual discourse in accordance with the structure of the argumentative essay: presentation, argumentation and conclusion. This proposal has motivated students to write this type of texts, which demand mastery of high-demand cognitive skills and active participation in solving social problems. This proposal could be useful to teachers who wish to innovate remote writing activities, using the Padlet technological resource, which would be a complement to face-to face activities, venturing into a hybrid learning pedagogical model in the future.
The present work of Professional Sufficiency has the title: ": "The production of essays in a collaborative way, using Padlet as a technological resource". The purpose of this proposal is for students to be able to work collaboratively on the production of quality argumentative texts, through the review of their drafts or first writings, transform them from writer's prose to reader's prose, and identify aspects to improve the text, assuming significant improvements and presenting a final version. This remote writing process has been carried out using the technological tool "Padlet" in remote teaching as a result of covid 19. One of the causes of the writing problem is that students are unaware of a strategy or procedure for the production and revision of argumentative texts until they achieve their best version. Another cause is the lack of knowledge of interactive digital tools for remote writing, in this virtual context due to covid 19. Likewise, the individual or isolated work assigned to the student, which prevents them from interacting with their classmates, strengthening their learning and writing quality argumentative texts. The lack of knowledge of the evaluation criteria and instruments that must be taken into account to write argumentative texts. The objective was that students write quality essays collaboratively using the Padlet as a technological tool. The intervention process begins with the planning of the learning experience whose significant situation and challenge arise from the problems of its environment, highly motivating for students, which is defined by Cassany (2014), as a "rhetorical situation". Read, analyze and comment on the problematic situation, so that students reflect on the causes and consequences that lead them to assume a position or a "solution" proposal. The production of essays, using the "cognitive writing" methodology, begins with the "Cognitive planning stage", in which the objectives are set, considering the audience and the rhetorical problem that will be addressed for its solution, together with monitoring and review of the work done by the "monitor". In the "Cognitive Writing Stage", the student takes into account the "reader's prose", so that the text effectively communicates the information; appearing with more emphasis the participation of the "monitor" teacher, who together with the students analyze the "first draft". In the "Examine" cognitive stage, the text is reviewed to find strengths and aspects to improve according to the criteria established in the formative assessment instruments. The student, having overcome the weaknesses of the text, proceeds to elaborate "The final version" of it. This writing process is carried out from the planning xi to the final version with the support of the technological tool "Padlet", a tool that is easily accessible from a cell phone, which is the device most used by students. To evaluate the proposal, a diagnostic test was applied at the beginning of the experience, which consisted of writing an essay, the same one that was applied at the end of the experience, noting significant changes after observing the texts produced. The criteria that have significantly improved some points are the adequacy of the text to the audience, the argumentation, cohesion and textual coherence, punctuation and orthographic resources; presenting a better textual discourse in accordance with the structure of the argumentative essay: presentation, argumentation and conclusion. This proposal has motivated students to write this type of texts, which demand mastery of high-demand cognitive skills and active participation in solving social problems. This proposal could be useful to teachers who wish to innovate remote writing activities, using the Padlet technological resource, which would be a complement to face-to face activities, venturing into a hybrid learning pedagogical model in the future.
Description
Keywords
Escritura cognitiva, Trabajo colaborativo, Educación secundaria, Padlet