Elección del Aprendiz
Incorporar intencionalmente la voz y la elección en las experiencias de aprendizaje de adultos es crucial para que el aprendizaje sea significativo y relevante. Cuando los alumnos pueden elegir cómo demostrar su aprendizaje, dirigir su propio aprendizaje y autoevaluar su trabajo contra un conjunto de criterios, se involucran en un pensamiento más profundo, tienen más motivación intrínseca para aprender y desarrollan la Mentalidad de Aprendizaje necesario a lo largo de la vida.
Referencias
Chemsi, G., Sadiq, M., Radid, M., & Talbi, M. (2020). Study of the self-determined motivation among students in the context of online pedagogical activities. International Journal of Emerging Technologies in Learning, 15(5),17-29.
Green, T. M., Kelso, C. M., & Zillioux, D. (2015). The Nexus between Education and Training: Implications for the Adult Learner. Journal of Research in Innovative Teaching, 8(1).
Hanewicz, C., Platt, A., & Arendt, A. (2017). Creating a learner-centered teaching environment using student choice in assignments. Distance Education, 38(3), 273-287.
Hepworth, M. (2009). Developing academic information literacy for undergraduates through inquiry based learning. Innovation in Teaching and Learning in Information and Computer Sciences, 8(2), 2-13.
Herbold, K. (2011). Giving student choice in online learning environments: Addressing adult learner needs. International Journal of Technology, Knowledge & Society, 7(5).
Knowles, M. S., Holton, E. F. & Swanson, R. A. (2015). The Adult Learner: The definitive classic in adult education and human resource development. (8th ed.). New York: Elsevier Inc.
Immordino-Yang, M.H., & Faeth, M. (2016). The role of emotion and skilled intuition in learning. In M.H. Immordino-Yang (Ed.), Emotions, learning, and the brain (pp. 93-105). New York, NY: W.W. Norton & Company.
Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting autonomy in the classroom: Ways teachers encourage student decision making and ownership. Educational Psychologist, 39(2), 97-110.
Chemsi, G., Sadiq, M., Radid, M., & Talbi, M. (2020). Study of the self-determined motivation among students in the context of online pedagogical activities. International Journal of Emerging Technologies in Learning, 15(5),17-29.