La cultura DIY en educación primaria. Aprendizaje transdisciplinar, colaborativo y compartido en Hub DIYLab

  1. María Domingo Coscollola 1
  2. Judit Onsès Segarra 2
  3. Juana María Sancho Gil 2
  1. 1 Universitat Internacional de Catalunya
    info

    Universitat Internacional de Catalunya

    Barcelona, España

    ROR https://ror.org/00tse2b39

  2. 2 Universitat de Barcelona
    info

    Universitat de Barcelona

    Barcelona, España

    ROR https://ror.org/021018s57

Journal:
Revista de investigación educativa, RIE

ISSN: 0212-4068

Year of publication: 2018

Volume: 36

Issue: 2

Pages: 491-508

Type: Article

DOI: 10.6018/RIE.36.2.304421 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

This paper accounts for the DIYLab European project and its implementation in a Spanish primary school. The project was developed in primary, secondary and higher education institutions in Spain, Finland and the Czech Republic. The focus was to incorporate, in the organizations involved, learning modalities related to Do it Yourself (DIY) culture. Following a methodology based on the principles of the collaborative action-research, we planned discussion groups with families, teachers and students. In addition, we defined its implementation starting from the characteristics of each institution and the professional development of teachers. During this action, it was decided that students collaboratively performed an audio-visual production about their learning and the processes that had propitiated it. It was also decided in which research-based project DIYLab would be implemented, to develop features of DIY culture such as creativity, collaboration, self-regulation, authorship, sharing and use of technologies. Simultaneously, the open platform DIYLabHub was also provided so that students’ audiovisual productions could be shared. Throughout this implementation, researchers made observations, recordings and took field notes. From these sources, we focused the results and conclusions on audio-visual productions that primary school students from Spain created collaboratively and shared in the Hub, as well as on the strengths and weaknesses regarding pedagogical relations, digital competences and sustainability of the project.

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