El entorno personal de aprendizaje (PLE) en la construcción del proyecto vital. Una aproximación desde la educación superior

 ... a Pedro Sebastián  AGRADECIMIENTOS A quien ha dedicado cuerpo y alma a esta idea, por creer no en mí, ni en lo que hacía, sino en cada persona, para que sea humana y profesionalmente mejor. Porque no lo dice, lo hace; porque no lo juzga sino mejora; porque confía y lo desarrolla; porque da la mano y acompaña. A la doctora y directora de esta tesis, Cristina Miranda, porque en esta etapa de mi vida ha conseguido dar a mi persona una vuelta más de tuerca. A mi familia, por su aliento y confianza, esencia y oasis. A ti, Bety, por tu presta mirada y suave caricia, por tu espera y ánimo, por tu gracia y dulzura. A Pedro Sebastián, que acabas de llegar e inundas cada espacio de mi vida, estrella que me guía, motivo de tantas cosas. A mis padres Antonio y Consuelo, ejemplos de tesón y trabajo, por su apoyo y desinteresado acompañamiento; por la vida dada, por sus palabras cercanas y atentas miradas. A mi hermana Mary y mi sobrino Roberto, compañeros de viaje, siempre al lado guardando mis pasos. A ti, Pedro, estés donde estés: siempre seguirás mirándonos con esos ojos de cariño. A todos los que ya no están y dejaron una profunda huella en mi vida. A cada maestro que, con su dedicación y esfuerzo, pusieron su grano en mi desarrollo personal y profesional. A todos ellos, gracias. En especial a María Eugenia y a Fernando, por animarme a seguir; a José María y Emilio, ejemplos del profesional que siempre quiero ser; a Oscar, por darme la oportunidad de llegar lejos; a Oswaldo, por su capacidad humana y devolverme a la senda. A Mini, sin ella hubiera sido imposible llegar hasta aquí. Y a Boro, que quieras o no siempre resuenan sus palabras. A compañeros y amigos que han soportado mis días y también algunas noches, por su compromiso y ayuda. Por cada persona que ha modelado lo que soy y siento. Por los que apoyaron y también, por qué no, por los que pusieron piedras en este camino. Por los alumnos y alumnas que participaron en esta gran aventura de mirar hacia delante, de salir de nuestras comodidades, por compartir juntos el inmenso mundo de la tecnología digital. Un placer saber que, por ustedes, esto merece la pena. También por el esfuerzo desinteresado, profesionalidad y cariño: a José Manuel, a Daniel y a Victoria, que saben de lo largo y a veces estrecho de la senda, pero que con decisión y saber estar siempre se llega. Es imposible recoger en estas líneas a todos y cada uno de ustedes, pero que sepan que entre cada letra, de alguna manera, están presentes. Siempre agradecido.   ÍNDICE Capítulo 1 SOCIEDAD, EDUCACIÓN SUPERIOR Y TRANSICIÓN JUVENIL Introducción 3 1 Aproximación a la sociedad del siglo XXI 3 2 El Espacio Europeo de Educación Superior 8 2.1 Hitos previos al nacimiento del Espacio Europeo de Educación Superior 8 2.2 Nacimiento y diseño del EEES 11 2.3 Consolidación del EEES 16 2.4 La orientación profesional y la tecnología digital en el desarrollo del EEES 18 3 Cambio en las transiciones juveniles 21 Capítulo 2 LA TECNOLOGÍA DIGITAL, EL APRENDIZAJE Y LA ORIENTACIÓN PROFESIONAL AL INICIO DEL TERCER MILENIO Introducción 30 1 La tecnología digital: situación actual, capacidad de información y rol social 34 2 El aprendizaje a lo largo de la vida, autorregulado y basado en competencias 40 2.1 El aprendizaje a lo largo de la vida 40 2.2 El aprendizaje centrado en la persona y autorregulado 42 2.3 De las competencias 44 3 La orientación profesional como diseño personal de la vida 47 Capítulo 3 EL PLE EN EL APRENDIZAJE CON LA TECNOLOGÍA DIGITAL Introducción 57 1 Las TIC y el aprendizaje 57 1.1 El aprendizaje actual y su relación con la tecnología digital 57 1.2 Las TIC en el contexto universitario 64 1.3 Las TIC y el concepto competencias en el aprendizaje 66 2 Los entornos personales de aprendizaje (PLE) 67 2.1 El PLE: concepto, características y estructura 69 2.2 Fases para la creación y desarrollo del PLE 73 2.3 El PLE en el contexto universitario 78 I ÍNDICE DE TABLAS Figura 1.1 Evolución de las aportaciones del EEES 9 Figura 1.2 Evolución de la Tasa de desempleo de España y Canarias 23 Figura 2.1 Relación de la tecnología digital, el aprendizaje y la orientación profesional. Sistema OPLE. Elaboración propia. 30 Figura 2.2 Predicción del desarrollo tecnológico de Nova Spivack 35 Figura 3.1 El entorno elearning, tecnología digital-aprendizaje en el sistema oPLE 57 Figura 3.1 Las TIC y modalidades de aprendizaje (Ticyrea, 2015) 63 Figura 3.2 Estructura de un Entorno Personal de Aprendizaje (PLE). Adaptado de J. Adell y L. Castañeda (2010) 71 Figura 4.1 El entorno ADVP aprendizaje-orientación en el sistema OPLE 83 Figura 5.1 El entorno eorientación, orientación-TIC en el sistema OPLE 107 Figura 5.2. Las 7 "c" de la Alfabetización Digital para la Carrera de Tristram Hooley 118 Figura 6.1. PPV enriquecidos con PLE: oPLE 123 Figura 6.2. Proceso del iPLE o PLE Ikanos (Álvarez Jiménez, 2015) 133 Figura 6.3. Etapas para el desarrollo del iPLE o PLE Ikanos (Fase B) - (Álvarez Jiménez, 2015) 134 Figura 6.4. Actividades para el Desarrollo y Difusión del iPLE o PLE Ikanos, etapas 4 y 5 - (Álvarez Jiménez, 2015) 135 Figura 6.5. Atributos clave de los jóvenes según el proyecto G8WAY (2011). 137 Figura 6.6 - Detalles de los descriptores de los tipos de personas según G8WAY 139 Figura 8.1 - Uso de productos y tipo de producto TIC. Canarias y nacional 2014 (en porcentaje). INE (2014) 173 Figura 8.2. Distribución de asignaturas por cursos académicos y semestres 179 Figura 8.3 Integración del PLE en el PPV 188 Figura 8.4. Tenencia de dispositivos conectables a internet y acceso al servicio (en porcentaje) 190 Figura 8.5 Frecuencia de uso según tenencia de internet en el hogar y móvil (en porcentaje y total) 191 VIII Figura 8.6 Tipos de usos de internet (en porcentaje) 191 Figura 8.7 Tenencia de perfil de servicios web y uso para el Grado (en porcentaje) 192 Figura 8.8 Valoración oriento-tecnológica (media) 193 Figura 8.9 Uso de recursos oriento-tecnológico (en porcentaje) 194 Figura 8.10 Diagrama de árbol del currículum en internet 195 Figura 8.11 Gráfico de la evaluación de los contenidos, dificultad y utilidad de las sesiones del programa 200 Figura 8.12 Gráfico de la evaluación general del programa oPLE (medias) 201 Figura 8.13 Valoración Oriento-tecnológica según cuestionario preliminar y de evaluación (media) 205 Figura 8.14 Incremento del Uso de recursos oriento-tecnológico (en porcentaje) 206 Figura 8.15 Valoraciones sobre la usabilidad del programa oPLE 207 Figura 8.16 Diagrama de árbol de la valoración general del oPLE 208 IX   PLABRAS CLAVE Proyecto profesional y vital; entornos personales de aprendizaje; orientación profesional; tecnología digital; tecnología educativa; educación universitaria; autoaprendizaje; autoorientación; integración de programas de orientación; desarrollo profesional; transiciones vitales RESUMEN Este estudio corrobora que la integración del uso eficiente de la tecnología digital en los proyectos profesionales y vitales es viable. Se concreta en un sistema que se ha llevado a denominar Sistema oPle que hace factible la posibilidad de potenciar la capacidad de autogestión de los intereses académicos juntamente con la mejora de la empleabilidad de los estudiantes, a la vez que incrementa el nivel de competencia digital en la selección de recursos digitales atendiendo a la necesidad e interés. Esta investigación indaga acerca de la viabilidad de desarrollar proyectos profesionales y vitales enriquecidos con TIC destinados a jóvenes en el contexto universitario. Para ello, se sustenta en el Modelo de evaluación CIPP para la toma de decisiones, lo que permite realizar aproximaciones sucesivas a la problemática de estudio y tomar decisiones acerca de la idoneidad de las propuestas valoradas. Con el fin de dar cuenta de la viabilidad del desarrollo de proyectos profesionales y vitales enriquecidos con tecnologías digitales (oPLE) se diseña un programa que integra los entornos personales de aprendizaje (PLE) en el desarrollo de los proyectos profesionales y vitales (PPV), en el contexto de la formación universitaria, concretamente en el Grado de Educación Social. También, se desarrolla y evalúa dicho programa. Con este fin, se utiliza una metodología mixta en la que se hace uso de métodos y técnicas cualitativas y cuantitativas. La finalidad es obtener información de calidad que oriente la toma de decisiones y de cuente de la idoneidad del sistema oPLE como promotor de la auto-orientación a lo largo de la vida. En definitiva se trata de un trabajo inicial, que innova acerca del uso eficiente que la orientación hace de la tecnología digital y que contribuye a fortalecer las tendencias actuales en orientación profesional centradas en el orientado.   INTRODUCCIÓN La complejidad del entorno social y económico actual ha sido objeto de estudio en las últimas décadas y se evidencia una nueva conformación social en todos los aspectos de la vida. Conceptos como "Modernidad Líquida" de Zygmunt Bauman, "sociedad compleja" de Edgar Morin, "Sociedad red" de Jan Van Dijk reformulada por Manuel Castells o "Sociedad de riesgo" de Ulrick Beck, son reflejo de un entorno variable, inestable y confuso, en el que la persona como ser social precisa de instrumentos y estrategias que mejoren su capacidad de adaptación vital y profesional. Las tecnologías de la información y la comunicación (TIC) son “el factor” que parece estar en el origen de esta transformación social a la vez que determinante en este complejo contexto socioeconómico. Entre otros motivos, debido al impacto que estas tienen en todas las esferas de la vida personal y social. Su presencia desde la economía hasta la medicina, pasando por las condiciones laborales, el ocio o la formación, configuran un nuevo escenario que se ha de tener en consideración en el de desarrollo sociopersonal de la ciudadanía, especialmente de los jóvenes. En el momento actual, de complejidad social, el Proyecto Vital puede ser un instrumento eficaz y eficiente en la adaptación social y profesional de los ciudadanos. Todo ello, si este proceso se realiza de forma consciente, racional, en el que domine la sensatez y sea visto por la persona e instituciones responsables de la orientación y la educación sociolaboral, como una oportunidad para aprender en relación con el entorno socioeconómico y educativo. La competencia de aprender a aprender y la comunicación social son fundamentales para afrontar este reto de manera eficiente. Se trata de una construcción personal, viva, realista y que se articula desde las debilidades y amenazas, pero también desde las fortalezas y oportunidades de las que disponen las personas en relación a su entorno interpersonal. 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Paidós,, Barcelona : (2001) 978-84-493-1111-6 >%iVLFR@/DSURIHVLRQDOL]DFLyQGHORVHGXFDGRUHVVRFLDOHVHQEXVFDGHODFRPSHWHQFLDHGXFDWLYD FXDOLILFDGRUD Juan Sáez Carreras. Dykinson,, Madrid : (2003) 8497721764 >5HFRPHQGDGR@'LQDPL]DGRUHVHLQIRUPDGRUHVHQHVSDFLRVS~EOLFRV Adriá Pagés Mimó, José Luis Muñoz Moreno. (2012) Página 5 de 6 245 >5HFRPHQGDGR@&yPRGHWHFWDUODVQHFHVLGDGHVGHLQWHUYHQFLyQVRFLRHGXFDWLYD Mª Paz Pérez-Campanero. Narcea,, Madrid : (1991) 8427709455 >5HFRPHQGDGR@0HGLDFLyQVRFLDOHQHOiPELWRVRFLRHGXFDWLYR,GHQWLILFDFLyQGHQHFHVLGDGHV\ IRUPXODFLyQGHSURSXHVWDVGHDFWXDFLyQHQFRQWH[WRVHGXFDWLYRV> Teresa Aguado Odina (directora) ; Beatriz Alvarez González...[et al.]. UNED, Dpto. 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