guadalupe article eng

7/30/2019 Guadalupe Article Eng

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http://rusc.uc.edu

Guadalupe lvarez, 2012FUOC, 2012

RUSC vol. N | Uniersitat oberta de Cataunya | Barcena, Juy | ISSN X

bstractMany studies hae emphasised the di cuties that students hae when it cmes t deaing with typicareading and writing tasks in higher educatin. With adances in inrmatin and cmmunicatintechngies, and the cnstant deepment interactie and mutimedia dynamics n websitesand eearning patrms, new aternaties can be used t ercme reading and writing prbems.

The use and ptentia bgs, r exampe, has spread t the uniersity cntext, incuding subjectsand curses that specicay cus n reading and writing skis. Whie seera studies hae shwn thateducatina bgs hae bth adantages and imitatins, there is sti a need t deep guideinesn hw t aciitate earning thrugh the use this t. An imprtant step is t anayse the currentuse bgs r specic educatina purpses. In this respect, the aim this artice is t anayse, nthe basis an integra semitic prpsa arez & arez Cadaid, , , a series bgs inSpanish that aim t deep text cmprehensin and prductin skis. This study shws that mst

New echnologiesin the University ontext:e Use of Blogs for DevelopingStudents eading andWriting Skills

ARTICLE

Guadalupe [email protected] r Research n Phisphica and Cutura Anthrpgy,Natina Cunci r Scientic and Technica Research CIAFICCoNICET, ArgentinaInstitute Human Deepment, Natina Uniersity Genera Sarmient IDH UNGS, Argentina

Submitted in: May Accepted in: February

Pubished in: Juy

ecommended citationlvAREZ, Guadaupe . New Techngies in the Uniersity Cntext: The Use Bgs r Deeping Students Reading and Writing Skis [nine artice]. Universities and Knowledge Society Journal(RUSC). v. , N . UoC. [Accessed: dd/mm/yy].ISSN X


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http://rusc.uc.edu New Techngies in the Uniersity Cntext



1. ntroduction

Many studies hae emphasised the di cuties that latinAmerican students hae when it cmes t

deaing with typica reading and writing tasks in higher educatin e.g., lacn de De lucia & ortega

de Hcear, ; Pardi, , ; Carin, ; Piacente & Tittarei, ; Garca & arez, ,

. Tday, with adances in inrmatin and cmmunicatin techngies ICTs, and the cnstant

deepment interactie and mutimedia dynamics n websites and eearning patrms, new

aternaties can be used t ercme students reading and writing prbems arez, Garca & Qus,

. The use and ptentia bgs, r exampe, has spread t the uniersity cntext, incuding

subjects and curses that specicay cus n reading and writing skis Reae, . Whie seera

studies hae shwn that educatina bgs hae bth adantages and imitatins, there is sti

a need t deep guideines n hw t aciitate earning thrugh the use this t. Thus, in

the ramewrk a brader research prject, which intends t estabish the criteria r gd ICT

the bgs anaysed thus ar tend t cncentrate n inrmatin management and rganisatinprcesses, and incude materias in which erba aspects preai.

Keywordstechngy uses; educatina bgs; higher educatin; reading and writing skis

Las nuevas tecnologas en el contexto universitario:sobre el uso de blogs para desarrollar las habilidades de lectoescriturade los estudiantes

ResumenMuchos estudios han destacado las dificultades que los estudiantes tienen al resolver las tareas tpicas delectura y escritura en la universidad. En la actualidad, con los avances de las tecnologas de la informacin

y la comunicacin, y el continuo desarrollo de dinmicas multimediales e interactivas en sitios websy plataformas de eearning, existen nuevas alternativas que pueden ser aprovechadas para superarlos problemas de lectoescritura. El uso del blog y sus potencialidades, por ejemplo, se ha extendido en elcontexto universitario, incluidas las materias o cursos que trabajan, especficamente, en las habilidadesde lectoescritura. Si bien diversas investigaciones han revelado ventajas y limitaciones de los blogseducativos, sigue habiendo necesidad de orientaciones sobre el modo de facilitar los aprendizajes condicha herramienta. Un paso importante para lograr el desarrollo de dichas orientaciones es analizar elestado actual sobre el uso de blogs con fines educativos especficos. En este sentido, este trabajo analiza,de acuerdo con un anlisis semitico integral (lvarez y lvarez Cadavid, 2010, 2011), una serie de blogs enespaol que apuntan al desarrollo de las habilidades de comprensin y produccin textual. Este estudiomuestra que la mayora de los blogs hasta el momento analizados estn centrados en procesos deorganizacin y gestin de la informacin, e incluyen materiales con un fuerte predominio verbal.

Palabras claveuso de tecnologa, blogs educativos, educacin superior, habilidades de lectura y escritura


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mediated educatina practices r the prmtin uniersity students reading and writing skis,

this study anayses a series bgs in Spanish that aim t deep such skis. This study is based n

an integra semitic anaysis prpsa arez & arez Cadaid, , .

2. e use of new technologies in higher education

In the uniersity cntext, the ptentia new techngies and the ways in which they can be used

hae graduay been recgnised. As a resut, the uses digita techngy as a teaching and earning

supprt hae grwn litwin, ; Duart & Sangr, ; Rdrguez Iera & Escet Rig, ;

lauriard, ; Trres & Rama, . Tday, tw mdes netwrking can be und in uniersities

Rdrguez Iera & Escet Rig, ; lauriard, ; Trres & Rama, . First, uy nine eearningprpsas, where instructin takes pace excusiey ia digita media, n irtua earning patrms

designed and created r that purpse Buckingham, . Secnd, bended earning prpsas,

which are characterised by a cmbinatin tw distinct mdes instructin in rder t achiee an

ptimum educatina prgramme r a gien target audience Bersin, . In prpsas this type,

techngies, actiities and arius typgies instructina situatins are cmbined: mutimedia

techngy, ides, irtua ectures, emai, acetace ectures, indiidua tutrias, etc. Rdrguez

Iera & Escet, . Rdrguez Iera and Escet add a cnditin t the characterisatin

bended earning by pinting ut that the use techngy t mediate rather than an ccasina

use ny shud be incuded in a pan t integrate it with acetace ectures.

In in latin America and the Caribbean, uniersity institutins impemented the irtua

educatin prcess, thugh ny % were uy nine mdes. The remaining % were bended

earning mdes, cmbining acetace and nine eements Rama, ; Trres & Rama, .

Gien the grwing incrpratin ICTs int the uniersity cntext, it is imprtant t be aware

the particuarities these techngies, which require teaching t be adapted t suit them Mayer,

; lauriard, .

With ICTs, educatin can be reed rm spatia cnstraints, thus becming independent rm

distance. It can as be reed rm time cnstraints, thus awing students t earn at their wn pace.

Students and ecturers can hae exibe timetabes and schedues. Mreer, digita media fer

mutimedia, hypertextua and dynamic ptentia Saaerra, ; Badry & Thibaut, ; Scari, ,

; Agerinu, ; Kress, , , as we as a high degree interactiity, which is eidenced

at a ariety ees e.g., bjects, brwsing, cnnectins, rums, etc. Grs Saat, . In this

respect, it has been caimed that ICTs aciitate indiidua, grup and cabratie earning prcesses

. I am reerring t the prject Aprendizaje, mutimediaidad y TIC: mde de anisis de estrategias discursias, mutimediaes,

hipertextuaes e interactias en cmunidades de aprendizaje ttamente en nea hbridas en a uniersidad learning,

Mutimediaity and ICTs: A Mde Anaysis Discursie, Mutimedia, Hypertextua and Interactie Strategies in Fuy onine

r Bended learning Cmmunities in Higher Educatin, which I am undertaking as an inestigatr r the Natina Cunci

r Scientic and Technica Research, Argentina. Regarding the study presented in this artice, we wud ike t thank the

Ministry Educatin Argentina and Fundacin Carina Spain.


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Grs Saat, . When taking abut mediated cabratin, Grs Saat and larra reer t

tw undamenta ideas: n the ne hand, the pssibiity earning angside ther participants,

sharing bjecties and distributing respnsibiities; and n the ther, the idea that techngy is a

mediating eement that prmtes and supprts that prcess. These are the particuarities ICTs that

are beginning t transrm teaching situatins. Hweer, research n the use new techngies in

higher educatin Ssa, ; lauriard, ; Trres & Rama, highights the act that, een when

instructin takes pace n a irtua patrm, mst the materias are sti based n a textua gic

determined by a printedpage cuture lauriard, ; Kress, . Besides that, in certain cases there

is n panned integratin ts r materias Rdrguez Ieras & Escet, . It shud as be nted

that the design irtua earning enirnments des nt aways make u use the ptentia that

eectrnic media fer, such as their mutimediaity and hypertextuaity arez & arez Cadaid, .

Mre wrk therere needs t be dne n the design irtua enirnments and earning materias

t ensure that they are cmpatibe with the new educatina cntexts that are emerging with the

adent ICTs. In the ight techngica impacts, it is therere a matter understanding that

the pace teaching and earning deseres t be interpreted in terms ephemeraity, atempraity

and unpredictabiity, and that such pace needs t be redimensined in rder t prmte critica

prcesses knwedge apprpriatin Duart & Sangr, ; litwin, Maggi & lipsman, ; lin,

. S the chaenges are shited twards the actiity itse, t the way in which teaching and

earning is cnceied, and t the appraches taken t panning, designing and impementing the

actiities litwin, Maggi & lipsman, ; litwin, ; lin, ; Buckingham, .

In this respect, it is wrthwhie inestigating hw new techngies hae been used in the

uniersity educatin cntext. In cnsequence, this study rms part a brader prject see

Ftnte that deas with the urgent need r guideines n hw t aciitate earning in educatina

prgrammes that are fered in uy nine r bended earning mdes. A genera bjectie this

prject is t understand hw t use ICTs prpery in the uniersity cntext, and in particuar in the

area anguage teaching, and text cmprehensin and prductin. Within this ramewrk, thisstudy aims t get an understanding the characteristic eatures the discursie, mutimedia

and hypertextua cnguratin bgs used in subjects dedicated especiay t the prmtin

uniersity students text cmprehensin and prductin.

3. Blogs in the educational context

Bgs are cmmunicatin websites that are msty persna, n which users pubish cntent psts

n their tpics chice Granieri, . Users, incuding thse with ery itte technica knwedge,

can therere share their thughts and pinins Steanac, . In genera, psts appear in

chrngica rder and cmments can be et abut them by ther users Piscitei, ; orihuea,

. In this respect, the t prides an pprtunity t interact. Besides cntent, bgs usuay

incude inrmatin abut the user, a categrisatin each pst and inks t ther websites. one

the adantages bgs is that they are easy t update Piscitei, .


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Accrding t Deng and Yuen and in the higher educatin cntext, the re bgs in

diferent discipines has been expred Stier & Phie, ; Wiiams & Jacbs, , and this incudes

anguage teaching Ducate & lmicka, . In eery case, the undamenta benets using them

hae been underscred: reexie mechanisms n the ne hand, and interactie mechanisms n the

ther. Hweer, sme studies hae shwn that, whie bgs wud appear t pride pprtunities

t ster prductie exchanges, the eidence did nt indicate that this adantage was being uy

maximised Ha & Daisn, ; Xie, Ke & Sharma, ; Deng & Yuen, . Thus, as Deng and Yuen

indicate, whie the adantages r sciaisatin are highy aued in bgs, there are ew and

imited interactins in such enirnments.

In the specic case deeping reading and writing skis, Reae pints t a number

particuarities bgs that are adantageus: ecnmy, which requires writers t be succinct

in their interentins; archiing system, which aws students t expre hw their ideas deep

and cnnect er shrter r nger perids time; eedback, which encurages participatin and

cabratin amng peers; the use mutimedia resurces, which prides the pprtunity t

deep skis in diferent anguages; the immediate nature pubicatin, which generates an instant

sense achieement; and actie participatin, which extends earning pprtunities beynd thse

fered in ecture time. It is in this respect that bgs t sme extent aw the discntinuity impsed

by the pace wrk as a subject is taken t be ercme, gien that between ne ecture and

anther there is usuay a ng time gap at east a week.

In shrt, research n educatina bgs has shwn that their use has bth adantages and

imitatins; hweer, it is sti necessary t expre the strengths these Web . ts, particuary

in the cntext uniersity subjects that aim t deep students reading and writing abiities, andt ercme the dicuties that hae been und with skis this type. This is due t the act that

reading and writing are cnceied as cmmunicatin skis that are essentia r prper academic

perrmance; they are skis that can be impred thrugh a prcess ining a series requent,

cntinuus actiities. This type prcess requires a cntinuus pace wrk, as stered by the ery

nature bgs.

With a the abe in mind, the aim this artice is t anayse educatina bgs in accrdance

with the principes a prpsa r an integra semitic anaysis irtua earning enirnments

vlEs arez & arez Cadaid, , .

4. n integral semiotic analysis proposalfor the study of Vs

The integra semitic anaysis prpsa arez & arez Cadaid, , is based n lemkes

semitic anaysis and adapts it t the study vlEs.

. The deepment this prpsa is mtiated by tw bseratins: whie there is a wide ariety perspecties and

mdes r studying nine educatin, they a cncentrate n the anaysis erba aspects and d nt cnsider the


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lemke denes hypermediaity as the cnjunctin mutimediaity and hypertextuaity.

This suggests that inks are estabished nt ny between textua units, but as between textua,

isua and sund units. Fr lemke, hypermediaity ines the mutipicatie cmbinatin

rganisatina, rientatina and representatina resurces each semitic mde anguage, image

and sund. As a resut, eery semisis is reated with meanings three types:

organisatina meanings: they undamentay aw the assciatin between eements inarger units t be understd by means unctina reatinships r by the crrespndence

between eements that rm chains rm cmmn aspects.

Representatina meanings: they present a state aairs. In cnnectin with this state aairs,attentin is paid t what is said abut the eents, participants and circumstances.

orientatina meanings: assumed rather mre impicity, they indicate the participants stance

twards them and their cntent.

In accrdance with this apprach by lemke , a threeprnged anaysis is prpsed r vlEs.

First, regarding the rganisatina unctin, the way in which the sites, and the resurces and

ts ined in them, are rganised. The guiding questins cud be: Hw is the hme page

rganised? What are the mst requent and the mst prminent aspects? Hw are psts rganised?

What teaching resurces are incuded and what spaces are they presented in?

Secnd, regarding the representatina unctin, the cntent and rms representatin brught

int pay are recgnised. The guiding questins cud be: What tpics and cntent are deeped?

What resurces are used t present them? What rder are they presented in? What reatinships areestabished amng the cntent deeped?

Third and nay, regarding the rientatina unctina, aspects interactin amng ecturers,

tutrs and students are studied, that is t say, the identities and scia reatinships rmed amng

them, and the means by which such reatinships are rmed. The guiding questins cud be: What

des the bg fer the student e.g., inrmatin, serices, ptins t take actin? What des the

bg demand rm the student? What type student is sught, and what strategies and resurces

are used t indicate that type student? What type teaching is updated n the bg? What

strategies and resurces are used t indicate that type teaching?

It shud be nted that the three unctins are simutaneusy prjected in the curses and

resurces ined, and are ny presented separatey r anaytica purpses.

reatinship between such aspects and thers a diferent kind, such as images and hypertextua eements; arius

prpsas r mutimedia semitic anaysis hae been bsered, but such prpsas hae nt been speciay designed r

the anaysis vlEs.

. lemke caries that, in the same way as meaning can be cnstructed thrugh paragraphs and chapters, it can as be dne

thrugh hypertext, that is t say, thrugh diferent web pages and hypertextua exica items r exampe, thrugh ,

r exica items.


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5. Methodology

As already mentioned, this study forms part of a broader project (see Footnote 1) of a qualitative nature,which is being carried out in accordance with the principles of the integral semiotic proposal outlined

earlier (lvarez & lvarez Cadavid, 2010, 2011). In the framework of this project, this study deals with

blogs used in subjects dedicated especially to the promotion of university students text comprehension

and production. Presented in this article is an exploratory phase of a descriptive nature, on which

more work is intended to be done in subsequent analyses. This phase comprises the following steps:

Cectin and systematisatin the crpus. Anaysis the bgs in accrdance with the principes the integra semitic prpsa. The identiicatin requent and signiicant eatures the bgs in cnnectin with

rganisatina, representatina and rientatina unctins.

The crpus cmprises bgs crrespnding t acetace subjects r curses that, in the

uniersity cntext, seek t prmte students reading and writing skis, generay by means a

wrkshp methdgy. In eery case, the bgs perate as a supprt r such subjects r curses.

6. nalysis of the blogs

By perrming the anaysis, it was und that beynd the particuarities each bg rm which

inrmatin was gathered there is a discursie, mutimedia and hypertextua pattern cmmn t

a them in rganisatina, rientatina and representatina terms, and that ny ne the bgs

herein BgD presented sme diferences with respect t that pattern. In this sectin, then, we

sha present the requent characteristics that cngure the abementined pattern, as we as the

distinctie eatures BgD. Finay, we sha attempt t understand the educatina cnsequences

this discursie, mutimedia and hypertextua cnguratin.

6.1. Organisational function aspects

Regarding the rganisatina unctin, the bgs present diferent cnstituent parts, gruped int

three undamenta sectrs.

The tp sectin gies the identity the bg, by incuding the name, a sentence r a representatie

descriptin, and the curs r images used t identiy it. Bew this sectin, there are tw cumns

in a diferent cur r with a diferent backgrund rm the tp sectin.

. Web scanning with keywrds wrkshp, text cmprehensin and prductin, reading and writing, uniersity was used

t gather inrmatin rm the bgs. In this artice, t respect the cndentiaity the bg prducers identities, we hae

nt incuded any URls.


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one the cumns the narrwest cmprises seera stabe eements, aid ut erticay:

characteristics the bg and its creatr, archie psts, inks and, in a ew cases ny, the thematic

categries psts and a caendar.

The widest column is used for presenting the posts, which are usually texts or PPT slides in which verbal

aspects prevail. These posts appear in chronological order. In some blogs, the posts are labelled by topic,

meaning that an item can be selected from the categories in order to see posts grouped under the same topic.

In reatin t the abe descriptin, an eement that gies chesin t the tp sectin and the

narrw cumn the bgs is the persistence their eements, which cntrasts with the psts,

which are updated daiy r weeky, r can be rerganised by any user.

In BgD, there is as a tp sectin that aws the bg t be identied, but bth the design and

the ayut the remaining eements estabish ther types rganisatina reatinships, articuating

a distinctie cnguratin the bg as a unit, and the cnstituent parts that unit.

S, bew the tp sectin, there are diferent tabs, aid ut hrizntay and in a brighter cur

than the rest the page. Each tab is assciated with a specic sectin the bg.

Apart rm the Hme tab, dedicated t presenting the bg and t expaining its utiities, the ther

tabs reer t the resurces and ts necessary r students t perrm we in ectures. In ther wrds,

unike the ther bgs anaysed, in which rder and ccasinay a thematic rder preaied, BgD

categrised the psts by the type resurces and ts. In this respect, the tabs cered: Cassrm

Presentatins, WebQuest, CmapTs, vides, Bks, Ntes and links. As the name sme these

tabs indicates WebQuest, r exampe, there are prgrams, ts and specic resurces r students

t apprach the cntent rm a mutimedia and hypertextua iewpint. By cicking n each tab,

PPT sides and ides are dispayed, which as ines a mutimedia presentatin cntent.It is imprtant t highight the act that the psts are stabe and, thugh they may be changed

er time, they are nt updated daiy r weeky.

Thus, the distinctie chesin BgDs eements is prided nt ny by the cur, but as

by the chsen criteria r estabishing the tab categries i.e., prgrams/ts/resurces, by the

preaence mutimedia and hypertextua eements, and by the stabiity the psts.

Finay, it is imprtant t highight the act that, in the bttm sectin, BgD presents a tbar

that inks t ther websites, and in particuar t YuTube, Facebk and Twitter, thereby fering

students the pprtunity t engage nine thrugh ne thse sites. In this case, it was nce again

und that specic sites and ts are as dispayed t meet sme the educatina bjecties the bg, such as cmmunicatin between ecturers and students, r amng students.

Thus, the bgs inks t sites fering ts and resurces t meet arius educatina bjecties,

such as tasks t be dne by students r cmmunicatin amng the bgs users, represent a distinctie

eature that prides the bg with chesin and articuates it as a unit.

6.2. epresentational function aspects

Frm the representatina unctin iewpint, a the bgs apart rm BgD distinguished

between Psts and links. Regarding psts, they can be gruped int:


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Aerts: reerring t inrmatin abut subjects taken, exam dates and ecture canceatin rpstpnement.

Assignment instructins: reerring t instructins r ding actiities that wi be crrected and/

r handed in during acetace ectures. In cntrast, n instructins are prpsed r carrying

ut exchanges n the bg.

Reading ists: reerring t thery texts abut the cncepts that wi be studied in ectures, riterary bibigraphy pems, stries, etc. that wi either be wrked n in ectures r wi act as

the trigger r tpics t be cered.

other study materias: reerring t PPT sides and ides expaining the undamenta cncepts the subject. There is usuay a high preaence erba aspects in these materias.

Student prductins: reerring t texts written by students accrding t instructins gien byecturers.

BgD difers t sme extent rm this categrisatin because the tabs that we mentined in

the preius sectin cer what the ther bgs reer t as Psts and links. A these tabs dispay

PPT sides and ides expaining the undamenta cncepts the subject. In these resurces, erba

aspects are cmbined with mutimedia and hypertextua aspects. In act, there are tw tabs speciay

dedicated t ts WebQuest and CmapTs that students shud use t d actiities in which

erba aspects are cmbined with mutimedia images and sund and hypertextua aspects.

In cnnectin with the abe, BgD, unike the ther bgs, as incudes inrmatin in PPT and

ide rmat abut the pssibiity using diferent prgrams and techngica media.

Regarding the tpics cered, we und a anguage perspectie cmmn t a the bgs, incuding

BgD: the tpics usuay reer t cntent n a discursie and textua apprach t anguage

Casamigia & Tusn, ; van Dijk, , , which suggests studying cmmunicatin units

that g beynd causa imits. Frm this apprach, the psts cer cncepts cnnected with the

macrstructura ee thematic cntent r superstructura ee rganisatina structure

texts. In cnsequence, many psts wrk n the cncept gender, either thrugh theretica

presentatins r rea cases r each gender pinin artices, r exampe. The micrstructura

ee exicn, r exampe is generay incuded in links, een in the case BgD, which has a

tab with that name. S, the bgs are inked t Spanishanguage dictinaries r thesauruses,

and t punctuatin and speing exercises. This wud seem t suggest that resurces at the

micrstructura ee are nt cnsidered t be pririty tpics, but rather periphera nes, in bgs

aimed at text cmprehensin and prductin with a discursie and textua perspectie anguage.

6.3. Orientational function aspects

Regarding the rientatina unctin, in mst the bgs anaysed, psts are suppied by the bgs

creatr, wh is a subject ecturer.

other than this simiarity, we und diferences between BgD and the ther bgs with respect

t student participatin mdes and interactin with ecturers.


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In a the bgs apart rm BgD, student participatin reed arund eaing cmments,

generay nt ery cmmn, n ecturers psts. The psts receiing the highest number cmments

are thse reerring t aerts r assignment instructins. Faced with these, the students usuay ask r

caricatin r recunt their indiidua prbems in search an aternatie sutin. In sme abeit

a ew cases, the students generate a type pst represented by texts prduced n the subject.

In that instance, ecturers r users eae cmment n the texts, expressing psitie, cmpimentary

appreciatin. In shrt, interactin is minima r nnexistent and is nt usuay aimed at ding

exercises r actiities, which, i dne n the bg itse, wud prmte the acquisitin subject

cntent.

In cntrast, BgD puts the ptin t participate in ther sites, such as Facebk and Twitter,

which are inked rm the bg. As a resut, it fers students the pprtunity t eae cmments

r engage ia any thse channes, which are righty acknwedged r their interactin ptentia

Siemens & Weer, .

7. Scope and limitations of blogs aimed at developing readingand writing skills in higher education

In this artice, the aim has been t study, in accrdance with an integra semitic anaysis arez &

arez Cadaid, , , a series bgs in Spanish that aim t deep students reading and

writing skis in the uniersity cntext. Seera cncusins can be drawn rm the study.

First, rm the iewpint cntent cnnected with the area anguage teaching, we und

a eature cmmn t a the bgs, incuding BgD: that cntent cntained in the arius psts

respnds t a discursie and textua apprach t anguage. In additin, pririty is gien t the

macrstructura and superstructura ees, whie the micrstructura ee is reegated t links that

students can w independenty. This hierarchy cntent n the bgs wud be cmpatibe with

the rganisatin cntent n prgrammes r the crrespnding subjects.

Parae t this, we nted the existence seera diferences between the ways in which cntent

n BgD and the ther bgs is deat with.

Secnd, n the bgs in genera, we und that students are ny asked t enter the site, brwse

the dcuments n it and participate by eaing cmments n the psts. In ther wrds, students

d nt hae t use ther specic prgrams r sites t meet the educatina bjecties the bg.

In cntrast, n BgD, the use techngica media is nt imited t the use the bg. Rather, it

asks students t brwse and use a wide range sites, ts and resurces. Thus, it asks r the use

specic ts t wrk n tpics with a mutimedia apprach WebQuest, r exampe; the use

speciay designed sites t prmte interactin amng users was as und Facebk, r exampe.

This eads t students being taught hw t use such ts, and specic materias n the tpic are

incrprated r that purpse. The abe wud suggest a strng chesie eature BgD, in that

it presents seera inks t sites with serices and ts that prmte the deepment the arius

educatina bjecties that are intended t be met.


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Third, and in cnnectin with what has recenty been mentined, we nted that the materias n

mst the bgs present a high preaence erba aspects, whereas n BgD, a cmbinatin

text, images and sund is requent mutimedia, as are inks t ther sites hypertexts, bth r the

ecturers cntent presentatin and r the students apprach t such cntent.

lasty, n mst the bgs anaysed, there is a preaence materias and ts aimed at

inrmatin management and rganisatin prcesses, whie thers aimed at grup management

knwedge prcesses hae yet t be incrprated. In act, apart rm BgD, the space is nt

rganised in such a way as t prmte interactin. Cnsequenty, ery itte interactin between

ecturers and students, r amng students, was und, and such interactin is imited t sing

practica and nef prbems arising rm the ectures.

In shrt, n bgs dedicated t prmting uniersity students reading and writing skis, and as

Bega Grs ntes, ts and materias prmting the cgnitie prcesses required r the

cabratie prductin new knwedge hae yet t be incrprated. Furthermre, it wud be

necessary t incude and demand mutimedia and hypertextua materias r the deepment

subject cntent, r which, as we can see in BgD, it appeared pssibe t fer training n specic

techngica media. This means training students t use new techngies r educatina purpses.

Finay, this anaysis has enabed an initia apprach t the anaysis bgs aimed at prmting

text cmprehensin and prductin. Hweer, we beiee that the research needs t be urthered by

reiewing and adapting the integra semitic prpsa, and by expanding the crpus, which means

nt ny incuding mre bgs, but as anther type vlE, such as nine curses. We beiee that

this wud make it pssibe t deep gd ICTmediated educatina practices in the uniersity

cntext, particuary in the area anguage teaching.

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bout the uthor

Guadalupe lvarez

[email protected]

Centre r Research n Phisphica and Cutura Anthrpgy,

Natina Cunci r Scientic and Technica Research CIAFICCoNICET, Argentina

Institute Human Deepment, Natina Uniersity Genera Sarmient IDHUNGS, Argentina

She hds a dctrate in the Arts awarded by the Natina Uniersity Cuy Mendza, Argentina.

She wrks as a research assistant r the Natina Cunci r Scientic and Technica Research at theCentre r Research n Phisphica and Cutura Anthrpgy, and as a researcher at the Institute

Human Deepment at the Natina Uniersity Genera Sarmient.

Her research interests incude teaching and earning prcesses in irtua earning enirnments,

especiay in the uniersity cntext. She is currenty studying ways strengthening the use new

techngies t aciitate the deepment reading and writing skis.

Centr de Inestigacines en Antrpga Fisca y Cutura,

Cnsej Nacina de Inestigacines Cientcas y Tcnicas CIAFICCoNICET

lacrze

CCPS Capita Federa

Argentina


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Guadalupe lvarez, 2012FUOC 2012


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