Innovación comunicacional en la cátedra universitaria: transformación pedagógica mediante podcast
Description
El ensayo analiza el pódcast como recurso de innovación comunicacional capaz de contribuir a la transformación pedagógica de la cátedra universitaria, siempre que su incorporación responda a una planificación didáctica y no se limite al cambio de formato de la clase expositiva. A partir de literatura reciente sobre educación superior, competencias digitales, alfabetización digital, metodologías activas, producción de pódcast e inteligencia artificial, se examina la relación entre tecnología, aprendizaje y participación estudiantil. El análisis se organiza desde tres perspectivas complementarias: el enfoque positivista, útil para medir cambios en rendimiento, motivación, compromiso o competencias digitales; el constructivismo, que permite comprender cómo el estudiante construye conocimiento al investigar, escribir, grabar, editar y comunicar; y una perspectiva crítica orientada a valorar las condiciones de acceso, inclusión, participación y responsabilidad. Asimismo, se discuten aspectos éticos vinculados con la integridad académica, el reconocimiento de autorías, el uso transparente de inteligencia artificial, la privacidad, las licencias de recursos y la accesibilidad. Se sostiene que el valor educativo del pódcast no radica únicamente en el audio producido, sino en el proceso académico y comunicativo que lo antecede y acompaña. Como conclusión, se plantea que su estudio requiere una aproximación mixta que articule evidencias cuantitativas y cualitativas y que considere tanto los aprendizajes alcanzados como las condiciones éticas y pedagógicas de su producción.
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ENSAYO 1.pdf
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References
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