Conference Paper

El uso de YouTube como analizador del desencuentro pedagógico en el nivel superior - The use of YouTube as an analyzer of pedagogical disagreement at the higher education level.

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Abstract

Resumen: La presente ponencia se propone aportar a la discusión sobre el papel creciente que tienen los contenidos audiovisuales (CAV) provenientes de YouTube en el ámbito educativo, a partir de demandas que nacen de los propios estudiantes. Presentamos un estudio aplicado a una muestra de 269 estudiantes argentinos de nivel superior que interrogó sobre el uso de YouTube con fines de aprendizaje, tanto para atender cuestiones ligadas a la educación formal como otras asociadas a la vida cotidiana. Los hallazgos aportan insumos para problematizar el desencuentro que conlleva la propuesta pedagógica de la educación formal con los aprendizajes de los estudiantes, quienes dan cuenta de situaciones que funcionan como “resortes” para acudir a YouTube. Aunque hace muchos años que afirmamos que enseñanza y aprendizaje constituyen procesos diferenciados y no unívocos, los hallazgos de este estudio nos ayudan a avizorar los distintos elementos que están jugando, según sea el caso, en este desacople, y con ello nos permite pasar revista a algunos nudos de la problemática educativa en el plano epistemológico-pedagógico, como el divorcio entre la teoría y la práctica, la comprensión como dimensión ausente de la enseñanza, la diversidad de estilos de aprendizaje, entre otrosLa presente ponencia se propone aportar a la discusión sobre el papel creciente que tienen los contenidos audiovisuales (CAV) provenientes de YouTube en el ámbito educativo, a partir de demandas que nacen de los propios estudiantes. Presentamos un estudio aplicado a una muestra de 269 estudiantes argentinos de nivel superior que interrogó sobre el uso de YouTube con fines de aprendizaje, tanto para atender cuestiones ligadas a la educación formal como otras asociadas a la vida cotidiana. Los hallazgos aportan insumos para problematizar el desencuentro que conlleva la propuesta pedagógica de la educación formal con los aprendizajes de los estudiantes, quienes dan cuenta de situaciones que funcionan como “resortes” para acudir a YouTube. Aunque hace muchos años que afirmamos que enseñanza y aprendizaje constituyen procesos diferenciados y no unívocos, los hallazgos de este estudio nos ayudan a avizorar los distintos elementos que están jugando, según sea el caso, en este desacople, y con ello nos permite pasar revista a algunos nudos de la problemática educativa en el plano epistemológico-pedagógico, como el divorcio entre la teoría y la práctica, la comprensión como dimensión ausente de la enseñanza, la diversidad de estilos de aprendizaje, entre otros Abstract: This paper aims to contribute to the discussion on the growing role of audiovisual content (AVC) from YouTube in the educational field, based on demands that arise from the students themselves. We present a study applied to a sample of 269 Argentine higher education students that inquired about the use of YouTube for learning purposes, both to address issues related to formal education and others associated with everyday life. The findings provide inputs to problematize the disagreement between the pedagogical proposal of formal education and the learning of students, who report situations that function as "springs" to turn to YouTube. Although we have been affirming for many years that teaching and learning are differentiated and not univocal processes, the findings of this study help us to glimpse the different elements that are playing, as the case may be, in this disengagement, and thus allow us to review some knots of the educational problem at the epistemological-pedagogical level, such as the divorce between theory and practice, understanding as an absent dimension of teaching, the diversity of learning styles, among other things.

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