El diseño para el aprendizaje profundo en los medios de comunicación sociales y digitales

• James-Paul Gee ^[1] ; Moisés Esteban-Guitart ^[2]
  1. [1] Arizona State University

     Arizona State University

     Estados Unidos

     
  2. [2] Universitat de Girona

     Universitat de Girona

     Gerona, España

     
• Localización: Comunicar: Revista Científica de Comunicación y Educación, ISSN 1134-3478, Nº 58, 2019 (Ejemplar dedicado a: Aprendizaje y medios digitales. Formas emergentes de participación y transformación social), págs. 9-18
• Idioma: español
• DOI: 10.3916/c58-2019-01
• Títulos paralelos:
  • Designing for deep learning in the context of digital and social media
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Dialnet Métricas: 17 Citas
• Resumen
  • español

    En la actualidad existe una nutrida controversia en relación a los medios de comunicación sociales y digitales que ha llevado, incluso, a censurar la utilización de las redes sociales y los móviles por parte de líderes en la industria tecnológica. En este sentido, la Organización Mundial para la Salud ha propuesto añadir el «desorden del juego» a su listado de enfermedades, definiéndolo como un modelo de comportamiento de juego tan severo que se impone como «preferencia sobre otros intereses». Al mismo tiempo, distintos académicos han enfatizado los aspectos positivos derivados de las redes sociales y los videojuegos. En este artículo se argumenta que es necesaria una mejor comprensión del ser humano para poder implementar lo que aquí se define como diseño para el aprendizaje profundo. El «diseño para el aprendizaje profundo» está encaminado al reconocimiento de las personas y el desarrollo de sentidos saludables, individual y colectivamente, así como la mejora, en general, del estado del mundo para todos los seres vivos, según principios de verdad, felicidad, imaginación, individualidad, diversidad y futuro. En particular, se sugieren quince características basadas en desarrollos científicos que responden a la pregunta: ¿Qué es un ser humano? Consecuentemente, propuestas vinculadas al aprendizaje y la transformación y mejora social deben ser coherentes con dichas características que permiten definir cómo las personas, en tanto que organismos biológicos y sociales, aprenden o pueden aprender óptimamente, así como cambiar para mejorar.

  • English

    There is today a great deal of controversy over digital and social media. Even leaders in the tech industry are beginning to decry the time young people spend on smartphones and social networks. Recently, the World Health Organization proposed adding “gaming disorder” to its official list of diseases, defining it as a pattern of gaming behavior so severe that it takes “precedence over other life interests”. At the same time, many others have celebrated the positive properties of video games, social media, and social networks. This paper argues that a deeper understanding of human beings is needed to design for deep learning. For the purposes of this study “design for deep learning” means helping people matter and find meaning in ways that make them and others healthy in mind and body, while improving the state of the world for all living things, with due respect for truth, sensation, happiness, imagination, individuality, diversity, and the future. In particular, fifteen features related to human nature are suggested based on recent scientific developments to answer the question: What is a human being? Consequently, proposals that are linked to learning and transformation, as well as social improvement, should fit with the ways in which humans, as specific sorts of biological and social creatures, learn best (or can learn at all) and can change for the better.

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