“Inside the Head and Out in the World”: An Approach to Deep Teaching and Learning

• Esteban-Guitart, Moises ^[1] ; Gee, James ^[2]
  1. [1] Universitat de Girona

     Universitat de Girona

     Gerona, España

     
  2. [2] Arizona State University

     Arizona State University

     Estados Unidos

     
• Localización: REMIE: Multidisciplinary Journal of Educational Research, ISSN-e 2014-2862, Vol. 10, Nº. 1, 2020 (Ejemplar dedicado a: February), págs. 1-25
• Idioma: inglés
• DOI: 10.17583/remie.2020.4868
• Títulos paralelos:
  • “Dentro de la cabeza y fuera del mundo”: Una Aproximación a la Enseñanza y Aprendizaje Profundo
• Enlaces
  • Texto completo (pdf)
• Dialnet Métricas: 4 Citas
• Resumen
  • español

    En este artículo argumentaremos que para comprender el aprendizaje profundo es necesario aceptar que dicho aprendizaje está profundamente ligado a la enseñanza y que tiene lugar en espacios de afinidad situados y distribuidos, siendo tanto la enseñanza como el aprendizaje un proceso socio-mental. Describiremos cuáles, en nuestra opinión, son los elementos clave del aprendizaje profundo. También describiremos un enfoque teórico llamado “Modelo de enseñanza y aprendizaje profundo” (DTLM). Cómo se desarrolla y sostiene este modelo sigue siendo una cuestión central para la investigación futura en investigación educativa, y concluimos identificando algunos de los desafíos que enfrenta la escolarización formal que surgen de los nuevos y modernos espacios de afinidad que creemos que conforman la geografía actual. de aprendizaje profundo.

  • English

    In this paper, we will argue that to understand deep learningwe need to accept that such learning is profoundly tied to teachingand that it takes place in situated and distributed affinity spaces, being both teaching and learning a socio-mental processes. We shall outline what, in our view, are the key elements of deep learning. We will also describe a theoretical approach called the “Deep Teaching and Learning Model” (DTLM). How this model is developed and sustained remains a central question for future research in educational research, and we conclude by identifying some of the challenges faced by formal schooling arising from the new, modern affinity spaces that we believe now make up the present-day geography of deep learning.

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