Escape Room virtual como herramienta para la mejora de la competencia sociocultural y comunicativa en el aula de inglés un proyecto etwinning
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Hoy en día, las TIC y los intercambios culturales juegan un papel muy importante en el ámbito educativo por la rápida evolución de las tecnologías y la existencia de una sociedad cada vez más intercultural. Por este motivo, se ha decidido llevar a cabo un estudio basado en un Escape room virtual sobre elementos culturales a través de la plataforma eTwinning. El principal objetivo es que los estudiantes desarrollen sus competencias culturales y comunicativas, además de promover el trabajo colaborativo y en equipo, la mediación y la capacidad de resolución de problemas, entre otros. Para ello, se ha realizado un pre-test para observar las experiencias previas con este tipo de proyectos y el contacto con otras culturas; después, se ha implementado la actividad en el aula; y, finalmente, se ha realizado un post-test para descubrir el grado de satisfacción de los estudiantes y si se han cumplido los objetivos del estudio.
Paraules clau:
Escape room, eTwinning, TIC, competencia sociocultural
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Com citar
Mateo-Guillen, Copelia; and Camarasa Macián, María. “Escape Room virtual como herramienta para la mejora de la competencia sociocultural y comunicativa en el aula de inglés: un proyecto etwinning”. DIM: Didáctica, Innovación y Multimedia, no. 40, https://raco.cat/index.php/DIM/article/view/402816.
Referències
ACAR, S. & PEKER, B. (2021). What are the Purposes of Teachers for Using the eTwinning Platform and the Effects of the Platform on Teachers? Acta Didactica Napocensia, 14(1), 91-103. https://doi.org/10.24193/adn.14.1.7
BALLESTEROS MOSCOSIO, M.A., & FONTECHA BLANCO, E. (2019). Competencia Intercultural en Secundaria: Miradas entrelazadas de profesores y estudiantes hacia personas de otras culturas y creencias. Tendencias Pedagógicas, 33, 18-36. https://doi.org/10.15366/tp2019.33.002
BEZANILLA, M. J., ELEXPURU, I. & FERREIRA-LOPES, L. (2018). Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education. Revista de Educación a Distancia, 8(7). http://dx.doi.org/10.6018/red/58/7
KARAGEORGIOU, Z., MAVROMMATI, E., FOTARIS, P., & CHRISTOPOULOU, E. (2020). Escape room in education: Evaluating using experience pyramid model. Paper presented at the 1-8. https://doi.org/10.1109/SEEDA-CECNSM49515.2020.9221798
CLARE, A., ELUMIR, E. & WIEMKER, M. (2015). Escape Room Games: “Can you transform an unpleasant situation into a pleasant one?”.
DEMIR, N., & KAYAOGLU, M. N. (2021). Multi-dimensional foreign language education: the case of an eTwinning project in Turkey. Computer Assisted Language Learning, 1-38.https://doi-org.bua.idm.oclc.org/10.1080/09588221.2020.1871027
EUROPEAN COUNCIL (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning. Of icial Journal of the European Union. 189, 1-13. bit.ly/3OaZbSa
GÓMEZ-PARRA, M. E. (2020). Measuring Intercultural Learning through CLIL. Journal of New Approaches in Educational Research, 9(1). https://doi.org/10.7821/naer.2020.1.457
KANE, G. (2011). Exploring the benefits of participating in an eTwinning project for small collaborative groups in a primary classroom setting [Thesis]. University of Limerick Institutional Repository. http://hdl.handle.net/10344/1820
KEARNEY, C. & GRAS-VELÁZQUEZ, À. (2018). eTwinning Twelve Years On: Impact on teachers’ practice, skills, and professional development opportunities, as reported by eTwinners. Central Support Service of eTwinning - European Schoolnet, Brussels.
KOWALCZUK-WALĘDZIAK, M. & UNDERWOOD, J. M. (2021). International communities of practice: what makes them successful vehicles for teachers’ professional development? https://doi-org.bua.idm.oclc.org/10.1080/03055698.2021.1927673
NICHOLSON, S. (2015). Peeking behind the locked door: A survey of escape room facilities. http://scottnicholson.com/pubs/erfacwhite.pdf
PIETRZAK, A. (2009). Significance and Development of the eTwinning Programme in Poland as Compared to other European Countries in E. Gajek & P. Poszytek (Eds.), eTwinning – A Way to Education of the Future.
TAJUELO, L., & PINTO CAÑÓN, G. (2021). Un ejemplo de actividad de escape room sobre física y química en educación secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 18(2). http://hdl.handle.net/10498/24728
VELDKAMP, A., VAN DE GRINT, L., KNIPPELS, P. J. & VAN JOOLIGEN, W. R. (2020). Escape Education: A systematic review on escape rooms in education. Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100364
BALLESTEROS MOSCOSIO, M.A., & FONTECHA BLANCO, E. (2019). Competencia Intercultural en Secundaria: Miradas entrelazadas de profesores y estudiantes hacia personas de otras culturas y creencias. Tendencias Pedagógicas, 33, 18-36. https://doi.org/10.15366/tp2019.33.002
BEZANILLA, M. J., ELEXPURU, I. & FERREIRA-LOPES, L. (2018). Integrating Intercultural Competence development into the curriculum through Telecollaboration. A task sequence proposal for Higher Education. Revista de Educación a Distancia, 8(7). http://dx.doi.org/10.6018/red/58/7
KARAGEORGIOU, Z., MAVROMMATI, E., FOTARIS, P., & CHRISTOPOULOU, E. (2020). Escape room in education: Evaluating using experience pyramid model. Paper presented at the 1-8. https://doi.org/10.1109/SEEDA-CECNSM49515.2020.9221798
CLARE, A., ELUMIR, E. & WIEMKER, M. (2015). Escape Room Games: “Can you transform an unpleasant situation into a pleasant one?”.
DEMIR, N., & KAYAOGLU, M. N. (2021). Multi-dimensional foreign language education: the case of an eTwinning project in Turkey. Computer Assisted Language Learning, 1-38.https://doi-org.bua.idm.oclc.org/10.1080/09588221.2020.1871027
EUROPEAN COUNCIL (2018). Council recommendation of 22 May 2018 on key competences for lifelong learning. Of icial Journal of the European Union. 189, 1-13. bit.ly/3OaZbSa
GÓMEZ-PARRA, M. E. (2020). Measuring Intercultural Learning through CLIL. Journal of New Approaches in Educational Research, 9(1). https://doi.org/10.7821/naer.2020.1.457
KANE, G. (2011). Exploring the benefits of participating in an eTwinning project for small collaborative groups in a primary classroom setting [Thesis]. University of Limerick Institutional Repository. http://hdl.handle.net/10344/1820
KEARNEY, C. & GRAS-VELÁZQUEZ, À. (2018). eTwinning Twelve Years On: Impact on teachers’ practice, skills, and professional development opportunities, as reported by eTwinners. Central Support Service of eTwinning - European Schoolnet, Brussels.
KOWALCZUK-WALĘDZIAK, M. & UNDERWOOD, J. M. (2021). International communities of practice: what makes them successful vehicles for teachers’ professional development? https://doi-org.bua.idm.oclc.org/10.1080/03055698.2021.1927673
NICHOLSON, S. (2015). Peeking behind the locked door: A survey of escape room facilities. http://scottnicholson.com/pubs/erfacwhite.pdf
PIETRZAK, A. (2009). Significance and Development of the eTwinning Programme in Poland as Compared to other European Countries in E. Gajek & P. Poszytek (Eds.), eTwinning – A Way to Education of the Future.
TAJUELO, L., & PINTO CAÑÓN, G. (2021). Un ejemplo de actividad de escape room sobre física y química en educación secundaria. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 18(2). http://hdl.handle.net/10498/24728
VELDKAMP, A., VAN DE GRINT, L., KNIPPELS, P. J. & VAN JOOLIGEN, W. R. (2020). Escape Education: A systematic review on escape rooms in education. Educational Research Review, 31. https://doi.org/10.1016/j.edurev.2020.100364