Análisis del impacto de los talleres formativos desarrollados por el FabLab de la Universidad Estatal a Distancia (UNED) de Costa Rica

  1. Jon Bustillo Bayón 1
  2. Ana-Carolina Zamora Sanabria 2
  1. 1 Universidad del País Vasco/Euskal Herriko Unibertsitatea
    info

    Universidad del País Vasco/Euskal Herriko Unibertsitatea

    Lejona, España

    ROR https://ror.org/000xsnr85

  2. 2 Universidad Estatal a Distancia
    info

    Universidad Estatal a Distancia

    San Pedro, Costa Rica

    ROR https://ror.org/0529rbt18

Revista:
RELATEC: Revista Latinoamericana de Tecnología Educativa

ISSN: 1695-288X

Año de publicación: 2018

Volumen: 17

Número: 2

Páginas: 117-127

Tipo: Artículo

DOI: 10.17398/1695-288X.17.2.117 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: RELATEC: Revista Latinoamericana de Tecnología Educativa

Objetivos de desarrollo sostenible

Resumen

The rapid technological-industrial development, has highlighted the need for a technological literacy that allows people to understand, manipulate, and develop physical or digital creations. This work introduces a training proposal made with different groups at the fabrication laboratory Kä Träre of the UNED of Costa Rica. Ten training workshops were held on the use of open technologies, with a total of 106 inexperienced participants. In all of them, a constructionist methodological proposal linked to the manifesto makers was followed. For the evaluation of the impact of the workshops, a semantic analysis of a open question was used, which was given at the end of each workshop. The results show that more than 70% of the participants were able to imagine new applications adapted to their environment of interest, using the open technologies learned in the workshops. However, only 32% indicated how the proposal would be developed. Considering that each group participated in only one workshop, we considered that the training model is valid, but we noted the need for other deeper workshops to address the developments proposed by the participants. This type of proposal could not only be extended to educational centres, but could also be developed in non-formal educational environments, facilitating the technological empowerment of people who are no longer of school age.

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Fuente de los datos: Dialnet