Convergencias entre personalización educativa y aprendizaje informal en el jazz universitario
Date
Authors
Subject
aprendizaje informal
jazz
enseñanza superior
personalización educativa
comunidad de práctica
informal learning
jazz
higher education
personalized education
community of practice
jazz
enseñanza superior
personalización educativa
comunidad de práctica
informal learning
jazz
higher education
personalized education
community of practice
Language:
Journal Title
Journal ISSN
Volume Title
Publisher
Instituto Tecnológico de Santo Domingo (INTEC)
Este estudio examina los resultados de un proyecto de innovación educativa llevado a cabo en la carrera de música moderna y jazz de la Universidad de las Américas (Quito, Ecuador) desde el prisma de la personalización educativa, con el fin de describir sus posibles intersecciones con el aprendizaje informal de la música. Este estudio, con enfoque cualitativo, utiliza entrevistas semiestructuradas para la recolección de datos. En base a las definiciones de personalización educativa y aprendizaje formal propuestas, se ha elaborado una matriz de análisis cualitativo mediante la cual se han analizado dichas entrevistas. Los resultados muestran que existen diferentes convergencias entre el aprendizaje informal y la personalización educativa, especialmente en lo relativo a la identidad de los participantes (su formación previa) y su acompañamiento (el papel del grupo). Como conclusión, se plantea la necesidad de incluir la personalización educativa y el aprendizaje informal en contextos formales de educación musical.
This study examines the results of an educational innovation project carried out in the modern music and jazz degree program at the Universidad de las Américas (Quito, Ecuador) through the prism of educational personalization, to describe its possible intersections with informal music learning. This study, with a qualitative approach, uses semi-structured interviews for data collection. Based on the proposed definitions of educational personalization and formal learning, a qualitative analysis matrix has been elaborated through which these interviews have been analyzed. The results show that there are different convergences between informal learning and educational personalization, especially regarding the identity of the participants (their previous training) and their accompaniment (the role of the group). In conclusion, the need to include educational personalization and informal learning in formal music education contexts is raised.
This study examines the results of an educational innovation project carried out in the modern music and jazz degree program at the Universidad de las Américas (Quito, Ecuador) through the prism of educational personalization, to describe its possible intersections with informal music learning. This study, with a qualitative approach, uses semi-structured interviews for data collection. Based on the proposed definitions of educational personalization and formal learning, a qualitative analysis matrix has been elaborated through which these interviews have been analyzed. The results show that there are different convergences between informal learning and educational personalization, especially regarding the identity of the participants (their previous training) and their accompaniment (the role of the group). In conclusion, the need to include educational personalization and informal learning in formal music education contexts is raised.
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info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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info:eu-repo/semantics/publishedVersion
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Source
Science and Education; Vol. 9 No. 2 (2025): Science and Education; 99-117
Ciencia y Educación; Vol. 9 Núm. 2 (2025): Ciencia y Educación; 99-117
2613-8808
2613-8794
10.22206/ciened.ciened.2025.v9i2
Ciencia y Educación; Vol. 9 Núm. 2 (2025): Ciencia y Educación; 99-117
2613-8808
2613-8794
10.22206/ciened.ciened.2025.v9i2