Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/207372
Title: The Creation of Situated Boundary Objects in Socio-Educational Contexts for Boundary Crossing in Higher Education
Author: Fuertes i Alpiste, Marc
Molas Castells, Núria
Rubio Hurtado, María José
Martínez Olmo, Francesc
Keywords: Fronteres
Educació superior
Boundaries
Higher education
Issue Date: 16-Sep-2023
Abstract: There is a growing awareness of the need to develop professional skills among university students, which is related to connecting learning to real life. In order to foster this connection, teachers may carry out activities that involve crossing boundaries, using theory in the practice of the professional context. This study presents a teaching experience consisting of a collaborative inquiry-based learning activity mediated by a WebQuest. Students analysed real digital literacy or digital inclusion projects implemented by local organisations to propose improvements by means of creating a digital educational product (a boundary object). This involved a change in context from the university environment to the socio-educational and professional setting. The aim of this study is to examine the students' perception of this experience. For this purpose, a case study was conducted with a group of 39 first-year students of the bachelor's degree in Social Education of the University of Barcelona. A questionnaire was administered and the responses were analysed from the perspective of Hermans' Dialogical Self Theory and Star's boundary objects. The results show that the students perceive the activity as a bridge between the two contexts, that they view this transition positively albeit with certain limitations and that they consider digital technology to have facilitated boundary crossing. In conclusion, we consider that the examined experience is useful in respect to closing the gap between academic and professional skills and contributes to the theoretical foundations for learning between contexts.
Note: Reproducció del document publicat a: https://doi.org/10.3390/educsci13090944
It is part of: 2023, vol. 13, num.9, 944
URI: https://hdl.handle.net/2445/207372
Related resource: https://doi.org/10.3390/educsci13090944
Appears in Collections:Articles publicats en revistes (Teoria i Història de l'Educació)

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