Bibliographic citations
Ivarra, R., Aguilar, J. (2016). Recursos educativos abiertos como estrategias de aprendizaje para la producción de textos narrativos escritos en estudiantes del 4° grado de educación primaria de la IE N° 36410 de Huancavelica [Tesis, Pontificia Universidad Católica del Perú]. http://hdl.handle.net/20.500.12404/6806
Ivarra, R., Aguilar, J. Recursos educativos abiertos como estrategias de aprendizaje para la producción de textos narrativos escritos en estudiantes del 4° grado de educación primaria de la IE N° 36410 de Huancavelica [Tesis]. PE: Pontificia Universidad Católica del Perú; 2016. http://hdl.handle.net/20.500.12404/6806
@mastersthesis{renati/14911,
title = "Recursos educativos abiertos como estrategias de aprendizaje para la producción de textos narrativos escritos en estudiantes del 4° grado de educación primaria de la IE N° 36410 de Huancavelica",
author = "Aguilar Medina, Javier",
publisher = "Pontificia Universidad Católica del Perú",
year = "2016"
}
This educational innovation proposal “Open Educational Resources as learning strategies for the production of narrative texts written for 4th grade primary school students of the institution named N°36410 of Huancavelica” seeks to improve the production of narrative texts capabilities in the students already mentioned in order to solve the next problem: N°36410 Educational Institution´s 4th grade primary school student´s limited capabilities to produce coherent written narrative texts, using educational open resources as methodological and interactive strategies because of their importance on the communication area. To reach the objective, it has been set as pilot objectives: Empower teachers and students with capabilities for the use of OER´s (Culture Street, Pancho and the story maker machine, Storybird and others) and promote OER´S use as a part of the innovative and interactive methodological strategies for the production of written narrative texts on 4th grade primary school students. The operating strategy used was an organized sequence to comply with the educational proposal execution, being part of the phases design, the planning, the execution, the monitoring and the evaluation; the ones to be innovated; the execution trajectories, the roles´ actors would meet, viability factors and sustainability, their possible risks and their contingencies, monetary unities and the respective activities evaluation. The results show that the analyzed group increased their performance after working with different activities that belong to the different learning sessions. The results also show the improvement of the text production capabilities. In addition, teachers and students recognize and use the OER´s as innovative and interactive methodological strategies for the production of written narrative texts. Teachers add in their learning communication sessions, educational open resources; parents know and support the use of OER´s as innovative and interactive methodological strategies for the production of written narrative texts on different scenarios; and the meeting of socialization products obtained through a virtual space for all the institution. Finally, it can be said that the proposal objectives´ reached what it was planned.
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