Pedagogical mediation and digital objects

Production of meanings and student’s appropriation in courses at a public university in Argentina

Abstract

This article analyses the student’s appropriation processes on pedagogical mediations with digital objects implemented in different courses of an Argentine university. These digital mediations, put into practice in the selected courses, are described and their forms of implementation are analysed.

Twenty-four focus groups were held, which allowed obtaining a large amount of data, which are analysed interpretively, clarifying the relationship established between pedagogical mediations and the digital objects currently used. The interpretive systematisation is carried out with respect to the treatment from the topic, treatment from the learning and treatment from the form.

The research shows the need for the presentation of knowledge to be carried out in an orderly and planned manner, provides reflections on the processes of self-learning and inter-learning with digital objects, and shows the need to implement multimodal languages ​​for the best appropriation of concepts. The access/availability of digital objects is systematised and incorporated as a category. The analysis allows us to conclude that the concept of pedagogical mediation is absolutely valid, and its development, in terms of treatment from the topic, learning and form, is fundamental to understanding educational processes and the construction of knowledge at present.