En el contexto econ\u00f3mico y social actual, universidades de todo el mundo persiguen la excelencia y la calidad al tiempo que compiten en la localizaci\u00f3n de recursos y tratan de rentabilizar aquellos de los que ya disponen. La paulatina incorporaci\u00f3n de las TIC a la docencia universitaria en los \u00faltimos a\u00f1os ha permitido pensar en un modelo de trabajo que precisamente busque la optimizaci\u00f3n de un valioso capital: los recursos did\u00e1cticos. El paradigma de dicho modelo, desarrollado a finales del pasado milenio y caracterizado por sus especiales condiciones para la reutilizaci\u00f3n, se ha venido a denominar ?objetos de aprendizaje? Sin embargo, en su aplicaci\u00f3n, este modelo acusa un problema tanto conceptual como pr\u00e1ctico que se mantiene a lo largo del tiempo y que parece dificultar el pleno desarrollo de su potencial. La presente investigaci\u00f3n pretende abordar ambos aspectos, tratando de encontrar soluciones que permitan avanzar en este modelo de trabajo. Para ello, se propone explorar el contexto educativo que motiva la adopci\u00f3n del paradigma de los objetos de aprendizaje; analizar el propio concepto de objeto de aprendizaje, contextualiz\u00e1ndolo y diferenci\u00e1ndolo dentro del espectro de los documentos educativos; identificar medios de descripci\u00f3n aplicables, analizando sus potencialidades y posibles limitaciones; identificar espacios de gesti\u00f3n, recuperaci\u00f3n y reutilizaci\u00f3n, analizando retos y oportunidades en su aplicaci\u00f3n; y, finalmente, proponer e implementar un modelo de recuperaci\u00f3n para un repositorio educativo. En cuanto al perfil bibliotecol\u00f3gico, \u00edntimamente ligado a los procesos de aprendizaje, difusi\u00f3n y producci\u00f3n de conocimiento, se desarrollan aquellos componentes que se han hecho conocidos en la labor profesional de este \u00faltimo tiempo: repositorios, bibliotecas digitales, metadatos y la gesti\u00f3n de los centros de recursos para el aprendizaje y la investigaci\u00f3n (CRAI). El mayor aporte de esta obra es poder describir estos componentes desde una extensa fundamentaci\u00f3n tecnol\u00f3gico-educativa que los define en su naturaleza y funci\u00f3n.<\/p>\n
Javier Calzada Prado<\/p>\n
9789871305575<\/p>\n","protected":false},"excerpt":{"rendered":"
En el contexto econ\u00f3mico y social actual, universidades de todo el mundo persiguen la excelencia y la calidad al tiempo que compiten en la localizaci\u00f3n de recursos y tratan de rentabilizar aquellos de los que ya disponen. La paulatina incorporaci\u00f3n de las TIC a la docencia universitaria en los \u00faltimos a\u00f1os ha permitido pensar en 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