Teaching Training Using Learning Collaborative Technologies for Knowledge Generation

Abstract

Changes in learning and collaborative technologies due to social web have great impact on education, in particular, regarding the generation of knowledge. In this learning environment, two actors emerge in higher education, the Prosumer (to produce and to consume technologies), and the Produser (to produce and reuse technologies empowered by them). This article characterizes, describes and compares these two figures, in order to determine how appropriate the producer’s action in higher education is. For research purposes, we used an exploratory study with a quantitative approach of non-experimental design, in which the Likert scale was used. Several teachers from university Militar Nueva Granada (Colombia), who use Learning and Collaborative Technologies as well as b-learning, participated in the study. Although the prosumer action is considered a preponderant figure in the economic context, this does not necessarily implies that it should be transferred to education. In fact, the producer and action should be deemed more appropriate for higher education since implementation and usage of Learning and Collaborative Technologies develop competences of empowerment and creativity, which transcend mere technologies for production and consumption.