What is it about?

This text talks about a study that looks at how university students can learn practical skills related to their future careers. It suggests that teachers can help students connect what they learn in class to real-life situations. In this study, they did an activity where students worked together to learn about real projects related to digital literacy and inclusion done by local organizations. Then, they came up with ideas to improve these projects by creating a digital educational tool. This activity took the students out of the classroom and into a real-world setting. The results showed that the students felt like this activity helped them connect what they learned in school to the real world. They saw this transition as a positive thing, although there were some challenges. They also thought that digital technology made it easier to bridge the gap between their academic learning and practical skills.

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Why is it important?

This text is important because it addresses a crucial issue in education: the need for university students to develop practical, real-world skills alongside their academic knowledge. It emphasizes the importance of connecting classroom learning to actual professional situations. The study showcases a specific teaching approach where students engage in practical, collaborative learning by analysing and improving real projects related to digital literacy and inclusion. This hands-on experience allows students to transition from a university setting to a practical, professional one, aiding in skill development and understanding. The study evaluates students' perceptions of this approach, offering insights into how effective it is in bridging the gap between academic learning and the skills needed in the real world. Ultimately, the research aims to enhance the way students learn and apply their knowledge in diverse contexts, contributing to more effective education and skill development.

Perspectives

This paper is compelling from a methodological perspective for several reasons. Firstly, it addresses a contemporary issue in education—the need to equip university students with practical, professional skills. The text presents an innovative teaching approach, utilizing collaborative inquiry-based learning mediated by WebQuest, which adds to the evolving landscape of educational methodologies. The methodology described in the study involves analysing real-world projects, a hands-on approach that provides practical insights and promotes critical thinking. The utilization of boundary objects and the analysis from Hermans’ Dialogical Self Theory offer a structured framework for understanding the student perspective, allowing for a deeper understanding of the learning experience. Moreover, the case study design with a specific focus on a group of first-year students in Social Education at the University of Barcelona provides context-specific insights. The questionnaire-based data collection method, followed by a rigorous analysis, aligns with good research practices. The integration of both qualitative and potentially quantitative data allows for a comprehensive understanding of the students' perceptions and experiences. Overall, this text presents an intriguing blend of innovative educational methodology, theoretical frameworks, and a case study approach, making it particularly interesting for researchers specializing in educational methodologies and those interested in enhancing the bridge between academic learning and practical skills development.

Dr Francesc Martinez-Olmo
Universitat de Barcelona

Read the Original

This page is a summary of: The Creation of Situated Boundary Objects in Socio-Educational Contexts for Boundary Crossing in Higher Education, Education Sciences, September 2023, MDPI AG,
DOI: 10.3390/educsci13090944.
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