Métricas alternativas
Keywords
student agency
educational technology
higher education
scoping review marcos de trabajo ágiles
agencia del estudiante
tecnología educacional
enseñanza superior
revisión panorámica
How to Cite
Abstract
Agile was initially created for software project management. However, it has been extended to fields such as education, because it encourages active student learning (Krehbiel et al., 2017). Thus, Agile can facilitate student agency by intervening in the responsibility for learning. Through this scoping review under the PRISMA protocol, we want to identify if Agile teaching strategies contribute to the development of student agency in higher education, and if these strategies are deployed with the support of technological resources. From the 116 selected documents, we have obtained results that indicate a growing interest in these strategies. Scrum is the most widely used agile framework and its main use is in Computer Science. Additionally, we have identified numerous technological resources for communication, collaboration and the management of agile projects. As for the relationship with agency, there are coincident factors such as self-regulated learning, ownership of learning, autonomy or collaboration (Marín et al., 2020). Future work involves a qualitative analysis, to develop a model with Agile-based instructional design principles to support agency.
References
Alyahya, S., Alqahtani, M., & Maddeh, M. (2016). Evaluation and improvements for agile planning tools. 2016 IEEE 14th International Conference on Software Engineering Research, Management and Applications (SERA), 217-224. https://doi.org/10.1109/SERA.2016.7516149
Amado, P., Silva, A. C., & Napoleão, E. (2021). Kickstarting Type Design Education with SLOType. En N. Martins & D. Brandao (Eds.), Advances in Design and Digital Communication . Digicom 2020. Springer Series in Design and Innovation (Vol. 12, Número 4th International Conference on Digital Design and Communication (Digicom), pp. 191-201). https://doi.org/10.1007/978-3-030-61671-7_18
Artyukhov, A. E., Volk, I. I., & Vasylieva, T. A. (2022). Agile methodology in higher education quality assurance system for SDGs 4, 8 and 9 achievement: National experience. CTE Workshop Proceedings, 9, 81-94. https://doi.org/https://doi.org/10.55056/cte.105
Beck, K., Beedle, M., van Bennekum, A., Cockburn, A., Cunningham, W., Fowler, M., Grenning, J., Highsmith, J., Hunt, A., Jeffries, R., Kern, J., Marick, B., Martin, R. C., Mellor, S., Schwaber, K., Sutherland, J., & Thomas, D. (2001). Manifiesto por el Desarrollo Ágil de Software. http://agilemanifesto.org/iso/es/manifesto.html
Bower, M., & Torrington, J. (2020). Typology of Free Web-based Learning Technologies 2020. EDUCAUSE digital library.
Castañeda, S., Ortiz, D., Salgado, A., Fuentes, S., Peña, R., Martínez, C., & Pérez, I. L. (2018). Modelo competencial y diseño instruccional centrado en el estudiante para el desarrollo de agencia académica en una aplicación móvil. En Derivación tecnológica en apoyo a la agencia académica en educación superior (pp. 151-189). UAM-UNAM-CONACYT.
Castañeda, S., Peñalosa, E., & Austria, F. (2014). Perfiles Agentivos y no Agentivos en la Formación del Psicólogo. Universidad Nacional Autónoma de México.
Ciupe, A., Ionescu, R., Meza, S., & Orza, B. (2018). Towards Agile Integration within Higher Education: A Systematic Assessment. BRAIN: Broad Research in Artificial Intelligence & Neuroscience, 9(3), 69-87.
Delhij, A., van Solingen, R., & Wijnands, W. (2020). The eduScrum Guide: the rules of the game. eduScrum Team.
Jääskelä, P., Poikkeus, A. M., Vasalampi, K., Valleala, U. M., & Rasku-Puttonen, H. (2017). Assessing agency of university students: validation of the AUS Scale. Studies in Higher Education, 42(11), 2061-2079. https://doi.org/10.1080/03075079.2015.1130693
Krehbiel, T. C., Salzarulo, P. A., Cosmah, M. L., Forren, J., Gannod, G., Havelka, D., Hulshult, A. R., & Merhout, J. (2017). Agile Manifesto for Teaching and Learning. The Journal of Effective Teaching, 17(2), 90-111.
Kuz, A., Falco, M., & Giandini, R. S. (2018). Comprendiendo la Aplicabilidad de Scrum en el Aula: Herramientas y Ejemplos. Revista Iberoamericana de Tecnología en Educación y Educación en Tecnología, 21, 62-70. https://doi.org/10.24215/18509959.21.e07
Lasa Gómez, C., Álvarez García, A., & De Las Heras del Dedo, R. (2018). Métodos Ágiles: Scrum, Kanban, Lean. Anaya Multimedia.
Lewin, C., Cranmer, S., & McNicol, S. (2018). Developing digital pedagogy through learning design: An activity theory perspective. British Journal of Educational Technology, 49(6), 1131-1144. https://doi.org/10.1111/BJET.12705
López-Alcarria, A., Olivares-Vicente, A., & Poza-Vilches, F. (2019). Revisión Sistemática sobre el uso de Metodologías Ágiles para fomentar las Competencias Clave en la Educación para el Desarrollo Sostenible. En A. I. de I. P. (AIDIPE) Maqueta: (Ed.), XIX Congreso Internacional de Investigación Educativa (Vol. 2, pp. 202-210).
Marín, V. I., Benito, B. de, & Darder, A. (2020). Technology-Enhanced Learning for Student Agency in Higher Education: a Systematic Literature Review. Interaction Design and Architecture(s), 45, 15-49. https://doi.org/10.55612/S-5002-045-001
Moschella, M. (2020). Agile Project Design: a systematic literature review on Agile Education applied to design. Form@re - Open Journal per la formazione in rete, 20(2), 86-102. https://doi.org/10.13128/FORM-8453
Moses, J. (2015). Agile writing: A project management approach to learning. International Journal of Sociotechnology and Knowledge Development, 7(2), 1-13. https://doi.org/10.4018/IJSKD.2015040101
Noguera, I., Guerrero-Roldán, A. E., & Masó, R. (2018). Collaborative agile learning in online environments: Strategies for improving team regulation and project management. Computers and Education, 116, 110-129. https://doi.org/10.1016/j.compedu.2017.09.008
OECD Learning Compass 2030 Concept Notes. (2019).
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. The BMJ, 372(71). https://doi.org/10.1136/BMJ.N71
Salinas, J. (2022). Agencia del estudiante, competencia emprendedora y flexibilización de las experiencias de aprendizaje. RiiTE Revista Interuniversitaria de Investigación en Tecnología Educativa, 12, 64-75. https://doi.org/10.6018/RIITE.524341
Salza, P., Musmarra, P., & Ferrucci, F. (2019). Agile Methodologies in Education: A Review. En Agile and Lean Concepts for Teaching and Learning (pp. 25-45). https://doi.org/10.1007/978-981-13-2751-3_2
Stewart, J. C., Decusatis, C. S., Kidder, K., Massi, J. R., & Anne, K. M. (2009). Evaluating Agile Principles in Active and Cooperative Learning. Proceedings of Student-Faculty Research Day, CSIS.
Thomas, J., Graziosi, S., Brunton, J., Ghouze, Z., O’Driscoll, P., & Bond, M. Koryakina, A. (2022). EPPI-Reviewer: advanced software for systematic reviews, maps and evidence synthesis. EPPI-Centre, UCL Social Research Institute, University College London.
Yamnitsky, E. (2022). Application of agile to distance-learning professional doctorate programmes: A conceptual model. Innovations in Education and Teaching International. https://doi.org/10.1080/14703297.2021.2019604
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright (c) 2023 Pixel-Bit. Media and Education Journal