Visibilidad de los actores en una comunidad de aprendizaje, una mirada desde el análisis de redes sociales
At school level, the configuration of social networks is a clearly identifiable factor. So far there exist incipient studies that relate these social configurations to the learning processes, and therefore, there are few strategies within the school dynamics contributing to the creation of partnerships.
The visibility and devices that make it possible have been present in the school for a long time, but paradoxically there have been no serious studies from a pedagogical perspective of this phenomenon in relation to the conceptual development, learning and collaborative work.
This paper presents a pedagogical approach to the study of visibility supported on the use of ICT that shows the impact on the conceptual development and collaborative work with the development of a mixed methodology based on a cuasiexperimental design, social network analysis SNA and qualitative and quantitative analysis of discourse.
Pedagogical use of visibility supported on ICT to publish scholarly work and encouraging the interaction of the school actors has important effects on shaping students' academic networks
and this creates scenarios for constant negotiation of meanings, which has direct effect in the conceptual development of the participants, unlike what is observed in a group not involved
with a teaching strategy based on the visibility and supported by ICT
