{"id":59,"date":"2019-12-02T12:33:24","date_gmt":"2019-12-02T12:33:24","guid":{"rendered":"https:\/\/webs.uab.cat\/arpa\/recursos-audiovisuals\/"},"modified":"2022-09-23T07:48:02","modified_gmt":"2022-09-23T07:48:02","slug":"recursos-audiovisuals","status":"publish","type":"page","link":"https:\/\/webs.uab.cat\/arpa\/recursos-audiovisuals\/","title":{"rendered":"Recursos audiovisuals"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\"><strong>La retracci\u00f3 entre iguals<\/strong><\/h2>\n\n\n\n<p><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/yatk5HR_g_s\" allowfullscreen=\"allowfullscreen\" width=\"727\" height=\"409\" frameborder=\"0\"><\/iframe><\/p>\n\n\n\n<p><em>Per saber-ne m\u00e9s:<\/em><\/p>\n\n\n\n<p>Carless, D. (2019). Feedback loops and the longer-term: towards feedback spirals,&nbsp;<em>Assessment &amp; Evaluation in Higher Education<\/em>, 44(5), 705-714.&nbsp;<\/p>\n\n\n\n<p>Cho, K. I., &amp; MacArthur, C. (2010). Student revisio nwith peer and expert reviewing,&nbsp;<em>Learning and Instruction,<\/em>&nbsp;20, 328-338.<\/p>\n\n\n\n<p>Panadero, E., &amp; Brown, G.T.L. (2017). Teachers\u2019 reasons for using peer assessment: positive experience predicts use,<em>&nbsp;European Journal of Psychology of Education<\/em>. 32(1), 133-156.<\/p>\n\n\n\n<p>Zhu, Q., &amp; Carless, D. (2018). Dialogue within peer feedback processes: clarification and negotiation of meaning,&nbsp;<em>Higher Education Research &amp; Development<\/em>, 37(4), 883-897.<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Beneficis de donar i rebre feedback<\/strong><\/h2>\n\n\n\n<p><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/1zlQN-6S3ng\" allowfullscreen=\"allowfullscreen\" width=\"727\" height=\"409\" frameborder=\"0\"><\/iframe><\/p>\n\n\n\n<p><em>Per saber-ne m\u00e9s:<\/em><\/p>\n\n\n\n<p>Hattie, J. &amp; Timperley, H. (2007). The Power of Feedback, <em>Review of Educational Research<\/em> 77, 81\u2013112.<\/p>\n\n\n\n<p>Ion, G.,&nbsp;S\u00e1nchez Mart\u00ed, A. &amp;&nbsp;Agud Morell, I. (2018). Giving or receiving feedback: which is more beneficial to student\u2019s learning? <em>Assessment &amp; Evaluation in Higher Education<\/em>, 44(1), 124-138.<\/p>\n\n\n\n<p>Panadero, E. &amp;&nbsp;Dochy, F. (2014). Student Self-Assessment: Assessment, Learning and Empowerment, <em>Assessment &amp; Evaluation in Higher Education<\/em>, 39(7), 95\u2013897.<\/p>\n\n\n\n<p>van Gennip, N.A.E.; Segers, M.S.R. &amp;&nbsp;Tillema, H.H. (2010). Peer Assessment as a Collaborative Learning Activity: The Role of Interpersonal Variables and Conceptions.\u201dLearning and Instruction 20(4),&nbsp;280\u2013290.<\/p>\n\n\n\n<p>Vigotsky, L.S. (1978). <em>Mind in Society: The Development of Higher Psychological Processes<\/em>. Cambridge: MIT Press.<\/p>\n\n\n\n<p>&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Com donar feedback de manera eficiente<\/strong><\/h2>\n\n\n\n<p><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/PZN2N26xv0k\" allowfullscreen=\"allowfullscreen\" width=\"727\" height=\"409\" frameborder=\"0\"><\/iframe><\/p>\n\n\n\n<p><em>Per saber-ne m\u00e9s:<\/em><\/p>\n\n\n\n<p>Batalla, J.M.,&nbsp;Plana, D., &amp;&nbsp;Mart\u00ednez, M. (2014). La importancia del feedback en un entorno virtual de aprendizaje. <em>Oikonomics.&nbsp;Revista de econom\u00eda, empresa y sociedad<\/em>,&nbsp;1, 93-100<\/p>\n\n\n\n<p>Cano, E. (2014). An\u00e1lisis de las investigaciones sobre feedback.: aportes para su mejora en el marco del EEES.&nbsp;<em>Bord\u00f3n, 66<\/em>(4), 9-24.&nbsp;<\/p>\n\n\n\n<p>Strijbos, J., Narciss, S., &amp;&nbsp;Du\u0308nnebier, K. (2010). Peer <em>feedback <\/em>content and sender\u2019s competence level in academic writing revision tasks: Are they critical for <em>feedback <\/em>perceptions and efficiency?&nbsp;<em>Learning and instruction<\/em>, <em>20 (4), <\/em>291-303.<\/p>\n\n\n\n<p>&nbsp;<\/p>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>10 recomenacions per introduir el feedback rebut<\/strong><\/h2>\n\n\n\n<p><iframe loading=\"lazy\" src=\"https:\/\/www.youtube.com\/embed\/cDDfYdx7sHI\" allowfullscreen=\"allowfullscreen\" width=\"727\" height=\"409\" frameborder=\"0\"><\/iframe><\/p>\n\n\n\n<p><em>Per saber-ne m\u00e9s:<\/em><\/p>\n\n\n\n<p>Butler, D. (1998). <em>Promoting self-regulation in context of academic tasks: The strategic content learning approach. <\/em>Document presentat a la Trobada de la Asociaci\u00f3n Americana de Psicolog\u00eda. San Francisco, CA.&nbsp;<\/p>\n\n\n\n<p>Espasa, A. (2008).&nbsp;<em>El feedback en el marc de la regulaci\u00f3 de l\u2019aprenentatge: caracteritzaci\u00f3 i an\u00e0lisi en un entorn formatiu en l\u00ednia<\/em>&nbsp;(Tesis&nbsp;Doctoral). Barcelona: UOC.&nbsp;<\/p>\n\n\n\n<p>Gallego, B., G\u00f3mez, M. \u00c1., Ibarra, M\u00aa S., &amp; Rodr\u00edguez, G. (2014). <em>La retroalimentaci\u00f3n entre iguales como estrategia para el desarrollo de competencias.<\/em> IX Jornadas Internacionales de Innovaci\u00f3n Universitaria: Retos y oportunidades del desarrollo de los nuevos t\u00edtulos de educaci\u00f3n superior.&nbsp;<\/p>\n\n\n\n<p>Tour\u00f3n, J. (2017). <em>Las 10 reglas de oro para dar feedback a tus alumnos.<\/em>&nbsp;<em>Porque el talento que no se cuida, se pierde<\/em>. Disponible a&nbsp;<a href=\"https:\/\/www.javiertouron.es\/las-10-reglas-de-oro-para-dar-feedback\/\">https:\/\/www.javiertouron.es\/las-10-reglas-de-oro-para-dar-feedback\/<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>La retracci\u00f3 entre iguals Per saber-ne m\u00e9s: Carless, D. (2019). Feedback loops and the longer-term: towards feedback spirals,&nbsp;Assessment &amp; Evaluation in Higher Education, 44(5), 705-714.&nbsp; Cho, K. I., &amp; MacArthur, C. (2010). Student revisio nwith peer and expert reviewing,&nbsp;Learning and Instruction,&nbsp;20, 328-338. Panadero, E., &amp; Brown, G.T.L. (2017). Teachers\u2019 reasons for using peer assessment: positive [&hellip;]<\/p>\n","protected":false},"author":20,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-59","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/pages\/59","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/users\/20"}],"replies":[{"embeddable":true,"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/comments?post=59"}],"version-history":[{"count":1,"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/pages\/59\/revisions"}],"predecessor-version":[{"id":167,"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/pages\/59\/revisions\/167"}],"wp:attachment":[{"href":"https:\/\/webs.uab.cat\/arpa\/wp-json\/wp\/v2\/media?parent=59"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}