Collective intelligence in ubiquitous learning communities

Abstract

Collective intelligence in ubiquitous learning communities is an educational trend to develop, acquire and share knowledge; it is a reality that impacts the structures of university education, disrupting its actors, curricular proposals, pedagogical practices, relevance of research in new global contexts. This research was based on configuring the practical components that break into the achievement of empowerment and participation of ubiquitous learning for the self-eco-organisation of collective intelligence networks. It was approached from ecological thinking, based on the contributions of systems, holistic and ecological theories, allowing us to understand the paradigmatic breaks that the new digital era demands; which constituted the theoretical framework organised into four nodes: eco-systemic, learning on the internet, educational innovation and collective intelligence and knowledge. The methodology was a constant dialectical process of construction-deconstruction-reconstruction, therefore, Netnography and Learning Analytics represent the way to approach and understand the interconnections of interactive communication in new virtual scenographies that transform educational praxis. After the experience of the application of Netnography and Learning Analytics as emerging methodologies in the analysis of the data produced from the "socio-technological-didactic interaction" of the participants, it was possible to configure the five practical components that constitute the emerging theory in educational innovation called "Ubiquitous Pedagogy", which are: 1) Epistemic Foundation; 2) Theoretical and conceptual of ubiquitous pedagogy; 3) Constitutive of the formative process with ubiquitous pedagogy; 4) Methodology for the design virtual environments of ubiquitous learning; and 5) Didactic structure of the application of ubiquitous pedagogy.