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Web Apps for Intercultural Competences and Sustainable Development: A Case Study in Higher Education

Web Apps for Intercultural Competences and Sustainable Development: A Case Study in Higher Education

Carmen Ricardo-Barreto, Jorge Mizuno, Daladier Jabba, Humberto Llinás, Antonio Medina, Cinthia Astorga Acevedo, Pedro Acevedo, Judith Peña, Claudia Baloco, Sandra Villarreal
Copyright: © 2021 |Pages: 25
ISBN13: 9781799872832|ISBN10: 1799872831|ISBN13 Softcover: 9781799872849|EISBN13: 9781799872856
DOI: 10.4018/978-1-7998-7283-2.ch018
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MLA

Ricardo-Barreto, Carmen, et al. "Web Apps for Intercultural Competences and Sustainable Development: A Case Study in Higher Education." Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education, edited by Isabel María Gómez Barreto, IGI Global, 2021, pp. 349-373. https://doi.org/10.4018/978-1-7998-7283-2.ch018

APA

Ricardo-Barreto, C., Mizuno, J., Jabba, D., Llinás, H., Medina, A., Acevedo, C. A., Acevedo, P., Peña, J., Baloco, C., & Villarreal, S. (2021). Web Apps for Intercultural Competences and Sustainable Development: A Case Study in Higher Education. In I. Barreto (Ed.), Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education (pp. 349-373). IGI Global. https://doi.org/10.4018/978-1-7998-7283-2.ch018

Chicago

Ricardo-Barreto, Carmen, et al. "Web Apps for Intercultural Competences and Sustainable Development: A Case Study in Higher Education." In Handbook of Research on Promoting Social Justice for Immigrants and Refugees Through Active Citizenship and Intercultural Education, edited by Isabel María Gómez Barreto, 349-373. Hershey, PA: IGI Global, 2021. https://doi.org/10.4018/978-1-7998-7283-2.ch018

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Abstract

This chapter presents the results of research performed by Colombian researchers. The research aimed at designing, developing, and evaluating the app to promote the development of intercultural competences and ICT skills in higher education teachers for the creation of virtual learning environments. The project was based on the ADDIE model of instructional design and pedagogical principles of self-training, virtual education, interculturality, and universal design for learning. The test version of the app was piloted in a sample of higher education teachers. The evaluators highlighted key aspects such as the content and dynamics of the app, authentic learning activities, use of emerging technologies, numerous possibilities of interaction with technology, intuitive interface, and presentation of strategies for self-regulated learning. End users also evaluated the app positively in terms of ease of navigation, interactivity, clarity in the presentation of information, relevant content, and promotion of respect for diversity.

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