<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2018000100128</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.18.056.ds06</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El desarrollo de las ecologías de aprendizaje a través de las herramientas en línea]]></article-title>
<article-title xml:lang="en"><![CDATA[The development of learning ecologies through online tools]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Caamaño]]></surname>
<given-names><![CDATA[Francisco José Santos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sanmamed]]></surname>
<given-names><![CDATA[Mercedes González]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Carril]]></surname>
<given-names><![CDATA[Pablo César Muñoz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Coruña  ]]></institution>
<addr-line><![CDATA[Coruña ]]></addr-line>
<country>Spain</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Santiago de Compostela  ]]></institution>
<addr-line><![CDATA[Coruña ]]></addr-line>
<country>Spain</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>01</month>
<year>2018</year>
</pub-date>
<volume>18</volume>
<numero>56</numero>
<fpage>128</fpage>
<lpage>148</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2018000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2018000100128&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2018000100128&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El artículo que se presenta a continuación analiza una experiencia escolar en el nivel de enseñanza secundaria, instrumentada con diversos medios TIC en Red, entre los que destaca especialmente la herramienta de marcado social Diigo. Dicho análisis se articula bajo la óptica de la llamada teoría ecológica del aprendizaje que presta especial atención al juego de relaciones mutuas e interdependencias entre los diversos elementos y contextos que intervienen y enmarcan el aprendizaje, como son, por ejemplo, los recursos y actividades de aprendizaje, las relaciones sociales, los ambientes de aprendizaje (formal, informal y no formal) y otros aspectos de índole subjetiva, como la motivación o la autorregulación, poniéndose de relieve factores que pueden indicar la presencia o carencia de oportunidades de aprendizaje en el conjunto de contextos que forman cada ecología y, de esta forma, evaluar sus resultados o la pertinencia de su puesta en práctica real.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The article analyzes an experience at the level of secondary school, employing a range of ICT tools and the Internet, among which the Diigo social marking tool stands out. This analysis is made from the perspective of the theory of learning ecology, that pays special attention to the network of mutual relationships and interdependencies between the various elements and contexts that frame learning, such as, for example, resources and learning activities, social relations, learning environments (formal, informal and non-formal) and other aspects of a subjective nature, such as motivation or self-regulation. It also highlights factors that may indicate the presence or lack of learning opportunities in those contexts that form each ecology and, in this way, evaluate their results or the relevance of their real implementation.]]></p></abstract>
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<kwd lng="es"><![CDATA[Educación y TIC]]></kwd>
<kwd lng="es"><![CDATA[Ecologías de aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[Aprendizaje híbrido]]></kwd>
<kwd lng="en"><![CDATA[Education and ICT]]></kwd>
<kwd lng="en"><![CDATA[Learning ecologies]]></kwd>
<kwd lng="en"><![CDATA[Hybrid learning]]></kwd>
</kwd-group>
</article-meta>
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