<?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>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000100626</article-id>
<article-id pub-id-type="doi">10.23913/ride.v14i28.1821</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Percepción de los alumnos sobre el uso de Padlet en la licenciatura de Geografía considerando el algoritmo Deep learning]]></article-title>
<article-title xml:lang="en"><![CDATA[Students' perception of the use of Padlet in the Geography Degree considering the Deep Learning Algorithm]]></article-title>
<article-title xml:lang="pt"><![CDATA[Percepção dos alunos sobre o uso do Padlet na licenciatura em Geografia considerando o algoritmo de aprendizagem profunda]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Domínguez-Herrera]]></surname>
<given-names><![CDATA[Eduardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional Autónoma de México Facultad de Filosofía y Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<numero>28</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000100626&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000100626&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000100626&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Actualmente, los muros virtuales están revolucionando la forma de organizar las actividades escolares. Algunos, como Padlet, son herramientas de comunicación ideales para el campo de educativo, ya que permiten compartir diversos recursos didácticos en tiempo real. Por tanto, el objetivo de este trabajo fue analizar el uso del muro virtual Padlet para promover el entusiasmo, el proceso de enseñanza-aprendizaje, la motivación y la satisfacción empleando el algoritmo deep learning. Para ello, la muestra estuvo conformada por 29 estudiantes de la asignatura Bases Metodológicas de la Investigación Geográfica. Aquí mostramos que la difusión de recursos e información en Padlet afecta positivamente el proceso de enseñanza-aprendizaje, la motivación, la satisfacción y el entusiasmo. Por eso, se puede afirmar que el muro virtual Padlet es una herramienta tecnológica que los educadores pueden emplear para transformar las actividades escolares y fomentar el rol activo a través de la difusión de los contenidos escolares. Asimismo, este estudio mixto recomienda que las universidades junto con los profesores utilicen los avances tecnológicos como el Padlet para crear y diseñar espacios virtuales de enseñanza-aprendizaje. En conclusión, Padlet facilita la organización e implementación de nuevas actividades escolares donde el estudiante se convierte en el principal actor del proceso educativo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Currently, virtual walls are revolutionizing the way school activities are organized. Virtual walls like Padlet are ideal communication tools for the educational field. In fact, this virtual wall allows sharing various teaching resources in real time. The objective is to analyze the use of the Padlet virtual wall for the enthusiasm, teaching-learning process, motivation, and satisfaction considering the Deep Learning algorithm. The sample is made up of 29 students of the Methodological Bases of Geographic Research course. Here we show that the dissemination of resources and information in Padlet positively affects the process of teaching-learning, motivation, satisfaction, and enthusiasm. The Padlet virtual wall is a technological tool that educators can use to transform school activities and encourage an active role through the dissemination of school content. This mixed study recommends that universities together with teachers use technological advances such as Padlet to create and design virtual teaching-learning spaces. In conclusion, Padlet facilitates the organization and implementation of new school activities where the student becomes the main actor in the educational process.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Atualmente, as paredes virtuais estão revolucionando a forma como as atividades escolares são organizadas. Alguns, como o Padlet, são ferramentas de comunicação ideais para a área educacional, pois permitem o compartilhamento de diversos recursos didáticos em tempo real. Portanto, o objetivo deste trabalho foi analisar a utilização do muro virtual Padlet para promover o entusiasmo, o processo de ensino-aprendizagem, a motivação e a satisfação utilizando o algoritmo de aprendizagem profunda. Para isso, a amostra foi composta por 29 alunos da disciplina Bases Metodológicas da Pesquisa Geográfica. Aqui mostramos que a divulgação de recursos e informações no Padlet afeta positivamente o processo de ensino-aprendizagem, a motivação, a satisfação e o entusiasmo. Portanto, pode-se afirmar que o mural virtual Padlet é uma ferramenta tecnológica que os educadores podem utilizar para transformar as atividades escolares e estimular o papel ativo por meio da divulgação dos conteúdos escolares. Da mesma forma, este estudo misto recomenda que as universidades, juntamente com os professores, utilizem avanços tecnológicos como o Padlet para criar e projetar espaços virtuais de ensino-aprendizagem. Concluindo, o Padlet facilita a organização e implementação de novas atividades escolares onde o aluno se torna o ator principal do processo educativo.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[docencia]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
<kwd lng="es"><![CDATA[tecnología de la comunicación]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[information technology]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[teaching profession]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia da comunicação]]></kwd>
<kwd lng="pt"><![CDATA[tecnologia educacional]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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