Anotaciones multimedia como herramienta de debate en aula invertida de Ciencias Sociales. Análisis de datos mediante PLN.

Abstract

The present study intends to verify whether the introduction of multimedia annotations in teaching contexts that seek maximum student participation (inverted classroom), shows practical utility or not. To do this, the result of a case study on 28 students of Master Degree on Social Sciences is offered. Among the positive aspects, the degree of involvement achieved, the totality of the reference universe stands out; while among the aspects to be improved, the difficulty of understanding the task and its questions is evidenced, given the greater degree of individual autonomy, resulting in difficulties of relevance, precision and prior contrast of the data obtained. However, the results invite us to deepen this line of work through natural language processing (NLP) in the field of Social Sciences, as an auxiliary tool for evaluation in mass contexts.