31,916 research outputs found

    Teaching experience in university students using social networks

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    Social networks, specifically Facebook and Twitter, are currently one of the most mainstream forms of media in the world. Yet, its educational use for the dissemination of knowledge is not significantly evident. Under this premise, this report is presented, considering an experience in which teachers and university-level students used these networks as mediators of educational practices; such mediation was implemented in order to promote mobile learning as an option to facilitate the process of construction and socialization of knowledge. In this sense, the research presented aims to identify the experience and opinion of students regarding the influence of this strategy in achieving their learning. The quantitative methodology was applied through the application of a survey of students who participated and realized the importance of socialization of knowledge. The results showed favourable opinions regarding the use of these networks, highlighting the benefits of mobile learning as a way to streamline the training process. This proposal is to continue this type of strategy to promote flexible teaching-learning optionsPostprint (published version

    Evaluation templates and fulfillment of the university formative objectives: diversification and transverselity of criteria in subjects of Spanish Language and Theory of Literature

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    In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In one first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous evaluation like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student’s precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards model that identifie so much the evaluation criteria as the aptitudes that the students must surpass, to the object of which can serve as guide in their application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents.Example: Work in group and later exposition and discussions by the students: - Consisting of the putting in common of the results derived from the work in group or other individual derivatives of the theoretical and literary text commentary. - Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favor the doubt and exchange of information on the subjects debate object, besides to foment initiatives and the critical attitude of the students. - Justification: this type of exercises favors the formation of the student in two-way traffic. First, in as much it must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the personal learning and the development of skills related to the construction, elaboration and written expression of different types from speech. The second, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, as much of the work written as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the students facilitates his familiarisation with educational and expositive techniques nearer the present contextInted2009 Proceedings C

    Innovation and communication technologies + Problem based learning: a new approach for teaching architecture

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    This article presents the results obtained during its first year of application in the educational innovation project called “New frameworks of teaching: ICT applied to problem based learning in technical bachelors” (PIE 15-166) developed at the School of Architecture in the University of Malaga. This has been focused on the development of educational strategies based on exploiting the potential of ICT, taking as a framework the ABP. Its application on subjects from different areas of knowledge (architectural composition, urban planning, projects and architectural constructions) has allowed assessing the adaptability of this methodology depending on the content. Among the obtained results can be highlighted the improvement in cross curricular coordination between subjects from different fields of studies, providing different ways of synchronous and asynchronous communication between students and teachers to generate a greater interaction between all the involved subjects; increasing in addition the interest and an improvement of the results.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

    Arlekin: a collaborative action-research-training project without frontiers

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    This article presents the characteristics and methodology related to the implementation of a European project centered on the training of social mediators through European mobility and collaborative action-research. The ArleKin - Training in Mediation for Social Inclusion through European Mobility Project was financed by the European Union (ref: 539947-LLP-1-2013-1-FR- GRUNDTVIG-GMP) and focused on the following objectives: i) to give visibility to social mediation, as a means of innovative and pertinent social intervention for responding to new challenges of social cohesion in contemporary societies; ii) to develop the professionalization of social mediators in a concerted way at the European level; and iii) to experiment in-service training course in mediation through European mobility that was inspired by the tradition of the Companions of the Tour of France. The realization of the objectives of the project were attained through collaborative work among the various European partners and in the setting up of a community of practice and research composed of academics, researchers, professionals and politicians with the view of consolidating the professionalization and visibility of social mediators at a European level.info:eu-repo/semantics/publishedVersio

    A Vision for ARES in the Twenty-First Century: The Virtual Community of Real Estate Thought Leaders

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    In the twenty-first century the American Real Estate Society (ARES) is a virtual community of real estate thought leaders, electronically interconnected and linked through the International Real Estate Society to counterpart organizations on all major continents as well as numerous country-specific societies. ARES growth is attributable to its emphasis on rigorous applied microeconomic decisionmaking and an inclusive, open style. The initiatives of the Strategic Planning Task Force, whose report was enthusiastically endorsed and implemented at the 1996 Lake Tahoe meetings, have led to an expansion of activities and services. Further, the "Great Water" location strategy continues to attract strong meeting participation, which meetings emphasize special tracks for the corporate space user, global portfolio investing, micro property strategies and transactions, property analytic advances, improving cognitive skills to overcome bounded rationality, and learning innovations as well as ethical and aesthetic issues, property rights and quality of life topics. As valuable as the electronic access to critical real estate research resources is, the ARES Annual Meeting continues to be the one must attend gathering for real estate thought leaders throughout the world.

    Design of materials and educational resources adapted to ETCS: project of application of the new technologies to teaching of History of the Spanish Language and its varieties

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    The adaptation to the new European Higher Education Area favors the assumption of the new technologies as one of the means that improve the quality of education and the process of student’s learning. The best assimilation of the theoretical and practical contents of the different subjects and the stimulus that the use of these resources for the independent learning of the student supposes, justify the attention lent to the formal aspects of the educational methodology, and to its consequent didactic process. The project that we presented finds its justification in the measures that the University of Cadiz has started up in the occasion of the process of European Convergence, and that are materialized, in this case, in the Call of Educative Innovation of the educational and investigating personnel of the European Project. Our work assumes as main target the optimization of the educational resources, from the possibilities that offer new technical means, with the creation of educational, audio-visual and computerized material, adapted to the contents of the implied subjects, and with a joint work of the teaching staff who allows the creation of a repository of computerized material that has stable character and that can be taken advantage of by the group in its later educational work. In this sense, this contribution tries to show the different lines of performance that the members of the project develop at the present time, and that takes shape in the creation of different resources as the elaboration from presentations in Power Point, the computerization of real samples of speech and the creation of a model that allows to elaborate computerized text commentaries, from hyperlinks and different linksUniversidad de Cádiz, Vicerrectorado de Tecnologías de la Información e Innovación DocenteInted2009 Proceedings C

    Changing Practices, Changing Identities: A Study with Students at Risk of Educational Exclusion

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    This study discusses how students at risk of educational exclusion can restore their identity and improve learning and scientific literacy. This qualitative research adopts an interpretative orientation. Twenty-eight secondary school students, aged 16 to 20 participated. Data was collected of the interactions between students in lessons, focus group interview and written documents. Data analysis was inductive, consistent with a naturalistic research paradigm, and consisted of uncovering salient patterns, singularities, and themes associated with research aims. Several students, at risk of educational exclusion, value this kind of practice. By changing practice, the learning social context varied, as well as students’ identities and their relationships with knowledge, teachers and school

    Wearing Many (Social) Hats: How Different are Your Different Social Network Personae?

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    This paper investigates when users create profiles in different social networks, whether they are redundant expressions of the same persona, or they are adapted to each platform. Using the personal webpages of 116,998 users on About.me, we identify and extract matched user profiles on several major social networks including Facebook, Twitter, LinkedIn, and Instagram. We find evidence for distinct site-specific norms, such as differences in the language used in the text of the profile self-description, and the kind of picture used as profile image. By learning a model that robustly identifies the platform given a user's profile image (0.657--0.829 AUC) or self-description (0.608--0.847 AUC), we confirm that users do adapt their behaviour to individual platforms in an identifiable and learnable manner. However, different genders and age groups adapt their behaviour differently from each other, and these differences are, in general, consistent across different platforms. We show that differences in social profile construction correspond to differences in how formal or informal the platform is.Comment: Accepted at the 11th International AAAI Conference on Web and Social Media (ICWSM17
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