42 research outputs found

    El rol del profesor en el aprendizaje colaborativo mediado por ordenador

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    En aquest article es presenten els resultats d'una investigació sobre el canvi de rol que es produeix en el professorat en l'ús de les TIC com a eina per a l'aprenentatge col·laboratiu en educació primària i secundària. L'interès es focalitza en l'ús concret d'una eina dissenyada per a l'aprenentatge col·laboratiu, el BSCL, sota el model pedagògic de qüestionament progressiu. En primer lloc, es duu a terme una revisió teòrica. En segon lloc, s'exposen les preguntes d'investigació, la justificació d'aquesta, es descriu el disseny i l'enfocament metodològic escollit, l'estudi de casos. Els resultats obtinguts revelen que hi ha una tendència cap al canvi de rol en el professorat en l'ús del BSCL com a eina per a l'aprenentatge col·laboratiu així com l'eficàcia del model de qüestionament progressiu en la construcció de coneixement de l'alumnat.This paper presents the results of an investigation about the change in teacher’s role that occurs in using ICT as a tool for collaborative learning in primary and secondary education. The interest is focused on the use of a tool designed for collaborative learning, the Basic Ssupport for Collaborative Learning –BSCL-, under the pedagogical model of progressive inquiry. First, we present a theoretical review and second, the research questions and the justification are presented and the chosen design and methodological approach (the case study) are described. The results show that there is a trend towards a change in the role of teachers in the use of BSCL as a tool for collaborative learning and the effectiveness of the model of progressive inquiry in students’ knowledge buildingEn este artículo se presentan los resultados obtenidos en un estudio sobre el cambio de rol que se produce en el profesorado cuando se utilizan metodologías de aprendizaje colaborativo mediado por las TIC. El interés se focaliza en el uso concreto de una herramienta diseñada para el aprendizaje colaborativo, el Basic Support for Collaborative Learning (BSCL), bajo el modelo pedagógico de cuestionamiento progresivo. En primer lugar, se realiza una revisión teórica. En segundo lugar, se exponen las preguntas de investigación, la justificación de ésta, se describe el diseño y el enfoque metodológico escogido: el estudio de casos. Los resultados obtenidos revelan que existe una tendencia hacia el cambio de rol en el profesorado en el uso del BSCL como herramienta para el aprendizaje colaborativo así como la eficacia del modelo de cuestionamiento progresivo en la construcción de conocimiento del alumnado

    Development and validation of biosafety climate scale and survey-based analyses of safety perceptions in biological research and teaching laboratories at public Universities in the USA.

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    Biosafety plays a key role in ensuring safety of researchers’ as well as the public from unintentional exposures to infectious agents. However, the occurrence of lab acquired infections, exposures, and safety lapses in biological laboratories underscores challenges in biosafety program management. The raise in emerging and reemerging infectious diseases and the ongoing COVID-19 pandemic reiterates the need for biosafety and research community to work together. Literature recommends the application of safety climate in measuring safety culture. The goal of this dissertation is to quantify biosafety climate and examine associated factors to understand the gaps between research and biosafety professionals in ensuring safety in biological laboratories. Multiple studies were conducted to collect primary data through surveys, interviews, and program evaluation on perceptions of biosafety climate, practices, and measures in place at public universities in the US. A biosafety climate scale specific to biological laboratories was developed utilizing exploratory factor analysis and confirmatory factor analysis. The impact of COVID-19 pandemic and biosafety program management on biosafety climate perceptions of research professionals was examined. A national survey was administered to research and biosafety professionals to collect data on biosafety climate perceptions at public universities in the US. Analyses were conducted utilizing appropriate statistical tests such as Chi square, T-test, Wilcoxon methods, logistic regression, linear modeling, and ordinal regression. This dissertation makes significant contribution to biosafety climate literature as the insights gained from it could assist in developing biosafety programs that facilitate collaboration between research and biosafety professionals leading to biosafety advancement

    Comunidades virtuales de aprendizaje colaborativo para la educación superior

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    This article aims to outline and project three new learning scenarios for Higher Education that, after the emergence of ICT and communication through the Network-lnternet, have come under the generic name of virtual communities. To that end, we start from a previous conceptual analysis on collaborative learning, cooperative learning and related concepts taking place in these communities and serving as a basis for sorting them into three types in particular: communities of educational work of professional practice and scientific knowledge. Virtual communities where the activities undertaken and skills acquired are set as important parts of our personal learning development, wich are necessary to build the Knowledge Society.El presente artículo tiene como objetivo esbozar y proyectar tres nuevos escenarios de aprendizaje para la Educación Superior que, tras la irrupción de las TIC y la comunicación a través de la Red-lnternet, han surgido con el nombre genérico de comunidades virtuales. Para ello, se parte de un análisis previo de carácter conceptual sobre el aprendizaje colaborativo, aprendizaje cooperativo y otros conceptos afines que tienen lugar en estas comunidades y   que sirven de base para clasificarlas de forma específica en tres tipos: comunidades de tarea educativa, práctica profesional y conocimiento científico. Comunidades virtuales en donde las actividades a realizar y las competencias a adquirir se plantean como piezas importantes de nuestras trayectorias personales de aprendizaje, necesarias para construir la Sociedad del Conocimiento.El presente artículo tiene como objetivo esbozar y proyectar tres nuevos escenarios de aprendizaje para la Educación Superior que, tras la irrupción de las TIC y la comunicación a través de la Red-lnternet, han surgido con el nombre genérico de comunidades virtuales. Para ello, se parte de un análisis previo de carácter conceptual sobre el aprendizaje colaborativo, aprendizaje cooperativo y otros conceptos afines que tienen lugar en estas comunidades y   que sirven de base para clasificarlas de forma específica en tres tipos: comunidades de tarea educativa, práctica profesional y conocimiento científico. Comunidades virtuales en donde las actividades a realizar y las competencias a adquirir se plantean como piezas importantes de nuestras trayectorias personales de aprendizaje, necesarias para construir la Sociedad del Conocimiento

    El desarrollo de herramientas de apoyo para el trabajo colaborativo en entornos virtuales de aprendizaje

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    The purpose of this article is to analyse the development of tools to support collaborative learning environments. In our view more effort is needed to examine how the use of scaffolding, improved evaluation systems and following up on the work of students can improve the learning process. We analyse results of research in this area and describe related studies initiated at the Universitat Oberta de Catalunya.El objetivo fundamental de este artículo es analizar el desarrollo de herramientas que permitan mejorar el trabajo colaborativo en entornos virtuales de aprendizaje. Se parte de la hipótesis de que hay la necesidad de crear sistemas que favorezcan el proceso de aprendizaje a través de herramientas de andamiaje y mejorar los sistemas de evaluación y seguimiento del trabajo de los estudiantes. Se analizan los resultados de las investigaciones en este ámbito, algunas propuestas y las líneas de trabajo iniciadas en la Universitat Oberta de Catalunya

    COLLAGE: a collaborative Learning Design editor based on patterns

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    CSCL (Computer-Supported Collaborative Learning) constitutes a significant field that has drawn the attention of many researchers and practitioners (Dillenbourg, 2002). This domain is characterized by the coexistence of very different expectations, requirements, knowledge and interests posed by both collaborative learning practitioners and experts in information and communication technologies. In other words, CSCL is an intrinsically interdisciplinary field that implies a need for mutual understanding among the implied stakeholders. This need demands the active participation of all these stakeholders during the whole development cycle of CSCL solutions. Participatory Design (PD) approaches (Muller & Kuhn, 1993) propose a diversity of theories, practices, etc. with the goal of working directly with users and other stakeholders in the design of social systems. That is, PD methodologies define processes where users and developers work together during a certain period of time, while they identify the requirements of an application. In the CSCL case, it has been shown that it is not efficient enough to simply perform the identification and analysis of requirements for the development of CSCL solutions that support effective ways of learning. Collaborative learning practitioners also become active players in the process of customizing technological solutions to their particular needs in every learning situation. PD poses a new requirement that CSCL developers should tackle: how to obtain technological solutions for collaborative learning capable of being particularized/customized by practitioners that usually do not have technological skills

    Evidentiary triangulation in an electronic audit workpaper environment

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    This dissertation examines how well auditors triangulate audit evidence in an electronic audit workpaper environment. Evidentiary triangulation is an audit evidence evaluation technique argued to help auditors face the challenges of the contemporary audit environment. It is a technique formally proposed by Bell, Peecher and Solomon (2005) and involves the simultaneous consideration of evidence from three sources (Entity Business States, Management Information Intermediaries, Management Business Representations) that differ in their specificity and source. In particular, it is a technique argued to increase the likelihood that financial statement fraud will be prevented and/or detected. It is, however, a cognitively onerous technique, one that auditors will likely struggle to successfully apply. The proliferation of electronic audit workpaper systems, however, presents an environment with the potential to reduce (or increase) the cognitive demands of evidentiary triangulation. In particular, the way in which electronic workpapers are linked (i.e., the hyperlinking structure) may help or hinder auditors in their efforts to identify important relationships between evidence items. Evidentiary triangulation performance was investigated across three types of hyperlinking structures (indexed, embedded, combined) and two levels of experience (manager, senior) in a controlled experiment. Analysing the judgments made by 32 managers and 69 seniors, the results revealed that different hyperlinking structures were associated with superior and inferior triangulation performance across different experience levels. Inexperienced auditors’ (seniors’) triangulation performance was inhibited by the simultaneous provision of both indexed and embedded hyperlinks, but facilitated by the individual presentation of each structure. The opposite was the case for experienced auditors (managers), whose triangulation performance was facilitated by a combined hyperlinking structure but inhibited by the individual presentation of each structure. Possibly reflecting a lack of training and experience in applying the evidentiary triangulation technique, the facilitating characteristics of different hyperlinking structures were not reflected in improved judgments. The results were also not consistent across differences in the directional implications of the Entity Business State evidence. The findings of this dissertation have implications for accounting firms both in terms of the ability of their auditors to triangulate audit evidence and the way in which they should structure their electronic presentation of workpapers

    Smart Cities and Social Sustainability: A critical analysis of the Indian Smart Cities Mission

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    Smart cities are seen as the new way of securing sustainable urban development to address pressing issues of global urbanization. Sustainability is still often conceived through an environmental lens, yet any change in the built environment has implications for the social dimension of sustainability. Social sustainability is a dynamic concept that combines design of the physical realm with the design of the social world and promotes infrastructure to support social needs and concerns. While smart cities primarily aim at enhancing performance through an innovative use of digital data and technology, a social sustainability perspective stresses the critical interconnections between people and place. Through a critical literature review, this thesis establishes a dialogue between the smart city and social sustainability. It evaluates the smart city concept from a social sustainability perspective within a built environment paradigm. A multi-stage conceptual framework is advanced to study both the social objectives and outcomes of smart city policies. The conceptual framework aims to extract the major contextual social sustainability thematic factors and to evaluate the nature and nuances of social dimensions in smart cities. This is applied to the case of Smart Cities Mission (SCM) in India. A multi-scalar analysis evaluates the social environment of the smart cities at three levels – an overall examination of the Mission guidelines, analysis of 100 smart cities’ aspirations, and an empirical focus on the two smart cities – Bhubaneswar and Faridabad. The analysis shows that the deliberation on global smart cities still lacks focus on social equity and inclusion. SCM acknowledges the significance of social sustainability to achieve balanced urban growth with references to social capital, inclusion and equity, infrastructure, and collaboration. However, the study indicates that they are not comprehensively delivered. This thesis systematically identifies an array of challenges and opportunities of the 100 SCM in India to develop smart ‘social’ cities. The broader message of the research is that social sustainability is an integral component of the urban agenda and appropriate steps must be taken to align social needs with urban development under the increasingly common but elusive smart city banner
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