21,723 research outputs found
Latin American perspectives to internationalize undergraduate information technology education
Get PDFThe computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains
Responsible research and innovation in science education: insights from evaluating the impact of using digital media and arts-based methods on RRI values
Get PDFThe European Commission policy approach of Responsible Research and Innovation (RRI) is gaining momentum in European research planning and development as a strategy to align scientific and technological progress with socially desirable and acceptable ends. One of the RRI agendas is science education, aiming to foster future generations' acquisition of skills and values needed to engage in society responsibly. To this end, it is argued that RRI-based science education can benefit from more interdisciplinary methods such as those based on arts and digital technologies. However, the evidence existing on the impact of science education activities using digital media and arts-based methods on RRI values remains underexplored. This article comparatively reviews previous evidence on the evaluation of these activities, from primary to higher education, to examine whether and how RRI-related learning outcomes are evaluated and how these activities impact on students' learning. Forty academic publications were selected and its content analysed according to five RRI values: creative and critical thinking, engagement, inclusiveness, gender equality and integration of ethical issues. When evaluating the impact of digital and arts-based methods in science education activities, creative and critical thinking, engagement and partly inclusiveness are the RRI values mainly addressed. In contrast, gender equality and ethics integration are neglected. Digital-based methods seem to be more focused on students' questioning and inquiry skills, whereas those using arts often examine imagination, curiosity and autonomy. Differences in the evaluation focus between studies on digital media and those on arts partly explain differences in their impact on RRI values, but also result in non-documented outcomes and undermine their potential. Further developments in interdisciplinary approaches to science education following the RRI policy agenda should reinforce the design of the activities as well as procedural aspects of the evaluation research
The EDINSOST project: improving sustainability education in spanish higher education
Get PDFThe EDINSOST R+D+i “Society Challenges” Project, funded by the Spanish Ministry of Economy and Competitiveness and the Spanish Ministry of Science, Innovation and Universities under the research challenge in the field of social change and innovation, aims to contribute to the improvement of social challenges across the (1) Spanish Strategy for Science, Technology and Innovation, (2) the State Plan of Scientific and Technical Research and Innovation, and (3) the European 2020 Strategy. The research is both highly multidisciplinary and contextualized and is applied in Ten Spanish Universities working together in the “Curriculum sustainability"
group of the CRUE Sectorial Commission of Sustainability. The goal of this group is to create synergies and action frameworks agreed at a national level. This is an area of research action whose lack of common criteria for integrating sustainability competencies, learning processes and assessment hinders their achievement. To meet this challenge, frameworks and processes have been designed to facilitate the integration of sustainability into the university curriculum holistically through mapping and validation of pedagogical practices and the diagnosis of the state of Spanish universities, for which building materials for teaching and learning sustainability competencies have been developed. The project objectives and results are focused on: 1) Defining the map of sustainability competencies of the university degrees involved in the project, and establishing the
framework to facilitate their integration in a holistic manner; 2) validating teaching strategies for the acquisition of sustainability competencies from a constructivist and community-oriented pedagogical approach; 3) diagnosing the state of faculty sustainability training needs and developing and pilot training proposals; and 4) diagnosing the state of learning of sustainability competencies in university students as well as preparing and piloting training proposals. The research methodology has an interpretive focus and uses quantitative and qualitative techniques to cover a population with three impact levels. Firstly, Bachelor and Master Degrees that
integrate the three pillars of sustainability (environmental, social and economic). Secondly, and taking into account their long-term multiplier effect, special emphasis is made on five Bachelor and Master degrees in Education, since these graduates are the future teachers of the next generation of citizens. Finally, seven technological Bachelor Degrees are studied for their great impact on societal challenges.Peer ReviewedPostprint (published version
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