Track 16

Once again, the doctoral consortium track plays a central role in TEEM Conference. This track exists since the first edition on the conference in 2013 and still looks for Ph.D. candidates present the advances of their theses and do networking with other peers and more experienced researchers. This track was born linked to the Ph.D. Programme on Education in the Knowledge Society of the University of Salamanca (Spain), but we are happy to receive exciting proposals from another Ph.D. Programmes around the world, enriching the debates and the networking

The right to boredom: an eLearning training proposal on the ethical challenges of AI applied to Education

This work aims at understanding if and how ethical impact assessment of AI, in what concerns the signification of a learning experience – and its direct correlation with identity development –, (1) influences primary teachers’ capacity to design learning sequences that intentionally and systematically address the challenges AI poses to learning signification processes, (2) benefiting students’ critical thinking upon AI. This assessment comprehends the use of narratives, in the context of hypothetical scenarios, integrated in a Continuing Professional Development (CPD) eLearning course (García-Peñalvo, 2008; García-Peñalvo & Seoane-Pardo, 2015)

Development of a toolkit for a mentoring program

The mentoring kit for a mentoring program provides the mentors with the necessary resources and tools to help to mentees and teams to understand, apply and integrate their strengths in their respective roles. The tools of the kit offer a working model with the mentee to develop an effective strategy that improves his/her performance through development based on strengths. One of the most effective methods for managing and developing talent within students are mentoring programs. These programs provide a vehicle in which knowledge and wisdom is shared while creating an environment for learning and growth. Novice mentors could benefit from a toolkit to help structure effective mentoring programs. This article describes such a toolkit to provide mentors with the necessary resources and tools to help mentees and teams to understand, apply and integrate their strengths in their respective roles. The objectives of this toolkit are: 1. Deliver models and structures so that the mentee has the ability to: - Develop transformational, theoretical and experiential learning processes. - Develop, evaluate and optimize your resources to function with greater creativity, prominence, leadership and proactivity. 2. Stimulate the development of skills that provide innovative perspectives. 3. Learn to apply the tools and skills acquired in the educational field to: - Understand and diagnose situations in context. - Develop intervention plans with his/her mentor adjusted to the needs and expectations of themselves. - Generate spaces for the identification of barriers and conflicts in his/her processes. - Stimulate actions to overcome challenges or opportunities. – Effective accompaniment of the mentees to reach their goals. Additionally, the tools included in the kit offer a working model for the mentee to develop an effective strategy that improves his/her performance through development based on strengths. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This article presents the importance of the use of mentoring tools, under the guidelines of the mentoring toolkit design. This paper reflects simple tools that can be used in a systematic way so that in the mentoring process the participant can perform the most difficult task of all, that of investigating themselves and at the same time the mentor can count on valuable data to be able to facilitate the work. Future research will focus on the evaluation of the toolkit

As Bibliotecas Parque no cumprimento de seu papel social: ocorrências no estado do Rio de Janeiro

Nos tempos atuais a sociedade resignificou seu modo de se comunicar. A relação da sociedade com as instituições que organizam, trabalham e gerenciam diretamente informações sofreram mudanças expressivas após a travessia da dinâmica da tecnologia. Atualmente às bibliotecas, os museus e arquivos são observados de outro ângulo

Unlocking the potential of inclusive research and innovation systems and policies in Least Developed Countries (LDCs)

Research and innovation (R&I) are a key driver of the knowledge economy promoting economic growth, productivity and employment. According to Schumpeter, innovation drives the creative destruction process underlies modern growth theory, and it is the critical ingredient in historical accounts of how countries achieve prosperity (Schumpeter, 2008- Original work published 1942). R&I are also essential in addressing a wide range of ongoing societal problems, keeping public and private companies at the competitive edge and achieving each of the 17 Sustainable Development Goals (SDGs) of the UN 2030 Agenda. There is also abundant evidence that R&I played and is playing, a key role in the take-off of Asian economies such as South Korea, China and India (OECD, 2016)

Segmentacion manual y automática de imágenes radiológicas seccionales para resecciones pulmonares anatómicas con cirugía robótica

Este trabajo se desarrolla en el programa de Doctorado Formación en la Sociedad del Conocimiento (García-Peñalvo, 2013, 2014; García-Peñalvo et al., 2021), siendo su portal la principal herramienta de comunicación y visibilidad de los avances (García-Holgado et al., 2015; García-Peñalvo et al., 2019). Esta tesis se desarrolla con el Grupo VisualMed Systems a la que pertenece la doctoranda, grupo muy enfocada hacia la utilización de técnicas de diagnóstico por imagen para la formación médica y la práctica clínica

Outstanding methodologies in Erasmus+ projects related to eLearning

Proceedings TEEM 2021: Ninth International Conference on Technological Ecosystems for Enhancing Multiculturality.[EN]This publication aims to present the progress made in the doctoral work related to the “Methodological guide for the successful use of digital technologies in education: Improvement of learning through European educational projects”. The European Union and associated countries are working on European projects that provide relevant information on the methodologies used at the educational level through different programs, including the Erasmus+ Programme. These projects are the source of inspiration for the research that gives rise to this article. This paper focuses on how the research has been approached, shows the current state of the research, the progress made in the preparation phase of the questionnaire and its application, including the data analysis carried out so far. The main results got in the projects mapping process and the development of the survey are explained as well as the rate response of applying it, that has been of a 22%

La perspectiva de la atención a la diversidad dentro de los modelos de evaluación a gran escala en Educación Secundaria Obligatoria

La finalidad práctica de este proyecto es llegar a detectar buenas prácticas en los centros educativos de secundaria en la comunidad, en relación con la “atención a la diversidad”, entendida en todas sus categorías de necesidades específicas de apoyo educativo (necesidades educativas especiales, altas capacidades intelectuales, integración tardía en el sistema educativo español y dificultades específicas de aprendizaje)

An investigation of signature pedagogy in art teacher education through online learning: design of small private online course in tertiary education

The study will consist of three stages, which are described in detail in the methodology section below. Hypotheses are presented for phase 3 (please, see the description of the phases in the methodology section): H1 (alternative hypothesis): Statistically significant differences of quality appear between students using online learning courses based on signature pedagogy in art teacher education and those who do not. H0 (null hypothesis): There is no statistically significant difference in quality between students using online learning courses based on signature pedagogy in art teacher education and those who do not. H2 (alternative hypothesis): Statistically significant differences of quality appear between students using online learning courses in the format of SPOC in MOODLE in art teacher education and those who use MOODLE in b-learning way. H0 (null hypothesis): There is no statistically significant difference in quality between students using online learning courses in the format of SPOC in MOODLE in art teacher education and those who use MOODLE in b-learning way