DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

Uso de tecnología Wiki para la elaboración colaborativa de material de estudio

En el presente artículo se describen distintas experiencias de los autores en el uso de la tecnología Wiki aplicada a la docencia en asignaturas de carácter tecnológico, tanto a nivel universitario como de la enseñanza secundaria: grados de Ingeniería Informática, Ingeniería Industrial y asignaturas sobre Tecnologías de la Información y Comunicación de Secundaria. El objetivo del trabajo es evaluar la utilidad y efectividad del uso de plataformas Wiki para la elaboración colaborativa de material de estudio en este tipo de asignaturas de tipo tecnológico. Las experiencias descritas incluyen los aspectos siguientes: la creación colaborativa de apuntes y glosarios sobre distintos temas por parte de los alumnos, la realización de encuestas a los estudiantes sobre su valoración de la metodología y la tecnología usada, la evaluación de los contenidos Wiki realizada por los propios estudiantes (evaluación por pares), con el objetivo de fomentar el sentido crítico de los alumnos al evaluar el trabajo de los demás y de ellos mismos, y también de extraer conclusiones útiles, y la comparación de resultados obtenidos en las asignaturas universitarias y en secundaria, así como entre grupos en los que se ha aplicado esta tecnología respecto a otros en los que no

Kooperatives Lernen mit einem Wiki

In diesem Arbeitspapier wird gezeigt, wie kooperative Lernformen durch Benutzung von Wikis unterstützt werden können. Technisch gesehen ist die Bereitstellung von Wikis in die Lernplattform moodle integriert. Die fachliche Fragestellung lautet: Kann der Lernerfolg der Studierenden dadurch gesteigert werden, dass sie in Gruppen die Beschreibung vorgegebener Fachbegriffe erarbeiten? Dabei sollte ein Wiki als Instrument des kooperativen Lernens genutzt werden. Der Einsatz des Lehrkonzeptes erfolgte im Rahmen der Programmierausbildung des Studiengangs Wirtschaftinformatik, ist jedoch auch auf andere Studiengänge übertragbar. --

Learner autonomy and awareness through distance collaborative group work in English for Academic Purposes

The final publication is available at Springer via http://dx.doi.org/10.1007/978-3-319-40956-6_13Learner autonomy is considered to be both an important skill and attitude of learners, which involves responsibility for and control of the learning process. A key notion in autonomy is interdependence, developed through collaboration and which results in heightened awareness. Precisely, this concept lies at the core of technology applications, which facilitate interaction and collaboration at a distance. With a growing number of online ESP situations, more attention needs to be paid to virtual classrooms and the development of learner autonomy through collaboration. In the context of a distance EAP course, this chapter examines how students carry out a collaborative language awareness task, considering that peer interaction can be an appropriate setting to develop language awareness, whether in face-to-face or online situations. Based on the framework of 'community of inquiry' (Garrison et al. 2000), this study looks at how group members interact through forum posts and wiki edits, showing how students initiate, manage and carry out the task, together with the social, cognitive, and meta-cognitive processes that are generated. Given the nature of the task, creating a language learning activity, special attention is paid to students’ focus on and discussion of topics related to language and learning. From these observations we can derive implications for online language teaching and materials design.Peer ReviewedPreprin

Estudio sobre el uso e integración de plataformas de teleformación en universidades andaluzas

Hoy es ya una realidad incuestionable el papel preponderante que ocupan las tecnologías en todos los aspectos de la vida en general, y en la educación en particular. El conocimiento y accesibilidad de estos recursos eliminan barreras espacio-temporales, permitiendo que el e-learning o la teleformación se con-viertan en herramientas de gestión del conocimiento. En el terreno universitario, el e-learning está en continuo crecimiento y ya son muchas las universidades que poseen campus y cursos virtuales. Esta modalidad educativa on-line necesita de un espacio de aprendizaje en el que desarrollarse. Dicho espacio se ha conformado en las llamadas plataformas de teleformación, que están experimentando un crecimien-to muy notable, tanto en su dimensión comercial como en la de código libre. Este proyecto pretende ana-lizar estas plataformas de gestión del conocimiento educativo, determinando virtualidades y limitaciones, así como diseñar herramientas informáticas que permitan a los usuarios el análisis comparativo de las mismas en su doble versión. La implementación en grupos experimentales de las Universidades andalu-zas, finalmente, nos permitirá obtener información contrastada sobre las posibilidades de estos nuevos recursos formativos telemáticos.The importance of technologies in all aspects of modern life, and in education in particular, is indisputable. The knowledge and accessibility offered by these resources are breaking down time-space barriers, and e-learning or virtual learning are now tools of knowledge management. At university, e-learning continues to expand, and many now have their own virtual courses and campuses. This online education modality requires a space for learning in which to develop, which is occupied by virtual learning platforms that are increasing rapidly in their commercial and open code forms. The aim of this study is to analyse these platforms of educational knowledge management, specifying their virtual qualities and limitations, and to design computer tools that allow the user to make a comparative analysis of these commercial and open code platforms. The experimental implementation of virtual learning platforms among student groups at universities in Andalusia allows us to extract information about the opportunities offered by these new e-learning resource

Teacher competence development – a European perspective

This chapter provides an European perspectives on teacher competence development

Ensino/aprendizagem num novo contexto tecnológico: um estudo no âmbito do ensino superior

Today’s students of higher education are considered digital natives. They have a wide array of technologies at their disposal that are used in their day-to-day lives in very different contexts; including recreation, work and academic. This scenario promotes a change of culture by the main actors associated with the Teaching/Learning process. This prompted the development of the present thesis which aims to evaluate the degree of use and acceptance of technologies supporting the Teaching/Learning process in Higher Education Institutions (HEI). The methodology used when conducting this study was based initially on a review of the specialized literature, identifying the three main technological generations supporting the Teaching/Learning process: Learning Management Systems (LMS), Web 2.0 technologies and Massive Open Online Courses (MOOCs). Subsequently, the technologies recognized as the most relevant within each of these generations have been the subject of (i) a systematic literature review, (ii) a content analysis elaborated on the platforms/technologies used in international Higher Education Institutions, and (iii) an empirical work conducted at a Portuguese Higher Education Institution. Concerning the latter, an understanding of the behavior of the two main players involved in the Teaching/Learning process (students and teachers) was particularly sought after. Therefore, studies were conducted on (i) the students’ use of the main technologies, (ii) the students’ acceptance of some of these technologies in the context of Teaching/Learning and (iii) the use and acceptance of the technologies by teachers. The results indicated that the Moodle platform is the LMS most used in Higher Education Institutions. In this context, the platform is mostly used as a content repository and a communication channel. As for Web 2.0, Video Sharing, Social Networks and Wikis were proven to be the technologies most used by students and teachers. The results also revealed that the technologies in question are well accepted by both parties, thus showing that their adoption could benefit the Teaching/Learning process in the new technological paradigm. Regarding the MOOCs, few teachers showed knowledge of the concept and no teachers who had created these type of courses were identified. This study resulted in the development of seven scientific works with peer review, being five scientific papers published or submitted to international scientific journals and two chapters published in international books. These scientific works constitute an integral part of this doctoral thesis.Atualmente, os estudantes do ensino superior são considerados nativos digitais, tendo à sua disposição um conjunto abrangente de tecnologias que utilizam no seu dia a dia nos mais diversos contextos, incluindo o de lazer, de trabalho e académico. Este cenário promove uma mudança de cultura por parte dos principais atores associados ao processo de Ensino/Aprendizagem, o que motivou o desenvolvimento da presente tese que tem por objetivo avaliar o grau de utilização e de aceitação das tecnologias de suporte ao processo Ensino/Aprendizagem nas Instituições de Ensino Superior (IES). A metodologia utilizada na condução deste estudo, baseou-se inicialmente numa revisão da literatura especializada, tendo-se identificado as três principais gerações tecnológicas de suporte ao processo Ensino/Aprendizagem, mais especificamente os Learning Management Systems (LSM), as tecnologias Web 2.0 e os Massive Open Online Courses (MOOCs). Seguidamente, as tecnologias reconhecidas como as mais relevantes no âmbito de cada uma destas gerações foram alvo de revisão sistemática da literatura, de análise de conteúdo elaborada sobre as plataformas/tecnologias utilizadas em Instituições de Ensino Superior de referência a nível internacional, e de trabalhos empíricos conduzidos numa Instituição de Ensino Superior Portuguesa. Em particular, no que se refere a estes últimos, procurou-se perceber o comportamento relativo à adoção das tecnologias por parte dos dois principais intervenientes no processo Ensino/Aprendizagem, i.e., estudantes e professores. Desta forma, foram conduzidos estudos acerca (i) da utilização, por parte dos estudantes, das principais tecnologias, (ii) da aceitação, por parte dos estudantes, de algumas dessas tecnologias em contexto Ensino/Aprendizagem e (iii) da utilização e aceitação das tecnologias por parte dos professores. Os resultados apontaram para o facto de a plataforma Moodle representar o LMS mais utilizado no Ensino Superior sendo, no contexto do caso analisado, utilizado maioritariamente como repositório de conteúdos e canal de comunicação. No que se refere à Web 2.0, o Video Sharing, as Redes Sociais e as Wikis revelaram-se como as tecnologias mais utilizadas pelos estudantes e pelos professores. Os resultados revelaram, ainda, que as tecnologias em causa são bem aceites, tanto por parte dos estudantes como dos professores, evidenciando, assim, que a sua adoção poderá beneficiar o processo Ensino/Aprendizagem no paradigma tecnológico. Já no que diz respeito às MOOCs, poucos professores evidenciaram conhecer o conceito, não se tendo identificado professores que tivessem criado este tipo de cursos. Este estudo traduziu-se na elaboração de sete trabalhos científicos com revisão por pares, dos quais cinco artigos publicados/submetidos a revistas científicas internacionais e dois capítulos publicados de livros internacionais, que aqui se apresentam e constituem parte integrante desta tese de doutoramento.Programa Doutoral em Engenharia e Gestão Industria

Propuesta metodológica para la adaptación a las TICs de una asignatura dentro del marco del EEES

Este trabajo presenta una experiencia piloto para la adaptación al Espacio Europeo de Educación Superior de la asignatura Metodología y Tecnología de la Programación impartida en las titulaciones de I.T. Informática de Sistemas e I.T. Informática de Gestión de la Universidad de Córdoba. Para ello, se analizan el concepto de crédito europeo y la legislación vigente. Además, se presenta el proceso de virtualización de la asignatura orientada hacia el cumplimiento del contrato-programa para la financiación de las universidades andaluzas. Se describe cómo ha sido plasmada la metodología docente mediante la utilización de actividades y recursos de la plataforma Moodle, utilizada por el Aula Virtual de la Universidad de Córdoba como plataforma web de apoyo a la docencia.Peer Reviewe

La innovación docente en evaluación formativa y metodología participativa: un proyecto compartido a raíz de la implantación de los nuevos grados

El artículo se centra en exponer y analizar los procesos de innovación que se han puesto en marcha durante tres cursos académicos por un grupo de profesores y profesoras universitarios que imparten docencia en la Universidad Autónoma de Madrid, en la nueva titulación de Grado en Ciencias de la Actividad Física y del Deporte. El principal objetivo es dar respuesta a los interrogantes planteados sobre las nuevas formas de enseñar, mediante metodologías participativas y sistemas de evaluación formativos. Se presentan las fases del proceso seguido, las acciones emprendidas en cada una de ellas, así como los resultados obtenidos, ventajas e inconvenientes encontrados en su desarrollo y las soluciones aportadas. Se incide en las repercusiones que ha tenido sobre la mejora de la docencia, además de la utilidad de los resultados obtenidos en otros contextos similares.This paper is aimed at presenting and analysing the innovation processes implemented during three academic years by a group of teachers from the Universidad Autónoma de Madrid in the Science Degree in Physical Activity and Sport. The main objective is to provide response to the questions raised on the new ways of teaching, by means of participatory methodologies and formative assessment systems. The stages of the process followed, the actions undertaken for each of them, their outcomes, advantages and drawbacks encountered during their development, as well as the solutions provided for them are presented herein. The focus is on its impact on the improvement of teaching and the usefulness of the results for other similar contexts