La fortaleza de los vínculos afectivos frente a las destrezas tecnológicas

Esta reseña recoge las principales características del libro Autoridad familiar y competencia digital, una obra que aborda un problema específico surgido por el inesperado desarrollo de la sociedad digital. Y recoge parte del trabajo científico y de difusión elaborado por un grupo de investigación aglutinado en torno al proyecto “Auctoritas doméstica, capacitación digital y comunidad de aprendizaje en familias con menores escolarizados” (CSO2013-42166-R), subvencionado por el MINECO con cargo a Fondos FEDER europeos

Implementation of competences of social and environmental responsibility in IT engineering degrees

In the present globalized world, the impacts of engineering are growing in importance, society is becoming more aware of them, and more and more universities are including ethical and social issues into their engineering degree programs. This article describes the experience of developing competences of ethical, social and environmental responsibility in undergraduate IT engineering degrees at the Technical University of Madrid. The implementation of these competences has evolved in recent years and currently they are developed in two specific subjects in the first and third year, and that work is completed in the Final Year Project. This model allows us to reach all the students at different times along their studies and with a acceptable level of depth. It is an integral experience, where appropriate contents, teaching methodologies and assessment methods have been adapted to deal with social issues in our academic context. As lessons learned, we highlight the effectiveness this model for developing the aforementioned competences and the important role of external references (from professional, governmental and academic institutions) to integrate ethical, social and environmental aspects into engineering degrees

Introducing ethical, social and environmental issues in ICT engineering degrees

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The integration of those topics within the current ICT engineering curricula, adapted to the European Higher Education Area framework, has significantly improved. It reaches all of our students, as the programs include compulsory courses which focus on ethical and social issues, and these topics have to be considered when carrying out the Final Year Project. A holistic and comprehensive approach is being implemented, with a broad view of professional responsibility and sustainability. Appropriate contents, teaching methodologies and assessment methods have been aligned in order to make our students? training more effective. The result is an example of both bottom-up and top-down approach. It has been positively influenced by the European Higher Education Area framework and some external recommendations. However, the significant contribution regarding motivation, drive and previous experience of the teachers involved has been essential

A metrology-based approach for measuring the social dimension of cognitive trust in collaborative networks

This version of the article has been accepted for publication, after peer review and is subject to Springer Nature’s AM terms of use, but is not the Version of Record and does not reflect post-acceptance improvements, or any corrections. The Version of Record is available online at: https://doi.org/10.1007/s10111-018-0483-1[Abstract]: This paper addresses the measurement of the social dimension of cognitive trust in collaborative networks. Trust indicators are typically measured and combined in literature in order to calculate partners’ trustworthiness. When expressing the result of a measurement, some quantitative indication of the quality of the result—the uncertainty of measurement—should be given. However, currently this is not taken into account for the measurement of the social dimension of cognitive trust in collaborative networks. In view of this, an innovative metrology-based approach for the measurement of social cognitive trust indicators in collaborative networks is presented. Thus, a measurement result is always accompanied by its uncertainty of measurement, as well as by information traditionally used to properly interpret the results: the sample size, and the standard deviation of the sample

La fortaleza de los vínculos afectivos frente a las destrezas tecnológicas

Esta reseña recoge las principales características del libro Autoridad familiar y competencia digital, una obra que aborda un problema específico surgido por el inesperado desarrollo de la sociedad digital. Y recoge parte del trabajo científico y de difusión elaborado por un grupo de investigación aglutinado en torno al proyecto “Auctoritas doméstica, capacitación digital y comunidad de aprendizaje en familias con menores escolarizados” (CSO2013-42166-R), subvencionado por el MINECO con cargo a Fondos FEDER europeos

Introducing ethical, social and environmental issues in ICT engineering degrees

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica of Madrid. It is an example of both bottom-up and top-down approach, as it has been positively influenced by the European Higher Education Area framework and some external recommendations, plus the significant contribution regarding motivation, drive and previous experience of the teachers involved. The experience before the Bologna Process was concentrated on developing elective courses related on the field of the International Development Cooperation. The integration of those topics within the current engineering curricula, adapted to the European Higher Education Area framework, is being implemented in compulsory courses, elective activities and into Final Year Project. It implies a holistic and comprehensive approach, where appropriate contents, teaching methodologies and assessment methods have been adapted to deal with ethical, social and environmental issues in our academic context. Our work is still in progress and there are a lot of challenges to face, such as improving teaching methodologies, the assessment tools and the achievement of a broader implication of the faculty.</p