The influence of the class extra variables in the effectiveness of teaching

El propósito del estudio fue comparar los puntajes de evaluación al desempeño docente por los estudiantes y las variables relacionadas con las características del profesor y curso en la muestra general, e identificar las relaciones de dichas variables en la submuestra de ciencias de la salud. La muestra fueron 4,482 cursos evaluados por 108,422 estudiantes durante seis periodos escolares en una universidad pública mexicana. Se realizaron análisis estadísticos descriptivos, comparativos (ANOVA, ANOVA Factorial y de regresión) y relacionales para identificar la relación de las variables con la efectividad docente. Los resultados muestran diferencias estadísticamente significativas entre los grupos que integran cada una de las siguientes variables: experiencia docente, tipo de contratación, escolaridad del docente, y reconocimiento en investigación, género; área del conocimiento, y tamaño del grupo. Así como, resultados diferenciales entre la muestra y la submuestra. Concluye a favor de considerar las particularidades del contexto pedagógico en la interpretación de los puntajes, y en la importancia de contar con evidencias empíricas que sirvan de apoyo a la reorientación de las políticas públicas en educación superior.O objetivo do estudo foi comparar as pontuações de avaliação de desempenho por estudantes e variáveis relacionadas com as características do curso da amostra global e Professor de ensino, e identificar as relações dessas variáveis na subamostra de Ciências da saúde. A amostra foram 4.482 cursos avaliados por 108.422 alunos de seis períodos de escola em uma universidade pública mexicana. Análise estatística descritiva, comparativa (ANOVA, ANOVA fatorial e regressão) e relacionais para identificar a relação das variáveis com a eficácia do ensino. Os resultados mostram diferenças estatisticamente significativas entre os grupos que compõem cada uma das seguintes variáveis: ensino experiência, tipo de trabalho, professores da escola e reconhecimento no domínio da investigação, entre homens e mulheres; área de conhecimento e tamanho do grupo. Resultados, bem como diferenciais entre a amostra e a subamostra. Conclui-se a favor de considerar as particularidades do contexto pedagógico na interpretação das pontuações e a importância da evidência empírica que apoiaria a reorientação das políticas públicas no ensino superior.The purpose of the study was to compare at the overall sample, the student’s ratings on teachers evaluation and the variables related to the characteristics of the Professor and the course in the overall sample, and identify the relationships of these variables in the subsample of Health Sciences. 108,422 students participated and 4,482 courses were assessed over six semester periods at a public Mexican university. Descriptive, comparative statistical (ANOVA, Factorial ANOVA and regression) and relational analysis were performed to identify the relationship of the variables with teaching effectiveness. The results show statistically significant differences between the groups that make up each of the following variables: teaching experience, type of employment, teachers’ educational achievements, research recognition, gender; area of expertise, and group size. Furthermore, different results were obtained from the sample and the subsample. The study concludes favoring the consideration of the particularities of the pedagogical context in the interpretation of the scores, and the importance of having empirical evidence which could support the reorientation of public policy in higher education

University vinculación: A two-way strategy for sustainable development and academic relevance

The public university of the twenty-first century is faced with numerous pressing issues, but none greater than the need to promote social transformation through sustainable development. The authors of this article understand sustainable development as that which brings us closer to a comprehensive social order in which humanity has the challenge of viewing reality in all its complexity, but acting simply in order to solve the socio-environmental problems we suffer. In this article, we ask the following questions: What is the university’s role within complex social structures? How can it produce a vinculación, or two-way interaction, between university and the wider environment that contributes towards sustainable development? Put most simply, where does the university fit in? This article discusses the project of the Universidad Veracruzana: that is, the establishment of a university-wide vinculación or strategic process for attending to society’s needs and problems, via the deliberate inclusion of formal processes into the university’s substantive functions of teaching, research, outreach and cultural diffusion. Furthermore, these processes include feedback mechanisms that impact on the university’s work.Over many years of engagement, the Universidad Veracruzana has built a very particular vision of the way in which a process can be organized in order to respond to the challenge of social transformation. The subsequent systematization of this experience has led to the development of the University Social Action Model, which is a strategy to clarify the social commitment of the university based on four levels of support: altruism, assistance, advice, and the promotion of self-management for social transformation. This article provides detail on how the model works in practice, as evidenced by the award-winning work of the University Brigades and Casas UV. The ultimate goal of this model is to help shift the role of the university from that of an autocratic leader to a companion for the creation of possibilities for social development. In the end, that is the answer to the question: where does the university fit in

Acceleration (Deceleration) Model Supporting Time Delays to Refresh Data

This paper proposes a mathematical model to regulate the acceleration (deceleration) applied by self-driving vehicles in car-following situations. A virtual environment is designed to test the model in different circumstances: (1) the followers decelerate in time if the leader decelerates, considering a time delay of up to 5 s to refresh data (vehicles position coordinates) required by the model, (2) with the intention of optimizing space, the vehicles are grouped in platoons, where 3 s of time delay (to update data) is supported if the vehicles have a centre-to-centre spacing of 20 m and a time delay of 1 s is supported at a spacing of 6 m (considering a maximum speed of 20 m/s in both cases), and (3) an algorithm is presented to manage the vehicles’ priority at a traffic intersection, where the model regulates the vehicles’ acceleration (deceleration) and a balance in the number of vehicles passing from each side is achieved.</p

Análise qualitativa sobre o uso de estratégias de ensino por professores universitários em contextos de formação de agentes educacionais

The results of a study conducted at the Autonomous University of Baja California (UABC) and the Complutense University of Madrid (UCM) are presented. The objective was to analyze the teaching-learning strategies and the methods of evaluation of learning that are used by university teachers who train educational agents. Semi-structured interviews were conducted with 24 teachers (19 from the UCM and 5 from the UABC). The findings related to the dimension of teaching strategies are reported: three subdimensions, eight categories and six sub-categories of analysis were identified. The implementation of teaching strategies focused on the students and their learning process (identified with the constructivist theories of knowledge generation), on the teachers and their teaching action (aligned with behavioral perspectives), together with strategies focused on the nature of educational content. It is hoped that these findings will provide elements to better understand the strategies that teachers use to train future educational agents, adapting to the cognitive profiles of students and the different types of knowledge taught.Se presentan los resultados de un estudio realizado en la Universidad Autónoma de Baja California (UABC) y la Universidad Complutense de Madrid (UCM). El objetivo fue analizar las estrategias de enseñanza-aprendizaje y los métodos de evaluación del aprendizaje que utilizan los docentes universitarios formadores de agentes educativos. Se realizaron entrevistas semi-estructuradas a 24 docentes (19 de la UCM y 5 de la UABC). Se reportan los hallazgos relacionados con la dimensión de estrategias de enseñanza: se identificaron tres subdimensiones, ocho categorías y seis sub-categorías de análisis. Se destaca la implementación de estrategias de enseñanza centradas en los estudiantes y su proceso de aprendizaje (identificadas con las teorías constructivistas de generación del conocimiento), en los docentes y su acción de enseñanza (alineadas con perspectivas conductistas), junto con estrategias centradas en la naturaleza de los contenidos educativos. Se espera que estos hallazgos aporten elementos para comprender de mejor manera las estrategias que los docentes utilizan para formar a los futuros agentes educativos, adecuándose a los perfiles cognitivos de los estudiantes y a los distintos tipos de conocimientos enseñados.Os resultados de um estudo realizado na Universidade Autônoma de Baja California (UABC) e da Universidade Complutense de Madrid (UCM) são apresentados. O objetivo foi analisar as estratégias de ensino-aprendizagem e os métodos de avaliação da aprendizagem que são utilizados por professores universitários que treinam agentes educacionais. Entrevistas semiestruturadas foram realizadas com 24 professores (19 da UCM e 5 da UABC). Os achados relacionados à dimensão das estratégias de ensino são relatados: três subdimensões, oito categorias e seis subcategorias de análise foram identificadas. implementação de estratégias de ensino voltados para estudantes e seu processo de aprendizagem (identificado com as teorias construtivistas da geração de conhecimento), por professores e ação docente (alinhado com a perspectiva behaviorista) destaca-se, juntamente com estratégias focalizadas natureza do conteúdo educacional. Espera-se que estes resultados fornecem insights sobre as melhores estratégias que os professores usam para treinar futuros educadores, adaptando-se os perfis cognitivos dos alunos e ensinadas diferentes tipos de conhecimento

As variáveis relacionadas à competência pedagógica dos professores na opinião dos estudantes

This project considers the relationship between the teaching effectiveness ratings and the variables associated to the (a) teacher and (b) group characteristics, such as: (a) education, work contract, external certification, years of teaching experience; and (b) academic field and group size. The sample was 4,482 courses, taught by 826 teachers that were evaluated by students 108,422 times, along six semesters at a public university in Mexico. The study was analyzed through descriptive and comparative statistic methods (Anova and post-hoc tests). The results show how the variables differ depending on the academic field, which reconfirms the teaching activity complexity and the difficulty to generate general policies that serve the particularities of every teacher’s pedagogical context. This research presents empirical evidence that supports the discussion about teaching evaluation in Mexico and the assessment of the education policies that are targeted to the higher education teachers.Este trabajo estudia la relación entre los puntajes de evaluación otorgados por los estudiantes a la efectividad docente y las variables asociadas a las características del profesor y del curso: escolaridad, tipo de contrato, reconocimiento académico y experiencia de los profesores; así como área de conocimiento y tamaño del grupo. La muestra fueron 4,482 cursos impartidos por 826 profesores que fueron evaluados por los estudiantes 108,422 veces durante seis periodos escolares en una universidad pública mexicana. El estudio del comportamiento de dichas variables se realizó mediante análisis estadísticos descriptivos y comparativos (Anova y pruebas post-hoc). Los resultados muestran la manera diferencial de comportarse de las variables dependiendo del área del conocimiento, lo que da cuenta de la complejidad de la actividad docente y la dificultad de emitir políticas generales que atiendan las particularidades del contexto pedagógico del profesorado. La investigación presenta evidencias empíricas que abonan a la discusión sobre la evaluación de la docencia en México y la valoración de las políticas educativas dirigidas al profesorado de educación superior.Este trabalho estuda a relação entre os resultados de avaliação sobre a eficácia do professor atribuídos pelos estudantes e as variáveis associadas com as características do professor e do grupo: a educação, o tipo de reconhecimento emprego, acadêmica e experiência dos professores, bem como a área conhecimento e tamanho do grupo. A amostra foi de 4,482 cursos ministrados por 826 professores que foram avaliados por estudantes 108,422 vezes durante seis períodos escolares de uma universidade mexicana pública. O estudo dessas variáveis foi realizada utilizando uma análise estatística descritiva e comparativa (ANOVA e post-hoc testes). Os resultados mostram como as variáveis se comportam de forma diferente, dependendo da área de conhecimento, indicando a complexidade do ensino e da dificuldade de gerar políticas gerais que atendam as particularidades dos contextos pedagógicos dos professores. A pesquisa apresenta evidências empíricas que focam a discussão da avaliação do ensino no México e na avaliação de políticas educacionais destinadas aos professores do ensino superior

Diseño de Juegos Serios Utilizando los Buenos Principios del Aprendizaje Basados en los Videojuegos y el Modelo de Generación de Conocimiento para Analítica Visual

This article aims to improve learning by proposing a process to design a serious game as an environment where the user deduces knowledge through the challenges of the game, using the knowledge to be acquired as a strategy. The proposed process is a combination of the Good Principles of Learning based on video games [1] and the Knowledge Generation Model for Visual Analysis [2]. Taking into account the proposed method, a design will be generated that uses the game mechanics to collect data, measure and evaluate the change in player behavior within the game in relation to the different game states

Importancia de la aplicación de retos matemáticos para el desarrollo del pensamiento matemático en estudiantes de secundaria

El presente trabajo plasma avances de una investigación en proceso, cuyo objetivo es potencializar el pensamiento matemático mediante la aplicación de retos matemáticos a estudiantes de secundaria e identificar su nivel de comprensión lectora, para coadyuvar al desempeño académico. La metodología es de corte cuantitativo, se utilizarán dos instrumentos, cuestionario y pruebas de comprensión lectora. Este estudio contribuye al beneficio de los alumnos, porque consiste en desarrollar las competencias matemáticas, habilidades y mejorar su desempeño académico, lo cual produce un impacto positivo en la sociedad, al formar jóvenes capaces de enfrentarse a los problemas de la vida

Environmental quality and equity in the Human Development Index: an integrated index for the Local Agenda 21 case study

Although the Human Development Index (HDI) allows for a more accurate measurement of the real achievements of growth than the gross domestic product, it does not include other necessary variables for human development, such as economic inequality and growth environmental costs. An integrated HDI was developed which included environmental quality and equity as variables, along with income, life expectancy and education. The integrated HDI was applied in the 169 coastal municipalities of Mexico and the results were always lower than the official HDI calculated for the same year. We compared the relationship between the HDI and the integrated HDI with the distribution models of Local Agenda 21 (LA21), which was different for most of the municipalities. Lastly, the components of the integrated HDI for building scenarios were reviewed, prevailing subjects regarding education, health, environmental quality and equity, in order to propose strategies for the development of public policies for the LA21. Keywords: HDI, sustainability, Gini coefficient, coastal municipalities, Mexico, public polic