El movimiento de "educación abierta" y la "universidad expandida"

La «Educación Abierta» se fundamenta en el concepto de conocimiento libre y está inspirada en el movimiento de «Software Libre». Su finalidad es conseguir que cualquier persona en el mundo, con una conexión a Internet, pueda acceder libremente, sin ninguna restricción de tipo económico, técnico o legal, a la información científica, académica y cultural que representa el conocimiento humano. Los «Recursos Educativos Abiertos» son materiales didácticos digitales que proporcionan un acceso no discriminatorio y pueden ser adaptados, revisados y compartidos. Están constituidos por contenidos de aprendizaje, herramientas tecnológicas y recursos de implementación. La iniciativa del MIT denominada OpenCourseWare (OCW) fue pionera en la publicación on-line de materiales didácticos de asignaturas pertenecientes a las diferentes titulaciones oficiales del MIT, con acceso libre y gratuito a través de la Web. La realización práctica de los principios que rodean a los «Recursos Educativos Abiertos» exige la utilización de aplicaciones informáticas que faciliten la creación de productos bajo formatos y estándares abiertos. Las universidades encuentran en el software libre una adecuada solución a sus necesidades de programas informáticos para la gestión de los aprendizajes, especialmente a través de los denominados LMS (Learning Management Systems) como Moodle. A la luz del funcionamiento de los grupos que desarrollan software libre es posible encontrar enseñanzas para la innovación en los procesos de enseñanza-aprendizaje de la Educación Superior.The "open learning" is based on the concept of free knowledge and inspired by the movement of "Free Software". Its purpose is to get anyone in the world with Internet access to scientific, academic and cultural human knowledge, freely available, without economic, technical or legal restriction. The "Open Educational Resources" are digital materials that provide non-discriminatory access and can be adapted, revised and shared. They consist of learning content, technology tools and implementation resources. The MIT initiative, called OpenCourseWare (OCW), was a pioneer in the online publication of teaching materials for subjects belonging to different official degrees from MIT, with free access through the Web. The practical realization of the principles surrounding the "Open Educational Resources" requires the use of computer applications that facilitate the creation of products under open formats and standards. The universities meet in free software solutions for your learning management, especially through the so-called LMS (Learning Management Systems) and Moodle. Also, performance of groups developing free software offers lessons for innovation in higher education

Aprendizaje de la Historia y Simulación Educativa / The Learning of History and Educational Simulation

Resumen. El aprendizaje de la Historia tiene como finalidad fundamental que los alumnos adquieran los conocimientos y actitudes necesarios para comprender la realidad del mundo en que viven, las experiencias colectivas pasadas y presentes, así como el espacio en que se desarrolla la vida en sociedad. El conocimiento histórico se fundamenta en relatos, pero también en la interpretación explicativa de los fenómenos históricos, de sus causas y sus relaciones con acontecimientos posteriores. Esto explica las dificultades que los alumnos encuentran para comprender conceptos históricos de carácter multicausal que, además, tienen que ser contextualizados en un tiempo y en un espacio. La simulación educativa basada en el juego, en objetos o en procesos dinámicos, es una herramienta didáctica que puede contribuir a mejorar la comprensión de la Historia porque favorece la comprensión de ideas y conceptos abstractos, es idónea para manipular y modificar, según las necesidades educativas del momento, las variables espacio-temporales y, por último, es útil para situarnos en un lugar o en un tiempo donde sería imposible tener una experiencia directa. Summary. The fundamental purpose of learning History is that students acquire the knowledge and attitudes necessary to understand the reality of the world they live in, the collective experiences past and present, as well as the space in which life develops in society. Historical knowledge is based on stories, but also in the explanatory interpretation of historical phenomena, its causes and its relationship to subsequent events. This explains the difficulties that students encounter in understanding multicausal historical concepts that also have to be contextualized in time and space. The simulation-based educational game, objects or dynamic processes, is an educational tool that can help improve understanding of History because it promotes understanding of abstract ideas and concepts, is suitable to manipulate and modify the space-time variables and, finally, it is useful to put us in a place or a time where it would be impossible to have a direct experience

The Learning of History and Educational Simulation

El aprendizaje de la Historia tiene como finalidad fundamental que los alumnos adquieran los conocimientos y actitudes necesarios para comprender la realidad del mundo en que viven, las experiencias colectivas pasadas y presentes, así como el espacio en que se desarrolla la vida en sociedad. El conocimiento histórico se fundamenta en relatos, pero también en la interpretación explicativa de los fenómenos históricos, de sus causas y sus relaciones con acontecimientos posteriores. Esto explica las dificultades que los alumnos encuentran para comprender conceptos históricos de carácter multicausal que, además, tienen que ser contextualizados en un tiempo y en un espacio. La simulación educativa basada en el juego, en objetos o en procesos dinámicos, es una herramienta didáctica que puede contribuir a mejorar la comprensión de la Historia porque favorece la comprensión de ideas y conceptos abstractos, es idónea para manipular y modificar, según las necesidades educativas del momento, las variables espacio-temporales y, por último, es útil para situarnos en un lugar o en un tiempo donde sería imposible tener una experiencia directa.The fundamental purpose of learning History is that students acquire the knowledge and attitudes necessary to understand the reality of the world they live in, the collective experiences past and present, as well as the space in which life develops in society. Historical knowledge is based on stories, but also in the explanatory interpretation of historical phenomena, its causes and its relationship to subsequent events. This explains the difficulties that students encounter in understanding multicausal historical concepts that also have to be contextualized in time and space. The simulation-based educational game, objects or dynamic processes, is an educational tool that can help improve understanding of History because it promotes understanding of abstract ideas and concepts, is suitable to manipulate and modify the space-time variables and, finally, it is useful to put us in a place or a time where it would be impossible to have a direct experience.peerReviewe

Formación del profesorado para el uso educativo de las tecnologías de la información y la comunicación

Este artículo reflexiona acerca de los elementos básicos que han de conformar un proceso formativo en el terreno de las nuevas tecnologías, articulados en torno a tres grandes ejes: las finalidades, los contenidos y los métodos. Con relación a las finalidades, la propuesta se articula en torno a cuatro grandes metas: (a) la formación del profesorado en nuevas tecnologías debe perseguir la innovación y el cambio educativo, fundamentalmente, con relación a los roles profesionales y los métodos didácticos; (b) la adecuación del curriculum escolar al contexto sociocultural. (c) el desarrollo y la autonomía profesional de los docentes y (d) la adopción de unas actitudes básicas del profesorado hacia las nuevas tecnologías, que estén fundamentadas en el principio de la crítica. En coherencia con las finalidades el autor realiza una propuesta de contenidos mínimos que debería contemplar toda acción formativa orientada al colectivo de educadores, en cualquiera de sus niveles o ámbitos de actuación, alrededor de tres capacidades básicas: técnico-instrumentales, pedagógico-didácticas e informacionales. Tras la determinación de los objetivos y los contenidos se concluye con la propuesta de unos modelos de intervención con diferentes enfoques: competencial, reflexivo y crítico. Se concluye un mapa conceptual de los contenidos abordados en el artículo.Este artigo uma reflexão sobre os elementos básicos que em que se organiza os processos formativos no terreno das novas tecnologias, articulados entorno de três grandes eixos: AS as finalidades, os conteúdos e os métodos. Com relação às finalidades, as proposta se articula entorno de quatro grandes metas; a) a formação dos professores em novas tecnologias devem perseguir a inovação e a mudança educativa, fundamentalmente, com relação ao rol profissionais e dos métodos didáticos; b) a adequação do currículo escolar no contexto sociocultural. C) O desenvolvimento e da autonomia profissional dos docentes e d) da adoção de uma atitude básica dos profesores frente às novas tecnologias, que estejam fundamentadas no principio da critica. A coerência com as finalidades do autor realiza uma proposta de conteúdos mínimos que deveriam contemplar toda ação formativa orientada para o coletivo dos educadores, em qualquer de seus níveis ou âmbito de atuação, ao redor de três capacidades básicas: tecninco-instrumentais, pedagógicodidaticas e informacionais. Atrás da determinação dos objetivos e dos conteúdos se conclui com a proposta de um modelo de intervenção com diferente enfoque: competência, reflexiva e critico. Conclui-se um mapa conceptual de conteúdos abordados no artigo

Nutrient allocation to tree compartments, relationship with nutrient availability in the soil and impact on sustainable wood harvesting

Forestry in Switzerland is being intensified by the increasing wood demand. This requires sustainable wood harvesting and a better understanding of the relationship between the nutrient concentrations in and their allocation to the individual tree compartments, as well as their relationship to the nutrient availability in the soil depending on the geological substrate. If there is a relation between the nutritional status of the trees and the geological substrate, an adaptation of the forest management to the soil conditions would be essential. For this purpose, trees of the species Fagus sylvatica were cut at the four sites Waldlabor, Arisdorf, Bülach and Irchel in Switzerland. The tree compartments leaves, branches with different diameters, bark, stem and soil samples including fine roots were sampled to analyse the macronutrients N, P, S, K, Mg and Ca. It is investigated whether the macronutrient concentrations in the tree compartments differ at the sites and whether there is a relationship between the nutrient allocation to the tree compartments of Fagus sylvatica, focussing on leaves, and the nutrient availability in the soil. In the second part, data from literature studies with macronutrient concentrations of the tree compartments leaves/needles, branches, bark and stem of different tree species in temperate forests in Europe is analysed. It is investigated whether the nutrient concentrations in the different tree compartments differ depending on the geological substrate group. The results show a weak relationship between the different nutrient allocation strategies and the nutrient availability in the soil for a few macronutrients. Further, differences in nutrient concentrations could be detected in the different tree compartments depending on the geological substrate group. The results confirm findings from previous studies that to some degree, tree nutrition can be balanced by nutrient supply via precipitation, weathering of minerals and nutrient recycling processes. The topic needs to be further investigated using a broader data base and including other stand characteristics and environmental factors to better understand the relationship between nutritional status of trees and geological substrate and to determine the influence of each factor in the Central Plateau in Switzerland

Notas sobre el misterio del mal desde la antropología teológica de Juan Luis Ruiz de la Peña

Juan Luis Ruiz de la Peña y Solar (1937-1996) fue un gran teólogo español. Su producción bibliográfica parte de un sincero y crítico diálogo con la cultura contemporánea y está centrada en diversas vertientes de la Antropología Teológica, en especial la Escatología. El objetivo de este artículo es presentar un estudio sistemático de su pensamiento sobre el problema-misterio teológico del mal. Se trata de un buen ejemplo de su hacer teológico: desde los inicios de la filosofía, el hombre se ha escandalizado por la existencia del mal objetivo que hace difícil la imagen del Dios bueno; desde la fe cristiana, empero, la bondad de la creación, la ruptura humana del plan original de Dios a causa del pecado, la encarnación del Hijo de Dios, su pasión, muerte y resurrección, y la esperanza escatológica, constituyen una respuesta coherente y valiosa ante el mal que nos hace sufrir.Juan Luis Ruiz de la Peña y Solar (1937-1996) was a great Spanish theologian. His bibliographical production divides from a sincere and critical dialogue with contemporary culture and is centered on diverse slopes of the Theological Anthropology, especially the Eschatology. The aim of this article is to present a systematical study of his thought about the theological problem-mystery of the evil. It is about a good example of his to do theologically: since the beginnings of the philosophy, man was been shocked by existence of the objective evil that makes difficult the images of the good God; from Christian faith, however, the goodness of creation, the break human of the God’s original plan because of the sin, the incarnation of the God’s Son, his passion, death and resurrection, and the eschatological hope, constitute a coherent and valuable answer before the evil that makes us suffer

The RAP Net: A Geodetic Positioning Network for Andalusia (South Spain)

The Council of Public Works and Housing of the Government of Andalusia by means of the Andalusian Cartographic Institute has set a positioning geodetic network named Andalusian Positioning Network (RAP). The Laboratory of Astronomy, Geodesy and Cartography (LAGC) of the University of Cadiz is responsible for the design, development, quality checking, geodetic control and technical support of this network. The RAP network main goal is providing GPS data in RINEX format for post-processing operations, and broadcasting differential corrections (RTK or DGPS) from the stations for real-time operations. The RAP network is formed by 22 permanent stations distributed homogeneously as to solve the position problem along Andalusia, including the coast line. The network is referred to ETRF89 reference frame and it has become the geodetic reference frame to scientific and technologic applications, such as the geodynamic control of Andalusia; precise geoid determination; obtaining tropospheric and ionospheric models to regional climatological studies; setting photogrammetric points or marks for georeferencing of satellite images; establishing control points for reference networks in big civil works, for GIS applications, and for terrestrial, maritime and aerial navigation etc. In this paper we present the proceedings to design and set up of the network, to the organization and quality checking of data and the stations. Finally we explain the methodology established to calculate and adjust the RAP network.IECA (instituto de Estadística y Cartografía de Andalucía) Junta de Andalucía- Autor/es: Berrocoso M., Paez R., Jigena B. and Caturla C. - Título: The RAP Net: A Geodetic Positioning Network for Andalusia (South Spain) - Nombre de la revista: EUREF Publication No. 16 - Volumen: Publication No. 16 - Página inicial y final d

Significant Learning In University Students From The Area Of Financial Accounting Through The Use Of A WebQuest

The use of Information & Communication Technologies and active learning methodologies are among the main challenges faced at university level in the new European Higher Education Area (EHEA), which promotes a learning process in which the student becomes a proactive subject in their own education.One of these methodologies is what is known as a WebQuest, a system that allows to integrate ICT in web-based research and problem-solving activities, thereby fostering collaborative work.The purpose of this project was to describe a teaching experience on the use of WebQuest in a university setting, in the field of Financial Accounting and as part of a training and skills-assessment model known as MANagement of COMpetence in the areas of Accounting (MANCOMA)

Preclinical discovery of duloxetine for the treatment of depression

Introduction: Affective disorders, including major depressive disorder (MDD), are among the most severely disabling mental disorders, and in many cases areIntroduction: Affective disorders, including major depressive disorder (MDD), are among the most severely disabling mental disorders, and in many cases are associated with poor treatment outcomes. From the emergence of the monoamine hypothesis of depression, the first-line treatment for MDD had mainly acted by inhibiting monoamine reuptake, and thereby increasing these levels in the synaptic cleft. However, in recent years, several newantidepressant drugs have appeared, including duloxetine, a dual serotonin (5-HT) and noradrenaline (NA) reuptake inhibitor recommended for the treatment of MDD. Areas covered: The article reviews and discusses the biochemical and functional profile of duloxetine splitting the review into acute and long-term treatment with this dual monoamine reuptake inhibitor. In addition, the authors summarize available preclinical behavioral research data, which have demonstrated among other effects, the antidepressant-like activity of duloxetine in several animal models. The authors focus on the most recent literature on synaptic neuroplasticity modulation of this antidepressant drug. Finally, the authors briefly mention other approved indications of duloxetine. Expert opinion: Duloxetine inhibits 5-HT and NA reuptake, effectively desensitizes various autoreceptors and promotes neuroplasticity. Clinically, duloxetine is an effective antidepressant that is well tolerated and has significant efficacy in the treatment of MDD. associated with poor treatment outcomes. From the emergence of the monoamine hypothesis of depression, the first-line treatment for MDD had mainly acted by inhibiting monoamine reuptake, and thereby increasing these levels in the synaptic cleft. However, in recent years, several new antidepressant drugs have appeared, including duloxetine, a dual serotonin (5-HT) and noradrenaline (NA) reuptake inhibitor recommended for the treatment of MDD

Design Of A Competency-Based Assessment Model In The Field Of Accounting

This paper presents the phases involved in the design of a methodology to contribute both to the acquisition of competencies and to their assessment in the field of Financial Accounting, within the European Higher Education Area (EHEA) framework, which we call MANagement of COMpetence in the areas of Accounting (MANCOMA). Having selected and defined the competencies to be acquired by students in our subject, we break them down into sub-competencies, and the latter in turn into indicators, allowing us to design activities to be offered to students for the development of competencies and their subsequent assessment. Our work therefore centred on the design of a model for the "Financial Accounting III" subject belonging to the Accounting module of the syllabus for a Degree in Business Administration and Management