Implementation of Web 2.0 technological tools in vocational education and training in Spain

Master Thesis AbstractIn todayʼs information and knowledge society, information and knowledge technologies (IKT) reach all sectors of society. Their use in business activities has greatly expanded, with most company administrative processes now performed using technological tools. This makes it necessary to acquire new vocational skills (information literacy, decision-making, problem-solving and learning to learn, for example) and methods of working (collaborative and team work). Educational innovation consists of those changes introduced into educational practices, changes introduced through the incorporation of technological media, which are giving rise to the use of new teaching and learning strategies, and new roles for teachers and students. For this study, we are using a mixed methodology, as some authors affirm, also called multimethod: qualitative and quantitative. In this educational innovation, we are implementing the following tools: Learning Management System with Moodle, a free virtual platform hosted in an external server; and Google Apps, a set of applications that allow communication, collaboration and state-of-the-art infrastructures. All these resources are currently free-of-charge and within the reach of any educational institution

Construction of a questionnaire for research on leadership in educational innovation through ICT: Perspective of the management team

Investigación financiada por el Proyecto de Investigación EDU2013-48432-P del Ministerio de Economía y CompetitividadEl trabajo presenta la construcción y validación de un cuestionario destinado a analizar el liderazgo en la innovación educativa a través de TIC. En nuestro estudio el liderazgo es asumido por el director, jefe de estudios, secretario, vicedirector y coordinador TIC. La escala está basada en cuestionarios anteriores adaptado y validado por siete expertos. El análisis de los ítems constata su poder discriminante. Asimismo el análisis factorial demuestra la validez teórica del mismo. A través del alfa de Cronbach se confirma la fiabilidad de la herramienta tanto en sus tres dimensiones (superior a .800) como en su conjunto (.921). El cuestionario está formado por 10 ítems de respuesta abierta, un ítem con 15 dimensiones y seis ítems para conocer los datos demográficos y profesionales del equipo directivo. Podemos concluir que el análisis sobre el instrumento analizado demuestra la coherencia con el modelo teórico y factorial y tiene una adecuada calidad psicométricaThe paper presents the construction and validation of a questionnaire aimed to analyze the leadership in educational innovation through ICT. In our study the leadership is assumed by the principal, head of studies, secretary, second principal and ICT coordinator. This scale is based on prior questionnaires, adapted and validated through the participation of a group seven experts. The analysis of the items confirms its discriminating power. Likewise, the factor analysis demonstrates the theoretical validity of the same. Cronbach’ alpha confirms the reliability of the tool (.921) in its three dimensions (superor to .800). The questionnaire is composed of 10 items of open response, one item with 15 dimensions and six items to know the demographic and professional data of the leadership team. We can conclude that the instrument analyzed demonstrates the coherence with the theoretical and factorial model and has an adequate psychometric qualit

School technology leadership in a Spanish secondary school: The TEI model

This study analyzes the perception that teachers and management team members in secondary school education have of technology-based educational innovation (TEI). Two questionnaires and in-depth interviews permit us to analyze leaders’ perspective of planning, development, and evaluation. The school leaders’ view diverges from that of the regional/national education policy makers and is closer to the view developed in pedagogy for leading the process of introducing technology in classrooms and influencing innovation in teachers’ practice. Based on reflection on the leadership–technology–innovation relationship, we derive a topdown model for use by teachers, schools, the community, and education authorities.Spanish Ministry of Economy, Industry and Competitiveness (MINECO); State Program of Scientific and Technical Research and Innovation 2013–2016; and National R&D Plan (Project EDU2013-48432-P)

Innovations in vocational education in Spain: An analysis of current situation

La innovación es un conjunto de procesos que tratan de modificar maneras, contenidos, modelos, prácticas educativas, culturas pedagógicas, implementar tecnologías, etc. Tanto la Formación Profesional Inicial como la Formación para el Empleo están en un proceso de integración en España. Las administraciones públicas con competencias en Formación Profesional contemplan la innovación educativa como un eje transversal del sistema educativo que garantiza la participación de los centros y de los equipos docentes en la mejora de los procesos de enseñanza-aprendizaje. Las iniciativas y proyectos de innovación que se están implementando en nuestro país son numerosas. Se consigue una mayor calidad de la formación y contribuyen a un cambio de imagen de la Formación Profesional.Innovation is a set of processes that seek to alter ways, content, models, educational practices, teaching cultures, implement technology… Initial Vocational Training and Training for Employment are in a process of integration into Spain. Public authorities with responsibility for Vocational Education Public authorities with competence in vocational education see innovation as a transverse axis of the education system that ensures the participation of schools and teacher teams in improving the teaching and learning. There are many initiatives and innovative projects being implemented in Spain. The projects seek to achieve a higher quality of training and contribute to an improvement of Vocational Training

Estrategias de enseñanza para la adquisición de competencias en formación profesional: perfiles de estudiantes

En formación profesional el perfil de los estudiantes que acceden es muy diverso. El objetivo de esta investigación busca comprobar cómo la aplicación de estrategias didácticas apoyadas en herramientas tecnológicas facilita la adquisición de las competencias profesionales, personales y sociales en formación profesional, determinando cuáles son las características de esos perfiles. La metodología consiste, en particular, en la implementación de estrategias activas centradas en el estudiante durante tres cursos académicos en un Grado de Administración y Finanzas. Una vez analizados los datos sociodemográficos de los estudiantes, se han aplicado dos análisis de datos de tipo multivariante: el primero para determinar los factores representativos de las dimensiones subyacentes para posteriormente identificar los grupos de estudiantes con diferentes perfiles. En los resultados se evidencia la existencia de tres grupos de estudiantes donde son determinantes las competencias digitales, la experiencia laboral y su madurez. En definitiva, se podría afirmar que estas nuevas herramientas proporcionan, según los diferentes perfiles de los estudiantes, nuevos roles en el profesorado y nuevos entornos de aprendizaje para el alumnado, potenciando diversas competencias personales y sociales.The profile of students entering technical and vocational education and training (TVET) programs is very diverse. This study aims to show how the implementation of student-centered teaching strategies supported by technological tools facilitates the acquisition of professional, personal and social skills in TVET. Various strategies supported by technological tools were implemented in the framework of an innovation scheme in the Bachelor’s Degree in Administration and Finance over a period of three academic years. After analyzing the sociodemographic characteristics of the students, two multivariate analyses were performed to determine the factors representative of the underlying dimensions and identify groups of students with different profiles. The analysis revealed three groups of students for whom digital skills, work experience and maturity were determining factors in the acquisition of competencies. These new tools entail new roles for teachers and new learning environments for students, while enhancing motivation, creativity, and personal and social skills

Online distributed leadership: A content analysis of interaction and teacher reflections on computer-supported learning

This study performs a content analysis of the communication that develops in online educational situations. It focuses on two aspects of communication in a context in which we observe instructional leadership: how leadership is seen in the virtual classroom and how teachers view their role. The study attempts to answer the question of how teachers lead this methodological change, that is, instructional leadership at the service of distributed leadership. The study analyses the online interaction and teachers’ reflections on the communication between teachers and students in the process of virtual teaching, specifically in post compulsory secondary education in Spain.Study financed by an R&D project in the area of Education Sciences Management entitled ‘Learning-Focused Leadership and its Impact on Improvement: Practices and Results in Secondary Education’, under the Subprogram for basic, non-oriented research projects. National Plan for R&D, 2010 Competition

Procesos y contextos educativos

pags.: [228]-335Capítulo incluido en el libro: MAES UNIA: Formación Básica y Prácticum. Antonio Javier Moreno Verdejo, María del Mar Venegas Medina (Eds.). Sevilla: Universidad Internacional de Andalucía, 2024. ISBN 978-84-7993-389-0 (OC). Enlace: http://hdl.handle.net/10334/876

Role of age and comorbidities in mortality of patients with infective endocarditis

[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality. [Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk. [Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality. [Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group

Clustering COVID-19 ARDS patients through the first days of ICU admission. An analysis of the CIBERESUCICOVID Cohort

Background Acute respiratory distress syndrome (ARDS) can be classified into sub-phenotypes according to different inflammatory/clinical status. Prognostic enrichment was achieved by grouping patients into hypoinflammatory or hyperinflammatory sub-phenotypes, even though the time of analysis may change the classification according to treatment response or disease evolution. We aimed to evaluate when patients can be clustered in more than 1 group, and how they may change the clustering of patients using data of baseline or day 3, and the prognosis of patients according to their evolution by changing or not the cluster.Methods Multicenter, observational prospective, and retrospective study of patients admitted due to ARDS related to COVID-19 infection in Spain. Patients were grouped according to a clustering mixed-type data algorithm (k-prototypes) using continuous and categorical readily available variables at baseline and day 3.Results Of 6205 patients, 3743 (60%) were included in the study. According to silhouette analysis, patients were grouped in two clusters. At baseline, 1402 (37%) patients were included in cluster 1 and 2341(63%) in cluster 2. On day 3, 1557(42%) patients were included in cluster 1 and 2086 (57%) in cluster 2. The patients included in cluster 2 were older and more frequently hypertensive and had a higher prevalence of shock, organ dysfunction, inflammatory biomarkers, and worst respiratory indexes at both time points. The 90-day mortality was higher in cluster 2 at both clustering processes (43.8% [n = 1025] versus 27.3% [n = 383] at baseline, and 49% [n = 1023] versus 20.6% [n = 321] on day 3). Four hundred and fifty-eight (33%) patients clustered in the first group were clustered in the second group on day 3. In contrast, 638 (27%) patients clustered in the second group were clustered in the first group on day 3.Conclusions During the first days, patients can be clustered into two groups and the process of clustering patients may change as they continue to evolve. This means that despite a vast majority of patients remaining in the same cluster, a minority reaching 33% of patients analyzed may be re-categorized into different clusters based on their progress. Such changes can significantly impact their prognosis