¿Cómo se puede querer la Red y el aula a la vez y no estar loco? Un paradigma de relación "cliente‐empresa" como base de un método docente no magistral, con evaluación continuada y sin exámenes

Hoy la información está en La Red. Lo que Google no encuentra, o no existe o es irrelevante. ¿Tiene algún sentido dar clase de espaldas a esta realidad? Aprovechar este magnífico instrumento y hacer que su uso tenga valor formativo para nuestros alumnos parece una opción más útil. La convergencia europea, y también el sentido común, demandan una educación comprometida con la formación. Los contenidos importan, pero también el entrenamiento de habilidades para afrontar el futuro profesional con autonomía, con mayor posibilidad de éxito, tal vez de supervivencia, en un mercado laboral y profesional globalizado donde Europa es ya una isla de bienestar en riesgo. ¿Cómo sumar contenidos con habilidades y reducir horas? ¿Cómo valorar el trabajo fuera del aula? ¿Se puede evaluar con equidad sin exámenes? ¿Cómo repartir los papeles entre profesor y tecnología? Nosotros hemos desarrollado y aplicado un método docente sobre un paradigma “cliente-empresa” como modelo de relación “profesor-alumno”, que se basa en el uso de la Red como fuente de información primaria. El profesor y la relación presencial son centrales, pero con un nuevo sentido. El profesor pasa a ser un consultor experto, un consejero, un tutor, y la relación presencial adquiere así un valor formativo de mayor profundidad. La tecnología no pretende aquí sustituir al profesor ni a la relación presencial con los alumnos. Sólo se utiliza como una herramienta de trabajo real, en la misma forma y para los mismos fines que en una actividad profesional. La experiencia se ha puesto en práctica, hasta la fecha, en dos cursos académicos sucesivos y en dos asignaturas considerablemente dispares. Consideramos que este método tiene aplicabilidad muy general y que aborda la práctica totalidad de los retos y objetivos que se plantean en la adaptación al Espacio Europeo de Educación Superior con resultados muy favorables.Today the information is in the Web. What Google does not find, it does not exist or else it is irrelevant. Does it make any sense to teach ignoring this reality? To take advantage of this magnificent instrument and to make it a formative value for our students seems to be a more useful option. The European convergence, but also the common sense, demands an education compromised with formation. The contents are important, but also the training in abilities to confront the professional future with autonomy, with greater possibility of success, perhaps of survival, in global professional market where Europe is already an island of comfort at risk. How can we keep contents plus abilities in fewer hours? How can we evaluate the work outside the classroom? Is it possible to evaluate with fairness without examinations? How to distribute roles between teacher and technology? We have developed and applied a docent methodology based on a “client‐company” paradigm as a model for the relationship “teacher‐student”. The method is heavily based on the use of the Web as the primary source of information. The professor and the actual relation are central, but with a new sense. The teacher takes the role of an expert consultant, an advisor, a tutor, and the actual relation acquires therefore a formative value of greater depth. Here technology does not replace the teacher nor the actual relation with the students. It is only used like a tool for real work, in the same form and for such aims that in a professional activity. The experience has been put in practice, up to date, in two successive academic courses and two considerably different subjects. This method may have very general applicability and approaches the practical totality of the challenges and objectives of the adaptation to the European Space of Superior Education with very favorable results

Antibacterial Character of Cationic Polymers Attached to Carbon-Based Nanomaterials

The preparation of hybrid polymeric systems based on carbon derivatives with a cationic polymer is described. The polymer used is a copolymer of a quaternizable methacrylic monomer with another dopamine-based monomer capable of anchoring to carbon compounds. Graphene oxide and graphene as well as hybrid polymeric systems were widely characterized by infrared, Raman and photoemission X-ray spectroscopies, electron scanning microscopy, zeta potential and thermal degradation. These allowed confirming the attachment of copolymer onto carbonaceous materials. Besides, the antimicrobial activity of hybrid polymeric systems was tested against Gram positive Staphylococcus aureus and Staphylococcus epidermidis and Gram negative Escherichia coli and Pseudomonas aeruginosa bacteria. The results showed the antibacterial character of these hybrid systems

Synergistic Combination of Antimicrobial Peptides and Cationic Polyitaconates in Multifunctional PLA Fibers

Combining different antimicrobial agents has emerged as a promising strategy to enhance efficacy and address resistance evolution. In this study, we investigated the synergistic antimicrobial effect of a cationic biobased polymer and the antimicrobial peptide (AMP) temporin L, with the goal of developing multifunctional electrospun fibers for potential biomedical applications, particularly in wound dressing. A clickable polymer with pendent alkyne groups was synthesized by using a biobased itaconic acid building block. Subsequently, the polymer was functionalized through click chemistry with thiazolium groups derived from vitamin B1 (PTTIQ), as well as a combination of thiazolium and AMP temporin L, resulting in a conjugate polymer-peptide (PTTIQ-AMP). The individual and combined effects of the cationic PTTIQ, Temporin L, and PTTIQ-AMP were evaluated against Gram-positive and Gram-negative bacteria as well as Candida species. The results demonstrated that most combinations exhibited an indifferent effect, whereas the covalently conjugated PTTIQ-AMP displayed an antagonistic effect, potentially attributed to the aggregation process. Both antimicrobial compounds, PTTIQ and temporin L, were incorporated into poly(lactic acid) electrospun fibers using the supercritical solvent impregnation method. This approach yielded fibers with improved antibacterial performance, as a result of the potent activity exerted by the AMP and the nonleaching nature of the cationic polymer, thereby enhancing long-term effectiveness.This work was funded by the MICINN (PID2019-104600RB- I00 and PID2021-123553OA-I00), the Agencia Estatal de Investigación (AEI, Spain), and Fondo Europeo de Desarrollo Regional (FEDER, EU) and by CSIC (LINKA20364). A. Chiloeches acknowledges MICIU for his FPU fellowship FPU18/01776. Cesar de la Fuente-Nunez holds a Presidential Professorship at the University of Pennsylvania and acknowl- edges funding from the Procter & Gamble Company, United Therapeutics, a BBRF Young Investigator Grant, the Nemirovsky Prize, Penn Health-Tech Accelerator Award, and the Dean’s Innovation Fund from the Perelman School of Medicine at the University of Pennsylvania. Research reported in this publication was supported by the Langer Prize (AIChE Foundation), the National Institute of General Medical Sciences of the National Institutes of Health under award number R35GM138201, and the Defense Threat Reduction Agency (DTRA; HDTRA11810041, HDTRA1-21-1-0014, and HDTRA1-23-1-0001). D. Placha and J. Zagora acknowledge the Doctoral grant competition VSB-Technical University of Ostrava (reg. no. CZ.02.2.69/0.0/0.0/19_073/0016945) with- in the Operational Programme Research, Development and Education, under project DGS/INDIVIDUAL/2020-001 “Development of antimicrobial biobased polymeric material using supercritical fluid technology”

Chemical Hydrogels Bearing Thiazolium Groups with a Broad Spectrum of Antimicrobial Behavior

© 2020 by the authors.Several hydrogels based on 2-hydroxyethyl methacrylate and a methacrylic monomer containing a thiazole group in its lateral chain have been prepared by thermal polymerization at 60 °C in water solution varying the chemical composition of the gels. The posterior quaternization of the thiazole groups with methyl iodine has rendered positively charged hydrogels with potential antimicrobial activity. This modification has been structurally characterized by infrared spectroscopy, whereas the thermal stability of all hydrogels has been studied by thermal degradation in inert atmosphere. The swelling behavior in distilled water and the rheology of the different hydrogels have been analyzed as a function of 2-(4-methylthiazol-5-yl)ethyl methacrylate (MTA) monomer content as well as its methylation. Finally, the active character of hydrogels against Gram-positive and Gram-negative bacteria and fungi has been evaluated, revealing excellent antimicrobial activity against all tested microorganisms. The methylated hydrogels could be used as potential materials for wound healing or contact lens applications.This work was funded by the CSIC (i-LINK4911), MINECO (Project MAT2016-78437-R), MICINN (PID2019-104600RB-I00), the Agencia Estatal de Investigación (AEI, Spain) and Fondo Europeo de Desarrollo Regional (FEDER, EU) and by Ministry of Education of the Czech Republic through the SGS project SP2020/70 and project No. CZ.02.1.01/0.0/0.0/17\_049/0008441 “Innovative Therapeutic Methods of Musculoskeletal System in Accident Surgery” within the Operational Programme Research, Development, and Education.Peer reviewe

Un método creativo y participativo de enseñanza-aprendizaje activo construido sobre un paradigma de relación cliente-proveedor

SIN FINANCIACIÓNNo data 200

RELATEC : revista latinoamericana de tecnología educativa

Resumen en inglésResumen basado en el de la publicaciónEn la actualidad la información está en la red. Lo que Google no encuentra, o no existe o es irrelevante. ¿Tiene algún sentido dar clase de espaldas a esta realidad? Aprovechar este instrumento y hacer que su uso tenga valor formativo para nuestros alumnos parece una opción más útil. La convergencia europea, y también el sentido común, demandan una educación comprometida con la formación. Los contenidos importan, pero también el entrenamiento de habilidades para afrontar el futuro profesional con autonomía, con mayor posibilidad de éxito, tal vez de supervivencia, en un mercado laboral y profesional globalizado donde Europa es ya una isla de bienestar en riesgo. ¿Cómo sumar contenidos con habilidades y reducir horas? ¿Cómo valorar el trabajo fuera del aula? ¿Se puede evaluar con equidad sin exámenes? ¿Cómo repartir los papeles entre profesor y tecnología? Nosotros hemos desarrollado y aplicado un método docente sobre un paradigma “cliente-empresa” como modelo de relación “profesor-alumno”, que se basa en el uso de la Red como fuente de información primaria. El profesor y la relación presencial son centrales, pero con un nuevo sentido. El profesor pasa a ser un consultor experto, un consejero, un tutor, y la relación presencial adquiere así un valor formativo de mayor profundidad. La tecnología no pretende aquí sustituir al profesor ni a la relación presencial con los alumnos. Sólo se utiliza como una herramienta de trabajo real, en la misma forma y para los mismos fines que en una actividad profesional. La experiencia se ha puesto en práctica, hasta la fecha, en dos cursos académicos sucesivos y en dos asignaturas considerablemente dispares. Consideramos que este método tiene aplicabilidad muy general y que aborda la práctica totalidad de los retos y objetivos que se plantean en la adaptación al Espacio Europeo de Educación Superior con resultados muy favorablesES

¿Cómo se puede querer la Red y el aula a la vez y no estar loco?: un paradigma de relación cliente-empresa como base de un método docente no magistral, con evaluación continuada y sin exámenes.

Today the information is in the Web. What Google does not find, it does not exist or else it is irrelevant. Does it make any sense to teach ignoring this reality? To take advantage of this magnificent instrument and to make it a formative value for our students seems to be a more useful option. The European convergence, but also the common sense, demands an education compromised with formation. The contents are important, but also the training in abilities to confront the professional future with autonomy, with greater possibility of success, perhaps of survival, in global professional market where Europe is already an island of comfort at risk. How can we keep contents plus abilities in fewer hours? How can we evaluate the work outside the classroom? Is it possible to evaluate with fairness without examinations? How to distribute roles between teacher and technology? We have developed and applied a docent methodology based on a "client-company" paradigm as a model for the relationship "teacher-student". The method is heavily based on the use of the Web as the primary source of information. The professor and the actual relation are central, but with a new sense. The teacher takes the role of an expert consultant, an advisor, a tutor, and the actual relation acquires therefore a formative value of greater depth. Here technology does not replace the teacher nor the actual relation with the students. It is only used like a tool for real work, in the same form and for such aims that in a professional activity. The experience has been put in practice, up to date, in two successive academic courses and two considerably different subjects. This method may have very general applicability and approaches the practical totality of the challenges and objectives of the adaptation to the European Space of Superior Education with very favorable results.Hoy la información está en La Red. Lo que Google no encuentra, o no existe o es irrelevante. ¿Tiene algún sentido dar clase de espaldas a esta realidad? Aprovechar este magnífico instrumento y hacer que su uso tenga valor formativo para nuestros alumnos parece una opción más útil. La convergencia europea, y también el sentido común, demandan una educación comprometida con la formación . Los contenidos importan, pero también el entrenamiento de habilidades para afrontar el futuro profesional con autonomía, con mayor posibilidad de éxito, tal vez de supervivencia, en un mercado laboral y profesional globalizado donde Europa es ya una isla de bienestar en riesgo. ¿Cómo sumar contenidos con habilidades y reducir horas? ¿Cómo valorar el trabajo fuera del aula? ¿Se puede evaluar con equidad sin exámenes? ¿Cómo repartir los papeles entre profesor y tecnología? Nosotros hemos desarrollado y aplicado un método docente sobre un paradigma "cliente-empresa " como modelo de relación "profesor-alumno ", que se basa en el uso de la Red como fuente de información primaria. El profesor y la relación presencial son centrales, pero con un nuevo sentido. El profesor pasa a ser un consultor experto , un consejero , un tutor , y la relación presencial adquiere así un valor formativo de mayor profundidad. La tecnología no pretende aquí sustituir al profesor ni a la relación presencial con los alumnos. Sólo se utiliza como una herramienta de trabajo real, en la misma forma y para los mismos fines que en una actividad profesional. La experiencia se ha puesto en práctica, hasta la fecha, en dos cursos académicos sucesivos y en dos asignaturas considerablemente dispares. Consideramos que este método tiene aplicabilidad muy general y que aborda la práctica totalidad de los retos y objetivos que se plantean en la adaptación al Espacio Europeo de Educación Superior con resultados muy favorables

¿Cómo se puede querer la Red y el aula a la vez y no estar loco?: un paradigma de relación cliente-empresa como base de un método docente no magistral, con evaluación continuada y sin exámenes.

Today the information is in the Web. What Google does not find, it does not exist or else it is irrelevant. Does it make any sense to teach ignoring this reality? To take advantage of this magnificent instrument and to make it a formative value for our students seems to be a more useful option. The European convergence, but also the common sense, demands an education compromised with formation. The contents are important, but also the training in abilities to confront the professional future with autonomy, with greater possibility of success, perhaps of survival, in global professional market where Europe is already an island of comfort at risk. How can we keep contents plus abilities in fewer hours? How can we evaluate the work outside the classroom? Is it possible to evaluate with fairness without examinations? How to distribute roles between teacher and technology? We have developed and applied a docent methodology based on a "client-company" paradigm as a model for the relationship "teacher-student". The method is heavily based on the use of the Web as the primary source of information. The professor and the actual relation are central, but with a new sense. The teacher takes the role of an expert consultant, an advisor, a tutor, and the actual relation acquires therefore a formative value of greater depth. Here technology does not replace the teacher nor the actual relation with the students. It is only used like a tool for real work, in the same form and for such aims that in a professional activity. The experience has been put in practice, up to date, in two successive academic courses and two considerably different subjects. This method may have very general applicability and approaches the practical totality of the challenges and objectives of the adaptation to the European Space of Superior Education with very favorable results.Hoy la información está en La Red. Lo que Google no encuentra, o no existe o es irrelevante. ¿Tiene algún sentido dar clase de espaldas a esta realidad? Aprovechar este magnífico instrumento y hacer que su uso tenga valor formativo para nuestros alumnos parece una opción más útil. La convergencia europea, y también el sentido común, demandan una educación comprometida con la formación . Los contenidos importan, pero también el entrenamiento de habilidades para afrontar el futuro profesional con autonomía, con mayor posibilidad de éxito, tal vez de supervivencia, en un mercado laboral y profesional globalizado donde Europa es ya una isla de bienestar en riesgo. ¿Cómo sumar contenidos con habilidades y reducir horas? ¿Cómo valorar el trabajo fuera del aula? ¿Se puede evaluar con equidad sin exámenes? ¿Cómo repartir los papeles entre profesor y tecnología? Nosotros hemos desarrollado y aplicado un método docente sobre un paradigma "cliente-empresa " como modelo de relación "profesor-alumno ", que se basa en el uso de la Red como fuente de información primaria. El profesor y la relación presencial son centrales, pero con un nuevo sentido. El profesor pasa a ser un consultor experto , un consejero , un tutor , y la relación presencial adquiere así un valor formativo de mayor profundidad. La tecnología no pretende aquí sustituir al profesor ni a la relación presencial con los alumnos. Sólo se utiliza como una herramienta de trabajo real, en la misma forma y para los mismos fines que en una actividad profesional. La experiencia se ha puesto en práctica, hasta la fecha, en dos cursos académicos sucesivos y en dos asignaturas considerablemente dispares. Consideramos que este método tiene aplicabilidad muy general y que aborda la práctica totalidad de los retos y objetivos que se plantean en la adaptación al Espacio Europeo de Educación Superior con resultados muy favorables

Influence of polymer composition and substrate on the performance of bioinspired coatings with antibacterial activity

© The Author(s).A series of methacrylic copolymers bearing thiazolium cationic groups and catechol moieties were evaluated as antibacterial coatings on a variety of materials including aluminum and plastics such as polycarbonate, poly(methyl methacrylate), and silicone rubber. The thermal properties of the copolymers were first studied by differential scanning calorimetry (DSC) and thermogravimetric analysis (TGA). The cationic copolymers were thermally stable up to 200 °C and presented glass transition temperatures values well above 100 °C; thus, an acceptable thermal behavior for typical biomedical applications. The cationic copolymers with variable content of the adhesive anchoring N-(3,4-dihydroxyphenethyl) methacrylamide (DOMA) units were coated onto the metal and polymeric substrates by drop casting and the adhesive properties of the obtained coatings were further evaluated as a function of DOMA content and substrate. Optical profilometry, attenuated total reflection-Fourier transform infrared (ATR-FTIR) spectra, and antimicrobial studies reveal that the coatings adhere stronger to metal substrates than to the polymeric substrates. The copolymers with higher content of DOMA, 24 mol.%, resist solvent erosion treatment when coated onto all substrates and exhibit antimicrobial activity against Gram-positive S. aureus bacteria after this erosion treatment. In contrast, copolymers with low content, 9 mol.% of DOMA, only remain attached onto the aluminum metal substrate after solvent treatment, while on polymeric substrates the coatings are almost removed and do not show any efficacy against S. aureus bacteria.This research was funded by the MINECO (Project MAT2016-78437-R), the Agencia Estatal de Investigación (AEI, Spain) and Fondo Europeo de Desarrollo Regional (FEDER, EU). C. Echeverria also acknowledges MINECO for her IJCI-2015-26432 contract.Peer reviewe

Development of photoresponsive coumarin-modified ethylene-co-vinyl alcohol copolymers with antifouling behavior

In this work, the modification of ethylene-co-vinyl alcohol (EVOH) copolymer with a coumarin derivative, 7- (hydroxyethoxy)-4-methyl coumarin (HEOMC), has been performed through the incorporation of different reactive groups, p-nitrophenyl chloroformate, succinic anhydride and phthalic anhydride as different linkers between coumarin and EVOH with the aim to obtain photo-responsive materials with improved protein absorption resistance. After purification, the modification degree was calculated by nuclear magnetic resonance and ultraviolet- visible spectroscopy. The thermal properties revealed the crystallinity loss and higher maximum degradation temperatures when EVOH is modified with coumarin derivative. Copolymers were successfully photocrosslinked through the photo-responsive behavior of coumarin moieties. The micro-hardness test shown an increase of the mechanical performance due to the coumarin presence. The water contact angle measurements revealed that while coumarin-modified EVOH copolymers present a higher hydrophilic behavior than EVOH, the photo-dimerization process mainly leads to slightly deviations on the surface wettability of neat EVOH. Finally, the absorption of bovine serum albumin onto the surface of the coumarin-modified materials revealed enhanced antifouling properties, particularly after the photo-crosslinked process. Therefore, the introduction of coumarin through different chain extenders leads to functional materials with tunable photo-responsive performance and protein absorption resistance.Authors thank Spanish Ministry of Science and Innovation (Projects MAT2016-78437-R MAT2017-88123-P), the Agencia Estatal de Investigación (AEI, Spain) and Fondo Europeo de Desarrollo Regional (FEDER, EU). M.P.A. and L.P. acknowledge the Juan de la Cierva (FJCI- 2014-20630) and Ramon y Cajal (RYC-2014-15595) contracts from the MINECO, respectively. A.C. also acknowledges his FPU fellowship FPU18/01776.Peer reviewe