Evolution in the Design and Functionality of Rubrics: from “Square” Rubrics to “Federated” Rubrics

The assessment of learning remains one of the most controversial and challenging aspects for teachers. Among some recent technical solutions, methods and techniques like eRubrics emerge in an attempt to solve the situation. Understanding that all teaching contexts are different and there can be no single solution for all cases, specific measures are adapted to contexts where teachers receive support from institutions and communities of practice. This paper presents the evolution of the eRubric service [1] which started from a first experience with paper rubrics, and, with time and after several I+D+R [2] educational projects, has evolved thanks to the support of a community of practice [3] and the exchange of experiences between teachers and researchers. This paper shows the results and functionality of the eRubrics service up to the date of publicationa.) Project I+D+i EDU2010-15432: eRubric federated service for assessing university learning http://erubrica.uma.es/?page_id=434. b.) Centre for the Design of eRubrics. National Distance Education System -Sined- Mexico. [http://erubrica.uma.es/?page_id=389

Study of Video Annotations In External Practices Of University Learning

The digital video as code and learning technology has extensive scientific literature (Bartolome, 1997; Aguaded and Sánchez, 2008). However, the increase of digital video services on the Internet has facilitated and increased the use of video for education. With a recent important increase of videos as contained in the MOOC (Massive Open Online Course). This context has also created the expansion of educational practices based on models for collaborative learning and mediated by technology (Computer Supported Learning collaborative -CSCL-). The study of these practices is proving to be effective for teachers in service and initial training practices if it is analyzed collectively (Hosack, Br tools, 2010;. Picci, Calvani, & Bonaiuti, 2012; Etscheidt & Curran, 2012; Ingram , 2014). There is interest in literature reviews on the reflective capabilities with the use of video for initial teacher training (Orland-Barak & Rachamim, 2009; Rich and Hannafin 2009; Rich & Trip, 2011) to which we expand in (Wallet, Cebrian & Desenne, 2015). This work is part of a research project in progress [1] which aims to implement a federated portfolio model of multimedia evidences. This model uses a digital portfolio (from now on we will call ePortfolios) with three different federated tools (1. Digital rubric or eRubric, 2. Webquest and 3. Open Video Annotations -Ova-) created by our research and development group Gtea [2 ]. The OVA tool was created within the MOOC of edX in collaboration with Harvard University in 2013 [3]. So it, we need to create another standalone tool to design their own interface to use this tool in this project. This design was evaluated through user usability and satisfaction (Monedero, Cebrian & Desenne, 2015). This study focuses on the ease and functionality of the OVA tool so that students to collect evidence on their digital multimedia portfolios. Especially, analyzes the competences that students show when annotate video in order to explain their learning experiences and respond to the skills that are required in the eRubrics in different teaching contexts (external and laboratory practices).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. R+D+i project: Study of the Impact of federated eRubrics on the evaluation of external practices competences Plan Nacional de I + D + i de Excelencia (2014-2017) Ministerio de Economía y competitividad, nº EDU2013-41974-P web: http://goo.gl/CN6ID

Experimentación y evaluación de elementos museísticos como recurso para la educación ambiental

El presente trabajo consiste en describir la evaluación realizada a una exposición museística itinerante, experimentada por el Museo Acuario «Aula del Mar» de Málaga -centro de Educación Ambiental especializado en el medio marino- y en colaboración con la Universidad de Málaga. La experimentación y la evaluación se realizó entre los distintos centros educativos de Enseñanza Primaria y Secundaria de la ciudad de Málaga. Esta exposición está enmarcada dentro de una campaña de sensibilización más amplia titulada: «Salvemos Juntos las Especies Marinas», subvencionada por la Consejería de Me- dio Ambiente de la Junta de Andalucía y la Comunidad Europea a través de Proyectos INTERREG-II. Programa de colaboración entre fronteras, cuya misión consistía en recorrer multitud de centros educativos de Marruecos y Andalucía, con el objeto principal de promover la conservación de las especies marinas amenazadas situadas alrededor del Mar de Alborán.The present work consists of describing the evaluation made to a traveling Exhibitions Museums designed and experienced between the University of Malaga and the Museum Aquarius «Aula del Mar» of Malaga, specialized Center of Environmental Education in the average sailor. The experimentation and the evaluation were made between the dif erent educative centers of Primary and Secondary Education from the city of Malaga. This exhibition is framed within a campaign of titled ampler sensibilización»Salvemos Juntos las Especies Marinas», subsidized by the Consejo de Medio Ambiente de la Junta de Andalucía and the European Community through Projects INTERREG-II. Program of collaboration between borders, whose mission consisted of crossing multitude of educative centers of Morocco and Andalusia, with the main object to promote the conservation of the located threatened marine species around the Sea of Alborán

Otras voces de la Revolución mexicana: visiones desde Estados Unidos y Canadá

Introducción; VIVENCIAS DE FRONTERA; Cónsules; Félix Díaz y el exilio mexicano / Peter V. N. Henderson y Héctor L. Zarauz López; Segregación y utopía social en el sur de Texas: los motivos del Plan de San Diego; VISIONES DE LA REVOLUCIÓN; Jack London y su relación de amor-odio con la Revolución mexicana / Ana Rosa Suárez Argüello; Los canadienses y la Revolución mexicana; La prensa afroamericana y la Revolución mexicana / Ben Vinson iii; México, la política de la diferencia en tiempos de la revolución / Juan Manuel de la Sern

Environmental indigenous wisdom and the design of educational resources

El presente artículo expone los resultados de un proyecto de investigación sobre el desarrollo sostenido y educación ambiental desarrollado en la subregión Amazonia-Orinoquia (Estado de Amazonas, Venezuela) desde 2005 a 2008. La investigación se enmarca dentro de una metodología cualitativa, donde la colaboración de los pueblos indígenas y la visita en el terreno fueron cruciales. A diferencia de otros proyectos desarrollados en la zona, el trabajo estableció una relación diferente con las comunidades indígenas. En este proyecto se consideraba a los pueblos indígenas como objetos y sujetos de la investigación, recogiendo en una carta firmada los compromisos del proceso negociador realizado al inicio del proyecto sobre qué y cómo realizar la investigación. Se utilizaron diversas técnicas de recogida de datos: entrevistas a informantes clave, grupos de discusión y encuestas. Se describen solamente dos de los diversos objetivos y resultados del proyecto, a saber: 1) Analizar los conceptos que poseen los pueblos indígenas sobre el medio ambiente y la sostenibilidad, especialmente en su relación con el papel cultural de las etnias; 2) Diseñar y elaborar materiales didácticos en los que se trabajen los conceptos de educación ambiental relacionados con el papel cultural de las etnias en la conservación de las especies. Estos objetivos fueron alcanzados gracias a la respuesta de doce pueblos indígenas de lenguas y etnias diferentes tras la visita a diecisiete comunidades distintas._______________________________________The current essay presents the results of research into sustainable development and environmental education that was developed in the sub-region of Amazonia-Orinoquia (Amazonas State, Venezuela) from 2005 to 2008. This study was undertaken within a qualitative methodology framework where field trips and the collaboration of indigenous communities in particular were crucial. Unlike other projects currently taking place in the area, our investigation established a different connection with indigenous communities. The study considered indigenous peoples both as subjects and objects of the analysis, for which a written agreement was negotiated and signed at the beginning of the project about what to study and how to proceed with our research. Several data collection techniques were used: interviews with key informants, discussion groups and surveys. Two of the goals were: to analyse the knowledge that indigenous peoples have about the environment and sustainability, particularly regarding the cultural role of ethnicity; to design and elaborate educational materials that address issues about environmental education related to the cultural role that ethnic groups play in species preservation. These objectives were reached thanks to the response of 12 different indigenous peoples of different ethnic and linguistic backgrounds after visiting 17 communities

Hacia una reflexión sobre la enseñanza de la filosofía en el ámbito rural aragonés

Este Trabajo Final de Máster propone algunas claves teóricas y analíticas de comprensión de la enseñanza pública de la filosofía en el ámbito rural aragonés. Para ello, se sirve, en primer lugar, de los conceptos de supremacismo urbano y de colonialismo interior, mostrando las desigualdades y discriminaciones ejercidas contra lo rural. Algunas experiencias de docentes vienen a complementar estas categorías analíticas. En un segundo momento, propongo un recorrido por algunos pensadores marginales dentro del currículo de Bachillerato, para mostrar sus reflexiones comprometidas con el medio rural, el campesinado y su educación. Se trata de una propuesta de reflexión filosófica no urbanocéntrica. En este sentido, me encargo de ubicar los pensamientos de Thoreau y Emerson, como referentes del transcendentalismo norteamericano; de Chernyshevskii y de Tetryakow, como referentes del socialismo agrario ruso y del constructivismo soviético; y, en último lugar, me ocupa del pensamiento sobre lo rural y la educación en Joaquín Costa. <br /

Disponibilidade e utilização das TIC nas famílias pré-escolares

This assignment is an exploratory study, and which’s goal is to identify what elements determine the availability and use of Information and Communication Technologies (ICT) in the familiar surroundings of preschool students. Tending the need of effectively supporting public policies that will bring technology to these kids. 383 questionnaires were taken by family members in different preschool centers. The results have given us the opportunity to identify that the access to Technologies is directly linked to the economic and social position of the family. However, the upbringing in each household regarding the use of technology stands out.Este trabajo es un estudio exploratorio, que tiene como objetivo identificar qué factores determinan la disponibilidad y uso de las Tecnologías de la Información y la Comunicación (TIC) en el entorno familiar de los alumnos del preescolar. Atendiendo a la necesidad de lograr de forma efectiva apoyar las políticas públicas de brindar tecnología a estos pequeños. En este estudio se aplicaron 383 cuestionarios a familiares en diferentes centros de educación preescolar. Los resultados nos han permitido identificar que el acceso a la tecnología tiene una relación directa con el nivel socioeconómico de las familias, no obstante, es de destacarse la orientación educativa que dan los padres al uso de la tecnología en casa.Este artigo é um estudo exploratório, que tem como objetivo identificar que fatores determinam a disponibilidade e uso das Tecnologias de Informação e Comunicação (TIC) no ambiente familiar dos alunos de pré-escolar. Abordando a necessidade de alcançar de forma efetiva as políticas públicas para fornecer tecnologia às crianças. Neste estudo foram aplicados 383 questionários aos parentes em diferentes centros de educação pré-escolar. Os resultados nos permitiram identificar que o acesso à tecnologia tem uma relação direta com o nível socioeconômico das famílias, porém, é de enfatizar a orientação educacional que os pais oferecem ao uso da tecnologia em casa

Disponibilidad y uso de TIC en las familias del preescolar

Este trabajo es un estudio exploratorio, que tiene como objetivo identificar qué factores determinan la disponibilidad y uso de las Tecnologías de la Información y la Comunicación (TIC) en el entorno familiar de los alumnos del preescolar. Atendiendo a la necesidad de lograr de forma efectiva apoyar las políticas públicas de brindar tecnología a estos pequeños. En este estudio se aplicaron 383 cuestionarios a familiares en diferentes centros de educación preescolar. Los resultados nos han permitido identificar que el acceso a la tecnología tiene una relación directa con el nivel socioeconómico de las familias, no obstante, es de destacarse la orientación educativa que dan los padres al uso de la tecnología en casa

Lack of replication of interactions between polymorphisms in rheumatoid arthritis susceptibility: case-control study

Introduction: Approximately 100 loci have been definitively associated with rheumatoid arthritis (RA) susceptibility. However, they explain only a fraction of RA heritability. Interactions between polymorphisms could explain part of the remaining heritability. Multiple interactions have been reported, but only the shared epitope (SE) × protein tyrosine phosphatase nonreceptor type 22 (PTPN22) interaction has been replicated convincingly. Two recent studies deserve attention because of their quality, including their replication in a second sample collection. In one of them, researchers identified interactions between PTPN22 and seven single-nucleotide polymorphisms (SNPs). The other showed interactions between the SE and the null genotype of glutathione S-transferase Mu 1 (GSTM1) in the anti-cyclic citrullinated peptide-positive (anti-CCP+) patients. In the present study, we aimed to replicate association with RA susceptibility of interactions described in these two high-quality studies. Methods: A total of 1,744 patients with RA and 1,650 healthy controls of Spanish ancestry were studied. Polymorphisms were genotyped by single-base extension. SE genotypes of 736 patients were available from previous studies. Interaction analysis was done using multiple methods, including those originally reported and the most powerful methods described. Results: Genotypes of one of the SNPs (rs4695888) failed quality control tests. The call rate for the other eight polymorphisms was 99.9%. The frequencies of the polymorphisms were similar in RA patients and controls, except for PTPN22 SNP. None of the interactions between PTPN22 SNPs and the six SNPs that met quality control tests was replicated as a significant interaction term the originally reported finding or with any of the other methods. Nor was the interaction between GSTM1 and the SE replicated as a departure from additivity in anti-CCP+ patients or with any of the other methods. Conclusions: None of the interactions tested were replicated in spite of sufficient power and assessment with different assays. These negative results indicate that whether interactions are significant contributors to RA susceptibility remains unknown and that strict standards need to be applied to claim that an interaction exists

Analysis of TNFAIP3, a feedback inhibitor of nuclear factor-κB and the neighbor intergenic 6q23 region in rheumatoid arthritis susceptibility

Introduction Genome-wide association studies of rheumatoid arthritis (RA) have identified an association of the disease with a 6q23 region devoid of genes. TNFAIP3, an RA candidate gene, flanks this region, and polymorphisms in both the TNFAIP3 gene and the intergenic region are associated with systemic lupus erythematosus. We hypothesized that there is a similar association with RA, including polymorphisms in TNFAIP3 and the intergenic region. Methods To test this hypothesis, we selected tag-single nucleotide polymorphisms (SNPs) in both loci. They were analyzed in 1,651 patients with RA and 1,619 control individuals of Spanish ancestry. Results Weak evidence of association was found both in the 6q23 intergenic region and in the TNFAIP3 locus. The rs582757 SNP and a common haplotype in the TNFAIP3 locus exhibited association with RA. In the intergenic region, two SNPs were associated, namely rs609438 and rs13207033. The latter was only associated in patients with anti-citrullinated peptide antibodies. Overall, statistical association was best explained by the interdependent contribution of SNPs from the two loci TNFAIP3 and the 6q23 intergenic region. Conclusions Our data are consistent with the hypothesis that several RA genetic factors exist in the 6q23 region, including polymorphisms in the TNFAIP3 gene, like that previously described for systemic lupus erythematosus