Adaptive Learning Supported by Learning Analytics for Student Teachers’ Personalized Training during in-School Practices

This paper presents the results of the second phase of the international project “Improving Educational Innovation, Competitiveness, and Quality of Higher Education through Collaboration between University and Companies (EKT)”. The use of adaptive learning supported by learning analytics is proposed as a pedagogical strategy to work on the collaborative and personalized learning process that takes place during the school placement period of initial teacher education. Learning analytics is expected to facilitate the analysis of the different sources of information and data generated in the learning process. The collected data will be centralized in a learning record store (LRS), which will serve as a repository for xAPI compatible traces from the tools that make up EKT intelligent system. The system is expected to provide a strong support to decision-making so that participant agents can collaborate, advise, and contribute to the future teacher’s personalized training according to his or her progress and the context in which the practice takes place. The need analysis of tutors in the five pilot countries is presented, which has made it possible to define the process variables that make up the learning analysis architecture of the EKT systemS

Teachers' digital competence. The case of the University System of Galicia

The digital teaching competence of university professors is of vital importance to improving the quality of higher education, and for the strategic positioning of public universities in our country. The purpose of this study is to find out the level of digital competence of Galician university professors, as well as to identify whether there are significant variable-based differences. To this end, a non-experimental design with a descriptive approach and hypothesis contrast is proposed. The sample studied is made up of a total of 610 teachers from the three public universities of Galicia (Spain), who responded to the DigCompEdu Check-In instrument adapted to the Spanish context (Cabero-Almenara & Palacios-Rodríguez, 2020). In general terms, the results show a medium-low level and the existence of significant differences depending on the age, recruitment profile and area of knowledge of the teaching staff. Specifically, the younger teaching and research staff, together with Social and Legal Sciences, have a higher level of competence, whereas tenured teaching and research staff have a lower level of competence with respect to contracted workers. Therefore, training plans should be developed which focus on teaching. Expert advice and personalized methodological support should shift the focus of the intervention radically from technology to teachingLa competencia digital docente de los profesores universitarios resulta de vital importancia para mejorar la calidad de la educación superior, así como para el posicionamiento estratégico de las universidades públicas en nuestro país. El objetivo del presente estudio es descubrir el nivel digital docente de los profesores de universidad gallegos, y también comprobar si existen diferencias significativas basadas en variables. A tal fin, se propone un diseño no-experimental con un enfoque descriptivo y el contraste de hipótesis. La muestra analizada está formada por un total de 610 docentes de las tres universidades públicas de Galicia (España) que respondieron a la herramienta DigCompEdu Check-In adaptada al contexto español (Cabero-Almenara & Palacios-Rodríguez, 2020). En términos generales, los resultados muestran un nivel medio-bajo y la existencia de diferencias significativas dependiendo de la edad, el perfil de contratación y el área de conocimiento del personal docente. Concretamente, el personal docente e investigador más joven, junto con las Ciencias Sociales y Jurídicas, posee un nivel de competencia mayor, mientras que el personal docente e investigador permanente presenta un nivel de competencia más bajo en comparación con los trabajadores contratados. Por consiguiente, se deberían desarrollar planes de formación que se centren en la docencia. El asesoramiento por parte de expertos, así como el apoyo metodológico personalizado, deberían cambiar radicalmente el foco de la intervención desde la tecnología hacia la enseñanzaS

Desafios atuais da alfabetização midiática e tendências para formular propostas pedagógicas. Uma revisão da literatura

La investigación relacionada con la educación mediática mantiene una dinámica que toma fuerza a partir de los años noventa con el advenimiento de los desarrollos tecnológicos en el campo de la comunicación. En la actualidad, en este campo de estudios abundan terminologías, enfoques y metodologías que en muchos casos mantienen caminos diferenciados. El objetivo principal de este artículo es presentar un estudio bibliográfico de la literatura académica publicada recientemente en este campo de estudios para aportar claridad sobre las particularidades teóricas y algunas tendencias para generar proyectos pedagógicos. En este sentido, se realiza un análisis de los indicadores bibliométricos y los mapas de visualización extraídos de la base de datos Scopus, tomando como línea de tiempo diez años, desde el año 2010 al año 2020. La evidencia muestra que este campo de investigación mantiene una marcada producción generando diversos enfoques, igualmente se demuestra que en la actualidad se vienen posicionando asuntos diversos que superan una visión instrumental de lo mediático, llegando a posicionar lo relativo a la desinformación, el manejo de la identidad digital y los procesos de participación democráticosResearch related to media education maintains a dynamic that gained strength in the 1990s with the advent of technological developments in communication. This field of studies currently abounds with terminologies, approaches, and methodologies that, in many cases, maintain differentiated paths. The main objective of this article is to present a bibliographic study of the academic literature recently published in this field of studies to clarify the theoretical particularities and some trends to generate pedagogical projects. In this sense, an analysis of bibliometric indicators and visualization maps extracted from the Scopus database is performed, taking as a timeline ten years, from the year 2010 to the year 2020. The evidence shows that this field of research maintains a marked production generating diverse approaches; it is also demonstrated that at present various issues are being positioned that go beyond an instrumental vision of the media, reaching to position issues related to disinformation, the management of digital identity and the processes of democratic participationAs pesquisas relacionadas à educação midiática mantêm uma dinâmica que vem ganhando força desde a década de 1990, com o advento dos desenvolvimentos tecnológicos no campo da comunicação. Atualmente, esse campo de estudos está repleto de terminologias, abordagens e metodologias que, em muitos casos, mantêm trajetórias diferenciadas. O principal objetivo deste artigo é apresentar um estudo bibliográfico da literatura acadêmica publicada recentemente nesse campo de estudos, a fim de esclarecer as particularidades teóricas e algumas tendências para gerar projetos pedagógicos. Nesse sentido, é realizada uma análise de indicadores bibliométricos e mapas de visualização extraídos do banco de dados Scopus, tomando como linha do tempo dez anos, de 2010 a 2020. As evidências mostram que esse campo de pesquisa mantém uma produção acentuada, gerando diversas abordagens; além disso, demonstram que atualmente estão sendo posicionadas diversas questões que vão além de uma visão instrumental da mídia, a ponto de posicionar questões relacionadas à desinformação, à gestão da identidade digital e aos processos de participação democráticosS

Boosting the visible-light photoactivity of Bi2WO6 using acidic carbon additives

We have explored the role of the physicohemical properties of carbon materials as additives to bismuth tungstate on its structure, optical properties, and photocatalytic activity for the degradation of rhodamine B under visible light. For this purpose, C/Bi2WO6 hybrid composites were prepared following two different routes: (i) physical mixture of the catalyst components, and (ii) one-pot hydrothermal synthesis of the semiconductor in the presence of the carbon additive. Three carbons with different properties were selected as additives: biomass-derived activated carbon, carbon nanotubes and carbon spheres obtained from polysaccharides. Data has shown the outstanding role of the acidic/basic nature of the carbon additive, and of the synthetic method on the photocatalytic performance of the resulting composites. For a given additive, the degradation rate of RhB is greatly improved for the catalysts prepared through a one-step hydrothermal synthesis, where there is low shielding effect of the carbon matrix. Carbon additives of acidic nature boost the surface acidity of the hybrid photocatalyst, thereby enhancing the photodegradation of RhB under visible light via a coupled mechanism (photosensitization, semiconductor photocatalysis and carbon-photon mediated reactions).The authors thank the financial support of MINECO (grants CTM2011/23378 and CTQ2011/26617) and PCTI Asturias (Fondos Feder 2007-2013, grant PC10-002). RJC thanks PCTI Asturias for her Severo Ochoa fellowshipPeer reviewe

DLAB2: educational innovation with ICT for a healthy life of European schoolchildren

El proyecto europeo competitivo Digital Learning Across Boundaries 2 (DLAB2) se centra en el diseño de una formación innovadora para que el alumnado europeo de Educación Primaria sea el protagonista del cambio social utilizando las tecnologías como herramientas. El primer año del proyecto (2019-20) tuvo como objetivo la formación de los alumnos/as de los distintos centros educativos europeos como agentes de cambio, capaces de generar hábitos de vida saludable entre iguales apoyándose en el uso de diferentes tecnologías. En el proyecto participaron maestros/as en activo, estudiantes de formación inicial del profesorado (Grado de Educación Primaria) y profesorado de las Facultades de Educación (formadores del profesorado). Tras la experimentación de la propuesta del año 1, se indagó el impacto generado en los escolares. La metodología de investigación aplicada es cualitativa empleando instrumentos de observación, incidentes críticos, registros audiovisuales y entrevistas. La experiencia ha resultado muy satisfactoria para los escolares que consideran que, tras su participación en el proyecto, son más conscientes de la necesidad de tener una vida más saludable y, además, comprenden la importancia de convertirse en agentes que motivan que otros iguales adquieran una vida más sanaThe Digital Learning Across Boundaries 2 (DLAB2) competitive European project focuses on the design of innovative training for European primary school pupils to be the protagonists of social change using technology as a tool. The first year of the project (2019-20) aimed at training students from different European schools as agents of change, capable of generating healthy lifestyle habits among peers, based on the use of different technologies. The project involved active teachers, students in initial teacher training (Primary Education) and teachers from the Faculties of Education (teacher trainers). After the experimentation of the proposal of year 1, the impact generated on the schoolchildren was investigated. The applied research methodology is qualitative, using observation instruments, critical incidents, audiovisual records and interviews. The experience has been very satisfactory for the schoolchildren who consider that, after their participation in the project, they are more aware of the need to have a healthier life and furthermore, they understand the importance of becoming agents that motivate other equals to acquire a healthier lifeS

AI literacy in K‑12: a systematic literature review

The successful irruption of AI-based technology in our daily lives has led to a growing educational, social, and political interest in training citizens in AI. Education systems now need to train students at the K-12 level to live in a society where they must interact with AI. Thus, AI literacy is a pedagogical and cognitive challenge at the K-12 level. This study aimed to understand how AI is being integrated into K-12 education worldwide. We conducted a search process following the systematic literature review method using Scopus. 179 documents were reviewed, and two broad groups of AI literacy approaches were identified, namely learning experience and theoretical perspective. The first group covered experiences in learning technical, conceptual and applied skills in a particular domain of interest. The second group revealed that significant efforts are being made to design models that frame AI literacy proposals. There were hardly any experiences that assessed whether students understood AI concepts after the learning experience. Little attention has been paid to the undesirable consequences of an indiscriminate and insufficiently thought-out application of AI. A competency framework is required to guide the didactic proposals designed by educational institutions and define a curriculum reflecting the sequence and academic continuity, which should be modular, personalized and adjusted to the conditions of the schools. Finally, AI literacy can be leveraged to enhance the learning of disciplinary core subjects by integrating AI into the teaching process of those subjects, provided the curriculum is co-designed with teachersThis work has partially been funded by the Spanish Ministry of Science, Innovation and Universities (PID2021-123152OB-C21), and the Consellería de Educación, Universidade e Formación Profesional (accreditation 2019–2022 ED431C2022/19 and reference competitive group, ED431G2019/04) and the European Regional Development Fund (ERDF), which acknowledges the CiTIUS— Centro Singular de Investigación en Tecnoloxías Intelixentes da Universidade de Santiago de Compostela as a Research Center of the Galician University System. This work also received support from the Educational Knowledge Transfer (EKT), the Erasmus + project (reference number 612414-EPP-1-2019-1- ES-EPPKA2-KA) and the Knowledge Alliances call (Call EAC/A03/2018)S

Competences for dealing with cyberbullying in secondary schools: an approach to the needs of school principals and teachers

El ciberacoso es un fenómeno con una alta prevalencia en la Educación Secundaria Obligatoria. Esta situación implica un nuevo desafío para los centros educativos, especialmente, para directores y docentes. Este trabajo presenta la percepción que directores/as y profesorado de centros educativos de Educación Secundaria de Galicia tienen con relación al ciberacoso, su competencia para afrontarlo y sus propuestas de actuación para facilitar la intervención ante este fenómeno. La muestra estuvo compuesta por un total de 314 directores y docentes. Se usan análisis descriptivos para describir la muestra y las variables analizadas, un análisis de componentes principales para comprobar las propiedades psicométricas de la escala utilizada y análisis no paramétricos para contrastes estadísticos. Los participantes informan de una baja percepción del ciberacoso en los centros educativos. Los docentes profesores con cargos de gestión académica (directores, y jefes de estudio) así como los orientadores, consideran que son más competentes que los docentes para abordar o gestionar situaciones de ciberacoso. Desarrollar políticas contra el ciberacoso y utilizar días para formar al profesorado en ciberacoso a través de actividades organizadas por el equipo de orientación es fundamentalCyberbullying is a phenomenon with a high prevalence in secondary school. This situation implies a new challenge for schools, especially for head teachers and teachers. This paper presents the perception of school principals and teachers at secondary schools in Galicia in relation to cyberbullying, their competence to deal with it and their proposals for action to facilitate intervention against this phenomenon. The sample consisted of a total of 314 school principals and teachers. Descriptive analyses are used to describe the sample and the variables analyzed, a principal components analysis to test the psychometric properties of the scale used and non-parametric analyses for statistical contrasts. Participants report a low perception of cyberbullying in schools. Teachers in academic management positions (principals, and heads of studies) as well as guidance counsellors consider themselves more competent than teachers to deal with or manage cyberbullying situations. Developing anti-cyberbullying policies and using days to train teachers on cyberbullying through activities organized by the guidance team is essentialS

The Effectiveness of Glutathione Redox Status as a Possible Tumor Marker in Colorectal Cancer

[EN] The role of oxidative stress (OS) in cancer is a matter of great interest due to the implication of reactive oxygen species (ROS) and their oxidation products in the initiation of tumorigenesis, its progression, and metastatic dissemination. Great efforts have been made to identify the mechanisms of ROS-induced carcinogenesis; however, the validation of OS byproducts as potential tumor markers (TMs) remains to be established. This interventional study included a total of 80 colorectal cancer (CRC) patients and 60 controls. By measuring reduced glutathione (GSH), its oxidized form (GSSG), and the glutathione redox state in terms of the GSSG/GSH ratio in the serum of CRC patients, we identified significant changes as compared to healthy subjects. These findings are compatible with the effectiveness of glutathione as a TM. The thiol redox state showed a significant increase towards oxidation in the CRC group and correlated significantly with both the tumor state and the clinical evolution. The sensitivity and specificity of serum glutathione levels are far above those of the classical TMs CEA and CA19.9. We conclude that the GSSG/GSH ratio is a simple assay which could be validated as a novel clinical TM for the diagnosis and monitoring of CRC.This work was partially supported by grants GST, UGP-19-037 FISABIO, Universitat Politecnica de Valencia-the Hospital Universitario Doctor Peset POLISABIO collaboration program (UPV-FISABIO) NanOdGSens-2, the Spanish Government project RTI2018-100910-B-C41 (MCUI/AEI/FEDER, UE), the Generalitat Valenciana project PROMETEO/2018/024 and PI18/00932 by Instituto de Salud Carlos III and co-funded by the European Regional Development Fund (ERDF "A way to build Europe"). C.B. is a recipient of a Miguel Servet contract (CP19/00077) from the Instituto de Salud Carlos III.Acevedo-León, D.; Monzó-Beltrán, L.; Gómez-Abril, SÁ.; Estañ-Capel, N.; Camarasa-Lillo, N.; Pérez-Ebri, ML.; Escandón-Álvarez, J.... (2021). The Effectiveness of Glutathione Redox Status as a Possible Tumor Marker in Colorectal Cancer. International Journal of Molecular Sciences. 22(12):1-15. https://doi.org/10.3390/ijms22126183115221