Teaching strategies as an educational to diversity: Conceptions and practices of the special-education teachers

El objetivo de este estudio es conocer las concepciones y prácticas relacionadas con las estrategias didácticas que desarrollan los profesionales de la pedagogía terapéutica en los centros educativos. Los participantes en el estudio son 49 docentes que corresponden a 49 Centros de Educación Infantil y Primaria de titularidad pública de la provincia de Sevilla. Para ello, se parte de un estudio de naturaleza cualitativa con tres fuentes principales de información: entrevistas semiestructuradas, observación participante en el aula y diarios de investigación. De carácter incipiente, interpretativo y descriptivo se planteó un proceso en el que se organizaron distintos momentos, desde el planteamiento del estudio hasta la transferencia y divulgación de informes. Los resultados constatan la diversidad de estrategias implementadas como respuesta para atender a la diversidad desde el currículum: se observa un gradiente en cuanto a la utilización y funcionalidad, señalando la importancia de las diferentes formas de organización espacial, técnicas y métodos usados. Conocerlas, analizarlas e incluso cómo se aplican, supone cuestionarnos la práctica educativa más allá del enfoque inclusivo.The objective of this study is to know the conceptions and practices related to didactic strategies that professionals of therapeutic pedagogy develop in schools. The participants in the study are 49 teachers who correspond to 49 Elementary and Primary public Schools of the province of Seville. For this, we begin a qualitative study with three main sources of information: semi-structured interviews, participant observation in the classroom and research journals. It was proposed an incipient, interpretive and descriptive process in which different moments were organized, from the study approach to the transfer and dissemination of reports. The results show the diversity of strategies implemented as a response to attend to diversity from the curriculum: a gradient in utilization and functionality is observed, noting the importance of different forms of spatial organization, techniques and methods used. Knowing them, analyzing them and even how they are applied, means questioning the educational practice beyond the inclusive approach

Issues in design, creation and production of distance-learning resources

La introducción de las Tecnologías de la Información y de la Comunicación (TIC) como instrumento y contexto de comunicación establece un gran potencial que alcanza a casi cualquier elemento de nuestra sociedad. No obstante, esta irrupción tecnológica introduce varios interrogantes o situaciones problemáticas muy vinculadas al desplazamiento que sufren ciertos individuos en su rol profesional debido al empuje de las nuevas tecnologías. Este artículo se centra en la reconsideración de iniciativas para el diseño y producción de recursos educativos, los cuales pueden ser usados en diferentes actividades docentes, que combinan tanto la educación a distancia como la educación presencial, a través de los denominados espacios virtuales educativos. Los autores de este trabajo pensamos que para el diseño y producción de recursos educativos de calidad, que puedan ser adecuados para un aprendizaje a distancia, es necesario recuperar la capacidad creativa de los educadores mediante herramientas de autor adecuadas, que les faciliten la tarea de coexistir con la revolución tecnológica que estamos viviendo actualmente. Así, en este artículo se va a presentar una herramienta de autor para la creación de recursos educativos en formato de libros hipermediales, la cual recibe el nombre de Facilitador para la Composición de Hipertextos .Information and Communications Technologies have led to a great potential which reaches almost every element in our society. However, this irruption of technology introduces several questions or problematic situations closely connected to the displacement that some people undergo in their professional role due to the pressure of the new technologies. This article focuses on the reconsideration of initiatives for the design and production of educational resources, which can be used in different teaching activities, which expediently combine presential and distance education, through the so-called virtual educational areas. We think the design and production of quality educational resources, which could be suitable for distance learning, it is necessary to recover the creative capability of educators, by means of author tools that enable them to co-exist with this technological revolution without being exiled by it. In this way the paper presents an author tool for the creation of educational resources or hypermedia electronic books, so called Facilitator for the Composition of Hypertexts

Macaronichnus ‘co-occurrence’ in offshore transition settings: Discussing the role of tidal versus fluid muds influence

We thank the Associate-Editor, Emmanuel Fara, and the reviewer, Alfred Uchman, for their detailed and useful comments that significantly contributed to improve the manuscript. This research was funded by Grants PID2019-104625RB-100 funded by MCIN/AEI/10.13039/501100011033, and Grants BRNM-072-UGR18, A-RNM-368-UGR20 and P18-RT-4074 funded by Consejería de Universidad, Investigación e Innovación and by “ERDF A way of making Europe”. Research Group RNM178 (Junta de Andalucía), as well as the “Ichnology and Paleoenvironmental Research Group” (UGR). Funding for open access charge: Universidad de Granada / CBUA.Macaronichnus is a key trace fossil in palaeoceanographic, palaeoclimatic, and petroleum exploration research. Small ichnosubspecies such as Macaronichnus segregatis segregatis, M. s. lineiformins, M. s. maeandriformis and M. s. spiriformis, typically occur in wave-dominated foreshore sands where large M. s. degiberti was never found. The latter shows a wide environmental distribution, occurring in sandy deposits of tidal channels, tidal bar sand sandridges, tidal-flat sand sheets, shorefaces, bioturbated sandy shelf, shelf storm-sheets, shelf sand ridges, and upper slopes. Small M. segregatis and large M. s. degiberti have not been observed to date due the ecological segregation of the tracemakers. An abundant record of large M. s. degiberti in a Tortonian (Late Miocene) mixed carbonate-siliciclastic unit from the Betic Cordillera (southern Spain) has been studied. Occurrence of M. s. degiberti is the result of the interaction of tidal and waves, storm influenced environment determining high-energy conditions and associated palaeoenvironmental parameters as shifting substrates, organic matter availability, and oxygenated pore and bottom-waters. Locally, associated to M. s. degiberti appear small, sinuous traces infilled by light material that were originally assigned to M. s. maeandriformis, and very rare M. s. spiriformis. However, the absence of the typical rim of Macaronichnus avoid a conclusive assignment. The coexistence of both small traces (?M. s. maeandriformis) and large M. s. degiberti is identified in the deposits underlying mudstone layers, revealing the importance of mud deposition during tidal slack water intervals or linked to fluid mud events favouring the co-occurrence of the trace makers of both Macaronichnus ichnosubespecies. This fact would have significant palaeobiological and palaeoecological implications, and could be the first record of both ichnosubspecies in the same intervals.MCIN/AEI/10.13039/501100011033: PID2019-104625RB-100Consejería de Universidad, Investigación e Innovación BRNM-072-UGR18, A-RNM-368-UGR20, P18-RT-4074“ERDF A way of making Europe”Junta de Andalucía: Research Group RNM178“Ichnology and Paleoenvironmental Research Group” (UGR)Universidad de Granada / CBU

Validation of the learning ecosystem metamodel using transformation rules

The learning ecosystem metamodel is a platform-independent model to define learning ecosystems. It is based on the architectural pattern for learning ecosystems. To ensure the quality of the learning ecosystem metamodel is necessary to validate it through a Model-to-Model transformation. Specifically, it is required to verify that the learning ecosystem metamodel allows defining real learning ecosystems based on the architectural pattern. Although this transformation can be done manually, the use of tools to automate the process ensures its validity and minimize the risk of bias. This work describes the validations process composed of eight phases and the results obtained, in particular: the transformation of the MOF metamodel to Ecore to use stable tools for the validation, the definition of a platform-specific metamodel for defining learning ecosystems and the transformation from instances of the learning ecosystem metamodel to instances of the platform-specific metamodel using ATL. A quality framework has been applied to the three metamodels involved in the process to guarantee the quality of the results. Furthermore, some phases have been used to review and improve the learning ecosystem metamodel in Ecore. Finally, the result of the process demonstrates that the learning ecosystem metamodel is valid. Namely, it allows defining models that represent learning ecosystems based on the architectural pattern that can be deployed in real contexts to solve learning and knowledge management problem