Virtual Campus of University of Barcelona. Emergent models of teaching and learning

La progresiva inserción de las tecnologías en el quehacer docente ha dado paso a la inclusión de las denominadas plataformas e-learning en el entorno de las universidades públicas del Estado Español. En este contexto, este artículo describe una investigación, que forma parte de un proyecto más amplio en donde participan nueve universidades españolas, que persigue dar cuenta de los modelos de enseñanza y aprendizaje explícitos e implícitos en los diferentes usos de la plataforma e-learning utilizada en la Universidad de Barcelona. Los resultados que se presentan permiten una visión de conjunto del contexto en el cual se ha impulsado la implantación del Campus Virtual de la UB, dando cuenta de las características técnicas y funcionamiento del sistema de gestión del aprendizaje utilizado (Moodle). Así mismo, los resultados del estudio empírico -basado tanto en un estudio cuantitativo (encuesta) como en un estudio cualitativo (entrevista y grupo de discusión)-permiten conocer la valoración que el profesorado hace sobre el uso de la herramienta y del apoyo institucional recibido. Las aportaciones del profesorado, vertidas principalmente en el grupo de discusión, arrojan luz sobre los modelos didáctico-pedagógicos que emergen a partir del uso del Campus Virtual; así mismo dan cuenta de las repercusiones que la enseñanza on-line ha tenido en la tradicional enseñanza presencial.A progressiva inserção das tecnologias no trabalho docente deu lugar à inclusãodas chamadas plataformas e-learning no ambiente das universidades públicas espanholas. Nesse contexto, este artigo descreve uma pesquisa que faz parte de um projeto mais amplono qual participam nove universidades espanholas e cujo objetivo é dar conta dos modelos de ensino e aprendizagem explícitos e implícitos nos diferentes usos da plataforma e-learning utilizada na Universidade de Barcelona. Os resultados que são apresentados permitem uma visão de conjunto do contexto no qual se promoveu a implantação docampus virtual da UB, dando conta das características técnicas e do funcionamento do sistema de gestão da aprendizagem utilizado (Moodle). Igualmente, os resultados do estudo qualitativo (entrevista e grupo de discussão) permitem conhecer a avaliação que o professorado faz sobre o uso da ferramenta e do apoio institucional recebido. As contribuições do professorado, dadas principalmente no grupo de discussão, lançam luz sobre os modelos didático-pedagógicos que emergem a partir do uso do CV-UB; também dão conta das repercussões que o ensino on-line vem tendo no ensino presencial tradicional

Self-rated health in Europe and its determinants: Does generation matter?

Objectives: To analyse the influence of micro- and macro-factors on self-rated health, and the role of generation on this relationship. Methods: Cross-sectional study using data from European Health Interview Surveys from 14 European countries. Individuals were divided into four generations (“silent generation”, “baby boomers”, and “generation X” and “Y”). We conducted multilevel analyses for each generation to study the influence of individual and national explanatory variables on self-rated health. Results: Age showed an exponential effect in older generations. Education and employment presented the strongest association with low self-rated health, especially in “baby boomers” and women (low education: OR 3.5; 95% CI 3.2–3.9). Tobacco showed a negative effect in younger generations. Overweight and low physical activity were negatively associated with self-rated health regardless of generation. Countries from the Eastern welfare system showed the highest risk of low self-rated health and this association was higher in men for “silent generation” (OR 4.7; 95% CI 3.0–7.6). Conclusions: The influence of individual and national factors on self-rated health varies regarding generation. The target generation and the demographic structure of a country should be taken into account to develop more accurate health policies

Anderson localization in a periodic photonic lattice with a disordered boundary

We investigate experimentally the light evolution inside a two-dimensional finite periodic array of weakly- coupled optical waveguides with a disordered boundary. For a completely localized initial condition away from the surface, we find that the disordered boundary induces an asymptotic localization in the bulk, centered around the initial position of the input beam.Comment: 3 pages, 4 figure

Winter is coming, la EPOC en Puertollano: riesgo y fenotipo.

Resumen: Introducción: Este trabajo aporta por primera vez datos sobre la distribución y características clínicas (riesgo y fenotipo) de los pacientes atendidos en las consultas de neumología en la Gerencia de Puertollano desde junio de 2016 a abril de 2018. Material y método: Es un estudio retrospectivo descriptivo en el que se evaluó el nivel de riesgo y el fenotipo clínico según GesEPOC. Resultados: El nivel de alto riesgo fue el más frecuente (75,47%) en las consultas de neumología, siendo el grado de disnea ≥2 mMRC el criterio más frecuente. El fenotipo más frecuente en el nivel de alto riesgo fue el no agudizador (49,58%) y en el nivel de bajo riesgo el no agudizador enfisematoso (64,1%). Conclusiones: La mayoría de los pacientes atendidos en las consultas fueron de alto riesgo y con fenotipo clínico no agudizador

Are you ready for retirement? The influence of values on membership in voluntary organizations in midlife and old age

Membership in voluntary organizations is associated with individual and social benefits. Due to the negative consequences of the global pandemic on older people, and the governmental challenges posed by population aging, voluntary membership is of great importance to society. To effectively promote volunteering among older people, it is necessary to understand the determinants of voluntary membership. This study analyses the influence of individual values—secular/traditional and survival/self-expression–on voluntary membership among European adults (N = 31,985). Specifically, it examines which values orient two age groups (middle age: 50–64 and old age: 65–79), as well as men and women toward a certain type of association (Social Awareness; Professional and Political; Education and Leisure; Religion). The sample of 31,985 comprises 60% of adults aged 50–64 and 40% aged 65–79; of which 56% are women and 44% men. The empirical estimation considers different levels of data aggregation: individual, national and welfare system, therefore multilevel analysis is used as an analytical strategy. Individual-level variables from the Integrated Values Survey (2005/09, 2010/14, and 2017/20) and national-level variables (Gini Index and Gross Domestic Product Per Capita) from the World Bank and Eurostat are used. The results indicate that traditional and self-expression values promote membership in voluntary organizations in general more than secular and survival values. However, there are differences according to the type of organization. Furthermore, values are found to moderate the effect of age and gender on voluntary membership

Reflection and transmission of waves in surface-disordered waveguides

The reflection and transmission amplitudes of waves in disordered multimode waveguides are studied by means of numerical simulations based on the invariant embedding equations. In particular, we analyze the influence of surface-type disorder on the behavior of the ensemble average and fluctuations of the reflection and transmission coefficients, reflectance, transmittance, and conductance. Our results show anomalous effects stemming from the combination of mode dispersion and rough surface scattering: For a given waveguide length, the larger the mode transverse momentum is, the more strongly is the mode scattered. These effects manifest themselves in the mode selectivity of the transmission coefficients, anomalous backscattering enhancement, and speckle pattern both in reflection and transmission, reflectance and transmittance, and also in the conductance and its universal fluctuations. It is shown that, in contrast to volume impurities, surface scattering in quasi-one-dimensional structures (waveguides) gives rise to the coexistence of the ballistic, diffusive, and localized regimes within the same sample.Comment: LaTeX (REVTeX), 12 pages with 14 EPS figures (epsf macro), minor change

A metodologia da avaliação participativa de planos e ações comunitàries. Três experiências de avaliação participativa em Catalunya

[spa] La Evaluación Participativa (EP) se utiliza con frecuencia para evaluar los planes y acciones comunitarias. Pero, ¿cómo se diseña y se lleva a cabo un proceso de EP?, ¿qué elementos metodológicos diferencian la EP de otras prácticas evaluativas?, ¿qué tipo de herramientas e instrumentos se utilizan? Este artículo intenta responder a estos interrogantes; para ello, se revisa la bibliografía y guías más recientes sobre metodología de la EP. A continuación se describen y se aportan las reflexiones metodológicas sobre el proceso de EP realizado en tres planes comunitarios. Se analizan los aspectos metodológicos más relevantes observados durante la entrada a la comunidad (1), el análisis del contexto (2), la formación del grupo motor (3), la aplicación de técnicas y dinámicas participativas para evaluar las acciones comunitarias y su multiplicación (4), y la evaluación y cierre (5) de los tres procesos de EP. Los resultados permiten identificar aportaciones metodológicas relevantes para la implementación de futuros procesos de Evaluación Participativa en entornos comunitarios, como: los agentes clave para el proceso de entrada en la comunidad, los ejes a tener en cuenta para fomentar la participación, o el papel del equipo de evaluadores.[eng] Participatory evaluation (PE) is frequently used to assess community plans and actions. But how is a PE process designed and carried out? Which methodological elements differentiate PE from other assessment practices? And what kind of tools and instruments are used? This article attempts to answer these questions, though a review of the most recent literature and guidebooks on the EP methodology. Some methodological reflections on the EP process conducted in three community plans are given and described. In this paper we analyze the most relevant methodological aspects observed during entry into the community (1), context analysis (2), the formation of the steering group (3), the application of participatory techniques and dynamics to evaluate community actions, their multiplication (4), and the evaluation and closure of the three processes of EP (5). Results allow identifying relevant methodological contributions to the implementation of future processes of Participatory Evaluation in community settings, as the key stakeholders to the process of entry into the community, some elements to consider in order to encourage participation, and the role of the professional evaluators team

Size-consistent self-consistent configuration interaction from a complete active space : Excited states

The self-consistent size consistent on a complete active space singly and doubly configuration interaction (SC)2CAS-SDCI method is applied to excited states. The (SC)2 correction is performed on a closed shell state, and the excited states are obtained by diagonalization of the dressed matrix. A theoretical justification of the transferability of the improvement concerning the dressing state to all roots of the matrix is presented. The method is tested by three tests on the spectrum of small [email protected] ; [email protected]

Stories of teaching innovation

Desde la remodelación de los planes de estudio en la década de 1990, el profesorado que del Departamento de Didáctica y Organización Educativa de la Universidad que impartimos las asignaturas del ámbito de la Tecnología Educativa en las licenciaturas de Pedagogía y Psicopedagogía y en las diplomaturas de Educación Social y Magisterio, nos hemos caracterizado por buscar una actualización permanente tanto de los contenidos como de la forma de impartirlos. En esta trayectoria de búsqueda de nuevas formas de representar el conocimiento e interactuar con el alumnado hemos formado un grupo de innovación docente en el que participamos profesores y profesoras de 13 asignaturas de las facultades de Pedagogía, Formación del Profesorado y Bellas Artes de la misma universidad. La primera actuación de este grupo ha sido poner en marcha el proyecto de innovación docente INDAGA-T (Favoreciendo el aprendizaje autónomo y colaborativo a través de la indagación y la utilización de tecnologías digitales), que está financiado por la Universidad. La finalidad principal del proyecto es contribuir a formar licenciados universitarios con un alto grado de autonomía intelectual, creatividad, colaboración y predisposición para arriesgarse a seguir aprendiendo en su vida personal y profesional. Para conseguir esta finalidad estamos desarrollando un enfoque de formación que sigue un planteamiento construccionista y que, centrado en favorecer la creación de experiencias de aprendizaje por parte de los estudiantes, utiliza una sistema de gestión del aprendizaje digital como complemento y ampliación de los roles y las experiencias de profesores y estudiantes que quieren ser educadores. En este artículo, además de presentar las características del proyecto de formación e innovación docente INDAGA-T, nos centramos en el relato de cómo cada uno de nosotros estamos llevando a la práctica esta experiencia de formación, haciendo especial hincapié en nuestro proceso de aprendizaje y las visiones del alumnado. El seguimiento de una perspectiva narrativa de investigación nos permite construir una relación polivocal en la que se reflejan las diferentes maneras de construir una innovación.Desde a remodelação dos planos de estudo da década de 90, os professores e professoras do Departamento de Didática e Organização Educativa da Universidade que lecionamos as disciplinas de Pedagogia e Psicopedagogia nos cursos de Educação Social e Magistério, nos caracterizamos por buscar uma atualização permanente tanto dos conteúdos como da forma de trabalhá-los. Nesta trajetória de busca de novas formas de representar o conhecimento e interagir com os alunos, formamos um grupo de inovação docente no qual participam professores e professoras de 13 disciplinas das faculdades de Pedagogia, Formação do Professorado e Belas Artes da universidade. A primeira atuação deste grupo foi pôr em marcha o projeto de inovação docente INDAGA-T (favorecendo a aprendizagem autônoma e colaborativa através da indagação e da utilização das tecnologias digitais), que está financiado pela Universidade. A finalidade principal do projeto é contribuir na formação de licenciados universitários com um alto grau de autonomia intelectual, criatividade, colaboração e predisposição para arriscar-se a seguir aprendendo na sua vida pessoal e profissional. Para conseguir esta finalidade estamos desenvolvendo um enfoque construcionista de formação que, centrado em favorecer a criação de experiências de aprendizagem por parte dos alunos, utiliza um sistema de gestão da aprendizagem digital como complemento e ampliação dos papéis e das experiências de profesoores e estudantes que queiram ser educadores. Na presente comunicação, além de apresentar as características do projeto de formação e inovação docente INDAGA-T, relatamos como estamos transferindo à prática esta experiência de formação, com uma ênfase especial no nosso processo de aprendizagem e nas visões dos alunos. A adoção de uma perspectiva narrativa de pesquisa nos permite construir uma relação polivocal na qual se refletem distintas formas de construir uma inovação.Since the remodeling of the curricula in the 1990s, the teachers of the Department of Teaching and Educational Organization of the University, that we impart the subjects in the field of educational technology in the bachelor of Pedagogy and Educational Psychology, and in the professions of Social Education and Teaching, have characterized by search for a permanent update of both content and the way of administering them. In this path of search for new ways to represent knowledge and interact with the students we have formed a group of educational innovation in which we participate teachers from 13 subjects of the faculties of education, teacher training and Fine Arts at the same university. The first performance of this group has been set in motion the teaching innovation project INDAGA-T (favoring the autonomous learning and collaborative through the inquiry and the use of digital technologies), which is funded by the University. The main purpose of the project is to contribute to form university graduates with a high degree of intellectual autonomy, creativity, collaboration, and predisposition to risk to continue learning in their personal and professional life. To achieve this purpose we are developing a training approach that follows a constructionist approach and focused on fostering the development of learning experiences on the part of students, uses a system of management of the digital learning as a complement and expansion of the roles and the experiences of teachers and students who want to become educators. In this article, in addition to presenting the characteristics of the project training and teaching innovation INDAGA-T, we focus on the story of how each of us we are in the process of implementing this training experience, with special emphasis in our process of learning and the visions of the student body. The follow-up of a narrative perspective of research allows us to construct a relationship polivocal to reflect the different ways to build an innovation