Validating self-made multimedia resources for English teaching and learning in higher education contexts

Este artigo descreve a validação de uma ferramenta de auto-avaliação y de preparação online de inglês desenvolvida e implementada na Universitat Politècnica de València / Espanha por pesquisadores do grupo CAMILLE. Esta ferramenta é parte integral do InGenio FCE Online Course & Tester, criada para preparar aos alunos para provas oficiais de proficiência em inglês de nível intermediário-alto. A ferramenta passou por um meticuloso processo de avaliação por parte de 66 alunos de Inglês para Fins Específicos. Os resultados foram positivos em termos de satisfação dos usuários e proporcionaram informações em relação às preferências dos usuários e às possíveis melhoras

Fostering general and specific competences through online language learning materials

This paper addresses how general and specific competences are dealt with and fostered through the Online First Certificate Course and Tester, designed by the CAMILLE Research Group in Spain. The debate and research on the role of competences is an ongoing issue within the field of higher education. Moreover, the new framework of the European Higher Education Area (EHEA) has made it more visible and has contributed towards designing and implementing new educational curricula based on a competence-based approach. Keywords: online language learning materials; planning; methodology; innovative approac

Designing and Evaluating Online Language Learning Materials for Higher Education

Nowadays, finding, choosing and developing or adapting materials is a very important component of education as well as a key element for the success of the whole learning process. A language teacher is also a materials developer and the materials development process should aim at ensuring that local needs and wants do not dictate decisions and that important learning principles are not forgotten. In the case of materials for Computer-Assisted Language Learning (CALL), a very thorough and pedagogically-sound set of guidelines should be followed prior to the design of the materials. Following that, a careful evaluation should take place so as to guarantee that those guidelines have been followed and that the materials are therefore valid, efficient and effective. This is especially important in the case of in-house CALL materials development. This paper describes the basis for the evaluation and validation of the In Genio FCE Online Course and Tester. These are two language learning in-house CALL materials for students of English, developed by the CAMILLE Research Group at the Universidad Politécnica de Valencia (UPV) in Spain. A large part of the focus of this paper will be on the aspects concerning the evaluation of the two previously mentioned materials according to well-established frameworks and guidelines from the most relevant literature

Telecollaboration

Curatorial note from Digital Pedagogy in the Humanities: This syllabus was used for a telecollaborative interaction between a third-year Spanish class in the United States that focused on the history of Spain and an advanced English language class in Spain. Through an online community in Google+, six groups of students (each group had two students from the United States and two from Spain) discussed two cultural topics—immigration (in Spanish) and nationalism (in English) from the perspective of the United States and Spain. By combining synchronous and asynchronous communication with the use of a variety of digital tools (Google+ for asynchronous discussions, Skype for synchronous conversations to resolve final questions, and podcasts for final presentations), this international collaboration allowed learners to obtain and provide firsthand information related to cultural practices and perspectives. The interaction helped learners acquire information not found in regular textbooks and, to some extent, it diminished learners’ stereotypes and erroneous perceptions about their counterparts’ culture

The role of social and collaborative networks in the development of in-house multimedia language learning materials

The development of in-house language learning materials has being going on for many decades. In the past, it was difficult for language teachers worldwide to share their in-house materials with other teachers, and so was having access to the materials developed by others. This often produced a feeling of isolation and, very frequently, provoked a duplication of efforts and a bigger investment of time. However, thanks to the Web 2.0 teachers and practitioners worldwide can communicate with each other and share experiences and materials. While this aspect of the so-called Social Web has being successfully exploded in the past few decades, especially in the case of online communities of teachers and practitioners worldwide, the possibilities of non-dedicated social and collaborative networks have not been so attentively looked. This paper describes the development of different language learning materials as well as some of the steps taken in order to get collaboration from users of two non-dedicated websites worldwide so as to increase the quality, authenticity and variety of those in-house language learning materials. The materials are part of the English online Course and Tester developed by the CAMILLE Research Group at the Universitat Politècnica de València (UPV), in Spain. Keywords: CALL; in-house materials; collaborative and social networks; software development; Web 2.

El póster académico como instrumento innovador en la enseñanza de inglés para fines específicos

En este trabajo se describe la implementación del póster académico como instrumento innovador y motor de la motivación en la enseñanza de inglés para fines específicos en el grado de Ingeniería Aeroespacial en la Universitat Politècnica de València. La experiencia forma parte de un proyecto de innovación y mejora educativa que lleva por título “El póster académico y las TIC: herramientas para el desarrollo de competencias transversales y el aprendizaje de contenidos curriculares y lenguas para fines específicos”, que se puso en marcha en la Escuela Técnica Superior de Ingeniería del Diseño en el curso 2020-21. Las autoras abordan los resultados obtenidos a través de una encuesta inicial y una final en las que se exploraban las expectativas al inicio del proyecto y el grado de satisfacción tras su realización, respectivamente. Por otra parte, se presentarán los datos obtenidos respecto a la alineación del proyecto en relación con la mejora de una selección de las competencias transversales que se fomentan en las asignaturas impartidas en la Universitat Politècnica de València. Por último, se dará cuenta del grado de evolución del aprendizaje respecto a la lengua de especialidad cursada por los estudiantes

Presentación: Algunas visiones contemporáneas de la tecnología educativa en Brasil y España

Presentación del monográfico que incorpora las aportaciones del Tercer Coloquio Hispano-Brasileño de informática educativa celebrado en el verano de 2010 en la Universidad de Campinas (Brasil). Los trabajos que presentamos en este número de RELATEC tienen que ver con proyectos europeos para la ayuda y comunicación de personal con discapacidad cognitiva (Prefasi-Gomar et al.), las propuestas de la tecnología en el área de la imagen y el vídeo (Sarmento et al.), otros más reflexivos como Borges o Souza y, sobre todo, el aprendizaje de lengua extranjeras asistido por ordenador (Seiz), creación y diseño de materiales digitales y online para lenguas extranjeras (Bertoli; Sevilla y Martínez) o la evaluación de los aprendizajes (García Laborda)

Developing a web-based system to create, deliver and assess language proficiency within the PAULEX Universitas Project

This study aims to examine the feasibility of a number of technical solutions implemented in a web-based system designed for the creation and management of online language exams within PAULEX Universitas, a project for the development of an online platform to design, deliver and assess the foreign language exam within the Spanish national University Entrance Examination. The paper provides an overview of the context and a discussion of current changes in Spanish ministerial policies, followed by a description of the PAULEX testing platform and a discussion on the technological solutions adopted. Lastly, the paper reflects upon a quantitative analysis derived from a pilot experience conducted in Valencia with over 200 students and their respective teachers, the results of which indicate that in spite of the difficulties, the implemented solutions have a high degree of acceptance Keywords: University Entrance Examination; online platform; English exam; assessmen

Current contemporary dilemmas relating to information and communications technologies: a teacher training proposal for video production and its classroom use

Este trabajo presenta una serie de reflexiones en torno a los dilemas contemporáneos relacionados con la integración de las Tecnologías de la Información y de las Comunicaciones (en adelante TIC) en el contexto educativo. Se persigue contribuir hacia el debate en torno a cuestiones referentes a la formación inicial y continua de profesores, teniendo como foco los potenciales beneficios de la utilización de archivos multimedia en general y de los vídeos en particular para la enseñanza. En especial, se va a tratar la cuestión de la competencia digital en la formación de profesores. Con esto se busca mostrar cómo el conocimiento sobre las TIC puede contribuir positivamente hacia la alfabetización digital del profesor y, por consiguiente, de sus alumnos. En este sentido, se hará referencia a aspectos relacionados con las políticas públicas respecto al uso de las TIC en el proceso de enseñanza y aprendizaje, así como en la formación docente inicial y continua. En ese contexto, se destaca el Decreto n.° 6.755, de 29 de enero de 2009, respecto a la Política Nacional de Formación de Profesionales del Magisterio de la Educación Básica del Ministerio de Educación de Brasil. Además, se mencionan algunos proyectos surgidos en España con fines semejantes. A continuación, se presentan dos propuestas dentro del área de formación continua de educadores para el uso de vídeos en la enseñanza presencial y a distancia. Primero, se muestran las características y los resultados de un curso de formación continua para la formación de profesores universitarios en el uso de vídeos en la enseñanza presencial y en la enseñanza a distancia, utilizando los datos compilados y algunos análisis preliminares. Por último, se presenta una propuesta de curso de formación elaborado para educadores de los diversos niveles de enseñanza, centrándose en la utilización de vídeos en el aula.This paper discusses a number of current contemporary dilemmas dealing with the integration of Information and Communications Technologies (ICT) in education. The authors intend to contribute toward the debate on initial and continuing teacher training but focusing on the potential advantages of using multimedia, in general, and videos, in particular, in education. Special emphasis will be made on issues relating to digital competences in education. To this end, we shall try to illustrate how knowledge about ICT can contribute favourably toward a teacher’s digital literacy and, concomitantly, to that of his or her students. We shall also refer to public policies in terms of implementation and use of ICT in teaching and learning, as well as in initial and continuing teacher training programmes, an example of which is Decree No. 6755 (29/01/2009) establishing teacher training policies in Brazil. A brief reference will also be made to similar policies in Spain. After this, we shall present two proposals based on the use of videos in distance and facetoface education for continuing teacher training. We shall refer to the features and the results obtained from implementing such a course

Autonomous cortisol secretion in patients with primary aldosteronism: prevalence and implications on cardiometabolic profile and on surgical outcomes

Purpose: The aim of this study was to evaluate the prevalence of autonomous cortisol secretion (ACS) in patients with primary aldosteronism (PA) and its implications on cardiometabolic and surgical outcomes. Methods: This is a retrospective multicenter study of PA patients who underwent 1 mg dexamethasone-suppression test (DST) during diagnostic workup in 21 Spanish tertiary hospitals. ACS was defined as a cortisol post-DST >1.8 μg/dL (confirmed ACS if >5 μg/dL and possible ACS if 1.8–5 μg/dL) in the absence of spe cific clinical features of hypercortisolism. The cardiometabolic profile was compared with a control group with ACS without PA (ACS group) matched for age and DST levels. Results: The prevalence of ACS in the global cohort of patients with PA (n = 176) was 29% (ACS–PA; n = 51). Ten patients had confirmed ACS and 41 possible ACS. The cardiometabolic profile of ACS–PA and PA-only patients was simil ar, except for older age and larger tumor size of the adrenal lesion in the ACS–PA group. When comparing the ACS–PA group (n = 51) and the ACS group (n = 78), the prevalence of hypertension (OR 7.7 (2.64–22.32)) and cardiovascular events (OR 5.0 (2.29–11.07)) was higher in ACS–PA patients than in ACS patients. The coexistence of ACS in patien ts with PA did not affect the surgical outcomes, the proportion of biochemical cure and clinical cure being similar between ACS–PA and PA-only groups. Conclusion: Co-secretion of cortisol and aldosterone affects almost one-thi rd of patients with PA. Its occurrence is more frequent in patients with larger tumors and advanced age. However, the cardiometabolic and surgical outcomes of patients with ACS–PA and PA-only are similar