Teaching skills in virtual and blended learning environments

Universities are currently immersed in what is known as the process of European convergence to create the European Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Europe. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning

Competencias en los procesos de enseñanza-aprendizaje virtual y semipresencial

Actualmente las universidades están inmersas en lo que se conoce como el proceso de «convergencia europea» y que llevará al Espacio Europeo de Educación Superior (EEES). El objetivo es dotar a Europa de un sistema universitario homogéneo, compatible y flexible que permita a los estudiantes y titulados universitarios europeos una mayor movilidad, así como ofrecer al sistema universitario europeo unos niveles de transparencia y calidad, mediante sistemas de evaluación, que le hagan atractivo y competitivo en el ámbito internacional dentro del actual proceso de globalización. En este artículo, interesa centrar la reflexión en dos de las modalidades de la educación a distancia que asumirán importancia en ese cambio universitario: el e-learning y el b-learning, que consisten básicamente en la virtualización de los procesos de aprendizaje a través del uso de equipos informáticos. Para ello se ha realizado una investigación cualitativa con metodología de estudio de casos. De entre los resultados se destaca el uso de las TIC por parte del profesorado para conseguir un mejor aprendizaje en los estudiantes, de igual forma un porcentaje importante de los profesores 78% utiliza alguna plataforma virtual como apoyo a la docencia. Como conclusión se resalta que las políticas de formación deberían fortalecer las competencias del profesorado universitario en el uso de dispositivos telemáticos, recursos e instrumentos relacionados con el aprendizaje semipresencial y virtual

Teaching skills in virtual and blended learning environments

Actualmente las universidades están inmersas en lo que se conoce como el proceso de «convergencia europea» y que llevará al Espacio Europeo de Educación Superior (EEES). El objetivo es dotar a Europa de un sistema universitario homogéneo, compatible y flexible que permita a los estudiantes y titulados universitarios europeos una mayor movilidad, así como ofrecer al sistema universitario europeo unos niveles de transparencia y calidad, mediante sistemas de evaluación, que le hagan atractivo y competitivo en el ámbito internacional dentro del actual proceso de globalización. En este artículo, interesa centrar la reflexión en dos de las modalidades de la educación a distancia que asumirán importancia en ese cambio universitario: el e-learning y el b-learning, que consisten básicamente en la virtualización de los procesos de aprendizaje a través del uso de equipos informáticos. Para ello se ha realizado una investigación cualitativa con metodología de estudio de casos. De entre los resultados se destaca el uso de las TIC por parte del profesorado para conseguir un mejor aprendizaje en los estudiantes, de igual forma un porcentaje importante de los profesores 78% utiliza alguna plataforma virtual como apoyo a la docencia. Como conclusión se resalta que las políticas de formación deberían fortalecer las competencias del profesorado universitario en el uso de dispositivos telemáticos, recursos e instrumentos relacionados con el aprendizaje semipresencial y virtual._________________________________________Universities are currently immersed in what is known as the process of European convergence to create the Euro - pean Higher Education Area (EHEA). The aim is to establish a standardized, compatible and flexible European university system that enables graduates and undergraduates to move easily from one institution to another within Eu - rope. As a result of evaluation mechanisms, the system will be transparent and of high quality, which will make it attractive and competitive internationally in a globalized world. In this paper, we focus on two distance learning modes that will become more important as a result of this change in universities: e-learning and b-learning. These basically involve the virtualization of learning processes through the use of computer equipment. We carried out a qualitative study using the case study method. The results indicate that teaching staff use information and communication technology (ICT) to improve student learning. Similarly, a high percentage (78%) of lecturers use some form of digital platform as a support for teaching. In conclusion, training policies should strengthen university teachers’ skills in the use of ICT equipment, tools and resources related to blended and virtual learning

Global South Research Collaboration: A Comparative Perspective

Research collaboration has become a major research topic in the social sciences. While this literature has mainly focused on collaborative dynamics in the Global North, more recent studies have examined these dynamics within the Global South. This article expands the scope of analysis by comparing the level of co-publications by Global South-based scholars with Global South-based colleagues and that between academics at Global South institutions and researchers in Global North universities. It shows that academic partnerships within the Global South are less common than instances of collaboration between the Global South and Global North. The relatively weak Global South collaborative dynamics are at odds with most Global South leaders’ encouragement of partnerships between scholars within the South. The article also demonstrates that collaboration seems to be largely informed by linguistic commonality and historical (colonial) relations of dependency. Contrary to expectations that US-based academics would be the primary partners for Global South academics due to US hegemony, the latter are more likely to collaborate with colleagues in European countries, more specifically countries that colonised their countries

O desenvolvimento da autocompreensão em posturas pedagógicas: explicitando o implícito entre os novos docentes

Em sua prática docente inicial, os professores universitários geralmente vivenciam dificuldades relacionadas a como promover a aprendizagem dos alunos (por exemplo, como planejar uma aula, usar os recursos pedagógicos e avaliar a aprendizagem). A maneira como os novos professores enfrentam e abordam essas dificuldades afeta a evolução de suas carreiras acadêmicas e o modo como eles usam diversos referenciais para refletir sobre suas práticas de ensino. Levando em conta que algumas dessas dificuldades ainda não são suficientemente compreendidas, este trabalho tem por objetivo analisá-las por meio de uma abordagem qualitativa. Para tanto, foram adotadas várias técnicas de coleta de dados e fontes (professores, estudantes e pesquisadora) ao longo de um ano letivo. Os resultados evidenciam as dificuldades explícitas reconhecidas pelos docentes em relação ao seu ensino. Além disso, os dados apontaram também para as dificuldades que permaneceram implícitas, sugerindo que elas podem ser particularmente resistentes à autocompreensão, pois estão relacionadas ao desejo interior dos docentes de ordem e previsibilidade em seu ensino. O artigo conclui sugerindo possíveis formas de melhorar tais pressupostos implícitos.In their early teaching practice, university lecturers usually experience difficulties related to how to promote learning among students (e.g., how to plan a lesson, how to use pedagogical resources, and how to assess learning). The way in which new lecturers confront and address these difficulties impacts the evolution of their academic careers and how they use diverse frameworks to reflect on their teaching practices. Taking into account that some of these difficulties are not sufficiently understood yet, this paper aims to analyze them using a qualitative approach. This study adopted several data collection techniques and sources (teachers, students, and researcher) during a single academic year. The results underscored explicit difficulties recognized by the lecturers in relation to their teaching. However, this study's data pointed also to difficulties that remained implicit, and the results suggested that these implicit difficulties may be particularly resistant to self-understanding because they are related to lecturers' inner desire for order and predictability in their teaching. The paper concludes by suggesting possible ways of ameliorating such implicit presuppositions

Modernidad, globalización y desarrollo: el rol de la Economía Basada en el Conocimiento en las políticas de ciencia, tecnología e innovación en Chile

Este artículo aborda el rol del discurso de la Economía Basada en el Conocimiento en las políticas de ciencia, tecnología e innovación en Chile. A partir de un análisis del discurso que se articula en los principales documentos de políticas en el área, analiza, en primer lugar, cómo ha sido el proceso de instalación, despliegue e institucionalización del discurso de la Economía Basada en el Conocimiento en el país, y cómo éste se ha convertido en una nueva ortodoxia. Luego, profundiza en los procesos de sedimentación y consolidación (doxa) del discurso; y en las disputas (ortodoxia y heterodoxia) que se abren en torno a él. Finalmente, el artículo analiza críticamente el rol que ocupa el concepto de desarrollo que, junto a la globalización y la modernidad, subyacen y dan lugar a la retórica de la Economía Basada en el Conocimiento

Evaluación de la tecnología NSure en la predicción de la fecha óptima de cosecha de manzanas cv. Royal Gala y peras cv. Packham’s Triumph

38 p.During the season 2010/2011, samplings were carried out prior to harvest so as to determine the effectiveness of NSure technology in predicting the optimum harvest date in Royal Gala cv. apples (Trial 1) and Packham´s Triumph cv. pears (Trial 2). The objective was to evaluate two productive areas – north and south-, represented by one grower per area for each apple and pear cultivar. In Trial 1, the samples were collected three weeks before the comercial harvest date, mean while for Trial 2, these samples were collected five weeks before the comercial harvest date. The aforementioned trials were carried out in order to predict the optimal harvest time (according to NSure test). Regarding Royal Gala cv., due its ripening pattern, the fruit samples were harvested from the peripheral area (exposed) and inside the tree canopy (interior). In the Packham´s Triumph cv., was performed only one sampling type in the tree. In each collected sample were evaluated 15 fruits per orchard using the NSure test. At harvest time and after cold storage (60 and 120 days) were performed fruit maturity assessments (skin color, flesh firmness, soluble solids, starch index, acidity and ethylene production rate (TPE)). Maturity assessments were carried out to the fruit at comercial harvest (CC) and to the fruit harvested using Nsure test (CN) at two times during -1,0 to – 0,5 °C and 90-95 % RH cold storage (60 and 120 days), and after 7 days at room temperature for each period after cold storage. The results show that for the apples trial, CN ocurred before CC, showing higher flesh firmness, even after the fruit was taken out from cold storage. In pears trial, CC ocurred before CN, showing higher flesh firmness, keeping this difference after each period under cold storage. Keywords: Royal Gala, Packham's Triumph, Nsure, Maturity, Firmness, Ethylen

Ageism: Age Discrimination

Derivado de cambios sociodemográficos resultado de factores como la reducción de la fertilidad e incremento de la longevidad, la población de personas adultas mayores ha incrementado y a su vez, se han generado dinámicas cambiantes que, representan retos para los cuales, las sociedades del siglo XXI pueden aún no estar preparadas. Lamentablemente, muchas personas crean estereotipos y prejuicios por razón de la edad al que se le denomina edadismo. El objetivo del trabajo fue indagar qué se sabe del edadismo, a través de una investigación básica de tipo documental, y mediante una revisión descriptiva del tema, y se efectuó la búsqueda exhaustiva de la información en fuentes bibliográficas.Derived from sociodemographic changes resulting from factors such as reduced fertility and increased longevity, the population of older adults has increased and in turn, changing dynamics have been generated that represent challenges for which 21st century societies can address. not yet ready. Unfortunately, many people create stereotypes and prejudices based on age, which is called ageism. The objective of the work was to investigate what is known about ageism, through basic documentary research, and through a descriptive review of the topic, an exhaustive search of information in bibliographic sources was carried out

Habilidades metacognitivas en estudiantes de educación superior

This paper presents the results of an investigation whose objective was focused on determining the metacognitive profile in students who are enrolled in the first cycles of professional training in a Higher Education Institution (HEI). The methodology adopted is from a quantitative approach of a cross-sectional descriptive type. A version adapted and validated in Spanish by Huerta, et al. (2014) of the MAI questionnaire, to measure metacognition in 599 students. Regarding the average results for some categories, they maintain a certain trend, with the exception of the Organization subcategory. Conclusions in general are located at a "moderate" metacognitive profile level in both categories: Knowledge of cognition and Regulation of cognition and their respective subcategories.Este trabajo presenta los resultados de una investigación cuyo objetivo se enfocó en determinar el perfil metacognitivo en estudiantes que cursan los primeros ciclos de formación profesional de una Institución de Educación Superior (IES). La metodología adoptada es desde un enfoque cuantitativo de tipo descriptivo transversal. Se aplicó una versión adaptada y validada en español por Huerta, et al.  (2014) del cuestionario MAI, para medir la metacognición en 599 estudiantes.  En cuanto a los resultados de la media respecto a algunas categorías mantienen cierta tendencia, a excepción de la subcategoría Organización.  Conclusiones en general se ubican en un nivel de perfil metacognitivo “moderado” en ambas categorías: Conocimiento de la cognición y Regulación de la cognición y sus respectivas subcategorías

Study On Social Skills In Bachelor Of Tourism Students Based On Gender

El objetivo del estudio fue indagar y comparar los factores de habilidades sociales en función al género  de estudiantes de la carrera de Licenciatura en Turismo de dos instituciones educativas dada la relevancia que representan en el ámbito social y profesional. La investigación tuvo un enfoque metodológico cuantitativo, de diseño transeccional no experimental, de alcance descriptivo. Se aplicó la Escala Multidimensional de Expresión Social parte cognitiva (EMES-C) a una población de 243 estudiantes. Los resultados reportan que las mujeres presentan niveles ligeramente más bajos de temor en la mayoría de los factores de habilidades sociales en comparación con los hombres.The objective of the study was to investigate and compare the factors of social skills based on the gender of students of the Bachelor's Degree in Tourism from two educational institutions given the relevance they represent in the social and professional field. The research had a quantitative methodological approach, non-experimental transectional design, and descriptive scope. The Multidimensional Social Expression Scale cognitive part (EMES-C) was applied to a population of 243 students. The results report that women present slightly lower levels of fear in most social skills factors compared to men