Cursos abiertos en línea:¿ un escenario para la gestión personal del conocimiento?

A partir de uma discussão dos antecedentes e características dos cursos on-line, este artigo descreve uma solução tecnológica de apoio à realização deste tipo de curso, baseada no uso de ferramentas públicas e de uso gratuito(isto é, que não requerem instalação em um servidor próprio). Esta é uma prova de conceito que busca evidenciar as possibilidades e obstáculos associados à oferta deste tipo de prática educativa em um contexto latino-americano.A partir de una discusión de los antecedentes y características de los cursos abiertos en línea, este artículo describe una solución tecnológica de apoyo a la realización de este tipo de cursos, basada en el uso de herramientas públicas y de uso gratuito (esto es, que no requieren instalación en un servidor propio). Esta es una prueba de concepto que busca evidenciar las posibilidades y obstáculos asociados a la oferta de este tipo de práctica educativa en un contexto latinoamericano.Based on a discussion of the background and features of open online courses, this paper describes a technological solution to support their offering, built on online tools that don’t require self-managed hosting. This is a proof of concept that intends to highlight the possibilities and obstacles related to this kind of educational practice in a Latin American context.Revista do Serviço Público - RSP, v. 62, n. 3, p. 281-296Educação a DistânciaTecnologia da Informação. InformáticaISSN eletrônico: 2357-8017ISSN impresso: 0034-924

Metodología Para La Construcción De Ambientes Virtuales Como Soporte Para La Educación Presencial De La Universidad De Los Andes.

El apoyo de medios virtuales de aprendizaje en la educación superior formal hace necesaria una metodología capaz de responder a las necesidades específicas y a los requerimientos educativos de los profesores de diversas materias y áreas de interés. El presente artículo documenta la metodología utilizada para la construcción de Ambientes Virtuales de Aprendizaje como apoyo a la actividad presencial de una población de diez cursos de diferentes disciplinas en la Universidad de los Andes durante el primer semestre de 2003. El resumen del procedimiento y el balance del uso de esta metodología hacen parte de la reflexión consignada en este documento. Palabras Claves: Apoyo Virtual, ambientes virtuales de aprendizaje, innovación pedagógica

COVID-19 symptoms at hospital admission vary with age and sex: results from the ISARIC prospective multinational observational study

Background: The ISARIC prospective multinational observational study is the largest cohort of hospitalized patients with COVID-19. We present relationships of age, sex, and nationality to presenting symptoms. Methods: International, prospective observational study of 60 109 hospitalized symptomatic patients with laboratory-confirmed COVID-19 recruited from 43 countries between 30 January and 3 August 2020. Logistic regression was performed to evaluate relationships of age and sex to published COVID-19 case definitions and the most commonly reported symptoms. Results: ‘Typical’ symptoms of fever (69%), cough (68%) and shortness of breath (66%) were the most commonly reported. 92% of patients experienced at least one of these. Prevalence of typical symptoms was greatest in 30- to 60-year-olds (respectively 80, 79, 69%; at least one 95%). They were reported less frequently in children (≤ 18 years: 69, 48, 23; 85%), older adults (≥ 70 years: 61, 62, 65; 90%), and women (66, 66, 64; 90%; vs. men 71, 70, 67; 93%, each P < 0.001). The most common atypical presentations under 60 years of age were nausea and vomiting and abdominal pain, and over 60 years was confusion. Regression models showed significant differences in symptoms with sex, age and country. Interpretation: This international collaboration has allowed us to report reliable symptom data from the largest cohort of patients admitted to hospital with COVID-19. Adults over 60 and children admitted to hospital with COVID-19 are less likely to present with typical symptoms. Nausea and vomiting are common atypical presentations under 30 years. Confusion is a frequent atypical presentation of COVID-19 in adults over 60 years. Women are less likely to experience typical symptoms than men

Evaluación de aprendizaje en entornos en línea, abiertos y distribuidos

Al hablar de evaluación de aprendizaje, es necesario considerar que ningún documento que se refiera a ella puede ser asumido en términos absolutos. Cualquier propuesta frente a este tema no refleja principios universalesAl hablar de evaluación de apren

EduCamp Colombia: Social Networked Learning for Teacher Training

This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences

EduCamp Colombia: Social networked learning for teacher training

This paper describes a learning experience called EduCamp, which was launched by the Ministry of Education of Colombia in 2007, based on emerging concepts such as e-Learning 2.0, connectivism, and personal learning environments. An EduCamp proposes an unstructured collective learning experience, which intends to make palpable the possibilities of social software tools in learning and interaction processes while demonstrating face-to-face organizational forms that reflect social networked learning ideas. The experience opens new perspectives for the design of technology training workshops and for the development of lifelong learning experiences

Open Access: Myths and realities of Open Access

Conversatorio acerca de los mitos y realidades del Acceso Abierto en la Universidad Eafit. Dentro del cual se abordan desde las practicas de publicación en acceso abierto de la Universidad del rosario y la Universidad de Antioquia, que desafíos enfrentan las instituciones y la divulgación y generación de ciencia abierta.Conversation about the myths and realities of Open Access at Eafit University. Within which the open access publishing practices of the Universidad del Rosario and the Universidad de Antioquia are addressed, what challenges the institutions and the dissemination and generation of open science face

Percepción de los docentes sobre sus acciones innovadoras

Teachers’ Perception of their Innovative ActionsPercepção dos docentes sobre suas ações inovadorasThis paper presents an exploration of the teacher’s perceptions about their innovative actions, in official institutions of Bogotá, Colombia. Mixed methods were used to explore perceptions regarding the generation and development of educational innovative actions, to identify the mechanisms used to disseminate those actions, and to learn about the problems associated with the achievement of innovative activities in public education. The results offer the grounds to build strategies for the dissemination and recognition of innovative actions in teaching practice and show the need to understand the conditions, situation, interests, and possibilities of those teachers.Para citar este artículo / To reference this article / Para citar este artigoLeal-Fonseca, D., Rojas De Francisco, L., Ortiz-Pradilla, T. & Monroy-Osorio, J. C. (2020). Percepción de los docentes sobre sus acciones innovadoras. Educación y Educadores, 23(3), 427-443. https://doi.org/10.5294/edu.2020.23.3.4Recibido: 01/04/2019Aceptado: 19/06/2020Publicado: 05/11/2020Teachers’ Perception of their Innovative ActionsPercepção dos docentes sobre suas ações inovadorasEl estudio presenta una exploración acerca de las percepciones de docentes de instituciones oficiales sobre sus acciones innovadoras, en Bogotá, Colombia. Se utilizaron métodos mixtos, para explorar percepciones sobre la generación y desarrollo de acciones de innovación educativa, identificar los mecanismos utilizados para difundirlas y conocer las problemáticas asociadas al logro de las actividades innovadoras en la educación pública. Los resultados ofrecen las bases para construir estrategias de difusión y reconocimiento de las acciones innovadoras en la práctica docente, y muestran la necesidad de comprender mejor las condiciones, situación, intereses y posibilidades de los docentes de instituciones oficiales.Para citar este artículo / To reference this article / Para citar este artigoLeal-Fonseca, D., Rojas De Francisco, L., Ortiz-Pradilla, T. & Monroy-Osorio, J. C. (2020). Percepción de los docentes sobre sus acciones innovadoras. Educación y Educadores, 23(3), 427-443. https://doi.org/10.5294/edu.2020.23.3.4Recibido: 01/04/2019Aceptado: 19/06/2020Publicado: 05/11/2020Teachers’ Perception of their Innovative ActionsPercepção dos docentes sobre suas ações inovadorasO estudo apresenta uma pesquisa exploratória sobre as percepções que os professores de escolas públicas em Bogotá (Colômbia) têm sobre suas ações inovadoras. Métodos mistos foram utilizados para pesquisar percepções sobre a geração e o desenvolvimento de ações de inovação educacional, identificar os mecanismos utilizados para disseminá-las e conhecer os problemas associados à realização de atividades inovadoras na educação pública. Os resultados oferecem a base para a construção de estratégias de divulgação e reconhecimento de ações inovadoras na prática docente, e mostram a necessidade de aprofundar e compreender melhor as condições, situações, interesses e possibilidades dos professores en relação com os processos de inovação.Para citar este artículo / To reference this article / Para citar este artigoLeal-Fonseca, D., Rojas De Francisco, L., Ortiz-Pradilla, T. & Monroy-Osorio, J. C. (2020). Percepción de los docentes sobre sus acciones innovadoras. Educación y Educadores, 23(3), 427-443. https://doi.org/10.5294/edu.2020.23.3.4Recibido: 01/04/2019Aceptado: 19/06/2020Publicado: 05/11/202

Percepção dos docentes sobre suas ações inovadoras

17 páginasEl estudio presenta una exploración acerca de las percepciones de docentes de instituciones oficiales sobre sus acciones innovadoras, en Bogotá, Colombia. Se utilizaron métodos mixtos, para explorar percepciones sobre la generación y desarrollo de acciones de innovación educativa, identificar los mecanismos utilizados para difundirlas y conocer las problemáticas asociadas al logro de las actividades innovadoras en la educación pública. Los resultados ofrecen las bases para construir estrategias de difusión y reconocimiento de las acciones innovadoras en la práctica docente, y muestran la necesidad de comprender mejor las condiciones, situación, intereses y posibilidades de los docentes de instituciones oficiales.This paper presents an exploration of the teacher’s perceptions about their innovative actions, in official institutions of Bogotá, Colombia. Mixed methods were used to explore perceptions regarding the generation and development of educational innovative actions, to identify the mechanisms used to disseminate those actions, and to learn about the problems associated with the achievement of innovative activities in public education. The results offer the grounds to build strategies for the dissemination and recognition of innovative actions in teaching practice and show the need to understand the conditions, situation, interests, and possibilities of those teacher