Diseño didáctico-organizativo de los créditos europeos (ECS). Descripción de un caso

El cambio en educación es el contexto de partida de la presente aportación. Especialmente el que se está produciendo en la secular institución universitaria a partir de la entrada en vigor de las prescripciones europeas: declaraciones de Bolonia y Praga. El espacio común europeo de la educación superior presenta, además, una serie de innovaciones de naturaleza pedagógica que serán foco especial de nuestra atención. Los planteamientos de corte más paidocéntrico y la revisión de las prácticas docentes universitarias se describen teórica y conceptualmente. Finalmente, se presenta de manera operativa im estudio de caso particular donde se aplican a una situación real las prescripciones generales de Bolonia, remarcando las variables de tipo didáctico-organizativo

Novel Brain Complexity Measures Based on Information Theory

Brain networks are widely used models to understand the topology and organization of the brain. These networks can be represented by a graph, where nodes correspond to brain regions and edges to structural or functional connections. Several measures have been proposed to describe the topological features of these networks, but unfortunately, it is still unclear which measures give the best representation of the brain. In this paper, we propose a new set of measures based on information theory. Our approach interprets the brain network as a stochastic process where impulses are modeled as a random walk on the graph nodes. This new interpretation provides a solid theoretical framework from which several global and local measures are derived. Global measures provide quantitative values for the whole brain network characterization and include entropy, mutual information, and erasure mutual information. The latter is a new measure based on mutual information and erasure entropy. On the other hand, local measures are based on different decompositions of the global measures and provide different properties of the nodes. Local measures include entropic surprise, mutual surprise, mutual predictability, and erasure surprise. The proposed approach is evaluated using synthetic model networks and structural and functional human networks at different scales. Results demonstrate that the global measures can characterize new properties of the topology of a brain network and, in addition, for a given number of nodes, an optimal number of edges is found for small-world networks. Local measures show different properties of the nodes such as the uncertainty associated to the node, or the uniqueness of the path that the node belongs. Finally, the consistency of the results across healthy subjects demonstrates the robustness of the proposed measures

Teaching awards with impact: Beyond the recognition of excellence

[ES] Los premios docentes son instrumentos dinámicos para desarrollar iniciativas institucionales y promover la calidad en la enseñanza. En España su trayectoria tiene menos historia y poco se ha publicado al respecto, no obstante en centro Europa y en los países anglosajones los premios llevan varias décadas formado parte de la educación superior. Tras años de otorgar premios, las instituciones quieren saber si están cambiando la percepción sobre la importancia de la docencia universitaria y cómo deberían diseñarse para que además de reconocer y honorar la excelencia docente, también promuevan el desarrollo sistemático de la cultura del aprendizaje en la organización, así como el Scholarship of Teaching and Learning (SoTL). En este artículo revisamos la bibliografía sobre las iniciativas de excelencia en la docencia y en concreto los premios a la excelencia en docencia; se muestran las concepciones de excelencia subyacentes a los premios y las ventajas y retos que se derivan de su implementación. Existen evidencias de que los premios docentes que no solo se otorgan para reconocen una trayectoria docente ejemplar sino que además promueven el desarrollo de proyectos transformativos, tienen mayor impacto no solo en el desarrollo docente individual sino también el colectivo e institucional. Un ejemplo que se muestra es el Premio de Desarrollo Docente de la Zurich University of Teacher Education. Finalmente, se presentan algunas recomendaciones para su implementación.[EN] Teacher awards are one of the most dynamic tools for developing institutional initiatives and promoting quality in education. In Spain, their trajectory is shorter and little has been published about them, although in Central Europe and in the English-speaking countries, the awards have been part of higher education for several decades. After years of awarding prizes, institutions want to know if they are changing the perception about the importance of university teaching and how they should be designed so that in addition to recognizing and honoring teaching excellence, they also promote the systematic development of the learning culture in the organization, as well as the Scholarship of Teaching and Learning (SoTL). In this article we review the literature on teaching excellence initiatives and specifically on teaching awards; we show the notions of excellence underlying the awards and the advantages and challenges that arise from their implementation. There is evidence that teaching awards that are not only granted to recognize an exemplary teaching career but also to promote the development of transformative projects, have a greater impact not only on the development of individual teachers but also on the collective and institutional development. One example shown is the Teacher Award of the Zurich University of Teacher Education. Finally, some recommendations for its implementation are presented.Feixas, M.; Zellweger, F. (2020). Premios docentes con impacto: más allá del reconocimiento a la excelencia. REDU. Revista de Docencia Universitaria. 18(1):193-209. https://doi.org/10.4995/redu.2020.13249OJS193209181Barnett, R. (1992). The idea of quality. Voicing the educational. Higher Education Quarterly, 46(1), 3-19. https://doi.org/10.1111/j.1468-2273.1992.tb01581.xBehari-Leek, K., McKenna, S. (2017). Generic Gold-standard or Contextualized Public Good? Teaching Excellence Awards in Postcolonial South Africa. Teaching in Higher Education. https://doi.org/10.1080/13562517.2017.1301910Brockerhoff, L. (2013). Exploring Teaching Excellence: A Case Study of the "Competition for Teaching Excellence" in Germany. University of Oslo. Recuperado de https://www.duo.uio.no/bitstream/handle/10852/36815/master-thesis- Brockerhoff.pdf?sequence=1 [Consultado 24/03/2015].Chalmers, D., Cummings, R., Elliott, S., Stoney, S., Tucker, B., Wicking, R., Jorre de St Jorre, T. (2014). Australian University Teaching Criteria and Standards Project [Internet]. Sydney NSW: Department for Education, pp. 1-62. Ref: SP12-2335. Recuperado de http://uniteachingcriteria.edu.au/wp-content/uploads/2013/11/Draft-SP12- 2335-Project-Final-Report-21-July-2014.pdf [Consultado 24/03/2015].Chism, N.V.N., Szabo, B.L. (1997). Teaching awards: The problem of assessing their impact. In DeZure, D., Kaplan, M. (Eds.). To improve the academy, 16: Resources for student, faculty, and institutional development. Stillwater, OK: New Forums Press: Professional and Organizational Development Network in Higher Education, pp. 181-200. https://doi.org/10.1002/j.2334-4822.1997.tb00327.xCollins, R., Palmer, A. (2005). Perceptions of rewarding excellence in teaching: Carrots or sticks? UK: The Higher Education Academy. Recuperado de https://www. advance-he.ac.uk/knowledge-hub/perceptions-rewarding-excellence-teaching-carrots-or-sticks [Consultado 3/2/2020].Dreyfus, H. L., Dreyfus, S. E. (1986). Mind over Machine: the Power of Human Intuition and Expertise in the Age of the Computer. Oxford: Basil Blackwell.Efimenko, E., Roman, A., Pinto, M., Remião, F., Teixeira, P. (2018). Enhancement and Recognition of Teaching and Learning in Higher Education. The Impact of Teaching and Excellence Prizes. https://eua.eu/downloads/content/2018_j02_ t7_efimenko%20et%20al_onlineversion_journal.pdf. [Consultado 3/2/2020].Feixas, M., Martínez-Usarralde, M.J., López-Martín. R. (2018). Do teaching innovation projects make a difference? Assessing the impact of small-scale funding, Tertiary Education and Management, 24(4), 267-283. https://doi.org/10.1080/13583883.2017.1417470Futter, K., Tremp, P. (2008). Wie wird gute Lehre «angereizt»? Über die Vergabe von Lehrpreisen an Universitäten. Das Hochschulwesen, 2, 40-46.Gibbs, G. (2008) Conceptions of Teaching Excellence Underlying Teaching Award Schemes Recuperado de https://www.advance-he.ac.uk/knowledge-hub/designing-teaching-award-schemes [Consultado 3/2/2020].Gunn, V., Fisk, A. (2013). Considering teaching excellence in higher education: 2007- 2013. York: Higher Education Academy.Halse, C., Deane, E., Hobson, J., Jones, G. (2007). The Research-Teaching Nexus: What do National Teaching Awards Tell Us? Studies in Higher Education. 32(6), 727-46. https://doi.org/10.1080/03075070701685155Higher Education Academy (2008). The National Teaching Fellowship Scheme. York: HEA.Higher Education Academy (2009). Reward and Recognition of Teaching in Higher Education. York: HEA.Jorzik, B. (2018). Von der Ars Legendi zum Genius Loci. Tagung «Lehrpreise an Hochschulen». Universität Zürich.Kreber, C. (2007). Exploring Teaching Excellence in Canada: An Interrogation of Common Practices and Policies. En Skelton, E. (Ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 226-240. Abington, UK: Routledge.Kuh, G.D. (2008). High-impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Recuperado de https://provost.tufts.edu/celt/ files/High-Impact-Ed-Practices1.pdf [Consultado 10.1.2020]Land, R., Gordon, G. (2015). Teaching excellence initiatives: modalities and operational factors. Recuperado de https://www.heacademy.ac.uk/sites/default/files/ resources/teaching_excellence_initiatives_report_land_gordon.pdf. [Consultado 19.1.2020]Lang, J.L. (2012). On Teaching Awards. Chronicle of Higher Education (May 07, 2012). Recuperado de https://www.chronicle.com/article/On-Teaching-Awards/131777 [Consultado 19.11.2019]MacFarlane, B. (2007). Beyond Performance in Teaching Excellence. In Skelton, E. (Ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice, pp. 48-59. Abington, UK: Routledge.Madriaga, M., Morley, K. (2016). Awarding Teaching Excellence: 'What is it Supposed to Achieve?' Teacher Perceptions of Student-led Awards. Teaching in Higher Education, 21(2), 166-174. https://doi.org/10.1080/13562517.2015.1136277McNaught, C., Anwyl, J. (1993). Awards for teaching excellence at Australian universities. Melbourne: Centre for the Study of Higher Education: University of Melbourne.Olsson, T., Roxå, T. (2008). Evaluating rewards for excellent teaching: A cultural approach. En Engaging Communities: Proceedings of the 31st HERDSA Annual Conference: Rotorua, 1-4 July 2008, pp. 261-272.Palmer, A., Collins, R. (2006). Perceptions of rewarding excellence in teaching: Motivation and the scholarship of teaching. Journal of Further and Higher Education, 30(2), 193-205. https://doi.org/10.1080/03098770600617729Paricio, J., Fernández, A., Fernández, I. (2019). Cartografía de la buena docencia universitaria: Un marco para el desarrollo del profesorado basado en la investigación. Madrid: Narcea.Saunders, D., Blanco Ramirez, G. (2017). Against 'Teaching Excellence': Ideology, Commodification and the Neoliberalisation of Postsecondary Education. Teaching in Higher Education, 22(4), 396-407. https://doi.org/10.1080/13562517.2017.1301913Skelton, A. (2004). Understanding 'Teaching Excellence' in Higher Education: A Critical Evaluation of the National Teaching Fellowships Scheme. Studies in Higher Education, 29(4), 451-468. https://doi.org/10.1080/0307507042000236362Skelton, A. (2007). Conclusion. In Skelton A. (ed.) International Perspectives on Teaching Excellence in Higher Education: Improving Knowledge and Practice. Oxon: Routledge, pp. 257-68.Stensaker, B., Frølich, N., Huisman, J., Waagene, E., Scordato, L., Bótas, P.P. (2014). Factors affecting strategic change in higher education, Journal of Strategy and Management, 7(2), 193-207. https://doi.org/10.1108/JSMA-12-2012-0066Stevenson, J., Whelan, P., Burke, P. J. (2017). 'Teaching Excellence' in the Context of Frailty. In Kinchin, I.M. & Winstone, N.E. (Ed.), Pedagogic Frailty and Resilience in the University, pp. 63-77. Rotterdam: Sense Publications. https://doi.org/10.1007/978-94-6300-983-6_5Turner, R., Gosling, D. (2012). Rewarding Excellent Teaching: The Translation of a Policy Initiative in the United Kingdom, Higher Education Quarterly, 66(4), 415-430. https://doi.org/10.1111/j.1468-2273.2012.00530.xUK Professional Standards Framework (2020). https://www.advance-he.ac.uk/ knowledge-hub/uk-professional-standards-framework-ukpsfWarren. R., Plumb, E. (1999). Survey of distinguished teacher award schemes in higher education, Journal of Further and Higher Education, 23(2), 245-255. https://doi.org/10.1080/0309877990230208Wilkesmann, U. (2018). Die Wahrnehmung von Lehrpreisen zwischen Anreizen und symbolischem Kapital. Theoretische Überlegungen und empirische Evidenzen. Tagung «Lehrpreise an Hochschulen». Universität Zürich

Viewing Cognitive Conflicts as Dilemmas: Implications for Mental Health

The idea that internal conflicts play a significant role in mental health has been extensively addressed in various psychological traditions, including personal construct theory. In the context of the latter, several measures of conflict have been operationalized using the Repertory Grid Technique (RGT). All of them capture the notion that change, although desirable from the viewpoint of a given set of constructs, becomes undesirable from the perspective of other constructs. The goal of this study is to explore the presence of cognitive conflicts in a clinical sample (n = 284) and compare it to a control sample (n = 322). It is also meant to clarify which among the different types of conflict studied provides a greater clinical value and to investigate its relationship to symptom severity (SCL-90-R). Of the types of cognitive conflict studied, implicative dilemmas were the only ones to discriminate between clinical and nonclinical samples. These dilemmas were found in 34% of the nonclinical sample and in 53% of the clinical sample. Participants with implicative dilemmas showed higher symptom severity, and those from the clinical sample displayed a higher frequency of dilemmas than those from the nonclinical sample

One year follow-up of a randomized trial with a dilemma-focused intervention for depression: Exploring an alternative to problem-oriented strategies

© 2018 Feixas et al.Cognitive behavioural therapy (CBT) is aimed to counteract cognitions and behaviours that are considered as dysfunctional. The aim of the study is to test whether the inclusion of a non-counteractive approach (dilemma-focused intervention, DFI) in combination with CBT group therapy will yield better short- and long-term outcomes than an intervention conducted entirely using CBT.Peer reviewedFinal Published versio