Proposal of parameters and characterization of social network groups focussed on university teaching: experience and lessons learned

[EN] Social networks are currently established in the personal activity of the university students. However the use of social networks in the teaching-learning process is reserved just for a few isolated cases. It would be very interesting to include the social networks in the teaching daily activities. This article presents a measurement of social network groups focussed on university teaching. The measurement was done through different rates to provide empirical corroboration of the target group profile. The group profile is important since the group guidance could be different due to the teacher interests. The results show that through the established measurement it is possible to clearly distinguish three groups profiles. Deciding the profile which you want to apply to a group will allow defining the strategy, which will optimize the learning process using an environment closer to the students.[ES] Actualmente las redes sociales están implantadas en la actividad personal de los estudiantes universitarios. Sin embargo, el uso de las redes sociales en el proceso de enseñanza-aprendizaje está reservado a algunos experimentos aislados. Es de gran interés conseguir incluir las redes sociales en la actividad diaria de la docencia. En este artículo se presenta la medición en el uso de los grupos de las redes sociales en la enseñanza universitaria. La medición se realiza por medio de unos índices que permiten corroborar empíricamente el perfil de cada grupo. El perfil del grupo es importante, puesto que la orientación del grupo puede ser diferente en función de los intereses del docente. Los resultados obtenidos demuestran que a través de los índices presentados es posible distinguir tres perfiles de grupos bien diferenciados. Decidir el perfil que se quiere dar a un grupo permite definir la estrategia a seguir para optimizar el proceso de enseñanza-aprendizaje usando un medio cercano a los alumnos.Este artículo se ha desarrollado en el marco del PIME/2013/A/012/A, Elaboración de la guía de uso eficaz de las redes sociales en la docencia universitaria.Poza Luján, JL.; Calduch Losa, MDLA.; Albors Sorolla, AM.; Cabrera, M.; Teruel Serrano, MD.; Rebollo Pedruelo, M.; Díez-Somavilla, R. (2014). Propuesta de parámetros y caracterización de los grupos de las redes sociales orientados a la docencia universitaria: experiencia y resultados. RED : Revista de Educación a Distancia. XIII(44):88-105. http://hdl.handle.net/10251/50803S88105XIII4

Experiencia en el uso del portafolio por medio de las redes sociales

[EN] At the UPV, the EICE teams: QtalNET and IEMA, are performing toghether the PIME project "Social ePortfolios", in which they are testing different assessment's techniques through electronic portfolios and social networks.The aim of the project is to develop a protocol to use social media through the process of creating e-portfolios, with the objective of value the skills acquired by students.This article describes the project and the experience consistent in various subjects, from different degrees, to evaluate the portfolios presented. Students can implement the portfolio through social networks (experimental group) or through a document (control groups). The develop is individual in every case. The weight of the portfolio in the evaluation goes from 60% to 100% (depending on the subject). The oral defense is realized to all the students (no matter if they are the experimental or the control group), they are given a brief guide with the aim of have the same structure to compare between different portfolios. In this article the method is exposed, as well as the reflections on their use.[ES] El objetivo principal del proyecto es elaborar un protocolo que permita usar las redes sociales durante el proceso de creación de portafolios electrónico para la evaluación de las competencias adquiridas por los alumnos. En este artículo se presenta el proyecto, así como la experiencia que se está realizando consistente en experimentar en diversas asignaturas de diferentes titulaciones el portafolios para evaluar. Los alumnos pueden implementar el portafolio a través de las redes sociales (grupos experimentales) o por medio de un documento (grupos de control). La realización en todos los casos es individual. El peso del portafolio en la evaluación va desde un 60% a un 100% (dependiendo de la asignatura). La defensa se realiza oralmente y a todos los alumnos (tanto si son del grupo experimental como de control) se les proporciona una breve guía para que la estructura pueda ser comparable entre los diferentes portafolios. En el presente artículo se expone el método seguido así como las reflexiones sobre su uso.Los autores deseamos agradecer su apoyo a la Escuela Técnica Superior de Ingeniería Informática (ETSINF), al Departamento de Informática de Sistemas y Computadores (DISCA) de la Universitat Politécnica de València (UPV) por su apoyo. El presente trabajo está realizado bajo el programa de Proyectos de Innovación y Mejora Educativa (PIME) el proyecto “Social ePortafolios: apoyo a la evaluación con portafolios electrónicos mediante redes sociales” sustentado por el Insitituto de Ciencias de la Educación (ICE) de la UPV.Poza-Lujan, J.; Cabrera, M.; Rebollo Pedruelo, M.; Calduch Losa, MDLA.; Díez-Somavilla, R.; Lloret Romero, MN.; Despujol Zabala, I.... (2015). Experiencia en el uso del portafolio por medio de las redes sociales. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.1572

An artificial intelligence tool for heterogeneous team formation in the classroom

Nowadays, there is increasing interest in the development of teamwork skills in the educational context. This growing interest is motivated by its pedagogical effectiveness and the fact that, in labour contexts, enterprises organize their employees in teams to carry out complex projects. Despite its crucial importance in the classroom and industry, there is a lack of support for the team formation process. Not only do many factors influence team performance, but the problem becomes exponentially costly if teams are to be optimized. In this article, we propose a tool whose aim it is to cover such a gap. It combines artificial intelligence techniques such as coalition structure generation, Bayesian learning, and Belbin's role theory to facilitate the generation of working groups in an educational context. This tool improves current state of the art proposals in three ways: i) it takes into account the feedback of other teammates in order to establish the most predominant role of a student instead of self-perception questionnaires; ii) it handles uncertainty with regard to each student's predominant team role; iii) it is iterative since it considers information from several interactions in order to improve the estimation of role assignments. We tested the performance of the proposed tool in an experiment involving students that took part in three different team activities. The experiments suggest that the proposed tool is able to improve different teamwork aspects such as team dynamics and student satisfaction

Chromatin regulation by Histone H4 acetylation at Lysine 16 during cell death and differentiation in the myeloid compartment

Histone H4 acetylation at Lysine 16 (H4K16ac) is a key epigenetic mark involved in gene regulation, DNA repair and chromatin remodeling, and though it is known to be essential for embryonic development, its role during adult life is still poorly understood. Here we show that this lysine is massively hyperacetylated in peripheral neutrophils. Genome-wide mapping of H4K16ac in terminally differentiated blood cells, along with functional experiments, supported a role for this histone post-translational modification in the regulation of cell differentiation and apoptosis in the hematopoietic system. Furthermore, in neutrophils, H4K16ac was enriched at specific DNA repeats. These DNA regions presented an accessible chromatin conformation and were associated with the cleavage sites that generate the 50 kb DNA fragments during the first stages of programmed cell death. Our results thus suggest that H4K16ac plays a dual role in myeloid cells as it not only regulates differentiation and apoptosis, but it also exhibits a non-canonical structural role in poising chromatin for cleavage at an early stage of neutrophil cell death

RICORS2040 : The need for collaborative research in chronic kidney disease

Chronic kidney disease (CKD) is a silent and poorly known killer. The current concept of CKD is relatively young and uptake by the public, physicians and health authorities is not widespread. Physicians still confuse CKD with chronic kidney insufficiency or failure. For the wider public and health authorities, CKD evokes kidney replacement therapy (KRT). In Spain, the prevalence of KRT is 0.13%. Thus health authorities may consider CKD a non-issue: very few persons eventually need KRT and, for those in whom kidneys fail, the problem is 'solved' by dialysis or kidney transplantation. However, KRT is the tip of the iceberg in the burden of CKD. The main burden of CKD is accelerated ageing and premature death. The cut-off points for kidney function and kidney damage indexes that define CKD also mark an increased risk for all-cause premature death. CKD is the most prevalent risk factor for lethal coronavirus disease 2019 (COVID-19) and the factor that most increases the risk of death in COVID-19, after old age. Men and women undergoing KRT still have an annual mortality that is 10- to 100-fold higher than similar-age peers, and life expectancy is shortened by ~40 years for young persons on dialysis and by 15 years for young persons with a functioning kidney graft. CKD is expected to become the fifth greatest global cause of death by 2040 and the second greatest cause of death in Spain before the end of the century, a time when one in four Spaniards will have CKD. However, by 2022, CKD will become the only top-15 global predicted cause of death that is not supported by a dedicated well-funded Centres for Biomedical Research (CIBER) network structure in Spain. Realizing the underestimation of the CKD burden of disease by health authorities, the Decade of the Kidney initiative for 2020-2030 was launched by the American Association of Kidney Patients and the European Kidney Health Alliance. Leading Spanish kidney researchers grouped in the kidney collaborative research network Red de Investigación Renal have now applied for the Redes de Investigación Cooperativa Orientadas a Resultados en Salud (RICORS) call for collaborative research in Spain with the support of the Spanish Society of Nephrology, Federación Nacional de Asociaciones para la Lucha Contra las Enfermedades del Riñón and ONT: RICORS2040 aims to prevent the dire predictions for the global 2040 burden of CKD from becoming true

Gender diversity and innovation in manufacturing and service firms

Traditionally, researchers have considered the innovation process as being gender neutral. However, recently some studies have begun to take gender diversity into account as a determinant of firms’ innovation. This paper aims to analyse how the effect of gender diversity on innovation output at firm level is sensitive to team size. Using the Spanish PITEC (Panel de Innovación Tecnológica) from 2007 to 2012 for innovative manufacturing and service firms, we estimate a multivariate probit model to analyse how gender diversity both in R&D teams and in the total workforce affect product, process, marketing and organizational innovations. Our results show that gender-diverse teams increase the probability of innovating, and this capacity is positively related team size. Gender diversity, in both the R&D department and the total workforce, has a larger positive impact on the probability of carrying out product and organizational innovations in larger teams than it does in smaller teams. This effect is less clear-cut in the case of marketing and process innovation, where the impact is only significant for micro and small firms. Finally, size effects are of greater importance when we distinguish between the manufacturing and service sectors. JEL Code: O30, O31, J1