Análisis de herramientas virtuales basadas en sistemas de respuestas de audiencia para la evaluación del alumnado en educación secundaria y universidad

En los últimos años, ha aparecido una gran variedad de herramientas virtuales y TIC que pueden ser utilizadas en el ámbito educativo. Estas herramientas se han afianzado dentro de las metodologías empleadas por los profesores. De entre todas las herramientas TIC, algunas de las más populares son las conocidas como Student Response System (SRS) y Gamified Student Response System (GSRS). El trabajo de investigación que se presenta pretende dar respuesta a la pregunta sobre la utilidad y el impacto de estas herramientas en el ámbito educativo

Diseño de juegos serios para reforzar conocimientos: una experiencia educativa en Secundaria

Considerando que la gamificación está teniendo cada día mayor importancia en la educación, en este artículo se presenta un juego virtual basado en el entorno del tradicional Trivial. Esta herramienta didáctica está diseñada para ayudar a los estudiantes de segundo de bachillerato a reforzar sus conocimientos para superar la prueba de acceso a la universidad en la asignatura Economía de la Empresa. Además, esta plataforma aporta datos estadísticos interesantes desde un punto de vista educativo: (i) puntos fuertes y puntos débiles de los conocimientos adquiridos de los alumnos en general, (ii) puntos fuertes y puntos débiles de cada estudiante. Esto favorece laevaluación del proceso de enseñanza-aprendizaje, que es realmente útil para mejorar la programación didáctica y hacer más eficaz la metodología seguida durante el curso. Teniendo en cuenta los resultados de las encuestas realizadas y la evolución de los resultados académicos, se puede considerar que el juego serio mostrado en este artículo es una herramienta motivadora y eficaz

Design of serious games to reinforce knowledge: an educational experience in high school

Considerando que la gamificación está teniendo cada día mayor importancia en la educación, en este artículo se presenta un juego virtual basado en el entorno del tradicional Trivial. Esta herramienta didáctica está diseñada para ayudar a los estudiantes de segundo de bachillerato a reforzar sus conocimientos para superar la prueba de acceso a la universidad en la asignatura Economía de la Empresa. Además, esta plataforma aporta datos estadísticos interesantes desde un punto de vista educativo: (i) puntos fuertes y puntos débiles de los conocimientos adquiridos de los alumnos en general, (ii) puntos fuertes y puntos débiles de cada estudiante. Esto favorece la evaluación del proceso de enseñanza-aprendizaje, que es realmente útil para mejorar la programación didáctica y hacer más eficaz la metodología seguida durante el curso. Teniendo en cuenta los resultados de las encuestas realizadas y la evolución de los resultados académicos, se puede considerar que el juego serio mostrado en este artículo es una herramienta motivadora y eficazConsidering that gamification is acquiring more and more importance in education today, a virtual game based on the traditional Trivial is exposed in this paper. This didactic tool is designed to help students to reinforce their knowledge in order to pass the university entrance test in the subject of Economics. Besides, this tool provides interesting statistical data from an educational point of view: (i) general learning strengths and weaknesses in the student body, (ii) particular learning strengths and weaknesses of each student. This fact contributes to the evaluation of the teaching-learning process, which is really useful to improve the syllabus and to make the methodology used more efficient along the academic year. Taking into account the data collected and the academic progress, the serious game shown in this paper is considered a motivating and efficient didactic tool.Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM-386

Toward a collective intelligence recommender system for education

The development of Information and Communication Technology (ICT), have revolutionized the world and have moved us into the information age, however the access and handling of this large amount of information is causing valuable time losses. Teachers in Higher Education especially use the Internet as a tool to consult materials and content for the development of the subjects. The internet has very broad services, and sometimes it is difficult for users to find the contents in an easy and fast way. This problem is increasing at the time, causing that students spend a lot of time in search information rather than in synthesis, analysis and construction of new knowledge. In this context, several questions have emerged: Is it possible to design learning activities that allow us to value the information search and to encourage collective participation?. What are the conditions that an ICT tool that supports a process of information search has to have to optimize the student's time and learning? This article presents the use and application of a Recommender System (RS) designed on paradigms of Collective Intelligence (CI). The RS designed encourages the collective learning and the authentic participation of the students. The research combines the literature study with the analysis of the ICT tools that have emerged in the field of the CI and RS. Also, Design-Based Research (DBR) was used to compile and summarize collective intelligence approaches and filtering techniques reported in the literature in Higher Education as well as to incrementally improving the tool. Several are the benefits that have been evidenced as a result of the exploratory study carried out. Among them the following stand out: • It improves student motivation, as it helps you discover new content of interest in an easy way. • It saves time in the search and classification of teaching material of interest. • It fosters specialized reading, inspires competence as a means of learning. • It gives the teacher the ability to generate reports of trends and behaviors of their students, real-time assessment of the quality of learning material. The authors consider that the use of ICT tools that combine the paradigms of the CI and RS presented in this work, are a tool that improves the construction of student knowledge and motivates their collective development in cyberspace, in addition, the model of Filltering Contents used supports the design of models and strategies of collective intelligence in Higher Education.Postprint (author's final draft

Measuring the collective intelligence education index

War games and sports games always seek glory and excellence in an environment where participants enjoy what they do. Success is guaranteed in the degree of effective collaboration and coordination within the team members, as well as the strategy used by teams, such games or war strategies are generated since the birth of humanity. In this sense, the following questions emerge in the field of education: Is it possible to design learning activities that use this principle applied to collaborative work in the classroom? Which are the conditions of application of team competition strategy using ICT tools and how to measure it? This research explores the application of a web tool called Choose the Best (CTB). CTB implements a strategy that fosters competitiveness among the teams of a class, as well as the coordination and collaboration within the same, these types of strategies contribute to the development of Collective Intelligence levels. It's measured through a group of implemented metrics. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, CTB is a tool that could become an effective way to measuring the group's performance according to Collective Intelligence paradigms.Postprint (author's final draft

Innovative methodology based on educational gamification: Multiplechoice test evaluation with Quizizz tool

En los últimos años el número de recursos online para plantear preguntas tipo test ha aumentado, estando todos ellos relacionados con un proceso de gamificación (Quizizz, Kahoot!, Plickers, Socrative, etc.). En este artículo, después de aportar una visión histórica de la gamificación educativa, se plantea una novedosa metodología basada en el uso de uno de estos juegos serios, concretamente la herramienta Quizizz. Esta herramienta on-line es de acceso libre y gratuito, lo que favorece que la metodología propuesta sea reproducible por cualquier docente para sus asignaturas. La propuesta metodológica está sustentada en tres principios: (i) el uso de recursos virtuales en la educación; (ii) la eficacia del aprendizaje colaborativo; y (iii) la motivación que despierta en el alumnado la gamificación del proceso de enseñanza-aprendizaje. La eficacia de la metodología ha quedado demostrada con las encuestas realizadas al alumnado antes (pre-test) y después (post-test) de vivir una experiencia educativa en dos niveles preuniversitarios: Educación Secundaria y Bachillerato. En vista de los resultados, se ha podido comprobar que la metodología planteada favorece: (i) el propio proceso de enseñanza-aprendizaje al implicar más al alumno en un estudio constante de la materia; (ii) la realización de pruebas tipo test con un enfoque más optimista y con mayor confianza en uno mismo; (iii) una mayor predisposición a que los alumnos quieran trabajar en equipo; y (iv) un ambiente educativo entretenido y motivador.In recent years, the number of online resources to formulate multiple-choice questions has increased, all of which being related to an educational gamification process (Quizizz, Kahoot!, Plickers, Socrative, etc.). In this article, after providing a historical overview of educational gamification, a novel methodology is proposed based on the use of one of these serious games, specifically the tool Quizizz. This online tool is open access and free, which encourages teachers to reproduce the proposed methodology for their subjects. The methodological proposal is based on three principles: (i) the use of virtual resources in education; (Ii) the effectiveness of collaborative learning; and (iii) the motivation that the gamification of the teaching-learning process awakens in students. The effectiveness of the methodology has been demonstrated by surveys to the students carried out before (pre-test) and after (post-test) an educational experience at two pre-university levels: Junior High School and High School. In the light of the results obtained, it has become evident that the proposed methodology favors: (i) the teaching-learning process, by raising the level of student engagement in the study of the subject; (ii) the resolution of multiple-choice tests with a more optimistic approach and self-confidence; (iii) students’ greater predisposition for team work; and (iv) an entertaining and motivating educational environment

Escaping Trauma thougth a Dreamworld: fantasy and the Evasion of Pain in Jane Yolen's "Briar Rose" and John Boyne's "The boy in the Striped Pyjamas"

Fiction has always been part of human beings, accompanying them even in the most difficult situations of life. In fact, certain victims of acute trauma may tend to mask and evade the pain they suffer by creating their own fictional world as a means of escaping from reality. This has become a recurrent theme In contemporary literature, as in the cases of Jane Yolen's Briar Rose and John Boyne's The Boy in the Striped Pyjamas, whose characters would respectively block a traumatic memory by replacing it with a fantasy or stubbornly refuse to see the painful reality in front of their eyes choosing over it a less harsh fictional alternative. Through the analysis of these two books, this article will compare and contrast these two different ways to deny a traumatic reality and will highlight the necessity to recover those repressed memories not only to work through past traumas, but to give voice and pay homage to those overcome by them.La ficción siempre ha formado parte del ser humano, acompañándole en las situaciones más difíciles de la vida. De hecho, algunas víctimas de grave trauma psicológico pueden enmascarar y evadir el dolor que sufren creando su propio mundo de ficción para escapar de la realidad. Esto se ha convertido en un tema recurrente en la literatura contemporánea, como en Briar Rose, de Jane Yolen y The Boy in the Striped Pyjamas de John Boyne, cuyos protagonistas, respectivamente, bloquearán una memoria traumática sustituyéndola por una fantasía o se negarán obstinadamente a ver la dolorosa realidad, optando por otra imaginaria y menos dura. A través del análisis de estos dos libros, el presente artículo comparará y contrastará estas dos formas diferentes de negar una realidad traumática y enfatizará la necesidad de recuperar la memoria reprimida, no sólo para superar traumas del pasado, sino para dar voz y homenajear a aquellos que fueron devastados por ellos

Fostering the reduction of assortative mixing or homophily into the class

Human societies from the outset have been associated according to race, beliefs, religion, social level, and the like. These behaviors continue even today in the classroom at primary, middle, and superior levels. However, the growth of ICT offers educational researchers new ways to explore methods of team formation that have been proven to be efficient in the field of serious games through the use of computer networks. The selection process of team members in serious games through the use of computer networks is carried out according to their performance in the area of the game without distinction of social variables. The use of serious games in education has been discussed in multiple research studies which state that its application in teaching and learning processes are changing the way of teaching. This article presents an exploratory analysis of the team formation process based on collaboration through the use of ICT tools of collective intelligence called TBT (The best team). The process and its ICT tool combine the paradigms of creativity in swarming, collective intelligence, serious games, and social computing in order to capture the participants’ emotions and evaluate contributions. Based on the results, we consider that the use of new forms of teaching and learning based on the emerging paradigms is necessary. Therefore, TBT is a tool that could become an effective way to encourage the formation of work groups by evaluating objective variable of performance of its members in collaborative works.Postprint (published version

PRESAS DE AYAGAURES Y GAMBUESA [Material gráfico]

Copia digital. Madrid : Ministerio de Educación, Cultura y Deporte, 201

Measurement of correlation between transmission and scattering during wound healing in hen corneas

Producción CientíficaThe aim of this work is to provide experimental data for corneal transparency and scattering to help create a more complete model of corneal transparency. The scattered light in 96 healing hen corneas was measured for three wavelengths by a scatterometer constructed in the Optics Laboratory (The University of Valladolid, Spain). With the help of mirrors and beamsplitters, the light from the three lasers is directed toward the cell containing the sample to be measured. The measured scattered light varies between six orders of magnitude. Corneal transmissivity, mean cosine of a scattering angle, and angular distribution of scattered light were all computed. The total transmitted light remained practically constant over a wide range of light values transmitted in a forward direction (direct transmissivity). The value of the mean cosine of the scattering direction is very close to the unit (g40:98), even in corneas with high opacities. The behavior of g indicates that even damaged corneas evidence extremely small scattering, compared to other biological tissues. The transmission reduction of each cornea is related to an increase in scattered light. In all cases, scattered light is concentrated at very small angles. This behavior is acceptable in corneas that are healthy or which evidence small lesions, but remains in corneas that are severely injured