Seducción social: hacia los fundamentos de un modelo pedagógico

Introduction: Social Seducement is a project intended to ease the re-entry of long-term unemployed people into society by involving them in the development of a social economy enterprise. This goal will be reached by giving them the opportunity to develop necessary skills via a serious game, in which they will learn the primary concepts, skills and attitudes for developing an enterprise successfully. This article was written in the year 2016 in the Universidad Internacional Methodology: This paper focuses on the process necessary to develop a pedagogical model for this game and on explaining the foundations to be observed, i.e., the instructional model, the way the approach is related to the European Qualifications Framework and the specific competencies that a social entrepreneur must develop. Results: As a result of this study, we obtained a didactical basis on which to support the process of game-based learning. Conclusions: Our immediate focus is the development of each phase of the addie (Analysis, Design, Development, Implementation, and Evaluation) model, developing external and internal material, placing content within the proper levels and testing the game in order to perform the piloting.Introducción: seducción social es un proyecto que busca facilitar la reinserción en la sociedad de individuos que llevan un tiempo prolongado desempleados mediante su involucramiento en el desarrollo de un emprendimiento de economía social. Este objetivo se puede alcanzar al brindarles la oportunidad de desarrollar las habilidades necesarias a través de un juego serio, en el que aprendan los conceptos primarios, habilidades y actitudes para desarrollar una empresa de forma exitosa. Este artículo fue escrito en el 2016 en la Universidad Internacional de la Rioja. Metodología: el trabajo se centra en el proceso necesario para desarrollar un modelo pedagógico para este juego y en explicar los fundamentos que se deben tener en cuenta, es decir, el modelo instruccional, la forma en que el enfoque se relaciona con el Marco Europeo de Cualificaciones y las competencias específicas que un emprendedor social debe desarrollar. Resultados: como resultado de este estudio, obtuvimos una base didáctica para apoyar el proceso de aprendizaje basado en juegos. Conclusiones: nuestro enfoque inmediato es el desarrollo de cada fase del modelo addie (análisis, diseño, desarrollo, implementación y evaluación), desarrollando material externo e interno, colocando contenidos dentro de los niveles adecuados y probando el juego para realizar el piloto

Social interaction and gamification with youth at risk of social exclusion: The technological approach of the Keystone project

This paper presents the Keystone project, which proposes a multidisciplinary approach to improve the opportunities of young people at risk of social exclusion. The focus of the paper is the technological approach built from the results of research using lifeworld analysis to identify the barriers and drivers to youth participation. This technological approach combines on the one hand, the KEY Tool, a simplified goal-oriented social network to share and interact with local and international peers; on the other hand, the KEY game, a false instant-messaging application based on a voodoo story, where the user has a key role. Several pilot groups worked under the programme implemented in the Keystone project, including working with those digital tools. Results show important benefits for participating young people in areas such as respect, digital literacy and multi-cultural abilities, and highlight several opportunities to take further advantage of these tools

Videojuegos educativos: Teorías y propuestas para el aprendizaje en grupo

This paper presents the usage of multiplayer video games introducing collaborative activities as an educational tool in line with the digital age we are currently living as well as the basis underpinning this proposal. Such applications, called vgscl (Video Games – Supported Collaborative Learning) are intended to obtain the benefits derived from the three milestones on which they are based: usage of video games as an appealing and motivating tool for a big school-age population, the implicit learning of concepts hidden in the game challenges and activities, besides the application of collaborative learning techniques that allow students to develop their social skills as they learn and get a more effective learning.En este artículo se presenta el uso de video juegos multijugador que manejan actividades colaborativas como un instrumento educativo acorde con la era digital que vivimos, así como las bases que soportan dicha iniciativa. Este tipo de aplicaciones que se denomina Video Games¿Supported Collaborative Learning (vgscl), pretende obtener las ventajas que se derivan de los tres pilares sobre los cuales se apoya la utilización de estas aplicaciones: el uso de videojuegos como elemento atractivo y motivador para un amplio porcentaje de la población en edad escolar, el aprendizaje implícito de conceptos ocultos en los retos y actividades del propio videojuego, y la aplicación de técnicas de aprendizaje colaborativo que permiten a los estudiantes desarrollar sus habilidades sociales mientras aprenden y obtienen un aprendizaje más efectivo

The opengame competencies framework: an attempt to Map open education attitudes, knowledge and skills

Promoting Open Education Through Gamification - OpenGame, Funding entity European Union Call Erasmus + KA2 – Cooperation and Innovation for Good Practices. Strategic Partnerships for higher education - Reference 2019-1-ES01-KA203-0658152019-1-ES01-KA203-065815The paper introduces the competence framework produced by the OpenGame project, that includes the attitudes, knowledge and skills that educators need to master in order to work with Open Educational Practices (OEP). With this outcome, the OpenGame research team aims at closing the gap between the expanded interest of researchers and practitioners towards a holistic vision of open education and the absence of a sharedcompetence framework that can cover both the creation and/or use of Open Educational resources (OER) and the broader realm of OEP. Starting from literature review complemented with the analysis of 24 open teaching practices, 8 competences have been defined, related to both OER and open pedagogies. The competences relating to OER are: use open licences; search for OER; create, revise, and remix OER; and share OER. The competences relating to open pedagogy are: design open educational experiences; guide students to learn in the open; teach with OER; and implement open assessment. The framework details the knowledge and skills that correspond to each competence and can serve both as a starting point to build educators’ capacities to work with open approaches and as a reflexion tool to better understand what it means to be an Open Educator in the 21stcentury.info:eu-repo/semantics/publishedVersio

Catch the Open! A Gamified Interactive Immersion Into Open Educational Practices for Higher Education Educators

Open Education (OE) opens up learning opportunities to, potentially, every person in the world. Additionally, it allows teachers, researchers, and practitioners to find, share, reuse, and improve existing resources under a dependable legal framework. Aiming to spread and foster the introduction of open policies in Higher Education (HE) institutions, the gamified interactive learning experience Catch the Open! was developed. Catch the Open! targets HE educators who wish to learn, or who wish to deepen their existing knowledge, about OE and Open Educational Practices (OEP). Within the gamified learning experience, the user becomes an educator, Alex, the game character, who receives a task from the Rector: to investigate how to best include OE and OEP in teaching and learning practice within the institution. Alex proceeds to explore and gather information in a web-based 2D virtual HE institution where students, colleagues, and guest researchers will help her to develop a comprehensive understanding of OE and the practical application of OEP. The educational content within Catch the Open! is underpinned by an OE competences framework for HE educators, developed in a previous phase of the Erasmus+ OpenGame project. In this paper, the design process to link pedagogical and technological approaches, which results in the Catch the Open! gamified web-based interactive application, is presented as well as the application itself. Moreover, two phases of piloting with 153 HE educators from six different HE institutions are presented. The obtained findings showed that the gamified environment helped in learning about OE. On the other hand, learners also suggested several improvement aspects of the gamified environment, such as the length of finishing a learning mission while playing

Introduciendo una historia interactiva en una experiencia geolocalizada

Pervasive games are one of the types of gaming experiences that currently causes the most impact on players. They break the usual environment of the game in a spatial, temporal or social dimension. This paper has the objective of integrate the narrative with the interactivity and the geolocalization of these games. This integration requires a model that represents and structures the story and its joining between the rest of the elements of the game. In addition, this model should allow us to analyze the effectiveness of the story and how it helps to create a good user experience. In this paper, we propose a strong structuring of the narrative that includes geolocalization support. Through an example of the design of an interactive geolocalized story, we explain several characteristics of the model that make possible the creation of a good interactive narrative.Actualmente, los juegos pervasivos son uno de los tipos de experiencia de juego que causan el mayor impacto en los jugadores, pues rompen el entorno usual del juego en su dimensión espacial, temporal o social. Este documento tiene el objetivo de proponer, en esos juegos, una integración de la narrativa con la interactividad y la geolocalización. Esta integración requiere un modelo que represente y estructure la historia y su fusión con el resto de elementos del juego. Además, ese modelo debe permitir analizar la efectividad de la historia y cómo ésta ayuda a crear una buena experiencia de usuario. En este trabajo, proponemos una fuerte estructuración de la narrativa que incluye soporte a la geolocalización. A través de un ejemplo de diseño de una historia interactiva geolocalizada, se explican las diferentes características del modelo que hacen posible la creación de buena narrativa interactiva

Introducing an interactive story in a geolocalized experience

Actualmente, los juegos pervasivos son uno de los tipos de experiencia de juego que causan el mayor impacto en los jugadores, pues rompen el entorno usual del juego en su dimensión espacial, temporal o social. Este documento tiene el objetivo de proponer, en esos juegos, una integración de la narrativa con la interactividad y la geolocalización. Esta integración requiere un modelo que represente y estructure la historia y su fusión con el resto de elementos del juego. Además, ese modelo debe permitir analizar la efectividad de la historia y cómo ésta ayuda a crear una buena experiencia de usuario. En este trabajo, proponemos una fuerte estructuración de la narrativa que incluye soporte a la geolocalización. A través de un ejemplo de diseño de una historia interactiva geolocalizada, se explican las diferentes características del modelo que hacen posible la creación de buena narrativa interactiva.Pervasive games are one of the types of gaming experiences that currently causes the most impact on players. They break the usual environment of the game in a spatial, temporal or social dimension. This paper has the objective of integrate the narrative with the interactivity and the geolocalization of these games. This integration requires a model that represents and structures the story and its joining between the rest of the elements of the game. In addition, this model should allow us to analyze the effectiveness of the story and how it helps to create a good user experience. In this paper, we propose a strong structuring of the narrative that includes geolocalization support. Through an example of the design of an interactive geolocalized story, we explain several characteristics of the model that make possible the creation of a good interactive narrative

The OpenGame Course curriculum and content

The course on open education proposed here comprises 8 modules based on 8 competences. For each competence we have defined learning outcomes. The modules are built around the practices identified and described in IO1. In each module 3 practices are used to engage the trainees. The practices themselves are transformed into learning activities, allowing the trainees to actively interact with the learning activities.OpenGame Project -Promoting Open Education through Gamification, Ref: 2019-1-ES01-KA203-065815info:eu-repo/semantics/publishedVersio

The Caldera. No. 23

La pandemia, sin lugar a dudas, nos ha cambiado la vida a todos; un viernes nos fuimos para nuestros hogares, en el marco de una educación presencial; al lunes siguiente, después de dos días, estábamos iniciando el camino hacia una educación remota, una educación virtual, que se ha convertido en una gran alternativa para seguir contribuyendo con la formación de nuestros niños y jóvenes caldistas y al mejoramiento de nuestra calidad de vida que halla, en la educación, nuevamente la respuesta; han sido meses de cambios drásticos, inimaginables pero, cambios positivos que nos han permitido crecer como individuos, como familia, como escuela y como sociedad.Especial pandemia. Una generación Resiliente por promoción DINASTIA…06 VII Concurso Intercolegiado departamental de Oratoria. Ulibro 2020…51 Deporte en el Caldas…64 Expresiones Caldistas…71 Celebremos la palabra…93 Nuestros Maestros…102 Galería de Imágenes…107The pandemic, without a doubt, has changed the lives of all of us; One Friday we went to our homes, as part of a face-to-face education; The following Monday, after two days, we were starting the path towards a remote education, a virtual education, which has become a great alternative to continue contributing to the training of our children and young Caldistas and to the improvement of our quality of life. that finds, in education, the answer again; They have been months of drastic changes, unimaginable but positive changes that have allowed us to grow as individuals, as a family, as a school and as a society