2,401 research outputs found
Expanding borders of communication and collaboration through the network: digital competence as a means to promote academic interculturality
Las Tecnologías de la Información y la Comunicación han permitido el establecimiento de espacios virtuales
que modifican el modo de interacción social. En este trabajo se analiza la percepción de los futuros docentes
del grado de Educación Infantil sobre el uso de redes digitales para fomentar la interculturalidad académica. Se
ha utilizado una metodología cuantitativa, basada en la aplicación de un cuestionario construido ad hoc. Entre
los resultados se resalta principalmente el uso social que los estudiantes hacen de las redes digitales por encima
del académico para la comunicación y colaboración entre iguales. Finalmente se constata que el uso de las redes digitales en la actividad docente favorece la interculturalidadInformation and Communication Technologies allow the establishment of virtual spaces that modify the way
people interacts between themselves. This paper analyzes the perception of future teachers who are studying
Preschool Education on the use of digital networks to promote academic interculturality. For this, we carry out
a quantitative methodology by applying an ad hoc questionnaire. Among the results, it is highlighted the social
use that students make of digital networks over academic use for communication and collaboration among
equals. Finally, we found that the use of digital networks in teaching bring on interculturalit
Adolescents’ Emotions in Spanish Education: Development and Validation of the Social and Emotional Learning Scale
This work was funded by Porticus and the Tomillo Foundation, through the R+D+i Project entitled Evaluation of the Itinerario + Educational Model-Phase I.The aim of this study was to develop and validate a scale for measuring the different areas
of competence of the social and emotional learning model in students in compulsory secondary
education. For this purpose, following the recommendations and quality standards established by the
specialised literature, the Social and Emotional Learning Scale was constructed and administered to a
convenience sample of 1385 students in compulsory secondary education. The results reveal adequate
reliability of the instrument and fairly satisfactory fit indices for the structural model proposed. In
addition, external evidence is provided for the validity of the instrument with the variables life
satisfaction and school performance. The Social and Emotional Learning Scale is of satisfactory metric
quality and provides a detailed and consolidated picture of adolescents’ level of self-awareness,
social awareness, self-control, interpersonal skills and responsible decision making, which provides
students with an instrument that can help to understand their interpersonal and intrapersonal skills
and to establish mechanisms for their improvement.PorticusTomillo Foundation, through the R+D+i Project entitled Evaluation of the Itinerario + Educational Model-Phase
Nuevas aportaciones a la definición del Círculo del Estrecho: la cultura material a través de algunos centros alfareros (ss. VI-I a.n.e.)
El objetivo de este trabajo es poner de relieve la existencia de una serie de rasgos comunes en la cultura material cerámica y en las estructuras de producción de éstas -similitudes comerciales por tantoentre varios yacimientos de lo que se ha venido denominando “Círculo del Estrecho” durante época púnica y tardopúnica, lo que nos servirá para analizar distintas interpretaciones de esta zona geopolítica del Extremo Occidente Mediterráneo.With this paper we will try to emphazise some similarities about ceramics industry -commercial activities- between some archaeological sites included in the "Círculo del Estrecho". This information will help us to analyse some interpretations given to the historical evolution of this area of the Western Mediterranean Sea
Anonymizing cybersecurity data in critical infrastructures: the CIPSEC approach
Cybersecurity logs are permanently generated by network devices to describe security incidents. With modern computing technology, such logs can be exploited to counter threats in real time or before they gain a foothold. To improve these capabilities, logs are usually shared with external entities. However, since cybersecurity logs might contain sensitive data, serious privacy concerns arise, even more when critical infrastructures (CI), handling strategic data, are involved.
We propose a tool to protect privacy by anonymizing sensitive data included in cybersecurity logs. We implement anonymization mechanisms grouped through the definition of a privacy policy. We adapt said approach to the context of the EU project CIPSEC that builds a unified security framework to orchestrate security products, thus offering better protection to a group of CIs. Since this framework collects and processes security-related data from multiple devices of CIs, our work is devoted to protecting privacy by integrating our anonymization approach.Peer ReviewedPostprint (published version
Efficacy of the Flipped Classroom method at the University: Meta-analysis of impact scientific production
La particularidad del método flipped classroom se halla en el cambio de los roles de
aprendizaje, donde el profesorado adquiere un rol secundario como guía y el
estudiante un rol primario como agente activo. En esta línea, la tendencia en su
implementación en la etapa de educación superior va en aumento y cada vez es más
habitual escuchar experiencias docentes que giran en torno a su aplicación en el aula.
Por ello, este trabajo tiene como objetivo analizar el efecto de la metodología flipped
classroom en el rendimiento académico de los estudiantes universitarios a partir de
los estudios indexados en las bases de datos WOS y Scopus. Se ha seguido una
metodología propia de los estudios de meta-análisis, con la finalidad de medir el
tamaño del efecto global y particular de las investigaciones analizadas y constatar
empíricamente la ganancia a favor del grupo experimental o control. Los resultados
muestran que la diferencia entre grupos es estadísticamente significativa y la mayor
parte de los estudios confirma el aumento del rendimiento académico en el grupo
experimental. No obstante, se evidencia un posible sesgo de los artículos publicados
a favor del método flipped classroom. Finalmente, el método flipped classroom se alza
como una metodología docente que puede mejorar los resultados académicos y
facilitar al estudiantado la autorregulación de su aprendizajeThe peculiarity of the flipped classroom method lies in the change of learning roles,
where the teacher acquires a secondary role as a guide and the student a primary role
as an active agent. The trend of implementation in the stage of higher education is
increasing and it is increasingly common to hear teaching experiences that revolve
around its application in the classroom. Therefore, this paper aims to assess the effect
of the flipped classroom methodology on the academic performance of university
students from the studies indexed in the WOS and Scopus databases. A methodology
of meta-analysis studies has been followed, with the purpose of measuring the size
of the global and particular effect of the researchers and empirically verifying the
gain in favour of the experimental or control group. The results show that the
difference between groups is statistically significant and most of the studies confirm
the increase in academic performance in the experimental group. However, there is
evidence of a possible bias in the articles published in favour of the flipped classroom
method. Finally, the flipped classroom method is raised as a teaching methodology
that can improve academic results and make it easier for students to self-regulate
their learnin
Impact of Problematic Smartphone Use and Instagram Use Intensity on Self-Esteem with University Students from Physical Education
Mobile devices are a revolutionary element that offer many possibilities, although they
can also cause problems for users. This is the case with the development of addictive behaviors
that can affect personal well-being. The purpose of this paper has been to analyze the influence
of smartphone addiction and Instagram use intensity on the self-esteem of Physical Education
students. A cross-sectional research design was adopted by applying an online survey to a sample
of undergraduate students (n = 385). The results showed that gender and age were factors that
influenced the problematic use of the smartphone. In turn, there was a significant positive correlation
between smartphone addiction and Instagram use intensity. The influence of smartphone addiction
on students’ self-esteem was also highlighted. In contrast, Instagram use intensity did not affect
self-esteem. Finally, the findings are discussed, and the main implications of the study are established,
where physical education students take on a special role in order to avoid the improper use of
smartphones and Instagram through sport.University of Granada (Spain)
PPJIB2019-0
Flipped Learning Approach as Educational Innovation in Water Literacy
Water literacy has become a fundamental aspect in today’s society, as its conservation,
preservation and management is key to ensuring human survival. The purpose of this paper was to
analyze the effectiveness of flipped learning methodology on a traditional training practice in water
literacy at the first level of secondary education. The flipped learning method consisted in providing
the contents to the students before the class sessions, encouraging an active learning. A descriptive
study was adopted with two experimental groups, two control groups and only post-test. An ad hoc
questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation,
Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and
Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each.
The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results
indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects
that improved most with the flipped learning approach. However, no significant differences in ratings
were found. Finally, the main findings and their implications for water literacy are discussed.Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU16/01762)
Effect of the Flipped Classroom and Gamification Methods in the Development of a Didactic Unit on Healthy Habits and Diet in Primary Education
This paper has been funded by the I+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada (Reference: CNT4315).Currently, there are several methodological models that have broken into different disciplines of knowledge with the aim of making the teaching/learning process more dynamic, active and participatory for students. This is the case of Flipped Classroom, which is based on a mixed approach between e-learning and face-to-face teaching, as well as gamification, which bases its didactic principles on the recreational components of the games. Within this context, the aim of this research is to observe what effect the application of Flipped Classroom and gamification has in the development of motivation, autonomy and self-regulation towards learning through a didactic unit on healthy habits and diet in 202 students of 6th grade of Primary School from four different schools (public and state-subsidized) in the city of Granada (Spain). For this purpose, a methodological design was used with pre-test and post-test to check the effects of the experience on the students. The findings obtained showed that the application of these methods promoted an increase in students’ motivation, as well as in their autonomy and self-regulation when facing the contents of the subject. For this reason, it is advocated that there is a need to continue promoting a quality and innovative educational practice according to the figure of the student today.I+D+I Project Research of Results Transfer Office (OTRI) of the University of Granada
CNT431
Bibliometric analysis on Educational Inspection in the Web of Science database
La Inspección Educativa es un organismo que vela por la calidad de la enseñanza y
está regulada por las leyes de educación. Considerada como un eje fundamental de
los procesos de enseñanza y aprendizaje. El objetivo de este estudio fue identificar
toda la producción científica existente sobre este tema en la base de datos WoS. Este
estudio se ha centrado en el rendimiento, la relevancia conceptual y evolución de la
producción sobre este tema tan importante para la educación. Para ello se ha
realizado un estudio bibliométrico a base de técnicas de rastreo analítico y de
cuantificación documental mediante una evaluación de rendimiento, análisis de
producción científica de los autores y creación de mapas de ciencia, identificando la
evolución conceptual del objeto de estudio en un marco longitudinal de un total de
369 documentos. Los resultados muestran que la evolución temática del campo de
estudio no se encuentra definida, aunque se vislumbra una tendencia gracias a las
investigaciones surgidas en el segundo periodo analizado, comprendido entre los
años 2011 y 2015, que es la etapa más productiva en el número de investigaciones
sobre esta temática. Se concluye que el objeto investigado empieza a ser de interés
por parte de la comunidad educativa, gracias al relieve que está suscitando por parte
de la comunidad científicaThe Educational Inspection is a body that oversees the quality of education and is
regulated by education laws. It is considered a fundamental axis of the teaching and
learning processes. The purpose of this paper was to identify all the existing
scientific production on this topic in the WoS database. This study has focused on
the performance, conceptual relevance and evolution of production on this very
important subject for education. For this purpose, a bibliometric study has been
carried out based on analytical tracking techniques and documentary quantification
by means of an evaluation of performance, analysis of the scientific production of the
authors and creation of science maps, identifying the conceptual evolution of the
object of study in a longitudinal framework of a total of 369 documents. The results
show that the thematic evolution of the field of study is not defined, although a trend
can be seen thanks to the research carried out in the second period analysed, between
2011 and 2015, which is the most productive stage in the number of researches about
this subject. It is concluded that the object researched is beginning to be of interest
to the educational community, thanks to the importance it is raising on the part of
the scientific communit
The socio-structural roots of fundamentalist Islamic terrorism
Islamic fundamentalist terrorism is not a monolithic phenomenon, as its
protagonists have been multiple and varied actors. In spite of its diversity, the roots of this
phenomenon can be found in the very historical background of arab-muslim countries,
and in the political, social and economic structure of these societies. It is then necessary to
analyze this entire series of variables, in order to interpret the role and the effectiveness of
islamic fundamentalist terrorism in the world today.El terrorismo fundamentalista islámico no es un fenómeno monolítico, ya que
es protagonizado por múltiples y variados actores. A pesar de su diversidad, este fenómeno
hunde sus raíces en la propia trayectoria histórica de los países árabe-musulmanes, y en
el tipo de estructura política, social y económica de estas sociedades. El análisis de dicha
serie de variables es indispensable para poder interpretar el papel y la eficacia del terrorismo
fundamentalista islámico en el mundo actual
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