Compromiso con OER en las universidades

At present, there is great interest over the concept of Open Educational Resources (OER) in all of its forms: OpenCourseware repositories OCW, spare open resources, or even more recently as Massive Online Open Courses (also called MOOC). This panorama has generated considerable debate about their effectiveness in terms of learning, sustainability and especially the role that higher education institutions play in this context. We understand that students are involved on formal and informal learning activities, and require universities should have new model to recognize their skills and abilities on these scenarios. One case study is the MOOC learning framework, where universities are interested but there are nowadays some doubts and fears about the official recognition as a usual learning activity. In this article we analyse some data from the activity in an Open Course developed in the University of Granada and the implications regarding learning skills and recognition. Finally, we link this approach with the studies given in the Open Learning Framework developed within the European project OERtest, in which five higher education institutions have conducted a pilot on this issue. We can offer some conclusions regarding the feasibility of certifying and award credits to a student

Autoevaluación a través de una estrategia de blended-learning para la mejora del rendimiento en una asignatura de contabilidad

L'assignatura Comptabilitat general s'imparteix en cinc titulacions de grau que s'ofereixen a la Facultat de Ciències Econòmiques i Empresarials de la Universitat de Granada. Els professors de l'assignatura han generat, coordinadament, materials educatius en línia associats a una metodologia que permet que els estudiants facin cada any activitats d'autoavaluació semblants a les que hi ha disponibles en l'assignatura en la seva avaluació per a aconseguir el títol de grau. Seguint la metodologia d'aprenentatge mixt (blended-learning), que combina tècniques d'ensenyament presencials amb l'ús d'eines TIC, els estudiants treballen en la matèria i milloren els seus resultats acadèmics. Aquest curs s'han consultat estudiants de dos dels graus sobre la satisfacció general en l'ús de la plataforma. Dels resultats obtinguts, en podem destacar la valoració positiva dels estudiants pel que fa a la utilitat de les activitats plantejades per mitjà de la plataforma i el seu interès; també cal ressenyar la correlació positiva trobada entre l'accés a la plataforma i les qualificacions en els exercicis d'autoavaluació, i la qualificació final de l'assignatura.The General Accounting subject is on the curricula of five different bachelor’s degrees offered in the Faculty of Economics and Business at the University of Granada (UGR), Spain. In a coordinated way, all the lecturers involved in this subject have generated interactive materials and a methodology that allows students to undertake online self-assessment activities that are very similar to the final exam. Following a blended-learning methodology, General Accounting combines classroom education techniques with the use of information and communication technology (ICT) tools, and the students work to improve their grades. In the 2012/13 academic year, students on two of the degrees were consulted about their overall satisfaction with using this platform. From the results, we can highlight the positive appraisal of the interestingness and usefulness of activities on the platform. We also obtained a positive correlation between the students’ access to the activities and the grades obtained in them, and the final grades obtained in the subject.La asignatura Contabilidad general se imparte en cinco titulaciones de grado que se ofertan en la Facultad de Ciencias Económicas y Empresariales de la Universidad de Granada. Los profesores de la asignatura han generado, de forma coordinada, materiales educativos en línea asociados a una metodología que permite que los estudiantes realicen cada año actividades de autoevaluación similares a las que están disponibles en la asignatura en su evaluación para conseguir el título de grado. Siguiendo la metodología blended-learning, que combina técnicas de educación presenciales con el uso de herramientas TIC, los estudiantes trabajan en la materia y mejoran en sus resultados académicos. En el presente curso se ha consultado a estudiantes de dos de los grados sobre la satisfacción general en el uso de la plataforma. De los resultados obtenidos, podemos destacar la valoración positiva de los estudiantes respecto a la utilidad de las actividades planteadas a través de la plataforma, así como su interés; también cabe reseñar la correlación positiva hallada entre el acceso a la plataforma y las calificaciones en los ejercicios de autoevaluación, y la calificación final de la asignatura

Sample Reproducibility of Genetic Association Using Different Multimarker TDTs in Genome-Wide Association Studies: Characterization and a New Approach

Multimarker Transmission/Disequilibrium Tests (TDTs) are very robust association tests to population admixture and structure which may be used to identify susceptibility loci in genome-wide association studies. Multimarker TDTs using several markers may increase power by capturing high-degree associations. However, there is also a risk of spurious associations and power reduction due to the increase in degrees of freedom. In this study we show that associations found by tests built on simple null hypotheses are highly reproducible in a second independent data set regardless the number of markers. As a test exhibiting this feature to its maximum, we introduce the multimarker -Groups TDT (), a test which under the hypothesis of no linkage, asymptotically follows a distribution with degree of freedom regardless the number of markers. The statistic requires the division of parental haplotypes into two groups: disease susceptibility and disease protective haplotype groups. We assessed the test behavior by performing an extensive simulation study as well as a real-data study using several data sets of two complex diseases. We show that test is highly efficient and it achieves the highest power among all the tests used, even when the null hypothesis is tested in a second independent data set. Therefore, turns out to be a very promising multimarker TDT to perform genome-wide searches for disease susceptibility loci that may be used as a preprocessing step in the construction of more accurate genetic models to predict individual susceptibility to complex diseases

Genome-wide association filtering using a highly locus-specific transmission/disequilibrium test

Multimarker transmission/disequilibrium tests (TDTs) are powerful association and linkage tests used to perform genome-wide filtering in the search for disease susceptibility loci. In contrast to case/control studies, they have a low rate of false positives for population stratification and admixture. However, the length of a region found in association with a disease is usually very large because of linkage disequilibrium (LD). Here, we define a multimarker proportional TDT (mTDTP) designed to improve locus specificity in complex diseases that has good power compared to the most powerful multimarker TDTs. The test is a simple generalization of a multimarker TDT in which haplotype frequencies are used to weight the effect that each haplotype has on the whole measure. Two concepts underlie the features of the metric: the ‘common disease, common variant’ hypothesis and the decrease in LD with chromosomal distance. Because of this decrease, the frequency of haplotypes in strong LD with common disease variants decreases with increasing distance from the disease susceptibility locus. Thus, our haplotype proportional test has higher locus specificity than common multimarker TDTs that assume a uniform distribution of haplotype probabilities. Because of the common variant hypothesis, risk haplotypes at a given locus are relatively frequent and a metric that weights partial results for each haplotype by its frequency will be as powerful as the most powerful multimarker TDTs. Simulations and real data sets demonstrate that the test has good power compared with the best tests but has remarkably higher locus specificity, so that the association rate decreases at a higher rate with distance from a disease susceptibility or disease protective locus

Requirements and standard for resources

Major issue to be taken into consideration for open learning recognition are requirements and standards for OER/OCW modules and their provision. The following subchapter addresses content creation, characteristics of repositories, legal issues and standards for open education resources, as well as tackles quality processes and criteria for evaluating OER modules. The area was investigated primarily to understand the nature of an \u2018open educational resource\u2019 and of \u2018open courseware\u2019, and how these terms apply to the scope of the project

Engaging with OER at universities

At present, there is great interest over the concept of Open Educational Resources (OER) in all of its forms: OpenCourseware repositories OCW, spare open resources, or even more recently as Massive Online Open Courses (also called MOOC). This panorama has generated considerable debate about their effectiveness in terms of learning, sustainability and especially the role that higher education institutions play in this context. We understand that students are involved on formal and informal learning activities, and require universities should have new model to recognize their skills and abilities on these scenarios. One case study is the MOOC learning framework, where universities are interested but there are nowadays some doubts and fears about the official recognition as a usual learning activity. In this article we analyse some data from the activity in an Open Course developed in the University of Granada and the implications regarding learning skills and recognition. Finally, we link this approach with the studies given in the Open Learning Framework developed within the European project OERtest, in which five higher education institutions have conducted a pilot on this issue. We can offer some conclusions regarding the feasibility of certifying and award credits to a student

Education in the knowledge society : EKS

Título, resumen y palabras clave en español e inglésResumen basado en el de la publicaciónSe aborda la revisión sistemática de literatura sobre la educación virtual para todos. Concretamente se da respuesta a interrogantes como: ¿cuáles son las consideraciones tecnológicas y pedagógicas para implementar propuestas e-learning accesibles en Educación Superior inclusiva? ¿Qué papel cumple el diseño universal de aprendizaje en el desarrollo de propuestas educativas virtuales para todos en Educación Superior? Se analizan producciones científicas en el período de 2009 a 2018. El estudio se apoya en la metodología propuesta por Kitchenham y Okoli & Schabram. Las producciones revisadas aportan datos empíricos y teóricos en el ámbito de la Educación Superior virtual inclusiva. Se muestra que la accesibilidad a las plataformas educativas y recursos o contenidos educativos son de gran interés, así como la consideración del diseño universal de aprendizaje y sus tres principios para llegar a la mayor cantidad de aprendices en línea con propuestas formativas accesibles para todos que buscan una educación virtual inclusiva.ES

Sliding window maps for the -affected data set.

<p>Window size is TDTs used were (red diamonds), (green squares), (purple circles) and (blue triangles).</p

The table used by .

<p>Only those parental genotypes with one haplotype in each group are used by The counts refer to the number of times haplotypes in one group are transmitted by heterozygous parents to their affected offspring.</p