Using the virtual campus in the practicum of psychopedagogy: a socio-cultural and constructivist approach

[ES] El practicum es un espacio de formación de suma importancia para la formación de un estudiante al finalizar sus estudios superiores. En el nuevo marco del Espacio Europeo de Educación Superior (EEES), las prácticas presenciales han adquirido todavía más importancia para el desarrollo de las competencias de un determinado perfil profesional. En este trabajo se presenta la organización y seguimiento del practicum en el marco de una universidad virtual. Desde una visión constructivista y sociocultural de la enseñanza, del aprendizaje y de la evaluación, la propuesta plantea un modelo de practicum de la licenciatura de 2º ciclo de Psicopedagogía, que conjuga la tutorización y el seguimiento del trabajo de los estudiantes en el centro de prácticas simultáneamente con un trabajo de reflexión sobre la práctica que se lleva a cabo en el aula del campus virtual. Los resultados son analizados a partir del cuestionario de satisfacción que se administra a los estudiantes al final de cada semestre y que evalúa cuatro aspectos: nivel de satisfacción general, acción docente, recursos y evaluación del aprendizaje. La aplicación de esta metodología aporta muchos beneficios formativos para los estudiantes puesto que garantiza la adquisición de destrezas propias de la intervención psicopedagógica en un contexto determinado conjuntamente con la reflexión sobre los contextos, finalidades y objetivos de la intervención psicopedagógica. Las repercusiones, ventajas e inconvenientes de éste modelo de practicum se analizan teniendo en cuenta también las directrices del Espacio Europeo de Educación Superior.[EN] The Practicum (post-graduate teacher education) is an area critical to the formation of a student to finish college. In the new framework of European Higher Education Area (EHEA), classroom practices have become even more important for the development of the skills required for a particular professional profile. In this paper we present the organization and monitoring of the Practicum as part of a virtual university. From a constructivist and socio-cultural teaching, learning and assessment, the proposal presents a model of practicum of the degree of 2 nd cycle of psychopedagogy, which combines mentoring and monitoring the work of students in the training center work simultaneously with a reflection on practice which takes place in the classroom of the virtual campus. The results are analyzed from the satisfaction questionnaire administered to students at the end of each semester, which assesses four areas: overall satisfaction, teaching activities, resources and assessment of learning. The application of this methodology has many benefits for students training as skill acquisition warrants intervention own psychology in context together with reflection on the contexts, purposes and objectives of the psychopedagogy intervention. The implications, advantages and disadvantages of this model of practicum are discussed taking into account the guidelines of the European Higher Education Area.Barrachina, LA. (2011). El uso del campus virtual en el practicum de psicopedagogía: un enfoque constructivista y sociocultural. REDU. Revista de Docencia Universitaria. 9(3):199-217. https://doi.org/10.4995/redu.2011.6162OJS19921793Badia, A.; Mauri, T. y Monereo, C. (2006). La práctica psicopedagógica en la educación no formal. Barcelona: Editorial UOC.Bautista, A. (2007). El desarrollo del practicum de pedagogía escolar mediante el campus virtual de la UCM. Revista Iberoamericana de Educación a Distancia, 10(2), 165-­‐177.Cebrián, (2011). Los ePortafolios en la supervisión del Practicum: modelos pedagógicos y soportes tecnológicos. Revista de Curriculum y Formación del profesorado, 15 (1), 1-17.Coll, C. (2003). Tecnologías de la información y dela comunicación y prácticas educativas. En C.Coll (Coord.). Psicología de la Educación (pp 32-­‐41). Barcelona: EDIUOC.Colomina, R.; Rochera, M.J. y Mauri, T. (2005). Cambios en la enseñanza con TIC: una oportunidad para saber más sobre el proceso de aprendizaje de los alumnos y mejorar la ayuda educativa. Comunicación presentada en el Congreso Internacional de Psicología y Educación en tiempos de cambio. Barcelona, 2-4 de febrero de 2005.Espasa, A. y Bautista, G. (2010). Guía del Practicum de Psicopedagogía. Pràcticum I i Pràcticum II. Barcelona: UOC.Kolb, D. (1984). Experiential Learning. New Jersey: Prentice Hall Inc.Korthagen, F. A. J., Loughran, J. y Russell, T. (2006). Developing fundamental principles for teacher education programs and practices. Teaching and Teacher Education, 22 (8), 1020‐1041. https://doi.org/10.1016/j.tate.2006.04.022Lleixa, M., Albacar, N., Monteso, P., Ferré, C. (2010) La Tutoría Virtual en el Practicum: ¿Está satisfecho el alumnado? Ágora de enfermería, 14, 149‐155.Mcnair, V. & Marshall, K. (2006). How ePortfolios Support Development in Early Teacher ducation. In A. Jafari y C. Kaufman (Eds), Handbook of research on ePortfolios (pp. 474-485). IGI Publishing Hershey, PA, USA. https://doi.org/10.4018/978-1-59140-890-1.ch042Monereo, C. y Solé, I. (1996). El modelo de asesoramiento educativo‐constructivo: dimensiones críticas. En C. Monereo e I. Solé (Coords). El asesoramiento psicopedagógico: una perspectiva profesional y constructivista (pp 15‐32). Madrid: Alianza.Santacana, T. (2006). El model pedagògic de la Universitat Oberta de Catalunya (UOC): una visió des de l'aula. Coneixement i Societat. Revista d'Universitats, Recerca I Societat de la Informació, 10, 56-71.Schön, D. (1992). La formación de profesionales reflexivos. Barcelona: Paidós.Zabalza, M.A. (2011) El Practicum en la formación universitaria: estado de la cuestión. Revista de Educación, 354, 21-43.Zeicher, K. (2010). Rethinking the Connections Between Campus Courses and Field Experiences in College and University‐Based Teacher Education. Journal of Teacher Education, 61(1-­‐2), 89‐99

Narrative comprehension and production in children with SLI: An eye movement study

This study investigates narrative comprehension and production in children with specific language impairment (SLI). Twelve children with SLI (mean age 5; 8 years) and 12 typically developing children (mean age 5; 6 years) participated in an eye-tracking experiment designed to investigate online narrative comprehension and production in Catalan- and Spanish-speaking children with SLI. The comprehension task involved the recording of eye movements during the visual exploration of successive scenes in a story, while listening to the associated narrative. With regard to production, the children were asked to retell the story, while once again looking at the scenes, as their eye movements were monitored. During narrative production, children with SLI look at the most semantically relevant areas of the scenes fewer times than their age-matched controls, but no differences were found in narrative comprehension. Moreover, the analyses of speech productions revealed that children with SLI retained less information and made more semantic and syntactic errors during retelling. Implications for theories that characterize SLI are discussed

The formulation of argument structure in SLI: an eye-movement study

This study investigated the formulation of verb argument structure in Catalan- and Spanishspeaking children with specific language impairment (SLI) and typically developing age-matched controls. We compared how language production can be guided by conceptual factors, such as the organization of the entities participating in an event and knowledge regarding argument structure. Eleven children with SLI (aged 3;8 to 6;6) and eleven control children participated in an eyetracking experiment in which participants had to describe events with different argument structure in the presence of visual scenes. Picture descriptions, latency time and eye movements were recorded and analyzed. The picture description results showed that the percentage of responses in which children with SLI substituted a non-target verb for the target verb was significantly different from that for the control group. Children with SLI made more omissions of obligatory arguments, especially of themes, as the verb argument complexity increased. Moreover, when the number of arguments of the verb increased, the children took more time to begin their descriptions, but no differences between groups were found. For verb type latency, all children were significantly faster to start describing one-argument events than two- and three-argument events. No differences in latency time were found between two- and three-argument events. There were no significant differences between the groups. Eye-movement showed that children with SLI looked less at the event zone than the age-matched controls during the first two seconds. These differences between the groups were significant for three-argument verbs, and only marginally significant for one- and two-argument verbs. Children with SLI also spent significantly less time looking at the theme zones than their age-matched controls. We suggest that both processing limitations and deficits in the semantic representation of verbs may play a role in these difficulties

Effect of verb argument structure on picture naming in children with and without specific language impairment (SLI)

Background: This study investigated verb argument structure effects in children with specific language impairment (SLI). Aims: A picture-naming paradigm was used to compare the response times and naming accuracy for nouns and verbs with differing argument structure between Spanish-speaking children with and without language impairment. Methods & Procedures: Twenty-four children with SLI (ages 5;3-8;2 [years;months]), 24 age-matched controls (ages 5;3-8;2), 24 MLU-w controls (ages 3;3-7;1 years), and 31 adults participated in a picture-naming study. Outcomes & Results: The results show all groups produced more correct responses and were faster for nouns than all verbs together. As regards verb type accuracy, there were no differences between groups in naming one-argument verbs. However, for both two- and three-argument verbs, children with SLI were less accurate than adults and age-matched controls, but similar to the MLU-matched controls. For verb type latency, children with SLI were slower than both the agematched controls and adults for one- and two-argument verbs, while no differences were found in three-argument verbs. No differences were found between children with SLI and MLU-matched controls for any verb type. Conclusions & Implications: It has been shown that the naming of verbs is delayed in Spanish children with SLI. It is suggested that children with SLI may have problems encoding semantic representations

Do children with SLI use verbs to predict arguments and adjuncts: evidence from eye movements during listening

Different psycholinguistic theories have suggested the importance of verb semantics in rapidly anticipating upcoming information during real-time sentence comprehension. To date, no study has examined if children use verbs to predict arguments and adjuncts in sentence comprehension using children with specific language impairment (SLI).Twenty-five children with SLI (aged 5 years and 3 months to 8 years and 2 months), twenty-five age-matched controls (aged 5 years and 3 months to 8 years and 2 months), twenty-five MLU-w controls (aged 3 years and 3 months to 7 years and 1 month), and 31 adults took part in the study. The eye movements of participants were monitored while they heard twenty-four sentences, such as El hombre lee con atención un cuento en la cama (translation: The man carefully reads a storybook in bed), in the presence of four depicted objects, one of which was the target (storybook), another, the competitor (bed), and another two, distracters (wardrobe and grape). The proportion of looks revealed that, when the meaning of the verb was retrieved, the upcoming argument and adjunct referents were rapidly anticipated. However, the proportion of looks at the theme, source/goal and instrument referents were significantly higher than the looks at the locatives. This pattern was found in adults as well as children with and without language impairment. The present results suggest that, in terms of sentence comprehension, the ability to understand verb information is not severely impaired in children with SLI

Argument structure and the representation of abstract semantics

According to the dual coding theory, differences in the ease of retrieval between concrete and abstract words are related to the exclusive dependence of abstract semantics on linguistic information. Argument structure can be considered a measure of the complexity of the linguistic contexts that accompany a verb. If the retrieval of abstract verbs relies more on the linguistic codes they are associated to, we could expect a larger effect of argument structure for the processing of abstract verbs. In this study, sets of length-and frequency-matched verbs including 40 intransitive verbs, 40 transitive verbs taking simple complements, and 40 transitive verbs taking sentential complements were presented in separate lexical and grammatical decision tasks. Half of the verbs were concrete and half were abstract. Similar results were obtained in the two tasks, with significant effects of imageability and transitivity. However, the interaction between these two variables was not significant. These results conflict with hypotheses assuming a stronger reliance of abstract semantics on linguistic codes. In contrast, our data are in line with theories that link the ease of retrieval with availability and robustness of semantic information

Children with SLI can exhibit reduced attention to a talker's mouth

It has been demonstrated that children with specific language impairment (SLI) show difficulties not only with auditory but also with audiovisual speech perception. The goal of this study was to assess whether children with SLI might show reduced attention to the talker's mouth compared to their typically developing (TD) peers. An additional aim was to determine whether the pattern of attention to a talking face would be related to a specific subtype of SLI. We used an eye-tracker methodology and presented a video of a talker speaking the children's native language. Results revealed that children with SLI paid significantly less attention to the mouth than the TD children. More specifically, it was also observed that children with a phonological-syntactic deficit looked less to the mouth as compared to the children with a lexical-syntactic deficit

L'afectació del llenguatge en la malaltia d'Alzheimer

En el deteriorament de les capacitats cognitives de la malaltia de l'Alzheimer (MA) destaquen, a més del trastorn amnèsic progressiu, les pèrdues de l'àrea del llenguatge. Tot i que en el procés d'envelliment normal el llenguatge és una de les funcions cognitives que queden afectades més tard, en la MA el trastorn lingüístic pot presentar-se com un dels primers símptomes. Aquestes dificultats transcorren des d'alteracions en tasques de denominació fins a la pèrdua total de llenguatge en els casos més avançats. L'article revisa de manera divulgativa alguns dels casos de persones lletrades que han sofert la malaltia i com aquesta situació ha afectat el seu treball. Així mateix, l'article resumeix algunes de les troballes empíriques més importants que descriuen l'afectació del llenguatge en les persones que pateixen aquesta malaltia

Cuadernos de pedagogía

Resumen tomado de la publicaciónEl Trastorno del desarrollo del Lenguaje (TDL) es un trastorno en la adquisición y el desarrollo del lenguaje oral que tiene también repercusiones en el desarrollo socio-emocional del niño y en su rendimiento escolar.Biblioteca de Ministerio de Educación y Formación Profesional; Calle San Agustín, 5; 28014 Madrid; Tel. +34917748000; [email protected]

Trabajo final de postgrado (TFP), febrero 2018

Recurs d'aprenentatge de la Universitat Oberta de Catalunya. Material publicat amb llicència Creative Commons passats 6 semestres des de la data de publicació.Recurso de aprendizaje de la Universitat Oberta de Catalunya. Material publicado con licencia Creative Commons pasados 6 semestres desde la fecha de publicación.Learning resource of the Universitat Oberta de Catalunya. Material published under a Creative Commons license after 6 semesters from the date of publication