¿Pueden los MOOC cerrar la brecha de oportunidades?: La contribución del diseño pedagógico social inclusivo

Massive Open Online Courses (MOOCs) are open courses made available online at no cost to the user and designed to scale up, allowing for a large number of participants. As such, they are a disruptive new development which has the potential to widen access to higher education since they contribute to social inclusion, the dissemination of knowledge and pedagogical innovation. However, assuring quality learning opportunities to all cannot be simply reduced to allowing free access to higher education. On the contrary, it implies assuring equitable opportunities for every participant to succeed in their learning experience. This goal depends on the quality of the learning design. To be successful, a massive open online learning experience has to empower learners and to facilitate a networked learning environment. In fact, MOOCs are designed to serve a high heterogeneity of profiles, with many differences regarding learning needs and preferences, prior knowledge, contexts of participation and diversity of online platforms. Personalization can play a key role in this process. In this article, the authors describe the iMOOC pedagogical model and its later derivative, the sMOOC model, and explain how they contributed to the introduction of the principles of diversity and learner equity to MOOC design, allowing for a clear differentiation of learning paths and also of virtual environments, while empowering participants to succeed in their learning experiences. Using a design-based research approach, a comparative analysis of two course iterations each representing each model is also presented and discussed.Los cursos en línea abiertos y masivos (MOOC) son cursos abiertos disponibles en línea sin costo para el usuario y diseñados para ampliarse, permitiendo un gran número de participantes. Como tales, son un nuevo desarrollo disruptivo que tiene el potencial de ampliar el acceso a la educación superior, ya que contribuyen a la inclusión social, la difusión del conocimiento y la innovación pedagógica. Sin embargo, garantizar oportunidades de aprendizaje de calidad para todos no puede reducirse simplemente a permitir el acceso gratuito a la educación superior. Por el contrario, implica asegurar oportunidades equitativas para que cada participante tenga éxito en su experiencia de aprendizaje. Este objetivo depende de la calidad del diseño de aprendizaje. Para tener éxito, una experiencia de aprendizaje en línea abierta y masiva debe empoderar a los alumnos y facilitar un entorno de aprendizaje en red. De hecho, los MOOC están diseñados para servir a una gran heterogeneidad de perfiles, con muchas diferencias con respecto a las necesidades y preferencias de aprendizaje, conocimiento previo, contextos de participación y diversidad de plataformas en línea. La personalización puede jugar un papel clave en este proceso. En este artículo, los autores describen el modelo pedagógico iMOOC y su derivada posterior, el modelo sMOOC, y explican cómo contribuyeron a la introducción de los principios de diversidad y equidad en el diseño MOOC, lo que permite una clara diferenciación de las rutas de aprendizaje y también de entornos virtuales, al tiempo que permite a los participantes tener éxito en sus experiencias de aprendizaje. Usando un enfoque de design-based research, también se presenta y discute un análisis comparativo de dos iteraciones del curso, cada una representando cada modelo

Accessibility analysis in MOOC platforms. A case study: UNED COMA and UAbiMOOC

This article has come about as a result of joint work between the Universidad Nacional de Educación a Distancia (UNED, Spain) and the Universidade Aberta (Portugal), pioneering universities in the development of MOOC platforms with pedagogical approximations different from the xMOOC and cMOOC models. The work has been centred on the analysis of the degree of accessibility of both platforms from the point of view of the User Centred Design for which tools suitable for this purpose such as eXaminator and aDesigner have been use

El-gate’s university international cooperation model: promoting the globalization of latin american universities

En una sociedad globalizada como la que tenemos hoy en día, las redes internacionales se han vuelto fundamentales; no solo para los individuos, sino también para las instituciones. En este nuevo contexto, las instituciones de educación superior  necesitan adquirir los medios y la expertise el conocimiento para desarrollar estrategias globales, inclusive educación que atraviese las fronteras, pero sin perder de vista las condiciones específicas locales y su bagaje cultural propio.Encontrar una puerta para entrar a lo global y permanecer al mismo tiempo localmente relevante es el desafío que la mayoría de las universidades tiene hoy. Es por eso que es tan crítico para las universidades desarrollar estándares de calidad y modelos de referencia para el gerenciamiento de sus departamentos internacionales. En este trabajo presentamos como el Proyecto EL Gate asumió este desafío al diseminar un modelo específico para universidades latinoamericanas, yen consecuencia, colaborar a promover su internacionalización

Desafios e oportunidades da orçamentação por programas plurianual em Portugal

Mestrado em Economia e Políticas PúblicasO quadro orçamental português assenta num sistema exclusivamente concentrado nos recursos públicos utilizados onde o principal critério de escrutínio é a mera legalidade da despesa o que tem tido como resultado um orçamento de natureza anual e incrementalista com um insuficiente planeamento de médio prazo. No contexto de fortes restrições orçamentais, o objetivo deste trabalho passa por identificar e propor o modelo de orçamentação por programas plurianual que permite promover a disciplina orçamental e a alocação eficiente dos recursos de acordo com as prioridades políticas do governo. Este trabalho analisou as reformas orçamentais ocorridas na Áustria, na Irlanda e a implementação de orçamentação por programas em Portugal, no sentindo de dotar o novo enquadramento orçamental português de instrumentos, como por exemplo as spending reviews, que garantam uma eficaz implementação do quadro orçamental plurianual com a garantia de tetos de despesa em cada programa orçamental. Os resultados apontam para um quadro orçamental por programas plurianual com limites vinculativos para os 4 anos, uma nova regra numérica para a despesa pública e um conjunto de 23 Missões de Base Orgânica representando diferentes áreas de políticas públicas.The current Portuguese budgetary framework is a highly input-oriented system which concentrates on controlling the legality of public expenditure, leading to an annual and incremental budget with an insufficient medium-term planning. In a context of budget constraints, this paper aims to identify and propose a mediumterm expenditure framework in order to improve fiscal discipline and the efficient allocation of resources in accordance with the political priorities of the government. This paper analyzes the results of fiscal reforms that took place in Austria and Ireland and the process of implementation of the programme budgeting in Portugal, in order to give instruments to the new Portuguese budgetary framework, such as the spending reviews, to ensure an effective implementation of the Medium-Term Expenditure Framework with multi-annual ceilings for expenditure in each budget program. The proposed results indicate a Medium-Term Expenditure Framework with a four years global fixed ceiling, a new numerical expenditure rule and a set of 23 budget programs representing different areas of public policy

Presentation

Presentation of the special issue Transition from conventional education to online education and learning, as a consequence of COVID19.Presentación del número especial de RED “Transición de la educación convencional a la educación y al aprendizaje en línea, como consecuencia del COVID19

Avaliação da função muscular do ombro, em jogadores de voleibol, com e sem dor

Introdução: A sequência de activação e a actividade muscular, são importantes na coordenação do movimento da omoplata com a elevação do úmero. Objectivos: Avaliar sequência de activação, actividade e força de músculos do ombro comparando jogadores com/sem dor. Metodologia: Amostra de 15 atletas (7 - grupo experimental; 8 - grupo controlo). Avaliou-se electromiograficamente o Deltóide Anterior, Grande Peitoral, Trapézio Superior, Trapézio Inferior e Infra- Espinhoso na diagonal do Isocinético (90°/s; 180°/s). Resultados: Encontraram-se diferenças na sequência e tempos de activação; não havendo diferenças na actividade, peak torque e rácio antagonistas/agonistas. Conclusão: A dor crónica afectou sequência e tempos de activação muscular.Introduction: Muscles recruitment patterns and activity, are important in coordinating scapular motion with humeral elevation. Purpose: Evaluate shoulder muscles recruitment patterns, muscles activity and strength, comparing volleyball players with/without shoulder pain. Methods: Study with fifteen subjects (7 - experimental group; 8 - control group). It was analyzed the electromyographic activity of Anterior Deltoid, Pectoralis Major, Lower and Upper Trapezius and Infraspinatus, in the Isokinetic diagonal (90º/s; 180º/s). Results: There were differences of muscles recruitment patterns, however it didn´t happen for muscles activity, peak torque and ratio antagonist/agonist. Conclusion: Chronic pain influenced temporal sequence of muscles recruitment and muscles activation time

Explaining Accounting Policy Practices Under IFRS: The Role of Institutional Factors

Available at SSRN: https://ssrn.com/abstract=2869902 or http://dx.doi.org/10.2139/ssrn.2869902We argue and document that persistent institutional factors determine managerial accounting policy practice under IFRS. In an analysis of accounting choice across thirteen European countries, we study both overt and covert choices, aggregating them to measure their impact over income, thereby focusing on firm overall accounting strategy and not only on individual choices. Our results indicate that institutional factors significantly explain the observed heterogeneity in accounting policy practices and that firm characteristics have a smaller role in explaining them. Capital market structure and tax-alignment are particularly important factor in driving accounting practice. Contrary to the recent emphasis on enforcement as a key institutional factor, our evidence indicates it is a second order factor, when controlling for other institutional factors. Keywords: Accounting policy practices, International differences, IFRS, institutional factors, managerial reporting incentives JEL Classification: M41, M44, M4

Pre-Visions: First Results of the EDEN Fellows Survey on the Futures of Learning

Technology is pervasive and intertwined in many aspects of modern life and society. The digital revolution that is sweeping the world has shown its potential in education during the Covid-19 pandemic. It is rapidly transforming the way students learn, and as a result, technology is expected to improve the face of education by making it more inclusive and accessible. In the framework of the EDEN Pre-Visions project, the EDEN fellows conducted a prospective study on the future trends of open and digital education in Europe in the next decade. 40 EDEN Fellows took part in an online survey launched in January 2023. In this paper, we present and analyse the first results of this exercise, describing the views of the experts on six dimensions: the European context evolution and socio-economic dynamics; EdTech research and development; EdTech practices; institutional digital transformation; societal impacts and implications; policies and regulations