Autoevaluación y evaluación entre iguales en una asignatura de redes de ordenadores

Con la llegada del EEES se ha fomentado el uso de la evaluación continuada como un ingrediente de la docencia de calidad que permite al alumno mantenerse puntualmente informado de su progreso en el proceso de aprendizaje. Este trabajo se centra en el uso de la autoevaluación y la evaluación entre iguales como base para conseguir esta evaluación continuada. En él detallamos la experiencia, durante los cursos 2008/09 y 2009/10, del uso de estas dos herramientas de aprendizaje en el contexto de una asignatura de redes de ordenadores de tercer curso de Ingeniería Técnica en Informática de Gestión.SUMMARY: The use of continuous assessment has been encouraged in the adaptation to the European Higher Education Area. It is considered an ingredient to the high quality teaching that allows the student to have a fast feedback of her/his learning progress. This work focuses in the use of self assessment and peer assessment as the basis for a continuous evaluation system. We detail our experience during the years 2008/09 and 2009/10 on using such teaching tools in the context of a subject on computer networks.Peer Reviewe

Effects of para-methoxyamphetamine (PMA) on agonistic encounters between male mice.

Política de acceso abierto tomada de: https://v2.sherpa.ac.uk/id/publication/12843Para-methoxyamphetamine (PMA) is a synthetic drug chemically similar to the recreational drug 3,4-methylenedioxy-methamphetamine (MDMA or “ecstasy”) and often replaces MDMA in tablets that show an “ecstasy” logo. PMA displays a higher toxic potential than MDMA, but the behavioral profile of PMA has been scarcely studied in animal models. Here we evaluated the effects of PMA (2, 4, 8, and 12 mg/kg, i.p.) on agonist encounters between male mice using an ethopharmacological approach, the isolation-induced aggression model. Likewise, since PMA and MDMA share common mechanisms of action, we compared the behavioral profile of PMA with that induced by MDMA (8 mg/kg, i.p.) which behavioral effects in this model are well characterized. Individually housed mice were exposed to anosmic standard opponents 30 min after drug administration. The encounters were videotaped and evaluated using an ethologically based analysis. PMA (all doses) significantly reduced offensive behaviors (threat and attack), however, a detailed behavioral analysis suggests that the observed antiaggressive effect seems to be unspecific, showing a complex dose-dependent behavioral profile. Thus, antiaggresive actions observed after the administration of the lowest dose were accompanied by increases in social investigation, avoidance/flee behaviors and non-social explorations, together with a reduction of digging behavior. This pattern reflects both approach-contact behaviors and avoidance-flee behaviors. From 4 mg/kg to 12 mg/kg, the increase in social investigation previously observed disappears, and there is a slight increase in immobility, together with a different behavioral pattern that suggests anxiogenic effects of PMA, similar to those reported after the administration of MDMA. The higher doses of PMA exhibit a behavioral profile very similar to that observed in animals treated with MDMA, with the exception of the immobility produced by PMA

Autoevaluación y evaluación entre iguales en una asignatura de redes de ordenadores

Con la llegada del EEES se ha fomentado el uso de la evaluación continuada como un ingrediente de la docencia de calidad que permite al alumno mantenerse puntualmente informado de su progreso en el proceso de aprendizaje. Este trabajo se centra en el uso de la autoevaluación y la evaluación entre iguales como base para conseguir esta evaluación continuada. En él detallamos la experiencia, durante los cursos 2008/09 y 2009/10, del uso de estas dos herramientas de aprendizaje en el contexto de una asignatura de redes de ordenadores de tercer curso de Ingeniería Técnica en Informática de Gestión