Kit de Supervivencia para el Prácticum de Educación Infantil y Primaria

Los estudiantes universitarios de Educación Infantil y Educación Primaria, futuros docentes, deben considerarse profesionales potenciales hacia una enseñanza de calidad que persigue el desarrollo del proceso de enseñanza y aprendizaje de las generaciones venideras. Para ello, la formación teórica se complementa con la asignatura del prácticum como punto de inflexión en el que los conocimientos aprendidos entran en juego, brindando a los estudiantes la oportunidad de utilizarlos frente a situaciones reales. Esther Martínez y Manuela Raposo, profesoras titulares de la Universidad de Vigo y coordinadoras de este libro, han compuesto con la ayuda de varios profesionales, un ̈kit de supervivencia ̈ centrado en el prácticum de Educación Infantil y Primaria. Esta obra alberga herramientas e instrumentos de gran utilidad, imprescindibles para los profesionales y futuros docentes de estos niveles de especial importancia para el crecimiento y desarrollo del aprendizaje

Competencias específicas en los estudios de Derecho Definición y evaluación (reseña)

En el proceso de búsqueda de un Espacio Europeo de Educación Superior las instituciones universitarias ven satisfecho uno de sus objetivos con el Comunicado de Berlín del año 2003, por el que se proponía a los países de los estados miembros de la Unión Europea una puesta en común de las calificaciones correspondientes a la educación superior. Como pauta, tal y como se cita en el libro, estas debían ser recogidas en términos de resultados de aprendizaje, competencia y perfil. Bajo esta premisa, da comienzo este libro, seguido de una breve explicación del término competencia, pues alude a la dificultad de muchos docentes universitarios para comprender qué es una competencia, así como cuándo se adquiere

Erubric for the assessment of skills and content in the external practices: legal aspects

The external practices is one of the most specific research topics in the field of university education (Raposo Rivas & Martinez-Figueira, 2013). Despite the external practices long history as a topic of research, there are still some important aspects worth researching, especially following the recent degree changes, which have lead to an increased importance of credits and presence in all degrees in Spain (Gallego & García, 2010), the need to study in the learning environments and collaboration between Company - University. Likewise, the boom in practices based on ICTs, such as digital portfolios, poses the need to prop up technological solutions and methods with rigorous research studies, especially due to wide popularity of ICTs in general. The supervision process in the external practices clearly requires communication and follow-up to be done remotely, by using ePortfolios (Barrett, 2006). In addition to competence-based assessment and the need for students to provide learning evidences, the supervision process in the external practices also poses the need to analyse students’ ability to carry out such processes (Falchikov, 2005; Jonsson, A. & Svingby, 2007; Reddy & Andrade, 2010), as well as the need to find out the best supervision methods to be used with eportfolios. Amongst the eportfolio’s elements, we find a tool for design, communication and competence-based assessment known as the eRubric. This project aims [EDU2013-41974-P][1] to consolidate a research line that has already been undertaken with other R+D+i, and which currently intends to expand to different researchers and Centres of Excellence in Spain and other countries [Harvard University –EEUU-; Colonia University –Germany-; Sined –México-; Universidad Federal do Paraná and Sta. Catalina –Brasil- y Stockholm University –Sweden-]. The previous project R+D+i [EDU2010-15432][2] was investigated on subjects with class attendance (Raposo Rivas; Cebrián de la Serna and Martínez-Figueira, 2013; Cebrián de la Serna; Serrano Angulo & Ruiz Torres, 2014), without the mediation of distance-learning. Such circumstances have therefore been exempt from the extra dimension that technology often gives human communication. In addition, no research studies have been conducted on the highly specific field of the external practices, nor on the supervision of distance-learning competences. In this context, teachers and students exchanged numerous documents which can benefit from legal issues such as data protection and image of the child, copyrights and / or the right of access to information for all people regardless of their abilities and specific educational needs. Distance learning, which represents a teaching method undoubtedly on the rise as a great technology mediator. eRubric evaluation falls within the concept of formative assessment; it is valuable for both the formal and non-formal education systems (vocational training, the unemployed, training of civil servants, etc.) both public and private companies.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. R+D+i project: Study of the Impact of federated eRubrics on the evaluation of external practices competences EDU2013-41974-P web: http://goo.gl/CN6ID

Multimedia Annotations for Practical Collaborative Reasoning

University education requires students to be trained both at university and at external internship centres. Because of Covid-19, the availability of multimedia resources and examples of practical contexts has become vital. Multimedia annotation can help students reflect on the professional world, collaborating and interacting with colleagues online. This study aims to encourage collaborative practical thinking by using new video annotation technologies. 274 students participated in an experiment of task design focusing on the analysis of a technology-based, award-winning educational innovation project. With mixed research design, qualitative and quantitative data exported from the video annotation platform used was collected and analysed. The results show differences in the quality and quantity of the answers: in the tasks with broad Folksonomy they are more numerous but more dispersed in their analysis, and vice versa. The quality of the answers given with narrow Folksonomy is also higher in both texts and videos modes. Producing multimedia annotations is a practical way to encourage students to practise reflective reasoning about the professional reality.Ministry of Science and Innovation, Spain (Award:EDU2013-41974-P

Estudio de las razones y medidas para evitar el plagio en jóvenes estudiantes de educación

The Internet has become a source of information for most young people. It provides opportunities but also poses dangers for which they must acquire digital skills. This is the case for young students intending to become teachers who, in turn, will have to train other young people in these digital skills. The research focuses on students’ opinions on two issues relating to dishonest practices: a. the reason or reasons they and their fellow students plagiarize and, b. finding solutions to avoid academic plagiarism. The study analyzes data of 539 students from faculties of education of eight universities and two different countries (Portugal and Spain). A common model for young people has been found from validated instruments. There is a common pattern in the students of all the universities and countries studied, justified by three interrelated reasons to plagiarize: "internal" and "external" reasons to the students and the lack of motivation required for the task.Internet se ha convertido en una fuente de información para la mayoría de los jóvenes. Ofrece oportunidades, pero también plantea peligros para los que deben adquirir habilidades digitales. Este es el caso de los jóvenes estudiantes que pretenden convertirse en maestros, quienes a su vez deberán capacitar a otros jóvenes en estas habilidades digitales. La investigación se centra en las opiniones de los estudiantes sobre dos temas relacionados con prácticas deshonestas: a. la razón o las razones por las cuales ellos y sus compañeros estudiantes plagian y, b. Buscar soluciones para evitar el plagio académico. El estudio analiza datos de 539 estudiantes de facultades de educación de ocho universidades y dos países diferentes (Portugal y España). Se ha encontrado un modelo común para los jóvenes desde instrumentos validados. Existe un patrón común en los estudiantes de todas las universidades y países estudiados, justificado por tres razones interrelacionadas para plagiar: razones “internas” y “externas” a los estudiantes y la falta de motivación requerida para la tarea

Analysis of video guides with multimedia annotations

Las guías docentes son de obligado cumplimiento para la evaluación de los programas, como un recurso importante para informar a los estudiantes universitarios. Sin embargo, la realidad es otra, en la práctica no suelen leerlas. La investigación analiza un proyecto que convierte la guías docentes en recursos más interactivos y atractivos mediante videoguías y anotaciones de vídeo con etiquetado social. Con diseño mixto de investigación preguntamos: a. conocimiento sobre las guías, b. Valoración de las videoguías, y c. satisfacción sobre las anotaciones de vídeo. Una muestra con 132 estudiantes de diferentes cursos y grados de educación de dos universidades españolas. Encontramos un alto nº de estudiantes que no leen las guías docentes o con poco detalle (91,7%), valorando muy positivamente el formato de videoguías como la metodología de anotaciones de vídeo a pesar de no tener experiencias previas (90,4%)The teaching guides are mandatory for the evaluation of the programs, as an important resource to inform university students. however, the reality is different, in practice they are not usually read. The research analyzes a project that converts teaching guides into more interactive and attractive resources through video guides and video annotations with social tagging. With a mixed research design we asked: a. knowledge about the guides, b. assessment of the video guides, and c. satisfaction with the video annotations. A sample of 132 students from different courses and degrees of education from two Spanish universities. We found a high number of students who do not read the teaching guides or with little detail (91.7%), valuing very positively the format of videoguides as the methodology of video annotations despite not having previous experience (90.4%

Study of the impact federated erubrics on assessing competences in the practicum

Presentation Research of the Practicum and externships has a long history and involves important aspects for analysis. For example, the recent changes taking place in university grades allot more credits to the Practicum course in all grades, and the Company-University collaboration has exposed the need to study in new learning environments. The rise of ICT practices like ePortfolios, which require technological solutions and methods supported by experimentation, study and research, require particular examination due to the dynamic momentum of technological innovation. Tutoring the Practicum and externships requires remote monitoring and communication using ePortfolios, and competence-based assessment and students’ requirement to provide evidence of learning require the best tutoring methods available with ePortfolios. Among the elements of ePortfolios, eRubrics emerge as a tool for design, communication and competence-assessment. This project aims to consolidate a research line on eRubrics, already undertaken by another project -I+D+i [EDU2010-15432]- in order to expand the network of researchers and Centres of Excellence in Spain and other countries: Harvard University in USA, University of Cologne in Germany, University of Colima in Mexico, Federal University of Parana, University of Santa Catarina in Brasil, and Stockholm University in Sweden(1). This new project [EDU2013-41974-P](2) examines the impact of eRubrics on tutoring and on assessing the Practicum course and externships. Through technology, distance tutoring grants an extra dimension to human communication. New forms of teaching with technological mediation are on the rise and are highly valuable, not only for formal education but especially in both public and private sectors of non-formal education, such as occupational training, unemployed education and public servant training. Objectives Obj. 1. To analyse models of technology used in assessing learning in the Practicum of all grades at Spanish Faculties of Education. Obj. 2. To study models of learning assessment measured by eRubrics in the Practicum. Obj. 3. To analyse communication through eRubrics between students and their tutors at university and practice centres, focusing on students’ understanding of competences and evidences to be assessed in the Practicum. Obj. 4. To design assessment services and products, in order to federate companies and practice centres with training institutions. Among many other features, it has the following functions CoRubric(3) 1. The possibility to assess people, products or services by using rubrics. 2. Ipsative assessment. 3. Designing fully flexible rubrics. 4. Drafting reports and exporting results from eRubrics in a project. 5. Students and teachers talk about the evaluation and application of the criteria Methodology, Methods, Research Instruments or Sources Used The project will use techniques to collect and analyse data from two methodological approaches: 1. In order to meet the first objective, we suggest an initial exploratory descriptive study (Buendía Eisman, Colás Bravo & Hernández Pina, 1998), which involves conducting interviews with Practicum coordinators from all educational grades across Spain, as well as analysing the contents of the teaching guides used in all educational grades across Spain. 55 academic managers were interviewed from about 10 faculties of education in public universities in Spain (20%), and course guides 376 universities from 36 public institutions in Spain (72%) are analyzed. 2. In order to satisfy the second objective, 7 universities have been selected to implement the project two instruments aimed at tutors practice centers and tutors of the faculty. All instruments for collecting data were validated by experts using the Delphi method. The selection of experts had three aspects: years of professional experience, number and quality of publications in the field (Practicum, Educational Technology and Teacher Training), and self-rating of their knowledge. The resulting data was calculated using the Coefficient of Competence (Kcomp) (Martínez, Zúñiga, Sala & Meléndez, 2012). Results in all cases showed an average experience of more than 0.09 points. The two instruments of the first objective were validated during the first half of 2014-15 year, data collected during the second half. And the second objective during the first half of 2015-16 year and data collection for the second half. The set of four instruments (two for each objective 1 and 2) have the same dimensions as each of the sources (Coordinators, course guides, tutors of practice centers and faculty) as they were: a. Institution-Organization, b. Nature of internships, c. Relationship between agents, d. Management Practicum, e. Assessment. F. Technological support, g. Training and h. Assessment Ethics. Conclusions, Expected Outcomes or Findings The first results respond to Objective 1, where we find different conclusions depending on each of the six dimensions. In the case of internal regulations governing the organization and structure of the practicum, we note that most traditional degrees (Elementary and Primary grades) share common internal rules, in particular development methodology and criteria against other grades (Pedagogy and Social Education ). It is also true that the centers of practices in last cases are very different from each other and can be a public institution, a school, a company, a museum, etc. The memory with a 56.34% and 43.67% daily activities are more demands on students in all degrees, Lesson plans 28.18% 19.72% Portfolio 26.7% Didactic units and Others 32,4%. The technical support has been mainly used the platform of the University 47.89% and 57.75% Email, followed by other services and tools 9.86% and rubric platforms 1.41%. The assessment criteria are divided between formal aspects of 12.38%, Written expresión 12.38%, treatment of the subject 14.45%, methodological rigor of work 10.32%, and Level of argument Clarity and relevance of conclusions 10.32%. In general terms, we could say that there is a trend and debate between formative assessment against a accreditation. It has not yet had sufficient time to further study and confront other dimensions and sources of information. We hope to provide more analysis and conclusions in the conference date.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Spanish Plan of R+D+i Excellence (2014-2016) No. EDU2013-41974P

PERCEPCIÓN SOBRE EL PLAGIO ACADÉMICO DE ESTUDIANTES UNIVERSITARIOS ESPAÑOLES

Increasingly digitalized teaching and learning processes have turnedthe Internet into the main source of information in universities. The ease of access to information can be accompanied by fraudulent practices such as plagiarism. Therefore, the purpose of this study is to discover the origin of the reasons and motivations that Spanish university students have, as well as to establish a model that allows them to be categorized and that provides a theoretical explanation for the empirical data. With a causal correlational research design and using an ad hoc questionnaire as an instrument of measurement, to investigate which practices they consider to be dishonest, if they have ever carried out these practices and the main reason for this. 461 university students in Education (degree and master’s degree) at five Spanish universities participated in the study. From the exploratory factor analysis, one factor is identified relative to the concept of plagiarism, two about what they do, and three factors about why they do it. With this, a confirmatory factor analysis is performed on the empirical model based on the type of relationship that, according to the students, occurs between the concept of plagiarism and its constituent elements, the actions considered plagiarism carried out by these students and the various reasons for carrying them out. A model is obtained according to the statistical indices: standardized Chi square (1.9), goodness of fit (0.97), goodness of corrected fit (0.97), comparative fit (0.95), mean quadratic approximation error (0.04) and Akaike’s informative criterion, which is lower than the independent model. It concludes by identifying a pattern in which, despite knowing what «plagiarism» is and its consequences, three interrelated reasons are justified for plagiarism: «internal» to the person, «external» to them and lack of motivation and interest in the task.Los procesos de enseñanza y aprendizaje cada vez más digitalizados han convertido Internet en la principal fuente de información en las universidades. La facilidad para el acceso a la información puede ir acompañada de prácticas fraudulentas como el plagio. Por ello, la finalidad del estudio es conocer el origen de las causas y motivaciones que poseen los estudiantes universitarios españoles; así como establecer un modelo que permita categorizarlas y que aporte explicación teórica a los datos empíricos. Con un diseño de investigación correlacional causal y utilizando como instrumento de medida un cuestionario ad hoc, se indaga sobre qué prácticas considera que son deshonestas, si ha realizado alguna vez estas prácticas y el motivo principal. Participan 461 estudiantes universitarios de Educación (grado y máster) pertenecientes a cinco universidades españolas. A partir del análisis factorial exploratorio se identifica un factor relativo al concepto de plagio, dos sobre ¿qué hacen? y tres factores en ¿por qué lo hacen? Con ello, se realiza un análisis factorial confirmatorio del modelo empírico basado en el tipo de relación que, según el alumnado, se produce entre el concepto de plagio y sus elementos constitutivos, las acciones consideradas plagio que realizan y los diversos motivos para llevarlas a cabo. Se obtiene un modelo ajustado según los índices estadísticos: Chi cuadrado normalizado (1,9), bondad del ajuste (0,97), bondad del ajuste corregido (0,97), ajuste comparativo (0,95), error de aproximación cuadrático medio (0,045) y criterio informativo de Akaike (mucho más bajo que el del modelo independiente). Se concluye identificando un patrón en el que a pesar de conocer lo que es el «plagio» y sus consecuencias, se justifican tres motivos interrelacionados para plagiar: «internos» a la persona, «externos» a ella y la falta de motivación e interés por la tarea planteada

Acceso libre y antiplagio en los repositorios institucionales y bibliotecas de las Facultades de Educación en España

Los repositorios institucionales constituyen una estrategia de promoción de la producción científica y de los recursos educativos abiertos en las universidades. Componen un servicio que facilita la innovación educativa, pero también generan una gran preocupación en cuanto a la falta de respeto por los derechos de autor. El presente trabajo analiza la información sobre la política de acceso libre y antiplagio, obtenida en los repositorios existentes (62 repositorios) de todas las universidades españolas (75 universidades) que disponen de este servicio, y en una muestra estratificada de 20 bibliotecas de las Facultades de Educación en España (38,5%). Con un enfoque metodológico mixto, se utilizaron tres instrumentos para la recogida de información diferentes: cuestionario de análisis de los repositorios, cuestionario de análisis de las páginas web de las bibliotecas y entrevistas en profundidad a los responsables de estos servicios. Los resultados obtenidos permiten conocer el tipo de información existente en los repositorios, la política institucional de acceso libre a la producción científica, así como, la forma en que se informa, actúa y previene el plagio en ellos. Se concluye que en los repositorios universitarios hay un alto desarrollo sobre el acceso libre a la información, pero no sobre el plagio, en cambio, en las bibliotecas se informa algo más sobre herramientas antiplagio y se ofrecen iniciativas formativas

Utilización de herramientas de video digital para metodologías activas

El video tiene una tradición en educación como recurso y tecnología que promueven metodologías más activas en el aula, mostrando su buena práctica y funcionalidad en muchas áreas y contextos educativos. El tema que nos ocupa en este trabajo: el uso de vídeo digitales para promover metodologías más activas en la formación inicial de docentes, se sustenta desde una amplia literatura académica (Nielsen, 2015; Luna, & Sherin, 2017; Barth-Cohen, 2018), y se enmarca dentro del auge de soluciones tecnológicas existentes actualmente sobre la tecnología de vídeo digitales, donde estas herramientas están permitiendo el desarrollo de nuevas metodologías más activas, interactivas y dinámicas en clase (Cebrián-de-la-Serna et al., 2021), al tiempo que otro tipo de enfoque más reciente, como por ejemplo, la creación de comunidades de profesionales docentes para el intercambio de buenas prácticas (Domene-Martos et al., 2022), el reciente auge de las videoconferencias por la situación de la pandemia y la reutilización de sus grabaciones como recursos didácticos, los webinar especializados que reclaman una reorganización en los repositorios institucionales, etc., y la importante cantidad de contenidos en todas las plataformas y Recursos Educativos en Abiertos que utilizan el formato de video. Es un hecho que ha aumentado el número de usuarios, las soluciones tecnológicas para editar y analizar los contenidos de videos en un inicio aparente de similar funcionalidad; por lo que, el usuario necesita a la hora de diseñar sus actividades de aula y los diferentes proyectos educativos, disponer de criterios para seleccionar herramientas de video digitales.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec