Tools in Spanish Universities to facilitate the transmission from High School to University and their assessment.

Incoming students in the University have education deficiencies, so universities studies require a sound basis of scientific knowledge. In this project are analysed instruments to reinforcing knowledge in those areas related to the studies that students are about to embark on public Spanish universities. There are important differences among universities and, in each university there are great differences among titles. Initial courses (cursos cero) are widespread (in 50% of universities) that selfevaluation instruments (14 % of universities). It is necessary to improve diffusion of those instruments because it is not possible to evaluate them. So are proposed the next actuations: to make regular standard surveys for professors and students; to publish results of surveys; public universities should institutionalize their basic training offer and improve the dissemination of this offer especially through the web. This paper presents a questionnaire to assess student opinion about these tools. To analyze the effectiveness, and make an initial estimate of the evaluation of these tools, we conducted a pilot test of the questionnaire with 68 students at the University of Extremadura. The results of preliminary statistical analysis conducted on the pilot test indicate that the survey results are reliable. A global evaluation of both tools, with a scale of 1 to 5, gave an average score of 3.29 for initial courses and 3.41 for selfevaluation. The 72.9% of the students consider the "self assessment" more effective than the "initial course"

Motivating Young Students to Start a Career in Nuclear: The Basic Course of Science and Nuclear Technology, An Educational Activity of Spanish Young Generation in Nuclear (JÓVENES NUCLEARES)

The main objective of this course, conducted by Jóvenes Nucleares (Spanish Young Generation in Nuclear, JJNN), a non-profit organization that depends on the Spanish Nuclear Society (SNE) is to pass on basic knowledge about Science and Nuclear Technology to the general public, mostly students and introduce them to its most relevant points. The purposes of this course are to provide general information, to answer the most common questions about Nuclear Energy and to motivate the young students to start a career in nuclear. Therefore, it is directed mainly to high school and university students, but also to general people that wants to learn about the key issues of such an important matter in our society. Anybody could attend the course, as no specific scientific education is required. The course is done at least once a year, during the Annual Meeting of the Spanish Nuclear Society, which takes place in a different Spanish city each time. The course is done also to whichever university or institution that asks for it to JJNN, with the only limit of the presenter´s availability. The course is divided into the following chapters: Physical nuclear and radiation principles, Nuclear power plants, Nuclear safety, Nuclear fuel, Radioactive waste, Decommission of nuclear facilities, Future nuclear power plants, Other uses of nuclear technology, Nuclear energy, climate change and sustainable development. The course is divided into 15 minutes lessons on the above topics, imparted by young professionals, experts in the field that belongs either to the Spanish Young Generation in Nuclear, either to companies and institutions related with nuclear energy. At the end of the course, a 200 pages book with the contents of the course is handed to every member of the audience. This book is also distributed in other course editions at high schools and universities in order to promote the scientific dissemination of the Nuclear Technology. As an extra motivation, JJNN delivers a course certificate to the assistants. At the end of the last edition course, in Santiago de Compostela, the assistants were asked to provide a feedback about it. Some really interesting lessons were learned, that will be very useful to improve next editions of the course. As a general conclusion of the courses it can be said that many of the students that have assisted to the course have increased their motivation in the nuclear field, and hopefully it will help the young talents to choose the nuclear field to develop their careers

Web-based education in Spanish Universities. A Comparison of Open Source E-Learning Platforms

Web-based education or „e-learning‟ has become a critical component in higher education for the last decade, replacing other distance learning methods, such as traditional computer training or correspondence learning. The number of university students who take on-line courses is continuously increasing all over the world. In Spain, nearly a 90% of the universities have an institutional e-learning platform and over 60% of the traditional on-site courses use this technology as a supplement to the traditional face-to-face classes. This new form of learning allows the disappearance of geographical barriers and enables students to schedule their own learning process, among some other advantages. On-line education is developed through specific software called „e-learning platform‟ or „virtual learning environment‟ (VLE). A considerable number of web-based tools to deliver distance courses are currently available. Open source software packages such as Moodle, Sakai, dotLRN or Dokeos are the most commonly used in the virtual campuses of Spanish universities. This paper analyzes the possibilities that virtual learning environments provide university teachers and learners and offers a technical comparison among some of the most popular e-learning learning platforms.

Customer training, oriented toward the customer in the spanish affiliate

On that date , the Spanish affiliate offered for the 1st. time to its customers courses oriented toward the user, not the product, within the area of programming, in the subarea of application programming

Polymetallic ferromanganese deposits research on the Atlantic Spanish continental margin

Seamounts, submarine banks, volcanoes and undercurrent channels are prominent geomorphic features that have become an important target for minerals research and exploration with the goal of future exploitation. Polymetallic ferromanganese deposits are common types of mineralization on these settings. Co-rich ferromanganese crusts are important as potential resources of Mn and Co, but also Ti, Ni, Tl, REEs, PGEs, and other metals. Many seamounts and channels along the Atlantic Spanish continental margin are known to hold mineral deposits but are poorly studied. This work presents and briefly describes the most recent activities of the Spanish Geological Survey (IGME) on exploration and investigation of ferromanganese deposits along the Atlantic Spanish continental margin. Different submarine areas from the northwestern margin of the Iberian Peninsula to the west off Canary Islands have been surveyed by geophysical, sampling and underwater observations from 89 to 4000 m water depth. The mineral deposits cover a large diversity of submarine geological and geomorphical features: mud volcanoes and diapirs related to hydrocarbon seeps, seamounts associated with hot spot volcanism, hydrothermal vents in active magmatic volcanoes, structural basement highs and banks or contourite channels. Considering the collected dataset, we present the preliminary results of the study of these mineral deposits, including ferromanganese nodules and crusts and phosphate pavements and nodules, which can be considered as potential sources of raw materials.

Fostering English-taught higher education programs in a Spanish university: the "TechEnglish" innovative project

In recent years, coinciding with adjustments to the Bologna process, many European universities have attempted to improve their international profile by increasing course offerings in English. According to the Institute of International Education (IIE), Spain has notably increased its English-taught higher education programs, ranking fifth in the list of European countries by number of English-taught Master's programs in 2013. This article presents the goals and preliminary results of an on-going innovative education project (TechEnglish) that aims to promote course offerings in English at the Technical University of Madrid (Universidad Politécnica de Madrid, UPM). The UPM is the oldest and largest of all Technical Universities in Spain. It offers graduate and postgraduate programs that cover all the engineering disciplines as well as architecture. Currently, the UPM has no specific bilingual/multilingual program to promote teaching in English, although there is an Educational Model Whitepaper (with a focus on undergraduate degrees) that promotes the development of activities like an International Semester or a unique shared curriculum. The TechEnglish project is an attempt to foster courses taught in English at 7 UPM Technical Schools, including students and 80 faculty members. Four tasks were identified: (1) to design a university wide framework to increase course offerings, (2) to identify administrative difficulties, (3) to increase visibility of courses offered, and (4) to disseminate the results of the project. First, to design a program we analyzed existing programs at other Spanish universities, and other projects and efforts already under way at the UPM. A total of 13 plans were analyzed and classified according to their relation with students (learning), professors (teaching), administration, course offerings, other actors/institutions within the university (e.g., language departments), funds and projects, dissemination activities, mobility plans and quality control. Second, to begin to identify administrative and organizational difficulties in the implementation of teaching in English, we first estimated the current and potential course offerings at the undergraduate level at the UPM using a survey (student, teacher and administrative demand, level of English and willingness to work in English). Third, to make the course offerings more attractive for both Spanish and international students we examined the way the most prestigious universities in Spain and in Europe try to improve the visibility of their academic offerings in English. Finally, to disseminate the results of the project we created a web page and a workspace on the Moodle education platform and prepared conferences and workshops within the UPM. Preliminary results show that increasing course offerings in English is an important step to promote the internationalization of the University. The main difficulties identified at the UPM were related to how to acknowledge/certify the departments, teachers or students involved in English courses, how students should register for the courses, how departments should split and schedule the courses (Spanish and English), and the lack of qualified personnel. A concerted effort could be made to increase the visibility of English-taught programs offered on-line.

La competencia comunicativa intercultural en el aula de español de los negocios: análisis de materiales para su enseñanza

RESUMEN La adquisición de la competencia comunicativa intercultural en la enseñanza de Lenguas Extranjeras (LE) y/o Lenguas para Fines Específicos (LFE) debe ser un proceso de aprendizaje consciente y explícito cuyo fin es la transmisión de conocimientos teóricos, el desarrollo de habilidades comportamentales y de actitudes positivas a través del contacto con la/s cultura/s meta. Esta tesis tiene como objetivo general contribuir al desarrollo de la competencia comunicativa intercultural comercial del estudiante de español de los negocios (EN). Para ello se ha realizado un análisis de los manuales para su enseñanza. En concreto, hemos auditado los manuales de EN con el fin de conocer la metodología didáctica que emplean en la enseñanza de la competencia comunicativa intercultural comercial, tomando como marco de referencia el enfoque intercultural para la enseñanza de las Lenguas de los Negocios. Para alcanzar este fin se ha dividido la investigación en tres partes: 1) la revisión de los antecedentes sobre la enseñanza del componente intercultural y del análisis de materiales en los cursos de LFE; 2) la configuración de un constructo teórico que permitiera a la vez, seleccionar el objeto de estudio, diseñar el instrumento de análisis y disponer de un marco de referencia valorativo; 3) y la creación, pilotaje y aplicación del instrumento de análisis, y la auditoría de los datos. Los resultados muestran que, en líneas generales, predomina una visión tradicional de la cultura; un escaso tratamiento de la relación lengua-y-cultura; un seguimiento parcial de los principios pedagógicos para la adquisición de la competencia comunicativa intercultural; un tratamiento bajo de las habilidades interculturales específicas en las interacciones comerciales; y una cobertura parcial de las habilidades interculturales generales, las cuales se centran fundamentalmente en la adqusición de saberes teóricos. PALABRAS CLAVE: competencia comunicativa intercultural; comunicación intercultural comercial; español de los negocios; español para fines específicos; auditoria de manuales didácticos. ABSTRACT The acquisition of intercultural communicative competence in Foreign Language (FL) and / or Languages for Specific Purposes teaching (LSP) must be a conscious and explicit learning to develop knowledge, skills and positive attitudes through contact with the target culture/s. The overall objective of this thesis is to assist the development of the intercultural communicative competence of the student of Spanish for Business (SB) through the audit of the teaching textbooks published in the last decade through a multidisciplinary approach to teaching LSP. The audit was carried out in order to ascertain the underlying approach and course design for the development of the intercultural communicative competence; to state the methodological approach to culture, language-and-culture relationship, culture teaching, culture acquisition and course design. To achieve this objective, the work has been divided into four parts: 1) review of the background on teaching the intercultural component and the analysis of materials in a courses of LSP through a multidisciplinary approach, 2) configuration of a theoretical construct allowing to select the object of study, to design the analytical instrument and to have an evaluative framework, together with the selection of a corpus of Spanish for Business textbooks, 3) development of the analytical instrument and 4) application of the analytical instrument and audit of selected textbooks. The results show that, in the textbooks analyzed, dominated a traditional view of culture, a low ratio treatment of the language-and-culture relationship, a partial implementation of the pedagogical principles for the acquisition of intercultural communicative competence; poor treatment of specific intercultural skills in business interactions, and partial coverage of the general cultural skills, which focus primarily on the acquisition of theoretical knowledge. KEY WORDS: Intercultural communicative competence; Intercultural communicative competence; Spanish for Business; Spanish for Specific Purposes; Textbook audit

Death of Dr Francisco Javier Ayala-Carcedo, Spanish INHIGEO Member, at Burgos, Spain, 28 November 2004

Death of Dr Francisco Javier Ayala-Carcedo, Spanish lNHIGEO Member, at Burgos, Spain, 28 November 2004

Governance Structure Choices in Supply Chain Management Evidence from Spanish and Chinese Pork Chain Cases

The author participated in the 6 th EU Framework Project ―Q-pork Chains (FP6-036245-2)‖ from 2007 to 2009. With understanding of work reports from China and other countries, it is found that compared with other countries, China has great problems in pork quality and safety. By comparing the pork chain management between China and Spain, It is found that the difference in governance structure is one of the main differences in pork chain management between Spain and China. In China, spot-market relationship still dominates governance structure of pork chain, especially between the numerous house-hold pig holders and the great number of small slaughters. While in Spain, chain agents commonly apply cooperatives or integrations to cooperate. It also has been proven by recent studies, that in quality management at the chain level that supply chain integration has a direct effect on quality management practices (Han, 2010). Therefore, the author started to investigate the governance structure choices in supply chain management. And it has been set as the first research objective, which is to explain the governance structure choices process and the influencing factors in supply chain management, analyzing the pork chains cases in Spain and in China. During the further investigation, the author noticed the international trade of pork between Spain and China is not smooth since the signature of bi-lateral agreement on pork trade in 2007. Thus, another objective of the research is to find and solve the problems exist in the international pork chain between Spain and China. For the first objective, to explain the governance structure choices in supply chain management, the thesis conducts research in three main sections. 10 First of all, the thesis gives a literature overview in chapter two on Supply Chain Management (SCM), agri-food chain management and pork chain management. It concludes that SCM is a systems approach to view the supply chains as a whole, and to manage the total flow of goods inventory from the supplier to the ultimate customer. It includes the bi-directional flow of products (materials and services) and information, and the associated managerial and operational activities. And it also is a customer focus to create unique and individual source of customer value with an appropriate use of resources, leading to customer satisfaction and building competitive chain advantages. Agri-food chain management and pork chain management are applications of SCM in agri-food sector and pork sector respectively. Then, the research gives a comparative study in chapter three in the pork chain and pork chain management between Spain and China. Many differences are found, while the main difference is governance structure in pork chain management. Furthermore, the author gives an empirical study on governance structure choice in chapter five. It is concluded that governance structure of supply chain consists of a collection of rules/institutions/constraints structuring the transactions between the various stakeholders. Based on the overview on literatures closely related with governance structure, such as transaction cost economics, transaction value analysis and resource-based view theories, seven hypotheses are proposed, which are: Hypothesis 1: Transaction cost has positive relationship with governance structure choice Hypothesis 2: Uncertainty has positive relationship with transaction cost; higher uncertainty exerts high transaction cost Hypothesis 3: The relationship between asset specificity and transaction cost is positive Hypothesis 4: Collaboration advantages and governance structure choice have positive relationship11 Hypothesis 5: Willingness to collaborate has positive relationship with collaboration advantages Hypothesis 6: Capability to collaborate has positive relationship with collaboration advantages Hypothesis 7: Uncertainty has negative effect on collaboration advantages It is noted that as transaction cost value is negative, the transaction cost mentioned in the hypotheses is its absolute value. To test the seven hypotheses, Structural Equation Model (SEM) is applied and data collected from 350 pork slaughtering and processing companies in Jiangsu, Shandong and Henan Provinces in China is used. Based on the empirical SEM model and its results, the seven hypotheses are proved. The author generates several conclusions accordingly. It is found that the governance structure choice of the chain not only depends on transaction cost, it also depends on collaboration advantages. Exchange partners establish more stable and more intense relationship to reduce transaction cost and to maximize collaboration advantages. ―Collaboration advantages‖ in this thesis is defined as the joint value achieved through transaction (mutual activities) of agents in supply chains. This value forms as improvements, mainly in mutual logistics systems, cash response, information exchange, technological improvements and innovative improvements and quality management improvements, etc. Governance structure choice is jointly decided by transaction cost and collaboration advantages. Chain agents take different governance structures to coordinate in order to decrease their transaction cost and to increase their collaboration advantages. In China´s pork chain case, spot market relationship dominates the governance structure among the numerous backyard pig farmer and small family slaughterhouse 12 as they are connected by acquaintance relationship and the transaction cost in turn is low. Their relationship is reliable as they know each other in the neighborhood; as a result, spot market relationship is suitable for their exchange. However, the transaction between large-scale slaughtering and processing industries and small-scale pig producers is becoming difficult. The information hold back behavior and hold-up behavior of small-scale pig producers increase transaction cost between them and large-scale slaughtering and processing industries. Thus, through the more intense and stable relationship between processing industries and pig producers, processing industries reduce the transaction cost and improve the collaboration advantages with their chain partners, in which quality and safety collaboration advantages be increased, meaning that processing industries are able to provide consumers products with better quality and higher safety. It is also drawn that transaction cost is influenced mainly by uncertainty and asset specificity, which is in line with new institutional economics theories developed by Williamson O. E. In China´s pork chain case, behavioral uncertainty is created by the hold-up behaviors of great numbers of small pig producers, while big slaughtering and processing industries having strong asset specificity. On the other hand, ―collaboration advantages‖ is influenced by chain agents´ willingness to collaborate and chain agents´ capabilities to cooperate. With the fast growth of big scale slaughtering and processing industries, they are more willing to know and make effort to cooperate with their chain members, and they are more capable to create joint value together with other chain agents. Therefore, they are now the main chain agents who drive more intense and stable governance structure in China‘s pork chain. For the other objective, to find and solve the problems in the international pork chain between Spain and China, the research gives an analysis in chapter four on the 13 international pork chain. This study gives explanations why the international trade of pork between Spain and China is not sufficient from the chain perspective. It is found that the first obstacle is the high quality and safety requirement set by Chinese government. It makes the Spanish companies difficult to get authorities to export. Other aspects, such as Spanish pork is not competitive in price compared with other countries such as Denmark, United States, Canada, etc., Chinese consumers do not have sufficient information on Spanish pork products, are also important reasons that Spain does not export great quantity of pork products to China. It is concluded that China´s government has too much concern on the quality and safety requirements to Spanish pork products, which makes trade difficult to complete. The two countries need to establish a more stable and intense trade relationship. They also should make the information exchange sufficient and efficient and try to break trade barriers. Spanish companies should consider proper price strategies to win the Chinese pork market

Analysis of duplication in the Spanish durum wheat collection maintained in the CRF-INIA on the basis of agro-morphological traits and gliadin proteins

A total of 106 potential duplicate cases involved 277 accessions were detected on the basis of passport data in the durum wheat collection maintained in the CRF-INIA. Similarity between accessions was measured by agro-morphological traits. The 90% of the agro-morphological duplication were verified with gliadin proteins, allowing identification of similar material with greater refinement than agro-morphological data. However, the results indicated not to decide for rationalisation only on the basis of molecular data.

Analysis of duplication in the Spanish durum wheat collection maintained in the CRF-INIA on the basis of agro-morphological traits and gliadin proteins

A total of 106 potential duplicate cases involved 277 accessions were detected on the basis of passport data in the durum wheat collection maintained in the CRF-INIA. Similarity between accessions was measured by agro-morphological traits. The 90% of the agro-morphological duplication were verified with gliadin proteins, allowing identification of similar material with greater refinement than agro-morphological data. However, the results indicated not to decide for rationalisation only on the basis of molecular data

Combined use of gliadins and SSRs to analyse the genetic variability of the Spanish collection of cultivated diploid wheat (Triticum monococcum L. ssp. monococcum)

This work studied the combined use of gliadins and SSRs to analyse inter- and intra-accession variability of the Spanish collection of cultivated einkorn (Triticum monococcum L. ssp. monococcum) maintained at the CRF-INIA. In general, gliadin loci presented higher discrimination power than SSRs, reflecting the high variability of the gliadins. The loci on chromosome 6A were the most polymorphic with similar PIC values for both marker systems, showing that these markers are very useful for genetic variability studies in wheat. The gliadin results indicated that the Spanish einkorn collection possessed high genetic diversity, being the differentiation large between varieties and small within them. Some associations between gliadin alleles and geographical and agro-morphological data were found. Agro-morphological relations were also observed in the clusters of the SSRs dendrogram. A high concordance was found between gliadins and SSRs for genotype identification. In addition, both systems provide complementary information to resolve the different cases of intra-accession variability not detected at the agro-morphological level, and to identify separately all the genotypes analysed. The combined use of both genetic markers is an excellent tool for genetic resource evaluation in addition to agro-morphological evaluation.

Analysis of genetic variability in a sample of the durum wheat (Triticum durum Desf.) Spanish collection based on gliadin markers

In this work gliadin proteins were used to analyse the genetic variability in a sample of the durum wheat Spanish collection conserved at the CRF-INIA. In total 38 different alleles were identified at the loci Gli-A1, Gli-A3, Gli-B5, Gli-B1, Gli-A2 and Gli-B2. All the gliadin loci were polymorphic, possessed large genetic diversity and small and large differentiation within and between varieties, respectively. The Gli-A2 and Gli-B2 loci were the most polymorphic, the most fixed within varieties and the most useful to distinguish among varieties. Alternatively, Gli-B1 locus presented the least genetic variability out of the four main loci Gli-A1, Gli-B1, Gli-A2 and Gli-B2. The Gli-B1 alleles coding for the gliadin γ-45, associated with good quality, had an accumulated frequency of 69.7%, showing that the Spanish germplasm could be a good source for breeding quality. The Spanish landraces studied showed new gliadin alleles not catalogued so far. These new alleles might be associated with specific Spanish environment factors. The large number of new alleles identified also indicates that durum wheat Spanish germplasm is rather unique.

Las Infraestructuras de Datos Espaciales (IDE) como un recurso educativo TIC . Estrategias de formación y difusión para el profesorado de la Educación Secundaria Obligatoria

Desde mediados de los 90, gracias a las posibilidades de la World Wide Web, se liberó la cartografía de su dependencia del medio físico, posibilitando el acceso y visualización de millones de mapas almacenados en formatos gráficos a través de Internet. En este contexto, el papel de la Información Geográfica (IG) en la vida cotidiana adquirió relevancia en la medida que el acceso a la misma resultaba cada vez más fácil gracias a múltiples herramientas y aplicaciones para distribuir y acercar los mapas en distintos formatos a la sociedad en general. Sin embargo, dado que esa información enseguida pasaba a estar desactualizada, surgió una demanda desde distintos ámbitos (seguridad, medio ambiente transporte, servicios, etc.) y de la sociedad en general para disponer de la información más actual. Como respuesta a esta demanda, surgen las iniciativas denominadas Infraestructuras de Datos Espaciales (IDE). Estas iniciativas, mediante la acción coordinada de un conjunto de tecnologías, estándares, normas y políticas, brindan la posibilidad a los usuarios de acceder, a través de Internet, a IG actualizada producida por instituciones y organismos oficiales, en un marco colaborativo y sustentada en una estructura organizativa. En este contexto, el ámbito educativo no ha permanecido ajeno representando uno de los espacios más propicios para la difusión de las potencialidades y usos de las IDE. En esta tesis se propone la utilización de las IDE en el contexto educativo, específicamente en la Educación Secundaria Obligatoria (ESO). Utilizar las IDE en el contexto educativo implica asignarle un papel en el proceso de enseñanza-aprendizaje y en el marco de esta tesis se presentan los fundamentos teóricos que permiten afirmar que las IDE son un re-curso educativo que responde a las características de las Tecnologías de la Información y la Comunicación (TIC). Esto se explicita a través de un concepto más amplio que hemos denominado “recurso educativo TIC”. En este contexto se analizan las posibilidades que ofrece las IDE para alcanzar los objetivos de aprendizaje de asignaturas de la ESO relacionadas con IG y se identifican contenidos susceptibles de ser abordados utilizándolas. Por otra parte, atendiendo al modelo educativo del aprendizaje basado en competencias, se exponen las posibilidades y potencialidades que ofrecen las IDE para desarrollar la competencia digital. Una vez planteado el marco teórico se desarrollaron dos estrategias de formación y difusión de las IDE orientadas al profesorado de la ESO. En primer lugar, utilizando el Modelo de Diseño Instruccional ADDIE, se diseñaron, desarrollaron, implementaron y evaluaron tres cursos e-learning para el profesorado de ESO de las asignaturas Ciencias Sociales, Ciencias de la Naturaleza y Tecnología. En segundo lugar, con objetivo de complementar los resultados obtenidos de los cursos e-learning, se realizó una actividad en dos Institutos de Educación Secundaria orientada a difundir las IDE. La puesta en práctica de estas estrategias ofreció al profesorado la información necesaria sobre qué son las IDE y proporcionó ejemplos concretos de uso de las mismas en su asignatura, permitiéndoles disponer de los conocimientos e información para emitir una valoración sobre las posibilidades que ofrecen las IDE como un recurso educativo TIC. Since about the middle of the 1990 decade, owing to the potential of the World Wide Web, cartography freed itself from its dependence on its physical support, enabling the access and visualisation of millions of maps stored in graphical formats through the Internet. In this context, the role of Geographic Information (GI) in daily life became relevant in as much as its access turned out to be ever easier due to multiple tools and applications to distribute and bring maps in different formats closer to society in general. Yet, since the information available often became outdated, a demand for updated information arose from different specific fields (security, environment, transport, services, etc.) and from the general public. As a response to this demand, the so-called Spatial Data Infrastructure (SDI) initiatives arose which, through the coordinated action of a set of technologies, stan-dards, and policies, enabled users to access updated GI created by organisations and official institutions, through the Internet, within a cooperative framework and an organisational structure. In this context the educational world has not remained aloof, since it represented one of the most propitious scope for the dissemination of the potentials and uses of SDI. In this thesis the utilization of SDI in the educational context is proposed, specifically in the Spanish Compulsory Secondary Education (Educación Secundaria Obligatoria – ESO). This utilization implies assigning SDI a role in the teaching-learning process; here the theo-retical foundation is presented which allows asserting that SDI is an educational resource fitting in with the characteristics of the Information and Communication Technologies (ICT). This is made explicit by means of a broader concept we have called “ICT educa-tional resource”. The possibilities offered by SDI to reach the objective of learning ESO subjects related to GI are analyzed, and contents apt to be addressed by using them are identified. On the other hand, attending to the educational model of learning based on competences, the possibilities and potentials the SDI offer to develop the digital compe-tence are exposed. After having set forth the theoretical frame, two strategies of training and dissemination of SDI were developed, oriented to the ESO teaching staff. First, using the ADDIE Instruc-tional Design Model, three learning courses were designed, developed, implemented and evaluated for the ESO teaching staff in the subjects of Social Sciences, Natural Sciences and Technology. In the second place, with the purpose of supplementing the results ob-tained from the e-learning courses, an activity was carried out in two High Schools, ori-ented to disseminate the SDI. The implementation of these strategies offered the teaching staff the needed information concerning the SDI and provided specific instances of utilisa-tion thereof in their subject, thus enabling them to acquire the knowledge and information to issue an assessment of the possibilities the SDI offer as an ICT educational resource