The joy of e-learning : redesigning the e-learning experience

Peer-reviewed

A conceptual model for grid learning services automatic composition

Peer-reviewed

Un modelo realista para el desarrollo profesional en la formación inicial de maestros de educación infantil

This article first performs a review of the account that has had early childhood education, and the training of early childhood education teachers in particular, in diferent Spanish education laws since the arrival of democracy; and second instead describes a realistic training model has proven effective to promote professional skills of teachers in early childhood education

Competencias genéricas en la transición universitaria

The university should add to the scientific and technical education of the students, the development of the so-called generic competences. They are cognitive, social, emotional and ethical (initiative, effort for quality, responsibility, etc.) competences which have a transferable condition and they constitute the " knowing of how to be" in the professional education of the university student. A structured proposal of the generic competences that could be included in the educative university action is presented. There is a description of the design and application of a question paper made to the students of the last course of Business Studies and their teachers to know not only the perception that the students have about the possession of generic competences, but also the valuation of students and teachers about the different generic competences for the professional profile of qualified people as well as the contribution of universities to the development or improvement of such competences. The data is analysed and checked, conclusions are extracted and action strategies are suggested

Percepciones del profesorado ante la incorporación de las competencias genéricas en la formación universitaria

What are the mindsets of teachers regarding the incorporation of generic competencies into university education within the framework of the European space for higher education? After clarifying the concept of competency and generic competencies, we selected a reference set of ten generic competencies and delimited the possible ways or strategies of intervention.A sample of 277 teachers in the University of Girona completed a questionnaire in which they evaluated the importance of each one of the competencies selected for the education profile and the preferred courses of action. There was a general acceptance on the part of the teaching staff of the need for the development of generic competencies. However, it is obvious they were reticent to incorporate them into the academic curriculum, which can be attributed to gaps in their teacher training. In order to make progress on this interesting aspect of higher education, a number of possible steps are put forward

Indicadors sorprenents

L'anàlisi de l'informe ens diu que, efectivament, els resultats són per amoïnar-se perquè si bé la gent més jove està més ben formada, les diferents lleis educatives no han servit per millorar gaire les capacitats dels ciutadans, sobretot si tenim en compte que els països que ens envolten milloren més que nosaltres. Alguns polítics ens diuen, molt contents, que ara l'educació arriba a tothom, que bé. A més d'anar a l'escola, entenen el que llegeixen? Aquest sembla que és el problema

Educational Data Mining: cerrando el círculo del proceso de aprendizaje en entornos virtuales

Development of methods to explore data from educational settings, to understand better the learning process.

Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages

The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore¿s classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers¿ preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects.

Introducing online teaching in Humanities: A case study about the acceptance of online activities by the academic staff of classical languages

The purpose of this paper is to show the perceptions of the academic staff of classical languages (ancient Greek and Latin) concerning use of online activities during their courses. The study was carried out in three countries: Greece (three major Universities), Spain (University of Barcelona) and the United States (University of California, Berkeley) with the participation of thirty-three academic instructors. Depending on the level of use and acceptance of the ICT and following G. Moore¿s classification, we separated the participating academics in three groups: the conservatives, the mainstream and the early adopters. The fact that the smallest group is the third clearly shows the necessity for teachers¿ preparation and training before introducing innovative projects in the classroom. Since the starting point for the application of innovation in the classroom is the teacher, policy makers should focus on helping them become conscious of changes in teaching methods and include their opinion during the design of innovative projects.

Funciones y uso de metáforas en el diseño de entornos e-learning

El objeto de esta comunicación es presentar un estudio exploratorio sobre las funciones y tipologías de metáfora estructurales presentes en productos de e-learning, para estudiar con más detalle dos ejemplos: Geolearning y Activewolds. Estos servirán para realizar un ejercicio de identificación de los elementos audiovisuales presentes en la interface, el tratamiento de las dimensiones espacio y tiempo; el uso de 'avatares' y de las posibilidades de navegación e interacción dentro de los dos sistemas. La teoría de la muldimodalidad (Kress i van Leeuwen) es el marco teórico que conduce la reflexión sobre la representación, orientación y organización de la comunicación. Desde la misma perspectiva teórica, el trabajo de Burn y Parker nos indica pautas metodológicas para el análisis de los productos

El sentido del aprendizaje hoy: un reto para la innovación educativa

Este artículo tiene como foco el fenómeno del desdibujamiento del sentido de la educación y del aprendizaje escolar. Se señalan algunas manifestaciones e implicaciones de este fenómeno y se presentan cuatro tendencias generales subyacentes a algunas prácticas pedagógicas innovadoras que sitúan la preocupación por el sentido del aprendizaje escolar en el centro de la acción educativa.

La Adquisición de competencias básicas en educación primaria: una aproximación interdisciplinar desde la didáctica de la lengua y de las matemáticas

Este artículo trata de la aplicación de las competencias básicas en el currículum de Educación Primaria. El objetivo que persigue es ofrecer algunas estrategias para ayudar a los maestros a integrar las competencias básicas en los métodos de programación y evaluación. Con este fin, y para prever las posibles dificultades en la implementación de las competencias básicas, en la primera parte del artículo se analiza la situación actual a partir de la lectura de diversos documentos legales vigentes. A continuación, en la segunda parte del artículo se aportan algunas herramientas para facilitar esta integración desde las áreas de lengua y de matemáticas. Realizamos esta aproximación desde la didáctica de la lengua y de las matemáticas por su carácter instrumental para la adquisición de otros conocimientos

Activitats competencials per aprendre a usar les matemàtiques al Cicle Inicial

Presentació de diferents activitats competencials per aprendre a usar les matemàtiques al cicle Inicial (entre 6-8 anys)