EL Portafolio docente como estrategia formativa innovadora del profesorado novel universitario. Un estudio de casos

Este artículo sintetiza los resultados y las principales conclusiones de una investigación realizada en la Universidad de Barcelona sobre el tema del portafolio docente, un fenómeno bastante reciente en el campo de la formación del profesorado en general, y en la del docente universitario en particular. La introducción de esta herramienta en la Enseñanza universitaria se debe a la Asociación Canadiense de Profesores de Universidad (en la década de los ochenta), que la empleó para la habilitación y la evaluación de docentes. Sin embargo, en este trabajo se parte de la idea de que los portafolios docentes tienen también una vertiente formativa y resultan útiles en la mejora y el desarrollo profesional del profesorado universitario novel. Explorar este aspecto es el objetivo de nuestro estudio. Se ha elegido, como campo de aplicación, el profesorado novel de la Universidad de Barcelona, que ha elaborado un portafolio docente en los cursos de Iniciación en la Docencia Universitaria. El enfoque usado ha sido cualitativo y como estrategia metodológica hemos optado por el estudio de casos múltiple, dado que la muestra está constituida por 10 profesores universitarios noveles de diferentes áreas de conocimiento. Para recoger y registrar la información, los instrumentos empleados fueron la entrevista en profundidad y el análisis de documentos. Los resultados apuntan a que el verdadero valor del portafolio docente reside en su potencial formativo y para el desarrollo profesional del profesorado universitario novel. También revelan que el portafolio es una herramienta valiosa para un nuevo profesionalismo docente, que se orienta a la reflexión sobre la propia práctica docente y al desarrollo de una enseñanza más acorde con las exigencias de la nueva sociedad del conocimiento.

Susceptibility to exacerbation in chronic obstructive pulmonary disease

Background Although we know that exacerbations are key events in chronic obstructive pulmonary disease (COPD), our understanding of their frequency, determinants, and effects is incomplete. In a large observational cohort, we tested the hypothesis that there is a frequent-exacerbation phenotype of COPD that is independent of disease severity. Methods We analyzed the frequency and associations of exacerbation in 2138 patients enrolled in the Evaluation of COPD Longitudinally to Identify Predictive Surrogate End points (ECLIPSE) study. Exacerbations were defined as events that led a care provider to prescribe antibiotics or corticosteroids (or both)or that led to hospitalization (severe exacerbations). Exacerbation frequency was observed over a period of 3 years. Results Exacerbations became more frequent (and more severe) as the severity of COPD increased; exacerbation rates in the first year of follow-up were 0.85 per person for patients with stage 2 COPD (with stage defined in accordance with Global Initiative for Chronic Obstructive Lung Disease [GOLD] stages), 1.34 for patients with stage 3, and 2.00 for patients with stage 4. Overall, 22% of patients with stage 2 disease, 33% with stage 3, and 47% with stage 4 had frequent exacerbations (two or more in the first year of follow-up). The single best predictor of exacerbations, across all GOLD stages, was a history of exacerbations. The frequent-exacerbation phenotype appeared to be relatively stable over a period of 3 years and could be predicted on the basis of the patient"s recall of previous treated events. In addition to its association with more severe disease and prior exacerbations, the phenotype was independently associated with a history of gastroesophageal reflux or heartburn, poorer quality of life, and elevated white-cell count. Conclusions Although exacerbations become more frequent and more severe as COPD progresses, the rate at which they occur appears to reflect an independent susceptibility phenotype. This has implications for the targeting of exacerbation-prevention strategies across the spectrum of disease severity. (Funded by GlaxoSmithKline; ClinicalTrials .gov number, NCT00292552.)

An experience beyond continuous assessment activities: virtual tour to the medieval medicinal plant garden of the Pedralbes monastery

[eng] The group of teaching innovation in the area of Botany (GIBAF), University of Barcelona (UB), is raised each year to design new accreditation activities under continuous evaluation framework. We present the experience carried out during the academic year 2008-09 in the course of Pharmaceutical Botany. The aim has been to involve students for a semester in the authorship of a tutored project immediately useful and of easy permanence, beyond its assessment proving usefulness. The Medicinal Plants Garden of the Monastery of Pedralbes has been used as a resource and a collaboration agreement has been signed between the UB faculty and the Institute of Culture of Barcelona. The students have developed the work using the Moodle platform CampusvirtualUB into five stages which included preparation of files by students that have been modified in some steps following the various feedbacks from teachers. At the beginning of the activity, students were provided with a complete schedule of activities, the schedule for its implementation, and a total of 18 forced-use library resources. Finally, through Google sites, a website has been implemented, allowing for a virtual tour of the garden, documenting by referenced literature 50 medicinal plants for their nomenclature, botanical description, distribution, uses historical, current and future) and toxicity. The result of the activity was presented at a public ceremony in the Monastery of Pedralbes and is available at: http://sites.google.com/site/jardimedievalpedralbes/ [spa] El grupo de innovación docente integrado por profesores del área de Botánica (GIBAF) de la Universidad de Barcelona (UB) se plantea cada curso el diseño de nuevas actividades acreditativas en el marco de la evaluación continuada. Se presenta la experiencia llevada a cabo durante el curso 2008-09 en la asignatura Botánica Farmacéutica. El objetivo ha sido implicar durante un semestre a los estudiantes en la autoría de un proyecto tutorizado de inmediata utilidad y clara perdurabilidad, más allá de su utilidad acreditativa. Como recurso se ha utilizado el Jardín de Plantas Medicinales del Monasterio de Pedralbes y se ha firmado un convenio de colaboración docente entre la UB y el Instituto de Cultura de Barcelona. Los estudiantes han realizado el trabajo utilizando la plataforma Moodle del Campus virtual de la UB en cinco etapas que han incluido la confección de unas fichas que se han ido modificando en función de las diversas retroacciones de los profesores. Al inicio de la actividad, se facilitó a los estudiantes el cronograma completo de la actividad, la pauta para su realización, así como un total de 18 recursos bibliográficos de uso obligado. Finalmente, a través de GoogleSites, se ha realizado una web que permite realizar un paseo virtual por el jardín, documentando de forma referenciada para las 50 plantas medicinales su nomenclatura, descripción botánica, distribución, usos (históricos, actuales y futuros) y toxicidad. El resultado de la actividad fue presentado en un acto público en el Monasterio de Pedralbes y puede consultarse en: http://sites.google.com/site/jardimedievalpedralbes/

A germination study of herbicide-resistant field poppies in Spain

Field poppy, Papaver rhoeas L., is a very common weed in winter cereals in North-Eastern Spain. Its control is becoming difficult due to expanding herbicide resistance. To control field poppies there are alternative strategies such as non-chemical control that take into account the weed emergence period. However, there is a lack of knowledge of P. rhoeas emergence patterns in semi-arid conditions. Thus, here we conducted pot experiments on the emergence of P. rhoeas. We aimed to describe the emergence period and to quantify the emergence of a susceptible and of a herbicide-resistant P. rhoeas population at two locations in Catalonia, Spain, from 1998 to 2001 and until 2004 at one of them. Therefore, pots containing seeds of both populations were established at the two locations and emergence was recorded monthly. We studied the origin of the population, the sowing location, the effect of cultivation and the sowing year. First, we found that the main emergence peaks in our experiments occurred in autumn, accounting for between 65.7 and 98.5% of the annual emergence from October to December, and only little emergence was recorded in spring. This emergence pattern is different from those found in the literature corresponding to Northern European countries, where in some cases main flushes occur only in autumn, in spring and winter or only in spring. The emergence was mainly affected by cultivation, but the effect of light stimulus was observed several months later. As a consequence, cultivation should be done in early autumn, promoting emergence during the whole autumn and winter so that emerged seedlings can be controlled before sowing a spring crop. Second, most experiments showed that the emergence was significantly higher in the first autumn than in the following seasons, e.g. 4.1% emergence in the first year and only 2.1, 2.3, 0.5 and 0.6% new emergence at one of the locations for the second, third, fourth and fifth years. Thus, after having a severe P. rhoeas infestation causing a big seed rain, emergence should be stimulated by autumn cultivation in the following season and seedlings controlled by trying to deplete the soil seed bank as much as possible. Despite the fact that emergence will be staggered throughout several years and that there was a significant relationship between rainfall and emergence, so that dry years will cause a smaller emergence rate of the weed, these findings define a cultural management strategy to reduce P. rhoeas infestations and to contribute to integrated weed management strategies combining it with other tools.

Cultivation of black truffle to promote reforestation and land-use stability

Cultivation of black truffle, Tuber melanosporum Vitt., has become an important agricultural alternative in rural Mediterranean regions due to its success in relatively harsh conditions, its high market value and diminishing production in natural areas. In addition, truffle cultivation requires relatively low agricultural inputs, promotes reforestation and economic restoration of rural lands and land-use stability. However, there remain major issues regarding the management practices to ensure successful black truffle production. We therefore conducted an experiment to evaluate 3 levels of irrigation based on monthly water deficit and the effects of currently applied weed control systems and fertilization. Treatment effects were evaluated by examining the mycorrhizal status of out-planted 1-yr-old Quercus ilex L. seedlings and seedling growth parameters after 18 months in 3 distinct experimental truffle plantations located in the foothills of the Spanish Pyrenees. We found that replacing one-half of the water deficit of the driest month (moderate irrigation) promoted the proliferation of T. melanosporum mycorrhizae, while high irrigation reduced fine root production and truffle mycorrhizae. Glyphosate weed control improved seedling survival by up to 16% over control seedlings without jeopardizing truffle mycorrhizae in the first year. Fertilization did not improve seedling growth or influence its mycorrhizal status. We describe the persistent relationship between this ectomycorrhizal fungus and Q. ilex by quantifying old and new mycorrhizae and we discuss the ecological implications of the symbiosis.

Acerca de la competencia lingüística del alumnado de origen inmigrante en educación secundaria

Ante la creciente incorporación de alumnado de origen inmigrante a nuestros centros educativos, y dada la práctica inexistencia de estudios empíricos que aborden esta nueva situación, entre el profesorado suelen primar ciertas creencias o ideas previas que condicionan las respuestas educativas en torno al proceso de enseñar la lengua o lenguas de la sociedad de acogida a estos alumnos. Nuestra investigación, a partir de la evaluación del conocimiento lingüístico adquirido en castellano por parte de un grupo de alumnos y alumnas de 1º de ESO, ha analizado algunos de los factores que determinan sus niveles de competencia lingüística. Ello, además de contrastar determinadas creencias sobre el aprendizaje de la lengua de estos colectivos, nos ha permitido formular ciertas indicaciones o sugerencias para abordar la cuestión.