Cómo aplicar las pruebas paramétricas bivariadas t de Student y ANOVA en SPSS.

Las pruebas paramétricas son un tipo de pruebas de significación estadística que cuantifican la asociación o independencia entre una variable cuantitativa y una categórica. Las pruebas paramétricas exigen ciertos requisitos previos para su aplicación: la distribución Normal de la variable cuantitativa en los grupos que se comparan, la homogeneidad de varianzas en las poblaciones de las que proceden los grupos y una n muestral no inferior a 30. Su incumplimiento conlleva la necesidad de recurrir a pruebas estadísticas no paramétricas. Las pruebas paramétricas se clasifican en dos: prueba t (para una muestra o para dos muestras relacionadas o independientes) y prueba ANOVA (para más de dos muestras independientes).

The FaceUOC Project : An Open Social Learning experience by the Open University of Catalonia

The possibilities and expansion of the use of Web 2.0 has opened up a world of possibilities in online learning. In spite of the integration of these tools in education major changes are required in the educational design of instructional processes.This paper presents an educational experience conducted by the Open University of Catalonia using the social network Facebook for the purpose of testing a learning model that uses a participation and collaboration methodology among users based on the use of open educational resources.- The aim of the experience is to test an Open Social Learning (OSL) model, understood to be a virtual learning environment open to the Internet community, based on the use of open resources and on a methodology focused on the participation and collaboration of users in the construction of knowledge.- The topic chosen for this experience in Facebook was 2.0 Journeys: online tools and resources. The objective of this 5 weeks course was to provide students with resources for managing the various textual, photographic, audiovisual and multimedia materials resulting from a journey.- The most important changes in the design and development of a course based on OSL are the role of the teacher, the role of the student, the type of content and the methodology:- The teacher mixes with the participants, guiding them and offering the benefit of his/her experience and knowledge.- Students learn through their participation and collaboration with a mixed group of users.- The content is open and editable under different types of license that specify the level of accessibility.- The methodology of the course was based on the creation of a learning community able to self-manage its learning process. For this a facilitator was needed and also a central activity was established for people to participate and contribute in the community.- We used an ethnographic methodology and also questionnaires to students in order to acquire results regarding the quality of this type of learning experience.- Some of the data obtained raised questions to consider for future designs of educational situations based on OSL:- Difficulties in breaking the facilitator-centred structure- Change in the time required to adapt to the system and to achieve the objectives- Lack of commitment with free courses- The trend to return to traditional ways of learning- Accreditation- This experience has taught all of us that education can happen any time and in any place but not in any way.

Mutual feedback in e-portfolio assessment : an approach to the netfolio system

Peer-reviewed

Public Participation in Technology through Hackerspaces

Peer-reviewed

Learning in later life: participation in formal, non-formal and informal activities in a nationally representative Spanish sample

This article examines the participation of Spanish older people in formal, non-formal and informal learning activities and presents a profile of participants in each kind of learning activity. We used data from a nationally representative sample of Spanish people between 60 and 75 years old (n = 4,703). The data were extracted from the 2007 Encuesta sobre la Participación de la Población Adulta en Actividades de Aprendizaje (EADA, Survey on Adult Population Involvement in Learning Activities). Overall, only 22.8 % of the sample participated in a learning activity. However, there was wide variation in the participation rates for the different types of activity. Informal activities were far more common than formal ones. Multivariate logistic regression indicated that education level and involvement in social and cultural activities were associated with likelihood of participating, regardless of the type of learning activity. When these variables were taken into account, age did not predict decreasing participation, at least in non-formal and informal activities. Implications for further research, future trends and policies to promote older adult education are discussed.

The scrutiny of the principle of subsidiarity by autonomous regional parliaments with particular reference to the participation of the Parliament of Catalonia in the early warning system

The purpose of this article is to offer a practical approach to the new European dimension for regional parliaments signified by the entry into force of the Treaty of Lisbon. The parliamentary scrutiny of subsidiarity by way of the early warning system has assigned a new mission to legislative assemblies with the aim of reinforcing the intervention of regions in the drafting of policies by Union institutions. In the Spanish case, the institutionalisation of this mechanism came about with Act nº 24/2009, which attributes to the Joint Committee for the European Union, in the name of the Cortes Generales [the Spanish Parliament], the function of receiving the proposals for legislative acts by the EU and transferring them to the regional parliaments in order for the latter to issue, in a brief period of four weeks, a report on compliance with the principle of subsidiarity. The majority of regional parliaments have also carried out normative reforms to regulate the procedure of participation in the early warning system.

Regulatory framework of local citizen participation: Instruments of Direct and Participative Democracy in the Municipal Field

This article focuses on the analysis of the regulatory framework of citizen participation in the local government, which organises direct and participatory democracy at the local level, and identifies the laws and mechanisms through which the constitutional requirements for participation are accomplished. Mu nicipalities, the authority closest to citizens, are the best level of government since they directly involve civil society in the decision-making process experiencing the scope and appropriateness of the instruments by which it is channeled.

Student experiences in a course blended learning

Fascination is a project for design students, developed jointly by the Technical University of Catalonia (UPC) and the University of Technology Thonburi (KMUTT), which works with two groups of students, one group of participants in Spain and another group in Thailand where, hands-on activities, a range of technologies are used to prepare students for the lessons, through learning activities and content. This research paper presents the test of both a general model and a tool for measuring the participants’ experiences in a course that uses a blended learning methodology, with the aim of collecting empirical evidence to justify the effort of applying this methodology, based on the participants’ satisfaction. The procedure used in the conceptualization of the survey, the generation of topics, the collection of data, and the validation of the scale of various items are described here. The information, provided by the 26 people surveyed about the course and the virtual environment that was used, was analyzed to measure their perceptions and explore possible relations. Finally the conclusions of the research and the future work are presented.

Aprendizaje y servicio: estudio del grado de satisfacción de estudiantes universitarios

El aprendizaje y servicio es una metodología pedagógica que fomenta el aprendizaje de los estudiantes mediante su participación activa en experiencias asociadas al servicio comunitario. Esta metodología permite al estudiante involucrarse directamente con aquellos a quienes ofrece un servicio, adaptándose a sus necesidades y a una realidad que a menudo es muy diferente de la que vive en el aula. En esto radica uno de sus mayores impactos. Además, este tipo de prácticas contribuye a despertar en los alumnos su interés por la acción colectiva, su formación ciudadana, etc. La investigación que se presenta ha consistido en un estudio diagnóstico- comprensivo con 39 estudiantes, donde a partir del modelo de satisfacción con el que se ha trabajado se han analizado cuatro dimensiones clave (conocimiento e intención atribuida, valoración de la utilidad atribuida, valoración del proceso y proyección social). Estas dimensiones nos han conducido a reflexionar sobre elementos claves del aprendizaje y servicio (aprendizajes ciudadanos, aprendizajes personales, aprendizajes curriculares, procesos de reflexión, etc.). La muestra del estudio ha estado formada por 39 estudiantes y la principal técnica de análisis de la información recogida ha sido el análisis de contenido, mediante la triangulación de técnicas (cuestionario, entrevista y grupos de discusión) e informantes (estudiantes, profesores, coordinadores y miembros de entidades). El análisis de la información muestra un alto grado de satisfacción de los alumnos participantes. La dimensión que ha influido más en este resultado ha sido la valoración de la utilidad atribuida; en concreto, la percepción que tienen los alumnos sobre la adquisición de unos aprendizajes conceptuales, personales y ciudadanos. Atendiendo a lo anterior, cabe señalar que la relación generada entre profesores, entidades y estudiantes, así como la posibilidad de vincular la teoría con la práctica han condicionado los resultados. -------------------------------------------------------------------------------------------- Service learning projects promote student learning through active participation in community service. Thus, the service learning method enables students to engage directly with the people to whom they offer their services and requires them to adapt to other peoples' needs and to a reality that is often very different from the classroom. This is one of the major ways in which service learning has an impact. In addition, service learning helps to awaken students' interest in collective action, citizenship, etc. A comprehensive diagnostic study of 39 students was conducted to analyse four key dimensions (attributed knowledge and intentionality, evaluation of usefulness, evaluation of the process and social impact) on the basis of the chosen satisfaction model. The four dimensions led to reflection on key elements of learning and community service (learning about citizenship, learning about oneself, learning of a curriculum, processes of reflection, etc.). The main data analysis technique was content analysis, involving the triangulation of various techniques (questionnaires, interviews and discussion groups) and informants (students, teachers, coordinators and members of other organisations). Data analysis showed a high degree of satisfaction among the participating students. The dimension that most influenced the results was assessment of the attributed value, more specifically the students' perception of their acquisition of conceptual, personal and citizenship knowledge. It should be cautioned that the results were swayed by the relationship generated among teachers, students and institutions and the possibility of linking theory with practice.