Nuevas formas de leer y escribir por medio del acceso abierto: la experiencia de la UOC

Presentación de la experiencia de la UOC en temas de acceso abierto, en la Mesa redonda que tuvo lugar en el marco de las Jornadas: "Nuevas formas de leer y escribir por medio del acceso abierto" celebradas en el Paraninfo de la Universidad de Zaragoza el 12 de diciembre de 2011.

Diagnóstico de las dificultades de lectura y escritura y de la dislexia basado en la Teoría PASS de lainteligencia utilizando la batería DN-CAS. Origen cognitivo de la dislexia

Las dificultades de lectura y escritura se pueden detectar desde el momento en que los niños y niñas inician el aprendizaje de la lectoescritura en la etapa de Educación Infantil. En algunos casos estos alumnos reciben un apoyo escolar que en muchas ocasiones no conlleva las mejoras esperadas, siendo las técnicas y metodologías de refuerzo aplicadas ineficaces. El problema, desde nuestro punto de vista, empieza con el diagnóstico que se realiza a estos jóvenes, que determina las directrices de la intervención idónea en cada caso. La Teoría PASS de la inteligencia nos permite conocer qué procesos están implicados cuando el niño lee o escribe, y parte de la premisa de que si conocemos el perfil cognitivo de un alumno que presenta dificultades podremos entender como estas se originan. Para conocer este perfil cognitivo (los cuatro procesos cognitivos que describe esta teoría: Planificación, Atención, Simultaneo y Secuencial) utilizamos la batería DN-CAS (Das & Naglieri: Cognitive Assessment System). El perfil obtenido al aplicar el DN-CAS nos permitirá conocer el origen de las dificultades de lectura y escritura, saber cuando está justificada una dislexia, descartar problemas emocionales o la presencia de los mismos y diseñar la intervención más adecuada en cada situación

El comentario de textos electrónicos = Commentary on electronic texts

When sat in front of a computer screen and keyboard, we read and write different kinds of texts (chats, blogs, websites,etc.) and do so differently (with links, photographs, icons, etc.). However, we still comment on as many texts as in the pastin both public and private spheres. After setting out some typical features of reading and writing electronic texts, we givesome examples of students' colloquial commentary out of school, list some of the commonest academic tasks and offersome ideas and make some recommendations for making progress in this field

Developing and evaluating a pictogram-based Instant Messaging service for individuals with cognitive disabilities

Information and communication technologies pose accessibility problems to people with disabilities because its design fails to take into account their communication and usability requirements. The impossibility to access the services provided by these technologies creates a situation of exclusion that reduces the self-suficiency of disabled individuals and causes social isolation, which in turn diminishes their overall quality of life. Considering the importance of these technologies and services in our society, we have developed a pictogram-based Instant Messaging service for individuals with cognitive disabilities who have reading and writing problems. Along the paper we introduce and discuss the User Centred Design methodology that we have used to develop and evaluate the pictogram-based Instant Messaging service and client with individuals with cognitive disabilities taking into account their communication and usability requirements. From the results obtained in the evaluation process we can state that individuals with cognitive disabilities have been able to use the pictogram-based Instant Messaging service and client to communicate with their relatives and acquaintances, thus serving as a tool to help reducing their social and digital exclusion situation.

Unnatural Mothers, Mothering Unnaturally: Technologies of Reproduction and the Politics of Maternity in Hiromi Goto's "Hopeful Monsters"

Through scientific discourse and reproductive technologies, the reproductive body and the maternal body continue to be constructed as ‘natural’. At the same time,these technologies have begun to blur the boundaries between what is consideredan acceptable reproductive body, and consequently an acceptable maternal body,and an unnatural or a socially undesireable one. As science purports to offerwomen greater control over how and when they choose to procreate, through methods which range between delaying or eliminating the possibility of contraception to those which extend the possibility of conception to postmenopausal or infertile women, these same procedures raise questions about thenature and ‘naturalness’ of reproduction. Added to these concerns are thesuitablility of the reproductive body as a maternal body. Consequently, and moreand more frequently, bodies which defy ideals about maternity and motherhoodemerge, and questions about what it means to mother are raised. Bodies whichcontest the construction of motherhood as natural are frequently represented asmonstrous or freakish, and the debate between science and nature is heightened.Hiromi Goto’s short story ‘Hopeful Monsters’ resists the construction of the‘natural’ maternal body by highlighting the way in which women’s bodies areshaped by scientific discourse. In turn, images of ‘monstrous’ mothers emerge andare challenged, suggesting the need to reimagine what it means to mother and whatit means to be a mother. Through reading a selection of the stories this paper willinterrogate possible alternatives to constructions of the ‘natural’ maternal body and motherhood, suggesting that the Goto’s ‘monsters’ are perhaps only monstrous as a result of scientific discourse which constructs them as such.

Lo que no es nuevo puede ser actual: hacia distintos puntos de mira de la didáctica del arte What is not new can be current - towards different approaches of the didactics of art

With this article we want to present a state of affairs of the didactics of art in our context, and at the same time we want todiscuss on its pluri- and interdisciplinary construction. We check the different disciplines that configure it and we analysethe paradigm of artistic education as a discipline (DBAE) and its passage to post-modernity. This example focuses thediscussion about the opportunity of adapting holistic educative models and the transition of the current educativeinnovation towards skill models