Job Intelligence-Services f��r Hochschulen

Internetbasierte Jobportale liefern in Form von Stellenanzeigen eine interessante Datengrundlage, um Qualifikationsanforderungen von nachfragenden Unternehmen an potenzielle Hochschulabsolventen transparent zu machen. Hochschulen k��nnen durch Analyse dieser Qualifikationsanforderungen das eigene Aus- und Weiterbildungsangebot arbeitsmarktorientiert weiterentwickeln und sich somit in der Hochschullandschaft profilieren. Hierf��r ist es indes erforderlich, die Stellenanzeigen aus Jobportalen zu extrahieren und mithilfe ad��quater analytischer Informationssysteme weiter zu verarbeiten. In diesem Beitrag zum CampusSource White Paper Award wird ein Konzept f��r Job Intelligence-Services vorgestellt, die die systematische Analyse von Qualifikationsanforderungen auf Grundlage von Stellenanzeigen aus Jobportalen gestatten.

Against the Tide

In his most recent publication, Against the Tide: Critics of Digitalisation, Otto Peters brings together some of the most formidable and critical voices and compelling perspectives on the potential hazards of digitalization. The viewpoints presented range from personal, anthropological, and pedagogical to more scientific and technical, and arise from multiple disciplines. Peters has long been a respected scholar in the field of distance education, and while Peters��� earlier work has advocated the affordances of digitalization, this latest book is an abrupt shift to the darker side of digitalization. The assembly of critics Peters has gathered come from around the world and different walks of life: journalists, educators, scientists, philosophers, lawyers, mathematicians, and computer scientists, to name a few. Their one shared bond is a deep-seated belief that digitalization will have a profound and lasting impact on humankind ��� and not only in positive ways. ...

The "Profiles" document: a modern revision of the objectives of undergraduate medical studies in Switzerland

The Joint Commission of the Swiss Medical Schools (SMIFK/CIMS) decided in 2000 to establish a Swiss Catalogue of Learning Objectives (SCLO) for undergraduate medical training, which was adapted from a similar Dutch blueprint. A second version of the SCLO was developed and launched in 2008. The catalogue is a prerequisite for the accreditation of the curricula of the six Swiss medical faculties and defines the contents of the Federal Licensing Examination (FLE). Given the evolution of the field of medicine and of medical education, the SMIFK/CIMS has decided to embark on a total revision of the SCLO. This article presents the proposed structure and content of Profiles, a new document which, in the future, will direct the format of undergraduate studies and of the FLE. Profiles stands for the Principal Relevant Objectives for Integrative Learning and Education in Switzerland. It is currently being developed by a group of experts from the six Swiss faculties as well as representatives of other institutions involved in these developments. The foundations of Profiles are grounded in the evolution of medical practice and of public health and are based on up-to-date teaching concepts, such as EPAs (entrustable professional activities). An introduction will cover the concepts and a tutorial will be displayed. Three main chapters will provide a description of the seven 2015 CanMEDS roles, a list of core EPAs and a series of ���250 situations embracing the most frequent and current conditions affecting health. As Profiles is still a work in progress, it is hoped that this paper will attract the interest of all individuals involved in the training of medical students.

Volume 13, Number 1: February/March 2007

Page 2 ��� The Vice Provost for University Libraries examines how the libraries are responding to 21st century student learning. Page 3 - Children���s author and donor to the Northeast Children���s Literature Collection Susan Bivin Aller is featured. Page 5 - In a guest column on diversity issues, Theo. Van Alst describes the events sponsored by Native American Cultural Society Office.

Educational activities for a gamified system

The objective of this dissertation is to analyze, design, and implement an activity module for a larger educational platform with the use of gamification techniques with the purpose to improve learning, pass rates, and feedback. The project investigates how to better incentivize student learning. A software requirement specification was delineated to establish the system guidelines and behavior. Following, a definition of the activities in the module was created. This definition encompassed a detailed description of each activity, together with elements that compose it, available customizations and the involved formulas. The activity high-level design process includes the design of the defined activities by use of the software methodology UWE (UML-based Web Engineering) for their future implementation, modeling requirements, content, navigation and presentation. The low-level design is composed of the database schema and types and the relating EER (Enhanced Entity-Relationship) diagram. After this, the implementation of the designed module began, together with testing in the later stages. We expect that by using the implemented activity module, students will become more interested in learning, as well as more engaged in the process, resulting in a continuous progress during the course.---RESUMEN---El objetivo de este trabajo es analizar, dise��ar e implementar un m��dulo de actividades did��cticas que formar�� parte de una plataforma educativa, haciendo uso de t��cnicas de gamificaci��n con la finalidad de mejorar el aprendizaje, ratio de aprobados y retroalimentaci��n para los alumnos. El proyecto investiga como incentivar mejor el aprendizaje estudiantil. Se traz�� una especificaci��n de requisitos de software para establecer las pautas del sistema y su comportamiento. A continuaci��n, se definieron las actividades del m��dulo. Esta definici��n abarca una descripci��n detallada de cada actividad, junto a los elementos que la componen, las configuraciones disponibles y las formulas involucradas. El proceso de dise��o de alto nivel incluye el dise��o de las actividades definidas usando la metodolog��a de software UWE (UML-based Web Engineering) para su futura implementaci��n, requisitos de modelaje, contenido, navegaci��n y presentaci��n. El dise��o de bajo nivel est�� compuesto por el esquema y tipos de la base de datos y el diagrama de entidad-relaci��n correspondiente. Tras esto se realiz�� la implementaci��n y pruebas de parte del sistema. Se espera que usando el m��dulo de actividades implementado, los estudiantes muestren un mayor inter��s por aprender, as�� como estar m��s involucrados en el proceso, resultando en un progreso m��s continuo durante el curso.

La coordinaci��n motriz en la Adolescencia y su relaci��n con el IMC, h��bitos de pr��ctica y motivaci��n en E.F: Estudio transversal y longitudinal

En las ��ltimas d��cadas, ha aumentado el inter��s de la investigaci��n sobre el desarrollo de la coordinaci��n motriz en la adolescencia por ser una etapa sensible, cr��tica y crucial para la adquisici��n de h��bitos y conductas saludables de vida. Estos estudios han mostrado que la adquisici��n de unos niveles ��ptimos de coordinaci��n y competencia motriz van a ser determinantes para el bienestar del adolescente y van a estar relacionados e influidos por otras dimensiones del desarrollo de la persona. Recientes investigaciones han sacado a la luz datos alarmantes sobre el aumento de problemas de coordinaci��n motriz en la poblaci��n infantil y adolescente (Cantell, Smyth y Ahonen, 1994; G��mez, 2004; Ruiz, Graupera, Guti��rrez y Miyahara, 2003; Sudgen y Chambers, 2005) donde abrocharse los botones de una camisa o correr de forma arm��nica puede ser todo un mundo lleno de dificultades y consecuencias sobre otras dimensiones del desarrollo (Ram��n-Otero y Ruiz, 2015). Estos problemas han sido tratados por investigadores como una ���dificultad oculta��� (G��mez, Ruiz y Mata, 2006), cuya manifestaci��n est�� presente en las actividades de la vida cotidiana, en contextos deportivos, en juegos y/o en la clase de Educaci��n F��sica (Ruiz, 2004). La preocupaci��n por estas dificultades se ha extendido a nivel internacional, creando todo un campo de investigaci��n que estudia el diagn��stico de ��stos problemas, conocido bajo las siglas DCD (Developmental Coordination Disorder). El presente estudio se centra en la etapa adolescente, periodo de transici��n entre la etapa infantil y adulta, caracterizada por numerosos cambios biol��gicos, cognitivos y socioemocionales (Santrock, 2005), que van a determinar la adaptaci��n con el entorno (Gallahue, Ozmun y Goodway, 2011; G��mez, Ruiz, y Mata, 2006). El prop��sito principal del estudio es analizar el desarrollo de la coordinaci��n motriz en la etapa adolescente investigando las diferencias de g��nero y de edad en relaci��n con variables psicosociales, los h��bitos de pr��ctica y las variables antropom��tricas. El dise��o de la investigaci��n se estructura en dos estudios. El primero de ellos, de car��cter transversal, analiz�� una muestra representativa de 1.966 adolescentes de 1�� a 4�� de la ESO. El segundo, de naturaleza longitudinal, utiliz�� un grupo de 89 adolescentes del estudio transversal los cuales fueron estudiados durante 4 a��os, desde los 12 a los 15 a��os. Los mismos instrumentos fueron utilizados en ambos estudios: el Test Sportcomp para la evaluaci��n de la coordinaci��n motriz, el test AMPET4 para valorar la motivaci��n de logro para el aprendizaje en Educaci��n F��sica, el inventario HBSC para conocer los h��bitos saludables sobre la pr��ctica de actividad f��sica y, por ultimo, se utiliz�� un estadi��metro para obtener el peso y la altura y as�� calcular el ��ndice de masa corporal (IMC). La toma de datos del Estudio Transversal se realiz�� en 2 cursos acad��micos (2011/12 - 2012/13), en la cual se requirieron 3 sesiones coincidiendo con la clase de Educaci��n F��sica. En la primera sesi��n, se evalu�� la coordinaci��n motriz. En la segunda se aplicaron los cuestionarios (AMPET4 y HBSC) y, en la ��ltima sesi��n se midi�� el peso y la altura en un espacio reservado al estadi��metro. El an��lisis de datos fue descriptivo y diferencial de cada una de las variables estudiadas: motoras, psicosociales, de h��bitos de pr��ctica de actividad f��sica y antropom��tricas. Asimismo, se llevaron a cabo pruebas de an��lisis univariante y multivariante, calculando el valor-p y las pruebas de efecto. Respecto al Estudio Longitudinal, la toma de datos se llev�� cabo durante 4 a��os desde el 2011 al 2014. La evaluaci��n de la coordinaci��n motriz se realiz�� en cada uno de los 4 a��os. Sin embargo, los 2 cuestionarios y las medidas antropom��tricas fueron evaluadas en el primer y cuarto a��o. Los an��lisis de datos fueron descriptivos y comparativos entre las variables analizadas. En el caso de la coordinaci��n motriz, se realizaron las pruebas de medidas repetidas y, en el caso de las dem��s variables analizadas, se realizaron Prueba T para muestras relacionadas. Los resultados globales mostraron que el ��ndice motor en el Estudio Transversal fue progresivo en el conjunto de chicos. Sin embargo, en las chicas, el rendimiento se estabiliza a partir de los 13 a��os. En el caso del Estudio Longitudinal, este ��ndice se estabiliza en los 3 primeros a��os y a la edad de los 14, es cuando comienzan a acusarse las diferencias de g��nero. En el caso de los hombres el rendimiento mejora y, por el contrario, en las mujeres empeora. En el Estudio Transversal, el an��lisis de varianza mostraron diferencias en funci��n de la edad [F(7, 1958) = 220.70, p < .001; ��2 = .101], del g��nero [F(7, 1958) = 29.76, p < .001; ��2 = .044], as�� como en la interacci��n entre ambos [F(7, 1958)= 11.90, p < .001; ��2 = .018]. ��nicamente aparecieron diferencias significativas con la edad en todos los grupos de hombres, excepto entre 14 y 15 a��os. En el Longitudinal, los contrastes multivariados mostraron que no hubo diferencias sgnificativas en el tiempo [F(3,85) = .05, p = .987, ��2= .002] mostrando un nivel de coordinaci��n estable a lo largo de los a��os, aunque existieron diferencias entre chicos y chicas [F(3,85) = 4.64 p = .005] con un tama��o de efecto destacable (��2 = .141). En cuanto a la motivaci��n de logro para prender en Educaci��n F��sica, en ambos estudios, los chicos fueron los que obtuvieron puntuaciones m��s elevadas en todas las dimensiones positivas del test (compromiso de aprendizaje, competencia autopercibida y comparada). Sin embargo, en la dimensi��n negativa del test, la referida a la ansiedad y al agobio ante el fracaso, fueron las chicas las que puntuaron m��s alto. En el Estudio Transversal, los resultados mostraron diferencias significativas en todas las dimensiones del AMPET4 en funci��n del nivel de coordinaci��n motriz: compromiso con el aprendizaje [F(2, 1644) = 8.66, p < .001; ��2 = .010], competencia autopercibida [F(2, 1644) = 50.94, p < .001; ��2 = .048], competencia comparada [F(2, 1644) = 41.56, p < .001, ��2 = .020] y ansiedad [F(2, 1644) = 16.67, p < .001, ��2 = .058]. En este sentido, los grupos de mejor nivel de coordinaci��n motriz, fueron los que mayor puntuaci��n obtuvieron en las dimensiones positivas y los que menor, en la negativa. En el Estudio Longitudinal, tambi��n se encontraron diferencias entre el primer y cuarto a��o de estudio en todas las dimensiones, excepto en competencia motriz autopercibida. Estas diferencias se tradujeron en una disminuci��n en las 3 variables significativas del primer al cuarto a��o. Respecto al inventario HBSC, en el Estudio Longitudinal, la prueba T mostr�� ��nicamente la existencia de diferencias significativas entre el primer y cuarto a��o en 2 de los 11 ��tems: percepci��n de la forma f��sica (p = .006) y percepci��n de la salud (p = .047), los cuales disminuyeron en el intervalo de tiempo del estudio. En el Transversal, las diferencias se observaron en funci��n del g��nero (p < .001) y de la edad (p < .001). Asimismo, se mostraron diferencias significativas en todos los ��tems respecto al nivel de coordinaci��n motriz, excepto en 2 de ellos: frecuencia tiempo libre con los amigos fuera del colegio (p = .580) y facilidad para hacer amigos en el centro escolar (p = .098). Por ��ltimo, en las variables antropom��tricas, los resultados del Estudio Transversal y Longitudinal coinciden tanto en la estatura como en el peso, apuntando, que en ambos estudios, se produce un aumento progresivo tanto en chicos como en chicas a medida que se avanza en edad. Concretamente en el Transversal, estas diferencias en la edad se encuentran en todos los grupos en ambos g��neros, excepto en el conjunto de chicas entre los 14 y los 15 a��os. Asimismo, ambos estudios coincidieron en que tanto las ganancias en cm y kg, como las puntuaciones medias, fueron mayores en los chicos que en las chicas. Respecto al IMC, los 2 estudios coincidieron en que la evoluci��n es paralela, y tal y como apuntan los resultados del Transversal, no se encontraron diferencias ni en la edad (p = 792) ni en el g��nero (p = 284). No obstante, el Longitudinal apunt�� ��nicamente diferencias significativas entre el primer y cuarto a��o en el conjunto de los hombres [t(41) = -4.01, p < .001]. Finalmente, y en relaci��n con los niveles de coordinaci��n motriz, hubo diferencias significativas en relaci��n con el IMC (p = .012), mostrando como el grupo de peso normal coincide con puntuaciones ��ptimas de coordinaci��n motriz. A modo de conclusiones, el presente estudio revela c��mo la adquisici��n de un nivel de coordinaci��n ��ptimo va a ser fundamental para el desarrollo psicosocial, para el desarrollo de h��bitos saludables de pr��ctica y para mantener un IMC dentro de la normalidad para el g��nero y la edad. De esta manera, el desarrollo de la coordinaci��n motriz ser�� un aspecto fundamental para lograr un estado de bienestar f��sico y mental, y unos h��bitos favorables para la pr��ctica de actividad f��sica. ABSTRACT In the past couple of decades, adolescence stage in motor coordination gained significant interest in research especially due to its sensitive and critical importance to achieving a healthy life style. These studies observed how to acquire optimum levels of coordination and motor competence, which proved crucial to the quality of the adolescent stage in addition to being influenced by other dimensions of development for each individual. Recent research shed light to an alarming set of data, which showed increased motor coordination problems in children and adolescents (Cantell, Smyth & Ahonen, 1994; G��mez, 2004; Ruiz, Graupera, Gutierrez & Miyahara, 2003; Sugden & Chambers, 2005). For instance, even to the extent that buttoning a shirt or running in a harmonic form can lead to a whole set of consequences and difficulties on the development stage. Researchers have addressed such problems in various studies such as ���dificultad oculta��� (Gomez, Ruiz & Mata, 2006), which literally translates as ���hidden trouble���. The studies are evidently present in the activities of daily life, sporting contexts, games and/or Physical Education (Ruiz, 2004). Concern about these difficulties spread internationally, creating a whole framework research studying the diagnosis of these problems, known under the acronym DCD (Developmental Coordination Disorder). The study focuses on the adolescent stage, transition period between childhood and adulthood characterized by numerous biological, cognitive and socio-emotional changes (Santrock, 2005), which interestingly determines an individual��s adaptation to the environment (Gallahue, Ozmun & Goodway, 2011; Gomez, Ruiz & Mata, 2006). The main purpose of the study is to analyse the development of motor coordination in the adolescent stage investigating gender differences and age in relation to psychological variables, physical activity habits and anthropometric variables. The research design is structured in two studies. The first (transversal nature), analyses a representative sample of 1,966 adolescents from 1st to 4th of Secondary Education School. The second (longitudinal nature) used a group of 89 teenagers from cross-sectional study, which were studied for four years, from 12 to 15 years. The same instruments were used in both studies, namely; ���Sportcomp Test��� used to evaluate of motor coordination; ���AMPET4 Test��� which assesses the motivational achievement of learning Physical Education; ���HBSC Inventory��� to find out the healthy habits gained from physical activities; And finally a ���stadiometer��� was used to obtain the weight and height and thus calculate the body mass index (BMI). The data collection of the cross-sectional Study was conducted in two academic years (2011/12 - 2012/13), in which 3 sessions coinciding with the Physical Education level are required. In the first session, motor coordination was evaluated; questionnaires were applied in the second session (AMPET4 and HBSC); and in the last session the weight and height were measured in a reserved space for the ���stadiometer���. Notably, data analysis was descriptive and differential in each of the variable studies: motor, psychological, practical and anthropometric habits of physical activity. Thus the tests were conducted in a univariate and multivariate analysis, calculating the p-value and effect tests. Regarding the Longitudinal Study, data collection was carried out during four years from 2011 to 2014 inclusively. The assessment of motor coordination was performed on each of the four years, however, the 2 questionnaires and anthropometric measures were evaluated in the first and fourth year. Data analyses were also descriptive and comparative among the variables that were put to the test. In the case of motor coordination tests, they were done on repeated measures, whilst, in the case of other variables analysed, they were accomplished through T Tests under comparable samples. The overall results showed that the engine Motor Index in Study 1 was progressive in all male gender studies, however in the females the performance remained constant after reaching 13 years of age. For the Longitudinal Study, this index is stabilized in the first 3 years and at the age of 14 is when the gender differences take place. In the case of males, the performance improves, however, in females worsens. The cross-sectional Study, analysis of variance showed differences in terms of age [F(7, 1958) = 220.70, p < .001; ��2 = .101], gender [F(7, 1958) = 29.76, p <.001; ��2 = .044], as well as their interaction [F(7, 1958) = 11.90, p <.001; ��2 = .018]. They only show significant differences in respect to age in the male set sample, in all groups except between 14 and 15 years old. In the Longitudinal, the multivariate contrasts showed no significant differences in time [F(3,85) = 0.05, p = 0.987, ��2 = 0.002] showing a stable level of coordination over the years, but if there were differences between both genders [F(3,85) = 4.64, p = .005] it took place with a noteworthy effect size (��2 = .141). In regards, to the Motivational Achievement for learning Physical Education, in both studies the male sample administered obtained higher scores on all the positive dimensions of the test (commitment to learning, self-assessed competence, and comparable competence). However, on the negative assessment side, namely, anxiety and fear of failure, the female sample scored higher than the male one. In Study 1, the multivariate analysis showed significant differences between the psychosocial dimensions and levels of motor coordination with moderate to significant effect [Lambada de Wilks = .931, F(8, 3282) = 14.99; p = <0.001; ��2 = .035]. By the same token, the groups with the best level of motor coordination were the highest scoring ones in the positive dimensions, whilst the lower performing ones, performed better in the negative dimension. In the longitudinal study, there is also differences were also found between the first and fourth years of study in all dimensions, except in self-perceived motor competition. These differences resulted in a significant decrease in the 3 variables from first to fourth year. Regarding, the ���HBSC Inventory���, the T test in the longitudinal study showed uniquely the existence of significant differences between the first and fourth year in 2 of the 11 items: perception of physical fitness (p = .006) and perceived health (p = 047), which diminished in the interval time of the study. In the Cross-sectional study, the se differences were also observed in gender (p < .001) and age (p < .001). Similarly, they showed significant differences in all items in respect to the motor coordination level, except in 2 of them; frequency of free time with friends outside of school (p = .580) and the ease to make friends at the educational centre (p = 098). And last but not least, the anthropometric variables, both the results of the Transversal and Longitudinal Study matched both height and weight, pointing out that in both studies a gradual increase in both genders, as they grow older. Notably in the Cross-sectional, these differences in age are found in all groups in both genders, except for the set of girls between 14 and 15 years. Thus both studies concluded that both gains in cm and kg and the mean scores were higher amongst males compared to females. Regarding BMI, the 2 studies concluded that the evolution is parallel, and as pointed cross-sectional study there isn���t differences found in age (p = 792) or in gender (p = 284). However, the Longitudinal study uniquely shows significant difference between the first and fourth year for male set sample [t (41) = -4.01, p < .001]. Finally, in relation to levels of motor coordination, there were significant differences in relation to BMI (p = .012), showing how the ���normal weight group��� matches the optimal scores of motor coordination. In conclusion, this study reveals how the acquisition of an optimal level of coordination is vital for psychological development, to develop and practice healthy habits, and to maintain a BMI within the normal range for age and gender. Therefore, the development of motor coordination is fundamental to achieving a state of physical and mental wellbeing, and preferable habits to pursuing physical activity.

Rela����o existente entre metavisualiza����o e as representa����es simb��lica e submicro na elabora����o de atividade em qu��mica

O objetivo desse trabalho foi compreender em que medida uma estrat��gia metavisual, utilizada em sala de aula, pode ajudar na constru����o e reconstru����o de ideias, especificamente numa atividade introdut��ria de eletroqu��mica e quais os fatores envolvidos nesse processo. Para isso, foi desenvolvida uma atividade para o estudo inicial de duas intera����es eletroqu��micas, envolvendo ferro e solu����es de sulfato de cobre (II) e ��cido sulf��rico. Foi utilizada uma metodologia qualitativa, envolvendo 32 estudantes do 3.o ano do ensino m��dio de uma mesma escola, idades entre 16 e 18 anos, em que foram feitos os registros audiovisuais dos alunos realizando a atividade e as falas transcritas para an��lise. Al��m disso, eles responderam a um question��rio para se pesquisar por ind��cios nas habilidades metavisuais em 1D e 2D e, por ��ltimo, uma entrevista semiestruturada. Duas categorias foram elaboradas com o objetivo de se classificar as hip��teses propostas para posterior compara����o, uma para o n��vel simb��lico e a outra para o submicro, possibilitando a observa����o de poss��veis evolu����es e dificuldades encontradas. Com rela����o ��s habilidades metavisuais, tamb��m foram necess��rias tr��s categorias para compor a an��lise. Os resultados indicam que a estrat��gia metavisual mostrou-se eficiente para a constru����o e reconstru����o de conceitos associados �� eletroqu��mica, na medida em que as concep����es alternativas e dificuldades, comuns nessa ��rea, puderam ser discutidas e modificadas. Houve evolu����o das hip��teses dos alunos, com intensa modelagem de conceitos, propiciada pela compara����o de imagens (metavisualiza����o), tanto no n��vel simb��lico quanto no submicro. Foi observado que os estudantes demonstraram maior dificuldade ao elaborar as hip��teses do submicro, possivelmente por esse n��vel ter mais detalhes, maior aprofundamento de conceitos, ser mais abstrato e, portanto, n��o ser natural para os estudantes. Adicionalmente, o tempo de aprendizagem e de modelagem revelou-se diferente para os grupos, o que sugere aos professores considerarem isso no processo ensino-aprendizagem. Finalmente, os resultados parecem apontar tamb��m que as habilidades metavisuais e as conex��es entre os n��veis representacionais podem estar associados a melhores aprendizados e que, muitas vezes, �� necess��ria a utiliza����o de diversas representa����es e de um tempo maior para que os alunos consigam evoluir. Vale ressaltar que o assunto ainda �� pouco pesquisado, se comparado a outros temas e, sendo assim, recomendam-se mais pesquisas sobre as estrat��gias metacognitivas no ensino de ci��ncias e de qu��mica, em que as suas contribui����es, no aprendizado dos alunos, possam ser mais investigadas.

Experiences with free and open courses using on-line multimedia resources

This paper analyzes the learning experiences and opinions obtained from a group of undergraduate students in their interaction with several on-line multimedia resources included in a free on-line course about Computer Networks. These new educational resources employed are based on the Web2.0 approach such as blogs, videos and virtual labs which have been added in a web-site for distance self-learning.

Actitudes hacia los recursos tecnol��gicos en el aula de los futuros docentes

El objetivo de este estudio es analizar las actitudes de los futuros docentes hacia los recursos tecnol��gicos en el aula. Hemos considerado tres dimensiones de an��lisis: la pr��ctica en las aulas, el aprendizaje del alumnado y la valoraci��n que los futuros docentes hacen de su propia actitud frente a los recursos tecnol��gicos. Para el an��lisis estad��stico se han utilizado t��cnicas descriptivas; la prueba t para la comparativa de grupos independientes, y el an��lisis univariado de covarianza (ANOVA). Los resultados indican que la actitud es positiva, aunque podemos comprobar que existen algunas diferencias significativas en cuanto a g��nero respecto a algunas de las cuestiones planteadas.

Un estudio cualitativo sobre los diferenciales de g��nero en la educaci��n superior: percepciones de las acad��micas en contextos masculinizados

El contexto universitario refleja, al igual que la sociedad en general, la falta de equidad y equilibrio en la representaci��n de mujeres y hombres. En la academia a��n encontramos una alta presencia de hombres, especialmente, en lo que respecta a las c��tedras universitarias. En este estudio presentamos y analizamos resultados de un proyecto de investigaci��n desarrollado en la Universidad de Alicante (Espa��a). Del an��lisis realizado en los siete centros o unidades acad��micas de esta universidad, en el que a��n las acad��micas conviven en contextos masculinizados, emergen las diferencias de oportunidades percibidas por las profesoras universitarias en su desarrollo profesional docente e investigador, aunque muchas de ellas no las relacionan con la discriminaci��n por g��nero. Cuando las acad��micas se han encontrado en situaciones discriminatorias manifiestan una actitud activa y reivindicativa, excepto en los centros altamente masculinizados donde mantienen una actitud pasiva para que el ambiente de trabajo sea ��ptimo. Consideramos que es necesario continuar indagando en estos espacios donde la presencia de las acad��micas sigue siendo minoritaria a pesar de las reformas universitarias en materia de igualdad desarrolladas en la Educaci��n Superior.

Piano a quatro m��os na inicia����o ao piano

Relat��rio de Est��gio apresentado �� Escola Superior de Artes Aplicadas do Instituto Polit��cnico de Castelo Branco para cumprimento dos requisitos necess��rios �� obten����o do grau de Mestre em Ensino de M��sica.

Pr��tica de ensino supervisionada em Educa����o Pr��-escolar e Ensino do 1.�� Ciclo do Ensino B��sico

Este relat��rio de est��gio pretende apresentar parte do trabalho desenvolvido no ��mbito da Unidade Curricular de Pr��tica de Ensino Supervisionada (PES), integrada no curso de Mestrado em educa����o pr��-escolar e ensino do 1.�� ciclo do ensino b��sico. A pr��tica no contexto da educa����o pr��-escolar foi realizada numa institui����o p��blica com crian��as de 3, 4 e 5 anos de idade. Em contexto do 1.�� ciclo do ensino b��sico, a mesma decorreu numa escola da rede p��blica com um grupo/turma de crian��as de 7 e 8 anos de idade, a frequentarem o 2.�� ano de escolaridade. Nos dois contextos, a pr��tica foi desenvolvida no sentido de responder aos interesses e necessidades das crian��as, sendo que as atividades propostas visaram uma aprendizagem realizada atrav��s da pesquisa, reflex��o e descoberta, pretendendo proporcionar ��s crian��as momentos de aprendizagens significativas, ativas e socializadoras. Neste trabalho, para al��m da descri����o e reflex��o em torno da nossa a����o em contexto (corporizadas atrav��s das experi��ncias de ensino e aprendizagem) apresentamos dados que dizem respeito a uma investiga����o que desenvolvemos ao longo deste processo e que se fundamenta em alguns dos pressupostos pedag��gicos defendidos pelo Movimento da Escola Moderna (MEM), nomeadamente sobre os instrumentos de regula����o e monitoriza����o/pilotagem da aprendizagem, tendo sido tamb��m realizada, para o efeito, uma revis��o da literatura neste ��mbito. Neste sentido, a nossa investiga����o tem como tema Dispositivos de media����o: monotoriza����o da a����o atrav��s dos instrumentos de regula����o e pilotagem, e a op����o metodol��gica desta investiga����o recai sobre uma abordagem qualitativa, tendo como t��cnicas de recolha de dados uma entrevista semiestruturada realizada ��s crian��as e a observa����o direta e participante, com recurso a notas de campo e registos fotogr��ficos. Das principais conclus��es da investiga����o salientamos que existem instrumentos de regula����o e pilotagem nas salas de aula, mas que os mesmos n��o s��o trabalhados de forma a que as crian��as entendam o seu objetivo, adquiram autonomia de registo, recebam o feedback do seu impacto para a realiza����o de aprendizagens e n��o usufruem das suas potencialidades pedag��gicas.

Report.

Mode of access: Internet.

Equipment and furnishings for homemaking centers : guide for selection.

On t.p.: Supplement to planning and equipping the homemaking department, Bulletin no. 20, Division of School Buildings and Grounds.

Evaluation of special consumer-homemaking programs in Illinois high schools /

"Prepared for and funded by the Board of Vocational Education and Rehabilitation, Division of Vocational and Technical Education, Special Programs Unit, Springfield, Illinois."