Proyectos de innovación educativa : estado de cuestión en las comunidades autónomas.

Esta comunicación parte de un análisis legislativo pormenorizado de las convocatorias de ayudas a la innovación educativa que realizan las Comunidades Autónomas (CCAA) a través de sus departamentos educativos. Se pretende ofrecer una propuesta sobre la tipología documental en innovación que mejore las posibilidades de las categorías establecidas en Redined que ya han quedado obsoletas.

Desafío educativo : la documentación virtual en educación superior.

La administración de la educación puede parecer un obstáculo para aquellos que están en una institución educativa como profesores. A propósito del proceso de evaluación y acreditación que ha emprendido la Universidad Autónoma de Baja California de su oferta educativa, la Escuela de Humanidades ha tenido que readaptarse a esta nueva idea de administrar la educación. El reto que se presente es el de documentar el proceso educativo, como parte fundamental y complementaria en el binomio integrado por la administración y la educación. No se pueden entender una sin la otra. La propuesta gira en torno a documentar el proceso educativo con el uso de Blackboard y para renovar, también la práctica docente.

The PERINE Project : cooperation between European Education Databases

Resumen basado en el del autor. El nombre del proyecto, PERINE, es el acr??nimo de Pedagogical and Educational Research Information Network for Europe, y fue coordinador del proyecto ante el organismo patrocinador, la Comisi??n Europea

Educational Documentation and its Contribution to Educational Policy. 'La documentación educativa y su contribución a la política educativa'.

Debido a que en la segunda mitad del siglo XX se produjo un incremento importante en el numero de instituciones y personas que se dedican de manera profesional a la investigación en todos los campos de conocimiento, fue necesario un desarrollo de mejores herramientas para sistematizar la información de las investigaciones y hacerla más accesible. Es por eso que surgen las bases de datos o bancos de datos. El texto se centra en la definición, tipos, características, planeación, diseño y desarrollo de estas bases de datos.

iTunesU - open educational content in audio and video formats available via iTunes

There is a wealth of open educational content in audio and video formats available via iTunes U, one of the services offered especially for education via iTunes. There are details of how to get started as well as an informative video to help you. Details of how to get started with sharing content can be found for developers.

Les Carr explains the moral high ground on open educational resources

In this video, taken in front of the Parthenon at the Acropolis in Athens, Su White interviews Les Carr about why he asserts that there is a moral duty for teachers who create educational content to put that content in the public domain, rather than hoarding it in their institution.

Writing a research proposal

A presentation for 2 Units in SOES 6018 and SOES 6060, on how to write a successful research proposal. This module aims to ensure that MSc Oceanography, MSc Marine Science, Policy & Law and MSc Marine Resource Management students are equipped with the skills they need to function as professional marine scientists, in addition to / in conjuction with the skills training in other MSc modules. The module covers training in fieldwork techniques, communication & research skills, IT & data analysis and professional development.

Educational Podcasts

This 6-minute video provides a brief introduction to the educational use of podcasts, how to create them and the technology used.

e-Research Methods Theme 8 Writing Your Research Proposal

A good research proposal provides a clear research question within the context of yours chosen research area. It should be presented with the full range of background relating to the topic, unambiguous aims and objectives, and a research methodology. It is assumed that a pre-requisite to completing this core theme is that you have already identified your research question, have conducted your literature review, identified how you will collect and analyse your data, and have planned how you will complete your research, either through discussions with your Masters/PhD supervisors, or the completion of the five core themes on this module ('Literature review', 'Choosing your research topic', 'Project Management' 'Collecting data' and 'Data analysis'.)

e-Research Methods Theme 8 Writing Research Proposal ZIP

Source files for theme 8

La educational sociology y su incidencia en el desarrollo de la sociología de la educación.

Resumen tomado de la publicación

Assessment and Feedback for the CIP: educational issues

This 11-minute video focuses on how self and peer assessment could be used as an integral part of CIP modules, and discusses some innovative methods for assessing written work. The first link is to the native Panopto podcast, which requires the Silverlight player to be installed. The second link is the MP4 video version of the podcast, which should play on all PCs, Macs and suitable mobile devices. This share also includes links to the papers discussed in the video - these are also provided at the end of the script.

NETTLE Reference Framework for Educational Development, in English, Spanish and French

The framework was developed in response to feedback from partner institutions around Europe.

On the organisation of Educational Development Centres

NETTLE Project Publication

A Modest Proposal to Clarify the Status of Coca in the United Nations Conventions

The implementation of anti-drug policies that focus on illicit crops in the Andean countries faces many significant obstacles, one of which is the cultural clash it generates between the main stakeholders. On the one hand one finds the governments and agencies that attempt to implement crop substitution and eradication policies and on the other the peasant and natives communities that have traditionally grown and used coca or those peasants who have found in coca an instrument of power and political leverage that they never had before. The confrontation about coca eradication, alternative development and other anti-drug policies in coca growing areas transcends drug related issues and is part of a wider and deeper confrontation that reflects the long-term unsolved conflicts of the Andean societies. All Andean countries have stratified and fragmented societies in which peasants and Indians have been excluded from power. In Bolivia, Ecuador and Peru most peasants belong to native communities many of which have remained segregated from “white” society. The mixing of the races (mestizaje) in Colombia occurred early during the Conquest and Colony. Those of Indian descent became subservient to the Spanish and Creoles. The society that evolved was (and still is) highly hierarchical, authoritarian, and has subjacent racist values. The resulting political system has been exclusionary of large portions of the population. Among Indian communities coca has been used for millennia and its use has become an identity symbol of their resistance against what may be looked at as foreign invasion. “The Andean Indian chews coca because that way he affirms his identity as son and owner of the land that yesterday the Spaniard took away and today the landowner keeps away from him. To chew coca is to be Indian...and to quietly and obstinately challenge the contemporary lords that descend from the old encomenderos and the older conquistadors” (Vidart, 1991: 61, author’s translation). In Andean literature on illegal drugs as well as in seminars, colloquia and other meetings where drug policies are debated, complaints are frequently expressed about the treatment of coca in the same category as cocaine, heroin, morphine amphetamines and other “hard” drugs. The complainants assert that “coca is not cocaine” and that it is unfair to classify coca, a nature given plant which has been used for millennia in the Andes without significant negative effects on users, in the same category as man made psychotropic drugs. They also argue that coca has manifold social and religious meanings in indigenous cultures, that coca is sacred and that the requirement of the1961 Single Convention demanding that Bolivia and Peru completely eradicate coca within 25 years is limiting Indigenous communities in their freedom to practice their religions. In most debates about drug interdiction, the views of those who oppose that approach are not accepted as legitimate. Indeed, “prohibitionists” demonize drugs and those who oppose drug policies in Latin America frequently demonize the United States as the imperialist power that imposes them. This dual polarization is a main obstacle to establish a meaningful policy debate aimed at broadening the policy consensus necessary for successful policy implementation. This essay surveys the status of coca in the United Nations Conventions, explains why it is confusing, and how a few changes would eliminate some of the sources of conflict and help organize and control licit coca markets in the Andes. The current disorganized and weakly controlled legal coca market in Peru has been analyzed to demonstrate its deficiencies and to illustrate possible improvements in international drug control policies.