Ventajas que aporta el E-Learning a los procesos de diferenciación estratégica e internacionalización en la Universidad Del Rosario

En el presente trabajo se analiza la existencia y argumenta la importancia de las ventajas que aporta el E-Learning al proceso de Internacionalización en la Universidad del Rosario, además se indaga si dichas ventajas podrían facilitar la diferenciación estratégica de la misma. Inicia con una revisión teórica sobre los conceptos de educación virtual y aprendizaje, y su estado actual en Colombia, logrando la creación de un marco teórico. En una segunda etapa se identificarán las características que comparte la institución educativa con una organización y que la hacen objeto de estudio en el campo estratégico, específicamente en cuanto a la diferenciación. Posteriormente se describirán las etapas de implementación del E-Learning en la Universidad, analizando los aspectos más importantes de este proceso. Más adelante se hace una aproximación al concepto de internacionalización y la importancia que tiene en el mundo multicultural actual. Finalmente se relacionan las ventajas de la implementación del E-Learning con las brindadas en el proceso de internacionalización y se argumenta si estas facilitan la diferenciación estratégica del Rosario.

Getting Started with Blackboard and E-Learning

A PowerPoint used to start a discussion about the nature of e-learning, and showing how Blackboard can be used to support independent learning by students.

E-teaching vs e-learning : recursos educativos electrónicos para usar en el aula.

El artículo forma parte de una sección de la revista dedicada a innovación educativa

Learning associations between places and visual cues without learning to navigate: neither fornix nor entorhinal cortex is required

Rats with fornix transection, or with cytotoxic retrohippocampal lesions that removed entorhinal cortex plus ventral subiculum, performed a task that permits incidental learning about either allocentric (Allo) or egocentric (Ego) spatial cues without the need to navigate by them. Rats learned eight visual discriminations among computer-displayed scenes in a Y-maze, using the constant-negative paradigm. Every discrimination problem included two familiar scenes (constants) and many less familiar scenes (variables). On each trial, the rats chose between a constant and a variable scene, with the choice of the variable rewarded. In six problems, the two constant scenes had correlated spatial properties, either Alto (each constant appeared always in the same maze arm) or Ego (each constant always appeared in a fixed direction from the start arm) or both (Allo + Ego). In two No-Cue (NC) problems, the two constants appeared in randomly determined arms and directions. Intact rats learn problems with an added Allo or Ego cue faster than NC problems; this facilitation provides indirect evidence that they learn the associations between scenes and spatial cues, even though that is not required for problem solution. Fornix and retrohippocampal-lesioned groups learned NC problems at a similar rate to sham-operated controls and showed as much facilitation of learning by added spatial cues as did the controls; therefore, both lesion groups must have encoded the spatial cues and have incidentally learned their associations with particular constant scenes. Similar facilitation was seen in subgroups that had short or long prior experience with the apparatus and task. Therefore, neither major hippocampal input-output system is crucial for learning about allocentric or egocentric cues in this paradigm, which does not require rats to control their choices or navigation directly by spatial cues.

Community projects: an experimental analysis of a fair implementation process

We define and experimentally test a public provision mechanism that meets three basic ethical requirements and allows community members to influence, via monetary bids, which of several projects is implemented. For each project, participants are assigned personal values, which can be positive or negative. We provide either public or private information about personal values. This produces two distinct public provision games, which are experimentally implemented and analyzed for various projects. In spite of the complex experimental task, participants do not rely on bidding their own personal values as an obvious simple heuristic whose general acceptance would result in fair and efficient outcomes. Rather, they rely on strategic underbidding. Although underbidding is affected by projects’ characteristics, the provision mechanism mostly leads to the implementation of the most efficient project.

Science is Primary - Children Thinking and Learning in theChemistry Laboratory

The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.

Facilitation of learning in specialist nursing training in the PICU : the supervisors´ concerns in the learning situation

With the aim to unfold nurses’ concerns of the supervision of the student in the clinical caring situation of the vulnerable child, clinical nurses situated supervision of postgraduate nursing students in the Pediatric Intensive Care Unit (PICU) are explored. A qualitative approach, interpretive phenomenology, with participant observations and narrative interviews, was used. Two qualitative variations of patterns of meaning for the nurses’ clinical facilitation were disclosed in this study. Learning by doing theme supports the students learning by doing through performing skills and embracing routines. The reflecting theme supports thinking and awareness of the situation. As the supervisor often serves as a role model for the student this might have an immediate impact on how the student applies nursing care in the beginning of his or her career. If the clinical supervisor narrows the perspective and hinders room for learning the student will bring less knowledge from the clinical education than expected, which might result in reduced nursing quality.

Participatory design in the project of virtual learning environment of histology

This present article describes a research on the development, under the approach of participatory design, a virtual teaching-learning of Histology in which students and teachers participated actively in all stages of development of the educational environment. We postulates that the development of virtual learning environment of Histology, through the Participatory Design approach, contributes to greater acceptance and use by students and that the adoption of virtual environment for teaching and learning by teachers is a determining factor of use by students

Aprendizagem Baseada em Problemas (PBL – Problem-Based Learning): estratégia para o ensino e aprendizagem de algoritmos e conteúdos computacionais

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A participação das escolas de ensino fundamental de Breves-PA no enfrentamento da exploração sexual de crianças e adolescentes

A presente pesquisa elegeu como objeto de análise a participação das escolas públicas de ensino fundamental localizadas na cidade de Breves-PA na rede de enfrentamento da exploração sexual de crianças e adolescentes. Neste sentido, propôs-se como problema a seguinte questão central: no período de 2005 a 2010, como aconteceu a participação das escolas públicas de ensino fundamental localizadas na cidade de Breves-PA na rede de enfrentamento da exploração sexual de crianças e adolescentes? A pesquisa objetivou analisar as ações realizadas pelas escolas públicas localizadas na cidade de Breves-PA que estão voltadas ao enfrentamento da exploração sexual de crianças e adolescentes a partir das propostas de enfrentamento apresentadas para a instituição escolar pela política pública, discutindo categorias fundamentais como currículo e formação de professores. A metodologia utilizada consistiu nas pesquisas bibliográfica e empírica, através do uso de entrevistas semiestruturadas devido ser o instrumento que permite o acesso a gestores escolares, coordenadores pedagógicos e professores para o conhecimento de suas ações e interações no que tange à temática do enfrentamento da exploração sexual. De um universo de dezoito escolas de ensino fundamental localizadas na cidade, foram escolhidas duas, uma escola de 1º ao 5º ano e outra do 6º ao 9º ano, por apresentarem no período de 2006 a 2010 ações pedagógicas estratégicas que envolveram alunos em diferentes faixas etárias (dos 06 aos 14 anos aproximadamente), bem como toda a comunidade escolar na prevenção da exploração sexual. A seleção dos entrevistados ocorreu mediante o contato com os sujeitos das escolas, a qual focalizou aqueles informantes com participação direta nos projetos de intervenção. Por isso, selecionou-se 02 (dois) gestores das escolas, 02 (dois) coordenadores pedagógicos e 06 professores. A análise do material obtido nas entrevistas foi feita mediante o instrumental teórico-metodológico possibilitado pela análise de conteúdo, tendo como pano de fundo o arcabouço analítico proposto pelo materialismo histórico-dialético. O referencial teórico utilizado para análise segue as pesquisas realizadas por Azambuja (2004), Brino e Willians (2003 e 2009), Brino (2006), Faleiros (2004), Fraga et al (2008), Franzoni (2006), Leal (2004), Libório (2005, 2006 e 2009), Rocha (2010), Sanderson (2005), Santos (2007), Silva (2007), Viodres Inoue & Ristum (2008) e outros pesquisadores que tratam de currículo, formação de professores e do enfrentamento da exploração sexual de crianças e adolescentes em redes de proteção, com destaque à atuação da instituição escolar. Os resultados da pesquisa demonstram a participação das escolas de ensino fundamental no enfrentamento da violência sexual (abuso), sem interferir significativamente nas situações de exploração sexual. Os casos de abuso, quando identificados ou relatados pelas crianças, são comunicados ao Conselho Tutelar. Para as suspeitas de exploração sexual não é feita a notificação a esse Conselho, mas tão somente em algumas situações conversa-se com a família, que geralmente nega a existência das mesmas e se omite dos processos de resolução. Os currículos das escolas contemplam as temáticas do abuso e exploração sexual de forma disciplinar, através de planos de curso e de aula, bem como de forma interdisciplinar, através de projetos de ensino-aprendizagem. Estes projetos são realizados durante um período do ano, mas as escolas pesquisadas buscam imprimir um caráter de realização permanente. Por fim, a formação de professores para o enfrentamento da exploração sexual não tem chegado a todos os/as educadores/as, muito menos ao contexto escolar, englobando efetivamente uma parcela bem pequena destes, privilegiando mais diretores e coordenadores pedagógicos.

Spatio-temporal credit assignment in population learning

Learning by reinforcement is important in shaping animal behavior, and in particular in behavioral decision making. Such decision making is likely to involve the integration of many synaptic events in space and time. However, using a single reinforcement signal to modulate synaptic plasticity, as suggested in classical reinforcement learning algorithms, a twofold problem arises. Different synapses will have contributed differently to the behavioral decision, and even for one and the same synapse, releases at different times may have had different effects. Here we present a plasticity rule which solves this spatio-temporal credit assignment problem in a population of spiking neurons. The learning rule is spike-time dependent and maximizes the expected reward by following its stochastic gradient. Synaptic plasticity is modulated not only by the reward, but also by a population feedback signal. While this additional signal solves the spatial component of the problem, the temporal one is solved by means of synaptic eligibility traces. In contrast to temporal difference (TD) based approaches to reinforcement learning, our rule is explicit with regard to the assumed biophysical mechanisms. Neurotransmitter concentrations determine plasticity and learning occurs fully online. Further, it works even if the task to be learned is non-Markovian, i.e. when reinforcement is not determined by the current state of the system but may also depend on past events. The performance of the model is assessed by studying three non-Markovian tasks. In the first task, the reward is delayed beyond the last action with non-related stimuli and actions appearing in between. The second task involves an action sequence which is itself extended in time and reward is only delivered at the last action, as it is the case in any type of board-game. The third task is the inspection game that has been studied in neuroeconomics, where an inspector tries to prevent a worker from shirking. Applying our algorithm to this game yields a learning behavior which is consistent with behavioral data from humans and monkeys, revealing themselves properties of a mixed Nash equilibrium. The examples show that our neuronal implementation of reward based learning copes with delayed and stochastic reward delivery, and also with the learning of mixed strategies in two-opponent games.

Spatio-temporal credit assignment in population learning

Learning by reinforcement is important in shaping animal behavior. But behavioral decision making is likely to involve the integration of many synaptic events in space and time. So in using a single reinforcement signal to modulate synaptic plasticity a twofold problem arises. Different synapses will have contributed differently to the behavioral decision and, even for one and the same synapse, releases at different times may have had different effects. Here we present a plasticity rule which solves this spatio-temporal credit assignment problem in a population of spiking neurons. The learning rule is spike time dependent and maximizes the expected reward by following its stochastic gradient. Synaptic plasticity is modulated not only by the reward but by a population feedback signal as well. While this additional signal solves the spatial component of the problem, the temporal one is solved by means of synaptic eligibility traces. In contrast to temporal difference based approaches to reinforcement learning, our rule is explicit with regard to the assumed biophysical mechanisms. Neurotransmitter concentrations determine plasticity and learning occurs fully online. Further, it works even if the task to be learned is non-Markovian, i.e. when reinforcement is not determined by the current state of the system but may also depend on past events. The performance of the model is assessed by studying three non-Markovian tasks. In the first task the reward is delayed beyond the last action with non-related stimuli and actions appearing in between. The second one involves an action sequence which is itself extended in time and reward is only delivered at the last action, as is the case in any type of board-game. The third is the inspection game that has been studied in neuroeconomics. It only has a mixed Nash equilibrium and exemplifies that the model also copes with stochastic reward delivery and the learning of mixed strategies.

Learned irrelevance and associative learning is attenuated in individuals at risk for psychosis but not in asymptomatic first-degree relatives of schizophrenia patients: translational state markers of psychosis?

Learned irrelevance (LIrr) refers to a form of selective learning that develops as a result of prior noncorrelated exposures of the predicted and predictor stimuli. In learning situations that depend on the associative link between the predicted and predictor stimuli, LIrr is expressed as a retardation of learning. It represents a form of modulation of learning by selective attention. Given the relevance of selective attention impairment to both positive and cognitive schizophrenia symptoms, the question remains whether LIrr impairment represents a state (relating to symptom manifestation) or trait (relating to schizophrenia endophenotypes) marker of human psychosis. We examined this by evaluating the expression of LIrr in an associative learning paradigm in (1) asymptomatic first-degree relatives of schizophrenia patients (SZ-relatives) and in (2) individuals exhibiting prodromal signs of psychosis ("ultrahigh risk" [UHR] patients) in each case relative to demographically matched healthy control subjects. There was no evidence for aberrant LIrr in SZ-relatives, but LIrr as well as associative learning were attenuated in UHR patients. It is concluded that LIrr deficiency in conjunction with a learning impairment might be a useful state marker predictive of psychotic state but a relatively weak link to a potential schizophrenia endophenotype.

E-Learning praktisch erlebbar machen

Dieser Projektbericht beschreibt eine Lehrveranstaltung, die den Studierenden in der Theorie genau das vermittelte, was sie direkt in der Praxis erfahren konnten: E-Learning. Die enge Koppelung von Wissensvermittlung und praktischer Umsetzung setzte auf ein ungewöhnliches Modell der Lernzeitorganisation. Von den Lernenden wie vom Lehrenden verlangte das Blended-Learning-Seminar die Bereitschaft, das übliche Selbstverständnis in Lehr-Lern-Kontexten an Hochschulen zu überdenken. Dieser Bericht stellt die inhaltliche und strukturelle Ausgangssituation dar, beschreibt die Organisation der Veranstaltung sowie die eingesetzten Methoden und Mittel und reflektiert die Lernerfolge.

Learning kinds for students of technical high school : An analysis from the David Ausubel's theory

This article presents the findings of a field research, not experimental, observational, correlating, basic, of mixed data, micro sociologic, leading to a study of surveys.The object of study is to find learning kinds, and the unit of analysis were 529 high school students between 16 and 21 years old. Its purpose is to understand the impact of learning by rote, guided, self learned and meaningful learning and its achievement degree besides the learning outcomes of differentiated curriculum based on David Ausubel's thoughts, associated with different economic specialties (MINEDUC, 1998) where the population of the study is trained. To collect data, the test TADA - DO2 was used, this test has a reliability index of 0.911 according to Cronbach. From the hits it can be stated from the null hypothesis that there is a significant association (a = 0,05) between the learning kinds and the learning expected of differentiated training plan for both, male and female. It is complex to state that the training of the middle-level technicians leads to a successful employment.