Bibliografía española sobre la formación del profesorado universitario

ENSDHE (European Network for Staff Development in Higuer Education) es una red europea de intercambio de información sobre desarrollo profesional del personal de enseñanza superior, patrocinada por el CEPES (Centro Europeo para la Enseñanza Superior) (UNESCO). Los países participantes en esta red son hasta el momento: Albania, Alemania, Austria, Bélgica, Bulgaria, Bielorusia, Canadá, Chipre, Checoslovaquia, Dinamarca, España, Finlandia, Francia, Grecia, Holanda, Hungría, Israel, Luxemburgo, Malta, Noruega, Polonia, Portugal, Rumania, Suecia, Suiza, Turquía y Ucrania. Uno de los planes de actuación de esta red es la creación de una base bibliográfica sobre la formación del profesorado universitario y en general, del personal de enseñanza superior. España, por su parte, está creando en primer lugar una base documental con la bibliografía española, la cual se va remitiendo al CEPES para ir generando, junto con el resto de países, la base europea.

La formación profesional en Derecho mediante el Aprendizaje Basado en Problemas (ABP)

La formación en Derecho ha sido tradicionalmente una formación que puede orientarse y resolverse en un abanico de posibilidades profesionales muy elevado. Sin embargo esta amplitud y diversidad de referentes profesionales no ha sido históricamente asumido por el modelo de formación general seguido por las universidades españolas, centralizado y orientado a un aprendizaje fundamentalmente memorístico de los contenidos a los que se somete a un tratamiento muy dogmático. No obstante existen enfoques estratégicos distintos, de calidad y contrastados, para la formación profesional en Derecho. Entre ellos, destaca el enfoque conocido como el Aprendizaje Basado en Problemas (ABP). En este artículo se analizan los referentes que aportan sentido y valor a esta opción estratégica, se validan en datos empíricos las opiniones de los estudiantes y se analizan aquellos aspectos susceptibles de atención en su implementación y desarrollo en las aulas. Los estudiantes consideran que adquieren conocimientos y competencias que les ayudarán en la práctica profesional futura, valorando positivamente el reforzamiento de su autonomía, la interacción con los compañeros y con el profesor y el poder disponer de una"orientación hacia la acción" más o menos clara.

Evidencias científicas para la formación inicial del profesorado en prevención y detección precoz de la violencia de género

The international scientific community points to the need to include contents on prevention and early detection of gender violence in initial teacher training and provides guidance to ensure their quality. Many of these studies highlight the role played by teachers in the domestic context. Scientific literature also provides guidance to train teachers in the intervention and coordination with the various professionals and stakeholders in working with children, adolescents and women. Domestic violence is a social problem and the intervention of the whole community is key for its prevention and early detection. Some schools are already promoting this model of communitarian and dialogic work.

Multisensory stimulation can induce an illusion of larger belly size in immersive virtual reality

Body change illusions have been of great interest in recent years for the understanding of how the brain represents the body. Appropriate multisensory stimulation can induce an illusion of ownership over a rubber or virtual arm, simple types of out-of-the-body experiences, and even ownership with respect to an alternate whole body. Here we use immersive virtual reality to investigate whether the illusion of a dramatic increase in belly size can be induced in males through (a) first person perspective position (b) synchronous visual-motor correlation between real and virtual arm movements, and (c) self-induced synchronous visual-tactile stimulation in the stomach area.

The Sense of embodiment in virtual reality

What does it feel like to own, to control, and to be inside a body? The multidimensional nature of this experience together with the continuous presence of one's biological body, render both theoretical and experimental approaches problematic. Nevertheless, exploitation of immersive virtual reality has allowed a reframing of this question to whether it is possible to experience the same sensations towards a virtual body inside an immersive virtual environment as toward the biological body, and if so, to what extent. The current paper addresses these issues by referring to the Sense of Embodiment (SoE). Due to the conceptual confusion around this sense, we provide a working definition which states that SoE consists of three subcomponents: the sense of self-location, the sense of agency, and the sense of body ownership. Under this proposed structure, measures and experimental manipulations reported in the literature are reviewed and related challenges are outlined. Finally, future experimental studies are proposed to overcome those challenges, toward deepening the concept of SoE and enhancing it in virtual applications.

The contribution of real-time mirror reflections of motor actions on virtual body ownership in an immersive virtual environment

This paper reports an experiment that investigated people"s body ownership of an avatar that was observed in a virtual mirror. Twenty subjects were recruited in a within-groups study where 10 first experienced a virtual character that synchronously reflected their upper-body movements as seen in a virtual mirror, and then an asynchronous condition where the mirror avatar displayed prerecorded actions, unrelated to those of the participant. The other 10 subjects experienced the conditions in the opposite order. In both conditions the participant could carry out actions that led to elevation above ground level, as seen from their first person perspective and correspondingly in the mirror. A rotating virtual fan eventually descended to 2m above the ground. The hypothesis was that synchronous mirror reflection would result in higher subjective sense of ownership. A questionnaire analysis showed that the body ownership illusion was significantly greater for thesynchronous than asynchronous condition. Additionally participants in the synchronous condition avoided collision with the descending fan significantly more often than those in the asynchronous condition. The results of this experiment are put into context within similar experiments on multisensory correlation and body ownership within cognitive neuroscience.

Bystander responses to a violent incident in an immersive virtual environment

Under what conditions will a bystander intervene to try to stop a violent attack by one person on another? It is generally believed that the greater the size of the crowd of bystanders, the less the chance that any of them will intervene. A complementary model is that social identity is critical as an explanatory variable. For example, when the bystander shares common social identity with the victim the probability of intervention is enhanced, other things being equal. However, it is generally not possible to study such hypotheses experimentally for practical and ethical reasons. Here we show that an experiment that depicts a violent incident at life-size in immersive virtual reality lends support to the social identity explanation. 40 male supporters of Arsenal Football Club in England were recruited for a two-factor between-groups experiment: the victim was either an Arsenal supporter or not (in-group/out-group), and looked towards the participant for help or not during the confrontation. The response variables were the numbers of verbal and physical interventions by the participant during the violent argument. The number of physical interventions had a significantly greater mean in the ingroup condition compared to the out-group. The more that participants perceived that the Victim was looking to them for help the greater the number of interventions in the in-group but not in the out-group. These results are supported by standard statistical analysis of variance, with more detailed findings obtained by a symbolic regression procedure based on genetic programming. Verbal interventions made during their experience, and analysis of post-experiment interview data suggest that in-group members were more prone to confrontational intervention compared to the out-group who were more prone to make statements to try to diffuse the situation.

Towards a digital body: the virtual arm illusion

The integration of the human brain with computers is an interesting new area of applied neuroscience, where one application is replacement of a person"s real body by a virtual representation. Here we demonstrate that a virtual limb can be made to feel part of your body if appropriate multisensory correlations are provided. We report an illusion that is invoked through tactile stimulation on a person"s hidden real right hand with synchronous virtual visual stimulation on an aligned 3D stereo virtual arm projecting horizontally out of their shoulder. An experiment with 21 male participants showed displacement of ownership towards the virtual hand, as illustrated by questionnaire responses and proprioceptive drift. A control experiment with asynchronous tapping was carried out with a different set of 20 male participants who did not experience the illusion. After 5 min of stimulation the virtual arm rotated. Evidence suggests that the extent of the illusion was also correlated with the degree of muscle activity onset in the right arm as measured by EMG during this period that the arm was rotating, for the synchronous but not the asynchronous condition. A completely virtual object can therefore be experienced as part of one"s self, which opens up the possibility that an entire virtual body could be felt as one"s own in future virtual reality applications or online games, and be an invaluable tool for the understanding of the brain mechanisms underlying body ownership.

La alfabetización digital y el desarrollo de competencias ciudadanas

Es casi un lugar común describir las bondades de las tecnologías de la información y la comunicación para cada uno de los aspectos de la sociedad moderna. Es tal la fuerza y flexibilidad de la interactividad, los flujos de información, la virtualidad, entre tantos atributos de las TIC, que ya casi no se concibe el presente sin tales herramientas tecnológicas. En tal sentido, el ejercicio de la ciudadanía no podría ser la excepción. Es más, podríamos aventurar que algunos de los pilares básicos de la ciudadanía y la democracia, como son la participación y la asociación, fuertemente influidos por el uso de Internet, se están convirtiendo en un espacio electrónico y virtual de intercambio para niños y jóvenes. En tal escenario, el presente trabajo busca identificar las líneas de discusión y acción en torno a la formación ciudadana y a la importancia de la información y la comunicación en su fomento y desarrollo, a través del uso intensivo de las tecnologías afines por parte de los jóvenes. Como se observará en este trabajo, las raíces de la formación ciudadana del siglo XXI se fundamentan en un patrón de conocimiento, construcción y participación socio-política y económica, donde la tecnología es considerada una herramienta fundamental y juega un rol de privilegio para su real y efectiva implementación.

Formación enfermera en competencias específicas y referentes teóricos. Una visión contrastada

El presente artículo aporta algunas reflexiones sobre el proceso de Bolonia y su repercusión para la titulación enfermera en el estado español. Se introduce el concepto de competencia y se revisan las competencias específicas enfermeras incluidas en los proyectos o marcos teóricos procedentes de instituciones relevantes para la enfermería española como son: el Libro Blanco de la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA), el Proyecto para la Adecuación de la Formación Enfermera al Espacio Europeo de Educación Superior, impulsado por el Consejo General de Enfermería (CGE), el Proyecto Tuning, impulsado y financiado por la Comunidad Europea (CE) y las Competencias Internacionales de la Enfermera Generalista divulgadas por el Consejo Internacional de Enfermería (CIE). Se realiza un análisis comparativo que de forma práctica y útil, permita visualizar los rasgos más característicos y distintivos de cada modelo.

Formación enfermera en competencias específicas y referentes teóricos. Una visión contrastada

El presente artículo aporta algunas reflexiones sobre el proceso de Bolonia y su repercusión para la titulación enfermera en el estado español. Se introduce el concepto de competencia y se revisan las competencias específicas enfermeras incluidas en los proyectos o marcos teóricos procedentes de instituciones relevantes para la enfermería española como son: el Libro Blanco de la Agencia Nacional de Evaluación de la Calidad y Acreditación (ANECA), el Proyecto para la Adecuación de la Formación Enfermera al Espacio Europeo de Educación Superior, impulsado por el Consejo General de Enfermería (CGE), el Proyecto Tuning, impulsado y financiado por la Comunidad Europea (CE) y las Competencias Internacionales de la Enfermera Generalista divulgadas por el Consejo Internacional de Enfermería (CIE). Se realiza un análisis comparativo que de forma práctica y útil, permita visualizar los rasgos más característicos y distintivos de cada modelo.

Virtual milgram : empathic concern or personal distress? Evidence from functional MRI and dispositional measures

One motive for behaving as the agent of another"s aggression appears to be anchored in as yet unelucidated mechanisms of obedience to authority. In a recent partial replication of Milgram"s obedience paradigm within an immersive virtual environment, participants administered pain to a female virtual human and observed her suffering. Whether the participants" response to the latter was more akin to other-oriented empathic concern for her well-being or to a self-oriented aversive state of personal distress in response to her distress is unclear. Using the stimuli from that study, this event-related fMRI-based study analysed brain activity during observation of the victim in pain versus not in pain. This contrast revealed activation in pre-defi ned brain areas known to be involved in affective processing but not in those commonly associated with affect sharing (e.g., ACC and insula). We then examined whether different dimensions of dispositional empathy predict activity within the same pre-defi ned brain regions: While personal distress and fantasy (i.e., tendency to transpose oneself into fi ctional situations and characters) predicted brain activity, empathic concern and perspective taking predicted no change in neuronal response associated with pain observation. These exploratory fi ndings suggest that there is a distinct pattern of brain activity associated with observing the pain-related behaviour of the victim within the context of this social dilemma, that this observation evoked a self-oriented aversive state of personal distress, and that the objective"reality" of pain is of secondary importance for this response. These fi ndings provide a starting point for experimentally more rigorous investigation of obedience.

Impact of examinees' stereopsis and near visual acuity on laparoscopic virtual reality performance.

PURPOSE: Laparoscopic surgery represents specific challenges, such as the reduction of a three-dimensional anatomic environment to two dimensions. The aim of this study was to investigate the impact of the loss of the third dimension on laparoscopic virtual reality (VR) performance. METHODS: We compared a group of examinees with impaired stereopsis (group 1, n = 28) to a group with accurate stereopsis (group 2, n = 29). The primary outcome was the difference between the mean total score (MTS) of all tasks taken together and the performance in task 3 (eye-hand coordination), which was a priori considered to be the most dependent on intact stereopsis. RESULTS: The MTS and performance in task 3 tended to be slightly, but not significantly, better in group 2 than in group 1 [MTS: -0.12 (95 % CI -0.32, 0.08; p = 0.234); task 3: -0.09 (95 % CI -0.29, 0.11; p = 0.385)]. The difference of MTS between simulated impaired stereopsis between group 2 (by attaching an eye patch on the adominant eye in the 2nd run) and the first run of group 1 was not significant (MTS: p = 0.981; task 3: p = 0.527). CONCLUSION: We were unable to demonstrate an impact of impaired examinees' stereopsis on laparoscopic VR performance. Individuals with accurate stereopsis seem to be able to compensate for the loss of the third dimension in laparoscopic VR simulations.

Global virtual teamwork. Building and communicating trust through technology

Tutkimuksen ensisijaisena tavoitteena oli tarkastella luottamuksen rakentumista virtuaalitiimissä. Keskeistä tarkastelussa olivat luottamuksen lähteiden löytäminen, suhteen rakentuminen sekä teknologiavälitteinen kommunikaatio. Myös käytännön keinoja ja sovelluksia etsittiin. Tässä tutkimuksessa luottamus nähtiin tärkeänä yhteistyön mahdollistajana sekä keskeisenä elementtinä ihmisten välisten suhteiden rakentumisessa. Tämä tutkimus oli empiirinen ja kuvaileva tapaustutkimus. Tutkimuksessa kvalitatiivista aineistoa kerättiin pääasiassa web-pohjaisen kyselyn sekä puhelinhaastattelun avulla. Aineistonkeruu toteutettiin siis pääasiassa virtuaalisesti. Saatu aineisto analysoitiin teemoittelun avulla. Tässä työssä teemoja etsittiin tekstistä pääasiassa teoriasta johdettujen oletusten perusteella. Tutkimuksen tuloksena oli, että luottamusta rakentavia mekanismeja ovat, karkeasti luokiteltuna, yhteiset päämäärät ja vastuut, kommunikaatio, sosiaalinen kanssakäyminen ja informaation jakaminen, toisten huomioiminen ja henkilökohtaiset ominaisuudet. Mekanismit eivät suuresti eronneet luottamuksen rakentumisen mekanismeista perinteisessä kontekstissa. Virtuaalitiimityön alkuvaiheessa luottamus pohjautui käsityksille toisten tiimin jäsenten kyvykkyydestä. Myös institutionaalinen identifioituminen loi pohjaa luottamukselle alkuvaiheessa. Muuten luottamus rakentui vähän kerrassaan tehtävään liittyvän kommunikaation ja sosiaalisen kommunikaation kautta. Tekojen merkitys korostui erityisesti ajan myötä. Työssä esitettiin myös käytännön keinoja luottamuksen rakentamiseksi. Olemassa olevien teknologioiden havaittiin tukevan hyvin suhteen rakentumista tiedon jakamiseen ja sen varastoimiseen liittyvissä tehtävissä. Sen sijaan vuorovaikutuksen näkökulmasta tuen ei nähty olevan yhtä kattavaa. Kaiken kaikkiaan kuitenkin parannuksella sosiaalisissa suhteissa voitaneen saada enemmän aikaan kuin parannuksilla teknologian suhteen.

How we experience immersive virtual environments: the concept of presence and its measurement

This paper reviews the concept of presence in immersive virtual environments, the sense of being there signalled by people acting and responding realistically to virtual situations and events. We argue that presence is a unique phenomenon that must be distinguished from the degree of engagement, involvement in the portrayed environment. We argue that there are three necessary conditions for presence: the (a) consistent low latency sensorimotor loop between sensory data and proprioception; (b) statistical plausibility: images must be statistically plausible in relation to the probability distribution of images over natural scenes. A constraint on this plausibility is the level of immersion;(c) behaviour-response correlations: Presence may be enhanced and maintained over time by appropriate correlations between the state and behaviour of participants and responses within the environment, correlations that show appropriate responses to the activity of the participants. We conclude with a discussion of methods for assessing whether presence occurs, and in particular recommend the approach of comparison with ground truth and give some examples of this.