La educación y la libertad al servicio del desarrollo: una lectura de la política educativa colombiana a la luz de Paulo Freire

La educación y el desarrollo han sido conceptos aliados desde hace más de 50 años. Esta monografía retoma a autores como Paulo Freire, Manfred Max-Neef, Amartya Sen y Martha Nussbaum para analizar cómo el desarrollo determina la forma como se estructuran los proyectos educativos en el contexto colombiano. Las consideraciones de teóricos de la economía y educadores se complementan alrededor de la idea que estructura este trabajo: la búsqueda del desarrollo orienta el sentido de la educación en proyectos como el del Plan Nacional de Lectura y Escritura y determina el concepto de libertad en el proyecto educativo de instituciones como el Colegio Rural Quiba Alta en Bogotá. Explicar por qué el desarrollo tiene un papel protagónico en este contexto es solo una parte del proceso, aquí también se quiere mostrar cómo el ideal de libertad y una visión particular de la educación se ven limitadas ante la búsqueda del crecimiento económico.

What do academic libraries have to do with Open Educational Resources? Theme : Long term sustainability of open education projects first steps to start up

This paper will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.

Nonregulatory guidance to assist state educational agencies in administering federal financial assistance to local educational agencies for projects designed to meet the special education needs of educationally deprived children under Chapter 1 of the Education Consolidation and Improvement Act of 1981.

On cover: Chapter 1 nonregulatory guidance.

WEEA, Women's educational equity act : projects /

May 1979.

Virtual laboratory for educational environments

In this paper a new simulation environment for a virtual laboratory to educational proposes is presented. The Logisim platform was adopted as the base digital simulation tool, since it has a modular implementation in Java. All the hardware devices used in the laboratory course was designed as components accessible by the simulation tool, and integrated as a library. Moreover, this new library allows the user to access an external interface. This work was motivated by the needed to achieve better learning times on co-design projects, based on hardware and software implementations, and to reduce the laboratory time, decreasing the operational costs of engineer teaching. Furthermore, the use of virtual laboratories in educational environments allows the students to perform functional tests, before they went to a real laboratory. Moreover, these functional tests allow to speed-up the learning when a problem based approach methodology is considered. © 2014 IEEE.

CDIO and the European Project Semester: a match for capstone projects?

The CDIO Initiative is an open innovative educational framework for engineering graduation degrees set in the context of Conceiving – Designing – Implementing – Operating real-world systems and products, which is embraced by a network of worldwide universities, the CDIO collaborators. A CDIO compliant engineering degree programme typically includes a capstone module on the final semester. Its purpose is to expose students to problems of a greater dimension and complexity than those faced throughout the degree programme as well as to put them in contact with the so-called real world, in opposition to the academic world. However, even in the CDIO context, there are barriers that separate engineering capstone students from the real world context of an engineering professional: (i) limited interaction with experts from diverse scientific areas; (ii) reduced cultural and scientific diversity within the teams; and (iii) lack of a project supportive framework to foster the complementary technical and non-technical skills required in an engineering professional. To address these shortcomings, we propose the adoption of the European Project Semester (EPS) framework, a one semester student centred international capstone programme offered by a group of European engineering schools (the EPS Providers) as part of their student exchange programme portfolio. The EPS package is organised around a central module – the EPS project – and a set of complementary supportive modules. Project proposals refer to open multidisciplinary real world problems and supervision becomes coaching. The students are organised in teams, grouping individuals from diverse academic backgrounds and nationalities, and each team is fully responsible for conducting its project. EPS complies with the CDIO directives on Design-Implement experiences and provides an integrated framework for undertaking capstone projects, which is focussed on multicultural and multidisciplinary teamwork, problem-solving, communication, creativity, leadership, entrepreneurship, ethical reasoning and global contextual analysis. As a result, we recommend the adoption of the EPS within CDIO capstone modules for the benefit of engineering students.

ADOS: an educational primary prevention programme for preventing excess body weight in adolescents.

OBJECTIVE: The prevalence of adolescent obesity has increased considerably over the past decade in Switzerland and has become a serious public health problem in Europe. Prevention of obesity using various comprehensive programmes appears to be very promising, although we must admit that several interventions had generally disappointing results compared with the objectives and target initially fixed. Holistic programmes including nutritional education combined with promotion of physical activity and behaviour modification constitute the key factors in the prevention of childhood and adolescent obesity. The purpose of this programme was to incorporate nutrition/physical education as well as psychological aspects in selected secondary schools (9th grade, 14-17 years). METHODS: The educational strategy was based on the development of a series of 13 practical workshops covering wide areas such as physical inactivity, body composition, sugar, energy density, invisible lipids, how to read food labels, is meal duration important? Do you eat with pleasure or not? Do you eat because you are hungry? Emotional eating. For teachers continuing education, a basic highly illustrated guide was developed as a companion booklet to the workshops. These materials were first validated by biology, physical education, dietician and psychologist teachers as well as school medical officers. RESULTS: Teachers considered the practical educational materials innovative and useful, motivational and easy to understand. Up to now (early 2008), the programme has been implemented in 50 classes or more from schools originating from three areas in the French part of Switzerland. Based on the 1-week pedometer value assessed before and after the 1 school-year programme, an initial evaluation indicated that overall physical placidity was significantly decreased as evidenced by a significant rise in the number of steps per day. CONCLUSION: Future evaluation will provide more information on the effectiveness of the ADOS programme.

Open Educational Resources : Experiences of use in a Latin-American context

This paper presents practical experiences using Open educational Resources (OER) for basic and elementary education (K12), educational research and research training on two inter-institutional projects with the collaboration of thirteen higher education institutions and with the support of the Corporación de Universidades para el Desarrollo del Internet (CUDI) and by the Consejo Nacional de Ciencia y Tecnología (CONACYT) of Mexico and hosted by the Tecnológico de Monterrey. The first initiative is titled "Knowledge Hub for K-12 Education" with the main goal of enrich a catalog of Open Educational Resources for basic and elementary education (K-12) for Mexico and Spanish speaking countries in Latin-America. The main goal of the second initiative is to build a collection of Open Educational Resources for Mobile Learning to address the issue of educational research and research training.

Open video tools to support the production of online collaborative audiovisual projects : how to promote collective creation in e-learning

This paper analyses the use of open video editing tools to support the creation and production of online collaborative audiovisual projects for higher education. It focuses on the possibilities offered by these tools to promote collective creation in virtual environments.

Examining the sustainability issues in UKOER projects : Developing a sustainable OER ecosystem in HE

The development of open educational resources (OERs) is becoming a strategic priority for governments and education institutions around the world, in response to funding cuts and rising costs in educational provision. In the United Kingdom, a government-sponsored Pilot Programme on Open Educational Recourses (JISC/HEA, 2009) was launched in 2009 with an initial budget of £5.7m. This paper reviews the key sustainability issues identified by the projects including the different approaches and models that have been adopted in order to sustain the continuing development and release of OER once funding has ended. The analysis also considers the challenges relating to the development and implementation of policies and processes for sustainable OER practice within institutions and among academics. The paper concludes by drawing on the experiences from the wider United Kingdom and international OER communities to develop a sustainable OER ecosystem model that can facilitate discussions on future development of OER initiatives.

Determinants of the educational use of digital learning materials: The mediating role of self-efficacy, perceived norm and attitude

Initiatives to stimulate the development and propagation of open educational resources (OER) need a sufficiently large community that can be mobilized to participate in this endeavour. Failure to achieve this could lead to underuse of OER. In the context of the Wikiwijs initiative a large scale survey was undertaken amongst primary and secondary school teachers to explore possible determinants of the educational use of digital learning materials (DLMs). Basing on the Integrative Model of Behaviour Prediction it was conjectured that self-efficacy, attitude and perceived norm would take a central role in explaining the intention to use DLMs. Several other predictors were added to the model as well whose effects were hypothesized to be mediated by the three central variables.All conjectured relationships were found using path analysis on survey data from 1484 teachers. Intention to DLMs was most strongly determined by self-efficacy, followed by attitude. ICT proficiency was in its turn the strongest predictor of self-efficacy. Perceived norm played only a limited role in the intention to use DLMs. Concluding, it seems paramount for the success of projects such as Wikiwijs to train teachers in the use of digital learning materials and ICT (e.g. the digital blackboard) and to impact on their attitude.

E-learning initiatives in forensic interpretation: report on experiences from current projects and outlook

This paper reports on the purpose, design, methodology and target audience of E-learning courses in forensic interpretation offered by the authors since 2010, including practical experiences made throughout the implementation period of this project. This initiative was motivated by the fact that reporting results of forensic examinations in a logically correct and scientifically rigorous way is a daily challenge for any forensic practitioner. Indeed, interpretation of raw data and communication of findings in both written and oral statements are topics where knowledge and applied skills are needed. Although most forensic scientists hold educational records in traditional sciences, only few actually followed full courses that focussed on interpretation issues. Such courses should include foundational principles and methodology - including elements of forensic statistics - for the evaluation of forensic data in a way that is tailored to meet the needs of the criminal justice system. In order to help bridge this gap, the authors' initiative seeks to offer educational opportunities that allow practitioners to acquire knowledge and competence in the current approaches to the evaluation and interpretation of forensic findings. These cover, among other aspects, probabilistic reasoning (including Bayesian networks and other methods of forensic statistics, tools and software), case pre-assessment, skills in the oral and written communication of uncertainty, and the development of independence and self-confidence to solve practical inference problems. E-learning was chosen as a general format because it helps to form a trans-institutional online-community of practitioners from varying forensic disciplines and workfield experience such as reporting officers, (chief) scientists, forensic coordinators, but also lawyers who all can interact directly from their personal workplaces without consideration of distances, travel expenses or time schedules. In the authors' experience, the proposed learning initiative supports participants in developing their expertise and skills in forensic interpretation, but also offers an opportunity for the associated institutions and the forensic community to reinforce the development of a harmonized view with regard to interpretation across forensic disciplines, laboratories and judicial systems.

Open Educational Resources: an opportunity for virtual learning institutions

The Universitat Oberta de Catalunya (UOC, Open University of Catalonia) is involved inseveral research projects and educational activities related to the use of Open Educational Resources (OER). Some of the discussed issues in the concept of OER are research issues which are being tackled in two EC projects (OLCOS and SELF). Besides the research part, the UOC aims at developing a virtual centre for analysing and promoting the concept of OERin Europe in the sector of Higher and Further Education. The objectives are to makeinformation and learning services available to provide university management staff,eLearning support centres, faculty and learners with practical information required to create, share and re-use such interoperable digital content, tools and licensing schemes. In the realisation of these objectives, the main activities are the following: to provide organisationaland individual e-learning end-users with orientation; to develop perspectives and useful recommendations in the form of a medium-term Roadmap 2010 for OER in Higher and Further Education in Europe; to offer practical information and support services about how to create, share and re-use open educational content by means of tutorials, guidelines, best practices, and specimen of exemplary open e-learning content; to establish a larger group ofcommitted experts throughout Europe and other continents who not only share theirexpertise but also steer networking, workshops, and clustering efforts; and to foster and support a community of practice in open e-learning content know-how and experiences.

Education and development projects in Brazil (1932-2004): political economy perspective

This paper discusses the long-run history of education policies in Brazil. It is suggested that the main reason for the educational backwardness was the existence of strong political interests over education. It is also defended that these interests can be empirically observed in the allocation of public resources between the different levels of education, with political choices favouring specific groups in society. It was not a matter of lack of investment in education, but of inadequate allocation of resources. This pattern of political-based policies created a strong negative path dependence of misallocation of resources in education in Brazil, particularly with significant underinvestment in secondary education.

Leadership and its impact on the success of Social Sciences and Humanities Research Council funded collaborative research projects

This dissertation investigates the practice of leadership in collaboratively designed and funded research in a university setting. More specifically, this research explores the meaning of leadership as experienced by researchers who were, or still are, engaged on Social Sciences and Humanities Research Council (SSHRC) funded collaborative research projects in a university setting. This qualitative study (Gay & Airasian, 2003) is situated within a social constructivist paradigm (Kezar, Carducci, & Contreras-McGavin, 2006) and involves an analysis of the responses from 12 researchers who answered 11questions related to my overarching research question: What is the impact of leadership on university based collaborative research projects funded by the Social Sciences and Humanities Research Council based on the experiences of researchers involved? The data that emerged supported and enhanced the existing literature related to leadership and collaborative groups in academia. The type of preferred leadership that emerged as a result of this research seemed to indicate that the type of leader that appeared to be optimal in this context might be described as a functional collaborative expert.