La incidencia de la toma de apuntes sobre el aprendizaje significativo. Un estudio de enseñanza superior.= The incidence of notetaking on meaningful learning. A study of higher education.

En este estudio presentamos una experiencia llevada a cabo con estudiantes de la asignatura “Psicología de la Educación” de diferentes centros universitarios. Tomando como marco de referencia las teorías constructivistas del aprendizaje, el objetivo de nuestro trabajo se centra en comprobar la incidencia de la utilización de diferentes estrategias de enseñanza por parte del profesor y de determinadas estrategias de aprendizaje en el proceso de registrar la información por parte de los estudiantes, en la significatividad del aprendizaje. Los resultados obtenidos muestran que en los grupos donde los profesores han utilizado estrategias de enseñanza diferentes a la clase magistral, se ha producido un cambio positivo en las respuestas de los estudiantes o se ha mantenido el mismo nivel, mientras que el grupo donde se ha utilizado una metodología magistral, el nivel de respuesta es inferior. Así mismo, hemos podido observar como los grupos de estudiantes que utilizan las estrategias de aprendizaje seleccionadas para tomar apuntes mejoran su nivel de respuestas, lo cual no se produce en el grupo control

A Model of Culturally-Diverse Patterns of Communication for Meaningful Learning

Teachers who address culturally-diverse classrooms using their own cultural ‘communication modes’ promote ‘communication dysfunctions’ which diminish the classrooms’ production of meaningful learning. A proposed interaction model of culturally-diverse patterns of communication supplies ‘cultural congruency’ at all levels of communication between teachers and students. The Model proposes that teachers address the culturally-diverse classrooms in as many diverse communication modes as culturally-diverse are the students. The Model was created as a response to the unsatisfactory Meaningful Learning efficiency of a traditional one-cultured-teacher, teaching to a Multicultural classroom.

Conceptions of learning held by upper primary children in government schools in Brunei Darussalam

The current study examined the conceptions of learning held by upper primary children in government schools in Brunei. Previous studies have shown that the conceptions of learning held by students influence the ways in which they approach learning tasks and, in turn, impact on their learning outcomes. However, the majority of these studies were carried out with university and secondary school students, with little research involving primary school children. A phenomenographic research approach was used to describe the qualitatively different ways in which a group of sixteen upper primary children experienced learning in two government schools in Brunei. Data were gathered using scenariobased semi]structured interviews. Iterative cycles of analysis revealed three categories of description depicting three qualitatively different ways in which the children experienced the phenomenon. The three categories of description were: learning as acquiring information (Category 1), learning as remembering information (Category 2) and learning as doing hands]on activities (Category 3). These categories indicate a variation in the ways in which upper primary children experience learning in government schools in Brunei. The conceptions of learning held by the children provide a platform from which educators and policy]makers can consider possibilities for meaningful learning in government schools in Brunei.

The incorporation of web 2.0 into learning design : an implementation model from the perspectives of teachers and students

This paper summarises some of the recent studies on various types of learning approaches that have utilised some form of Web 2.0 services in curriculum design to enhance learning. A generic implementation model of this integration will then be presented to illustrate the overall learning implementation process. Recently, the integration of Web 2.0 technologies into learning curriculum has begun to get a wide acceptance among teaching instructors across various higher learning institutions. This is evidenced by numerous studies which indicate the implementation of a range of Web 2.0 technologies into their learning design to improve learning delivery. Moreover, recent studies also have shown that the ability of current students to embrace Web 2.0 technologies is better than students using existing learning technology. Despite various attempts made by teachers in relation to the integration, researchers have noted a lack of integration standard to help in curriculum design. The absence of this standard will restrict the capacity of Web 2.0 adaptation into learning and adding more the complexity to provide meaningful learning. Therefore, this paper will attempt to draw a conceptual integration model which is being generated to reflect how learning activities with some facilitation of Web 2.0 is currently being implemented. The design of this model is based on shared experiences by many scholars as well as feedback gathered from two separate surveys conducted on teachers and a group of 180 students. Furthermore, this paper also recognizes some key components that generally engage in the design of a Web 2.0 teaching and learning which need to be addressed accordingly. Overall, the content of this paper will be organised as follows. The first part of the paper will introduce the importance of Web 2.0 implementation in teaching and learning from the perspective of higher education institutions and those challenges surrounding this area. The second part summarizes related works done in this field and brings forward the concept of designing learning with the incorporation of Web 2.0 technology. The next part presents the results of analysis derived from the two student and teachers surveys on using Web 2.0 during learning activities. This paper concludes by presenting a model that reflects several key entities that may be involved during the learning design.

Mind mapping: A tool to facilitate learning; why not give it a try?

Schools of nursing continuously strive to facilitate learning through student engagement and teaching strategies that encourage active learning. This paper reports on the successful use of mind mapping, an underutilised and underdeveloped strategy, to enhance teaching and learning in undergraduate nurse education (Spencer et al., 2013). Mind mapping or concept mapping has been defined in the literature as a visual representation of one’s thoughts and ideas (Abel and Freeze, 2006). It is characterised by colour, images and text in a graphical, nonlinear style. Mind maps promote the linking of concepts and capitalise on the brain’s natural aptitude for visual recognition to enhance learning and memory recall (Buzan, 2006). Traditional teaching strategies depend on linear processes, which in comparison lack engagement, associations and creativity (Spencer et al., 2013). Mind mapping was introduced to nursing students undertaking modules in ‘Dimensions of Care’ and ‘Care Delivery’ on year two of the nursing degree programme in Queen’s University Belfast. The aim of introducing mind mapping was to help students make the critical link between the pathophysiology of conditions studied and the provision of informed, safe and effective patient care, which had challenged previous student cohorts. Initially maps were instructor-made as described by Boley (2008), as a template for note taking during class and as a study aid. However, students rapidly embraced the strategy and started creating their own mind maps. Meaningful learning occurs when students engage with concepts and organise them independently in a way significant to them (Buzan, 2006). Students reported high levels of satisfaction to this teaching approach. This paper will present examples of the mind maps produced and explore how mind mapping can be further utilised within the undergraduate nursing curriculum.

Mensuração de estratégias de estudo e aprendizagem de alunos universitários: learning and study strategies inventory (lassi) adaptação e validação para o Brasil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Traces, Patterns, Texture: In Search of Aesthetic Teaching/Learning Encounters

This inquiry reveals the crucial guidance of teachers toward surveying the capacity and needs of students, the formation of ideas, acting upon ideas, fostering connections, seeing potential, making judgments, and arranging conditions. Each aesthetic trace causes me to wonder how teachers learn to create experiences that foster student participation in the world aesthetically. The following considerations surface: • Given the emphasis in schools on outcomes and results, how do we encourage teachers to focus on acts of mind instead of end products in their work with students? • Given the orientations toward technical rationality, to fixed sequence, how do we help teachers experience fluid, purposeful learning adventures with students in which the imagi¬nation is given room to play? • Given the tendency to conceive of planning in teaching as the deciding of everything in advance, how do we help teachers and students become attuned to making good judgments derived from within learning experiences? • How do we help teachers build dialogical multivoiced conversations instead of monolithic curriculum? • What do we do to recover the pleasure dwelling in subject matter? How do we get teachers and students to engage thoughtfully in meaningful learning as opposed to covering curriculum7 • A capacity to attend sensitively, to perceive the complexity of relationships coming together in any teaching/learning experience seems critical. How do we help teachers and students attend to the unity of a learning experience and the play of meanings that arises from such undergoing and doing? The traces, patterns, and texture evidenced locate tremendous hope and wondrous possibilities alive within aesthetic teaching/learning encounters. It is such aliveness I encountered in the grade 4 art classroom that opened this account and continues to compel my attention. Possibilities for teaching, learning, and teacher education emerge. I am convinced they are most worthy of continued pursuit.

Alternative Tasks for the Teaching and the Learning of functions: analysis of an intervention in the High School

In this paper we focus on the application of two mathematical alternative tasks to the teaching and learning of functions with high school students. The tasks were elaborated according to the following methodological approach: (i) Problem Solving and/or mathematics investigation and (ii) a pedagogical proposal, which defends that mathematical knowledge is developed by means of a balance between logic and intuition. We employed a qualitative research approach (characterized as a case study) aimed at analyzing the didactic pedagogical potential of this type of methodology in high school. We found that tasks such as those presented and discussed in this paper provide a more significant learning for the students, allowing a better conceptual understanding, becoming still more powerful when one considers the social-cultural context of the students.

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.

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.

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.

Plataformas experimentales para la formación en el área de la electrónica en entornos de e-learning

El campo de estudio relacionado con los laboratorios remotos en el ámbito educativo de las ciencias y la ingeniería está sufriendo una notable expansión ante la necesidad de adaptar los procesos de aprendizaje en dichas áreas a las características y posibilidades de la formación online. Muchos de los recursos educativos basados en esta tecnología, existentes en la actualidad, presentan ciertas limitaciones que impiden alcanzar las competencias que se deben adquirir en los laboratorios de ingeniería. Estas limitaciones están relacionadas con diferentes aspectos de carácter técnico y formativo. A nivel técnico las limitaciones principales se centran en el grado de versatilidad que son capaces de proporcionar comparado con el que se dispone en un laboratorio tradicional y en el modo de interacción del usuario, que provoca que el estudiante no distinga claramente si está realizando acciones sobre sistemas reales o simulaciones. A nivel formativo las limitaciones detectadas son relevantes para poder alcanzar un aprendizaje significativo. En concreto están relacionadas principalmente con un escaso sentimiento de inmersión, una reducida sensación de realismo respecto a las operaciones que se realizan o la limitada posibilidad de realizar actividades de forma colaborativa. La aparición de nuevas tecnologías basadas en entornos inmersivos, unida a los avances producidos relacionados con el aumento de la capacidad gráfica de los ordenadores y del ancho de banda de acceso a Internet, han hecho factible que las limitaciones comentadas anteriormente puedan ser superadas gracias al desarrollo de nuevos recursos de aprendizaje surgidos de la fusión de laboratorios remotos y mundos virtuales 3D. Esta tesis doctoral aborda un trabajo de investigación centrado en proponer un modelo de plataformas experimentales, basado en la fusión de las dos tecnologías mencionadas, que permita generar recursos educativos online que faciliten la adquisición de competencias prácticas similares a las que se consiguen en un laboratorio tradicional vinculado a la enseñanza de la electrónica. El campo de aplicación en el que se ha focalizado el trabajo realizado se ha centrado en el área de la electrónica aunque los resultados de la investigación realizada se podrían adaptar fácilmente a otras disciplinas de la ingeniería. Fruto del trabajo realizado en esta tesis es el desarrollo de la plataforma eLab3D, basada en el modelo de plataformas experimentales propuesto, y la realización de dos estudios empíricos llevados a cabo con estudiantes de grado en ingeniería, muy demandados por la comunidad investigadora. Por un lado, la plataforma eLab3D, que permite llevar a cabo de forma remota actividades prácticas relacionadas con el diseño, montaje y prueba de circuitos electrónicos analógicos, aporta como novedad un dispositivo hardware basado en un sistema de conmutación distribuido. Dicho sistema proporciona un nivel de versatilidad muy elevado, a nivel de configuración de circuitos y selección de puntos de medida, que hace posible la realización de acciones similares a las que se llevan a cabo en los laboratorios presenciales. Por otra parte, los estudios empíricos realizados, que comparaban la eficacia educativa de una metodología de aprendizaje online, basada en el uso de la plataforma eLab3D, con la conseguida siguiendo una metodología clásica en los laboratorios tradicionales, mostraron que no se detectaron diferencias significativas en el grado de adquisición de los resultados de aprendizaje entre los estudiantes que utilizaron la plataforma eLab3D y los que asistieron a los laboratorios presenciales. Por último, hay que destacar dos aspectos relevantes relacionados directamente con esta tesis. En primer lugar, los resultados obtenidos en las experiencias educativas llevadas a cabo junto a valoraciones obtenidas por el profesorado que ha colaborado en las mismas han sido decisivos para que la plataforma eLab3D se haya integrado como recurso complementario de aprendizaje en titulaciones de grado de ingeniería de la Universidad Politécnica de Madrid. En segundo lugar, el modelo de plataformas experimentales que se ha propuesto en esta tesis, analizado por investigadores vinculados a proyectos en el ámbito de la fusión nuclear, ha sido tomado como referencia para generar nuevas herramientas de formación en dicho campo. ABSTRACT The field of study of remote laboratories in sciences and engineering educational disciplines is undergoing a remarkable expansion given the need to adapt the learning processes in the aforementioned areas to the characteristics and possibilities of online education. Several of the current educational resources based on this technology have certain limitations that prevent from reaching the required competencies in engineering laboratories. These limitations are related to different aspects of technical and educational nature. At the technical level, they are centered on the degree of versatility they are able to provide compared to a traditional laboratory and in the way the user interacts with them, which causes the student to not clearly distinguish if actions are being performed over real systems or over simulations. At the educational level, the detected limitations are relevant in order to reach a meaningful learning. In particular, they are mainly related to a scarce immersion feeling, a reduced realism sense regarding the operations performed or the limited possibility to carry out activities in a collaborative way. The appearance of new technologies based on immersive environments, together with the advances in graphical computer capabilities and Internet bandwidth access, have made the previous limitations feasible to be overcome thanks to the development of new learning resources that arise from merging remote laboratories and 3D virtual worlds. This PhD thesis tackles a research work focused on the proposal of an experimental platform model, based on the fusion of both mentioned technologies, which allows for generating online educational resources that facilitate the acquisition of practical competencies similar to those obtained in a traditional electronics laboratory. The application field, in which this work is focused, is electronics, although the research results could be easily adapted to other engineering disciplines. A result of this work is the development of eLab3D platform, based on the experimental platform model proposed, and the realization of two empirical studies with undergraduate students, highly demanded by research community. On one side, eLab3D platform, which allows to accomplish remote practical activities related to the design, assembling and test of analog electronic circuits, provides, as an original contribution, a hardware device based on a distributed switching system. This system offers a high level of versatility, both at the circuit configuration level and at the selection of measurement points, which allows for doing similar actions to those conducted in hands-on laboratories. On the other side, the empirical studies carried out, which compare the educational efficiency of an online learning methodology based on the use of eLab3D platform with that obtained following a classical methodology in traditional laboratories, shows that no significant differences in the acquired degree of learning outcomes among the students that used eLab3D platform and those that attended hands-on laboratories were detected. Finally, it is important to highlight two relevant aspects directly related with this thesis work. First of all, the results obtained in the educational experiences conducted, along with the assessment from the faculty that has collaborated in them, have been decisive to integrate eLab3D platform as a supplementary learning resource in engineering degrees at Universidad Politecnica de Madrid. Secondly, the experimental platform model originally proposed in this thesis, which has been analysed by nuclear fusion researchers, has been taken as a reference to generate new educational tools in that field.

Embedding e-portfolios for effective lifelong learning:a case study

Lifelong learning is a ‘keystone’ of educational policies (Faure, 1972) where the emphasis on learning shifts from teacher to learner. Higher Education (HE) institutions should be committed to developing lifelong learning, that is promoting learning that is flexible, diverse and relevant at different times, and in different places, and is pursued throughout life. Therefore the HE sector needs to develop effective strategies to encourage engagement in meaningful learning for diverse student populations. The use of e-portfolios, as a ‘purposeful aggregation of digital items’ (Sutherland & Powell, 2007), can meet the needs of the student community by encouraging reflection, the recording of experiences and achievements, and personal development planning (PDP). The use of e-portfolios also promotes inclusivity in learning as it provides students with the opportunity to articulate their aspirations and take the first steps along the pathway of lifelong learning. However, ensuring the uptake of opportunities within their learning is more complex than the students simply having access to the software. Therefore it is argued here that crucial to the effective uptake and engagement of the e-portfolio is embedding it purposefully within the curriculum. In order to investigate effective implementation of e-portfolios an explanatory case study on their use was carried out, initially focusing on 3 groups of students engaged in work-based learning and professional practice. The 3 groups had e-Portfolios embedded and assessed at different levels. Group 1 did not have the e-Portfolio embedded into their curriculum nor was the e-Portfolio assessed. Group 2 had the e-Portfolio embedded into the curriculum and formatively assessed. Group 3 also had the e-Portfolio embedded into the curriculum and were summatively assessed. Results suggest that the use of e-Portfolios needs to be integral to curriculum design in modules rather than used as an additional tool. In addition to this more user engagement was found in group 2 where the e-Portfolio was formatively assessed only. The implications of this case study are further discussed in terms of curriculum development.