La tecnologia esta multiplicant les formes en que podem comunicar-nos. Des de l’aparicio d’Internet, la construccio del discurs, els generes discursius i el mateix llenguatge s’han vist afectats per les caracteristiques d’aquesta nova forma de comunicar-se. Apareixen discursos mixtes que fan necessaris nous enfocaments. Aixi, l’estudi de la xarxa des d’una perspectiva pragmatica ha integrat diferents visions (el genere, la caracteritzacio del llenguatge dels diferents tipus de texts, etc.). Els blogs han estat considerats com una forma de conversa. El present treball estudia els blogs educatius des del punt de vista de les maximes conversacionals de Grice, i, en particular, les implicatures , per intentar caracteritzar aquests intercanvis i determinar si, i fins a quin punt es tracta de converses i com es comporten des d’un punt de vista pragmatic. Els resultats mostren que els blogs educatius son mes semblants a una classe magistral que a una conversa.
{"title":"Implicature in educational blogs. A pragmatics approach","authors":"Eva M. Mestre-Mestre","doi":"10.7203/ATTIC.15.5177","DOIUrl":"https://doi.org/10.7203/ATTIC.15.5177","url":null,"abstract":"La tecnologia esta multiplicant les formes en que podem comunicar-nos. Des de l’aparicio d’Internet, la construccio del discurs, els generes discursius i el mateix llenguatge s’han vist afectats per les caracteristiques d’aquesta nova forma de comunicar-se. Apareixen discursos mixtes que fan necessaris nous enfocaments. Aixi, l’estudi de la xarxa des d’una perspectiva pragmatica ha integrat diferents visions (el genere, la caracteritzacio del llenguatge dels diferents tipus de texts, etc.). Els blogs han estat considerats com una forma de conversa. El present treball estudia els blogs educatius des del punt de vista de les maximes conversacionals de Grice, i, en particular, les implicatures , per intentar caracteritzar aquests intercanvis i determinar si, i fins a quin punt es tracta de converses i com es comporten des d’un punt de vista pragmatic. Els resultats mostren que els blogs educatius son mes semblants a una classe magistral que a una conversa.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
R. Roig-Vila, Santiago Mengual-Andrés, Claudia Sterrantino Asmussen, P. Medrano
The aim of this study is to analyze attitudes future teachers towards technological resources in the classroom. We have considered three dimensions for analysis, the practice in the classroom, student learning and the valuation that future teachers as make their own attitude technological resources. For the statistical analysis used descriptive techniques; t test for comparison of independent groups, and univariate analysis of covariance (ANOVA). The results indicate that attitudes is positive, but we can see that there are some significant differences in gender respects to some of the issues raised.
{"title":"Actitudes hacia los recursos tecnológicos en el aula de los futuros docentes","authors":"R. Roig-Vila, Santiago Mengual-Andrés, Claudia Sterrantino Asmussen, P. Medrano","doi":"10.7203/ATTIC.15.7220","DOIUrl":"https://doi.org/10.7203/ATTIC.15.7220","url":null,"abstract":"The aim of this study is to analyze attitudes future teachers towards technological resources in the classroom. We have considered three dimensions for analysis, the practice in the classroom, student learning and the valuation that future teachers as make their own attitude technological resources. For the statistical analysis used descriptive techniques; t test for comparison of independent groups, and univariate analysis of covariance (ANOVA). The results indicate that attitudes is positive, but we can see that there are some significant differences in gender respects to some of the issues raised.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
I. Guerrero, María de la O Cortón de las Heras, David Carabias Galindo
Dins dels profunds canvis que l'Espai Europeu d'Educacio Superior (EEES) ha generat a les universitats, aquest article se centra en els que afecten els sistemes d'avaluacio. Presenta dues experiencies de bones practiques d'avaluacio formativa i compartida en la formacio inicial dels mestres en Educacio Primaria i Infantil, implementades en dues assignatures vinculades amb l'educacio musical. Amb aixo es preten millorar els aprenentatges i els processos d'ensenyament-aprenentatge propis d'un sistema d'avaluacio d'acord amb els plantejaments del proces de convergencia cap a l'EEES. . La metodologia quantitativa emprada s'ha basat en un questionari, els resultats obtinguts mostren les valoracions positives dels estudiants universitaris quan en la seva formacio inicial s'introdueixen sistemes d'avaluacio formativa i compartida, aixi com metodologies d'aprenentatge cooperatiu, amb la finalitat de fomentar l'adquisicio i desenvolupament de competencies docents propies del titol.
{"title":"Formative Assessment in Higher Education: A Comparision Betweet Students of Two Music Education' Subjects at the Faculty of Education in Segovia","authors":"I. Guerrero, María de la O Cortón de las Heras, David Carabias Galindo","doi":"10.7203/ATTIC.15.4169","DOIUrl":"https://doi.org/10.7203/ATTIC.15.4169","url":null,"abstract":"Dins dels profunds canvis que l'Espai Europeu d'Educacio Superior (EEES) ha generat a les universitats, aquest article se centra en els que afecten els sistemes d'avaluacio. Presenta dues experiencies de bones practiques d'avaluacio formativa i compartida en la formacio inicial dels mestres en Educacio Primaria i Infantil, implementades en dues assignatures vinculades amb l'educacio musical. Amb aixo es preten millorar els aprenentatges i els processos d'ensenyament-aprenentatge propis d'un sistema d'avaluacio d'acord amb els plantejaments del proces de convergencia cap a l'EEES. . La metodologia quantitativa emprada s'ha basat en un questionari, els resultats obtinguts mostren les valoracions positives dels estudiants universitaris quan en la seva formacio inicial s'introdueixen sistemes d'avaluacio formativa i compartida, aixi com metodologies d'aprenentatge cooperatiu, amb la finalitat de fomentar l'adquisicio i desenvolupament de competencies docents propies del titol.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283789","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
El MALL ( Mobile Assisted Language Learning ) aporta una inmensa cantidad de aplicaciones de aprendizaje de lenguas. En este contexto es necesario que el triple proceso de analisis, evaluacion y desarrollo de aplicaciones de MALL cumpla con dos premisas fundamentales. En primer lugar, debe llevarse a cabo a partir de criterios pedagogicos especificos del aprendizaje de lenguas. En segundo lugar, debe apoyarse en modelos teoricos que consideren el proceso de ensenanza-aprendizaje de lenguas. Este trabajo se enmarca dentro de una investigacion mas general que propone una metodologia para el analisis, evaluacion y desarrollo pedagogico de aplicaciones moviles de aprendizaje de lenguas, segun las dos necesidades mencionadas. El trabajo presenta dos resultados de dicha investigacion general, consistentes en la propuesta de un modelo teorico para el MALL, por una parte, y en la creacion de una plantilla o rubrica para facilitar el analisis, la evaluacion y el desarrollo de aplicaciones MALL especificas. En primer lugar, se ha propuesto un modelo teorico de estudio del MALL. Seguidamente, se ha elaborado una plantilla que incorpora parametros observables que sirven para la descripcion, la evaluacion y el desarrollo pedagogico de recursos para el aprendizaje de lenguas asistido por tecnologias moviles.
{"title":"Aprendizaje móvil de lenguas basado en criterios pedagógicos","authors":"R. S. Ortiz","doi":"10.7203/ATTIC.15.6407","DOIUrl":"https://doi.org/10.7203/ATTIC.15.6407","url":null,"abstract":"El MALL ( Mobile Assisted Language Learning ) aporta una inmensa cantidad de aplicaciones de aprendizaje de lenguas. En este contexto es necesario que el triple proceso de analisis, evaluacion y desarrollo de aplicaciones de MALL cumpla con dos premisas fundamentales. En primer lugar, debe llevarse a cabo a partir de criterios pedagogicos especificos del aprendizaje de lenguas. En segundo lugar, debe apoyarse en modelos teoricos que consideren el proceso de ensenanza-aprendizaje de lenguas. Este trabajo se enmarca dentro de una investigacion mas general que propone una metodologia para el analisis, evaluacion y desarrollo pedagogico de aplicaciones moviles de aprendizaje de lenguas, segun las dos necesidades mencionadas. El trabajo presenta dos resultados de dicha investigacion general, consistentes en la propuesta de un modelo teorico para el MALL, por una parte, y en la creacion de una plantilla o rubrica para facilitar el analisis, la evaluacion y el desarrollo de aplicaciones MALL especificas. En primer lugar, se ha propuesto un modelo teorico de estudio del MALL. Seguidamente, se ha elaborado una plantilla que incorpora parametros observables que sirven para la descripcion, la evaluacion y el desarrollo pedagogico de recursos para el aprendizaje de lenguas asistido por tecnologias moviles.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning a language using the Tablet and the digital ink as a means of communication with the teacher and the other students adds action and consequently, motivation to the learning-teaching process. If the learner has more opportunities for participating by using this tool in the classroom, can he/she then improve his/her learning process in German? This is the question we pretend to answer with our research. The data obtained show the great benefits for developing these technologies in our learning environment, because the focusing on three basic linguistic elements in German learning using the digital ink and the free software Classroom Presenter have offered good results, both in the diagnostic tests as well as in the assessment expressed by the students.
{"title":"Uso de tecnologías de tinta digital para facilitar la interacción profesor-alumnos en un curso de alemán para ingenieros","authors":"Daniela Teresa Gil Salom, J. V. B. Dualde","doi":"10.7203/ATTIC.15.5158","DOIUrl":"https://doi.org/10.7203/ATTIC.15.5158","url":null,"abstract":"Learning a language using the Tablet and the digital ink as a means of communication with the teacher and the other students adds action and consequently, motivation to the learning-teaching process. If the learner has more opportunities for participating by using this tool in the classroom, can he/she then improve his/her learning process in German? This is the question we pretend to answer with our research. The data obtained show the great benefits for developing these technologies in our learning environment, because the focusing on three basic linguistic elements in German learning using the digital ink and the free software Classroom Presenter have offered good results, both in the diagnostic tests as well as in the assessment expressed by the students.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283837","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In this article we present our research into the negotiation of meaning in two interactions involving the same 16-year old Spanish and German students based in schools in Spain and German respectively. The interactions involved two language constellations, that is, English as a lingua franca and a Spanish tandem. Our research was carried out within the Telecollaboration for Intercultural Language Acquisition project (TILA). Our qualitative analysis of the interactions demonstrates that telecollaboration offers many opportunities for comprehension and learning. We have not found conclusive evidence to support the hypothesis that negotiation of meaning is very different in the two types of language constellation.
{"title":"Telecollaboration in a secondary school context: Negotiation of meaning in English as a lingua franca/Spanish tandem interactions","authors":"Begoña Clavel-Arroitia, Barry Pennock-Speck","doi":"10.7203/ATTIC.15.6411","DOIUrl":"https://doi.org/10.7203/ATTIC.15.6411","url":null,"abstract":"In this article we present our research into the negotiation of meaning in two interactions involving the same 16-year old Spanish and German students based in schools in Spain and German respectively. The interactions involved two language constellations, that is, English as a lingua franca and a Spanish tandem. Our research was carried out within the Telecollaboration for Intercultural Language Acquisition project (TILA). Our qualitative analysis of the interactions demonstrates that telecollaboration offers many opportunities for comprehension and learning. We have not found conclusive evidence to support the hypothesis that negotiation of meaning is very different in the two types of language constellation.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
M. Bocquillon, Antoine Derobertmasure, Frédérique Artus, M. Demeuse
This article presents the results of the thematic content analysis of 550 comments written by students as part of the student evaluation of instruction at the University of Mons. It also seeks to establish a link between the characteristics of the effective teacher as seen by students and a review of the literature on, firstly, effective teaching at the primary and secondary education, and secondly, student evaluation of instruction in higher education. The results indicate that students’ comments relate to the teacher’s instruction and class management twice as commonly as to their personal characteristics (e.g. sense of humour).
{"title":"Students’ comments about university teaching: which links with effectiveness models?","authors":"M. Bocquillon, Antoine Derobertmasure, Frédérique Artus, M. Demeuse","doi":"10.7203/ATTIC.15.3931","DOIUrl":"https://doi.org/10.7203/ATTIC.15.3931","url":null,"abstract":"This article presents the results of the thematic content analysis of 550 comments written by students as part of the student evaluation of instruction at the University of Mons. It also seeks to establish a link between the characteristics of the effective teacher as seen by students and a review of the literature on, firstly, effective teaching at the primary and secondary education, and secondly, student evaluation of instruction in higher education. The results indicate that students’ comments relate to the teacher’s instruction and class management twice as commonly as to their personal characteristics (e.g. sense of humour).","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Manuela Alcañiz Zanón, Helena Chuliá Soler, C. R. Prunera, Miguel A. Santolino Prieto
Una tendencia predominante en el sistema universitario europeo es la de otorgar un papel de mayor relevancia al estudiante. Las renovadas estrategias docentes y de aprendizaje confieren especial importancia al proceso evaluador, en el que el tradicional esquema sumativo va quedando relegado en pos de una evaluacion formativa y colaborativa. En este articulo se analiza una experiencia de evaluacion entre iguales enmarcada en el Grado de Estadistica Interuniversitario de la Universitat de Barcelona y la Universitat Politecnica de Catalunya. Se expone una estrategia llamada doble correccion, que se lleva a cabo en dos fases. En la primera, los estudiantes, a traves de rubricas elaboradas por el docente, evaluan a sus companeros, detectando posibles debilidades en el aprendizaje, y devolviendoles un feedback que permite mejorar los trabajos antes de que el profesor les asigne una calificacion. Como resultado se produce un incremento del rendimiento academico y un progreso en importantes competencias transversales.
欧洲大学体系的一个主要趋势是赋予学生更大的作用。新的教学和学习策略特别重视评价过程，在评价过程中，传统的总结性方案被降级为形成性和合作性评价。本文分析了巴塞罗那大学(Universitat de Barcelona)和加泰罗尼亚理工大学(Universitat Politecnica de Catalunya)在大学间统计学位框架下的平等评估经验。提出了一种称为双重纠正的策略，分两个阶段进行。在第一种情况下，学生通过教师制定的标题对他们的同学进行评估，发现学习中可能存在的弱点，并在老师给他们评分之前给他们反馈，使他们能够改进作业。其结果是学术成绩的提高和重要的横向技能的进步。
{"title":"Formative peer assessment: improving competences in Statistics students","authors":"Manuela Alcañiz Zanón, Helena Chuliá Soler, C. R. Prunera, Miguel A. Santolino Prieto","doi":"10.7203/ATTIC.15.6397","DOIUrl":"https://doi.org/10.7203/ATTIC.15.6397","url":null,"abstract":"Una tendencia predominante en el sistema universitario europeo es la de otorgar un papel de mayor relevancia al estudiante. Las renovadas estrategias docentes y de aprendizaje confieren especial importancia al proceso evaluador, en el que el tradicional esquema sumativo va quedando relegado en pos de una evaluacion formativa y colaborativa. En este articulo se analiza una experiencia de evaluacion entre iguales enmarcada en el Grado de Estadistica Interuniversitario de la Universitat de Barcelona y la Universitat Politecnica de Catalunya. Se expone una estrategia llamada doble correccion, que se lleva a cabo en dos fases. En la primera, los estudiantes, a traves de rubricas elaboradas por el docente, evaluan a sus companeros, detectando posibles debilidades en el aprendizaje, y devolviendoles un feedback que permite mejorar los trabajos antes de que el profesor les asigne una calificacion. Como resultado se produce un incremento del rendimiento academico y un progreso en importantes competencias transversales.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
En este articulo describiremos una plataforma computacional web, denominada Agent SocialMetric que simplifica al docente la obtencion, gestion y muestra del clima del aula dado por el grado y estructura de las relaciones de los alumnos en la clase, a traves de un agente de interfaz conversacional llamado Albert, con el que el docente interactua en lenguaje natural. Agent SocialMetric posibilitara que los docentes conozcan a los alumnos a traves de sus relaciones reticulares, estableciendo la estructura social de la clase. Circunscribiremos la aplicacion a un caso practico en el ambito de Educacion Secundaria y conoceremos el clima social de la clase donde hay alumnos repetidores y determinaremos si estos estan integrados con aquellos que no lo son.
{"title":"The social climate in the classroom between repeaters and peers through Agent SocialMetric","authors":"A. Kuz, M. Falcó, R. Giandini","doi":"10.7203/ATTIC.15.6801","DOIUrl":"https://doi.org/10.7203/ATTIC.15.6801","url":null,"abstract":"En este articulo describiremos una plataforma computacional web, denominada Agent SocialMetric que simplifica al docente la obtencion, gestion y muestra del clima del aula dado por el grado y estructura de las relaciones de los alumnos en la clase, a traves de un agente de interfaz conversacional llamado Albert, con el que el docente interactua en lenguaje natural. Agent SocialMetric posibilitara que los docentes conozcan a los alumnos a traves de sus relaciones reticulares, estableciendo la estructura social de la clase. Circunscribiremos la aplicacion a un caso practico en el ambito de Educacion Secundaria y conoceremos el clima social de la clase donde hay alumnos repetidores y determinaremos si estos estan integrados con aquellos que no lo son.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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