H. Tinoco-Giraldo, E. T. Sánchez, F. García-Peñalvo
Mobile applications in mentoring, besides adding technological value to institutions, provides the opportunity to improve the conditions of the education services offered, streamline the teaching processes, generate community and increase interaction between participants. The project presented consists of developing the design phase of a mobile application called e-mentoring, that facilitates communication, matching and implementation of a mentoring process for university students. To this end, the specific steps to achieve the overall objective are: 1) to perform a diagnosis to identify the applications designed to communicate between mentors and mentees in universities, 2) to identify the requirements for the design of mobile applications and 3) to propose a design model for the application that provides information about the requirements for the design of the mobile application. In this context, the social, graphic design, heuristic evaluation, technological requirements and legal external factors that can influence the development of the mobile application are analyzed. The development of the design for this application is presented as a tool that serves as a meeting point, information and exchange of experiences between students and mentors, and at the same time strengthens and extends the links with the academic processes of their institutions. It also describes the process of model-based design development of the application in question. Considering that the functionalities defined for the mobile application are used through additional development, it is recommended that this is done on the student management system of the university where it is applied. The application resulting from this project is a prototype that will have to be debugged and tested in subsequent phases that are beyond the scope of this project.
{"title":"Developing a design phase for a mentoring mobile app","authors":"H. Tinoco-Giraldo, E. T. Sánchez, F. García-Peñalvo","doi":"10.1145/3434780.3436543","DOIUrl":"https://doi.org/10.1145/3434780.3436543","url":null,"abstract":"Mobile applications in mentoring, besides adding technological value to institutions, provides the opportunity to improve the conditions of the education services offered, streamline the teaching processes, generate community and increase interaction between participants. The project presented consists of developing the design phase of a mobile application called e-mentoring, that facilitates communication, matching and implementation of a mentoring process for university students. To this end, the specific steps to achieve the overall objective are: 1) to perform a diagnosis to identify the applications designed to communicate between mentors and mentees in universities, 2) to identify the requirements for the design of mobile applications and 3) to propose a design model for the application that provides information about the requirements for the design of the mobile application. In this context, the social, graphic design, heuristic evaluation, technological requirements and legal external factors that can influence the development of the mobile application are analyzed. The development of the design for this application is presented as a tool that serves as a meeting point, information and exchange of experiences between students and mentors, and at the same time strengthens and extends the links with the academic processes of their institutions. It also describes the process of model-based design development of the application in question. Considering that the functionalities defined for the mobile application are used through additional development, it is recommended that this is done on the student management system of the university where it is applied. The application resulting from this project is a prototype that will have to be debugged and tested in subsequent phases that are beyond the scope of this project.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123098640","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}
The gender gap in the STEM sector is not only in higher education but also in the professional sphere. The percentages of women completing higher education in STEM, working in the sector and moving up in the organisation are lower than those of men. This work presents a qualitative study of multimedia data carried out in Spain during 2020. The aim is to analyse the experience and perspectives of professional women in the STEM sector. Twenty-one women from different organisations and qualifications, all associated with science, technology, engineering and mathematics, participated in the study. The study has been developed within the framework of the project W-STEM - Building the future of Latin America: engaging women into STEM. The video interviews were analysed using the qualitative data support software webQDA. After defining the categories and categorising the discourse, a classical content analysis was carried out. The results obtained reveal the need to invest more energy in strategies to raise the profile of women in the sector. All of them feel a strong attraction for their studies and their profession, however, they think that the path is difficult and there is little visibility. Furthermore, all the participants encourage girls to try out STEM careers if they feel they are their vocation.
{"title":"Interviews of Spanish women in STEM: a multimedia analysis about their experiences","authors":"S. Verdugo-Castro, A. Holgado, M. Sánchez-Gómez","doi":"10.1145/3434780.3436693","DOIUrl":"https://doi.org/10.1145/3434780.3436693","url":null,"abstract":"The gender gap in the STEM sector is not only in higher education but also in the professional sphere. The percentages of women completing higher education in STEM, working in the sector and moving up in the organisation are lower than those of men. This work presents a qualitative study of multimedia data carried out in Spain during 2020. The aim is to analyse the experience and perspectives of professional women in the STEM sector. Twenty-one women from different organisations and qualifications, all associated with science, technology, engineering and mathematics, participated in the study. The study has been developed within the framework of the project W-STEM - Building the future of Latin America: engaging women into STEM. The video interviews were analysed using the qualitative data support software webQDA. After defining the categories and categorising the discourse, a classical content analysis was carried out. The results obtained reveal the need to invest more energy in strategies to raise the profile of women in the sector. All of them feel a strong attraction for their studies and their profession, however, they think that the path is difficult and there is little visibility. Furthermore, all the participants encourage girls to try out STEM careers if they feel they are their vocation.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124387803","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}
Enedina Ortega Gutiérrez, Martha Lucía Velázquez Díaz, J. Pacheco, Manuel de Jesús Villalobos, Pedro Luis Grasa Soler, Judith Ruíz Godoy Rivera, Julio E. Rubio
Through informed theory, this paper analyzes a corpus of final experience reports of students attending Tecnológico de Monterrey, Campus Chiapas (Mexico), who were involved with the social organizations, Puerta a la Montaña, and the associated cooperative Comon Yaj Noptic. The students co-participated in projects of Innovation and Social Entrepreneurship during three school cycles (years). They were guided to solve a set of problems and needs experienced by these organizations involved in coffee, ecotourism, and social economy. Elements were extracted from the training modality Learning Experience for Challenges and Transversal Competencies that contributes to the University ecosystem of Innovation and Social Entrepreneurship. Finally, the article provides the elements that sustain this learning modality, revealing the potential in Higher Education that such innovative projects have to solve particular social problems in real contexts.
本文通过信息理论分析了墨西哥恰帕斯州校园(Campus Chiapas) Tecnológico de Monterrey学生的期末体验报告语料，这些学生参与了社会组织Puerta a la Montaña和相关的合作组织common Yaj Noptic。学生们在三个学期(年)内共同参与了创新与社会创业项目。他们被引导去解决这些涉及咖啡、生态旅游和社会经济的组织所经历的一系列问题和需求。从“挑战学习经验”和“横向能力”培训模式中提取的要素有助于大学创新和社会创业生态系统。最后，文章提供了维持这种学习模式的要素，揭示了高等教育中这种创新项目在现实环境中解决特定社会问题的潜力。
{"title":"University Contribution to Solving Social Problems through the Construction of an Innovative, Humane, Social and Educational Ecosystem: The case of two organizations on the coffee route: Puerta a la Montaña and Cooperativa Comon Yaj Noptic","authors":"Enedina Ortega Gutiérrez, Martha Lucía Velázquez Díaz, J. Pacheco, Manuel de Jesús Villalobos, Pedro Luis Grasa Soler, Judith Ruíz Godoy Rivera, Julio E. Rubio","doi":"10.1145/3434780.3436692","DOIUrl":"https://doi.org/10.1145/3434780.3436692","url":null,"abstract":"Through informed theory, this paper analyzes a corpus of final experience reports of students attending Tecnológico de Monterrey, Campus Chiapas (Mexico), who were involved with the social organizations, Puerta a la Montaña, and the associated cooperative Comon Yaj Noptic. The students co-participated in projects of Innovation and Social Entrepreneurship during three school cycles (years). They were guided to solve a set of problems and needs experienced by these organizations involved in coffee, ecotourism, and social economy. Elements were extracted from the training modality Learning Experience for Challenges and Transversal Competencies that contributes to the University ecosystem of Innovation and Social Entrepreneurship. Finally, the article provides the elements that sustain this learning modality, revealing the potential in Higher Education that such innovative projects have to solve particular social problems in real contexts.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127053630","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}
A. Holgado, F. García-Peñalvo, C. D. L. Higuera, A. Teixeira, U. Ehlers, James Brunton, F. Nascimbeni, N. Zea, D. Burgos
Open education enables the transformation of higher education institutions to increase access to and quality of education, which is directly connected with the fourth sustainable development goal defined by UNESCO. Despite the need for this transformation, higher education institutions face a barrier. Educators are resistant to embracing the use of OERs and OEPs. The OpenGame project aims to contribute to the uptake of open educational resources and open educational practices among educators in higher education in an innovative and motivating way through the development of a gamified and situated learning experience in open education. This work introduces the main characteristics of the project and describes the main results achieved during the first months of the project.
{"title":"Promoting Open Education Through Gamification in Higher Education: the OpenGame project","authors":"A. Holgado, F. García-Peñalvo, C. D. L. Higuera, A. Teixeira, U. Ehlers, James Brunton, F. Nascimbeni, N. Zea, D. Burgos","doi":"10.1145/3434780.3436688","DOIUrl":"https://doi.org/10.1145/3434780.3436688","url":null,"abstract":"Open education enables the transformation of higher education institutions to increase access to and quality of education, which is directly connected with the fourth sustainable development goal defined by UNESCO. Despite the need for this transformation, higher education institutions face a barrier. Educators are resistant to embracing the use of OERs and OEPs. The OpenGame project aims to contribute to the uptake of open educational resources and open educational practices among educators in higher education in an innovative and motivating way through the development of a gamified and situated learning experience in open education. This work introduces the main characteristics of the project and describes the main results achieved during the first months of the project.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125127497","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}
Higher-level educational institutions promote the development of research competencies to have a positive impact on the creation of knowledge. Studies on research competency are focused on the teacher, the student, the training process, or the results based on scientific production, opening up the possibility for investigations that integrate these elements. This document aims to present the current status of a research plan undertaken as a doctoral thesis on the study of the development of research competencies through the transfer of research culture from teacher to student within a training process. For the development of the research, a mixed study with a sequential design is proposed, allowing the analysis of quantitative and qualitative data together to provide a profound understanding of the studied phenomenon. The goal is that the results obtained will help establish the guidelines for a technology-based-assessment model that analyzes the formation of research competencies through the transfer of the research culture from the teacher to the student. These would guide the design of innovative training practices within contextual frameworks. The current state of this research accounts for the contributions to the theoretical framework and provides a first look at the methodology to construct the model.
{"title":"Connecting the Research Culture of Teachers to the Development of Undergraduate Student Competencies","authors":"Maday Alicia Coronel-Santos, M. Ramírez-Montoya","doi":"10.1145/3434780.3436560","DOIUrl":"https://doi.org/10.1145/3434780.3436560","url":null,"abstract":"Higher-level educational institutions promote the development of research competencies to have a positive impact on the creation of knowledge. Studies on research competency are focused on the teacher, the student, the training process, or the results based on scientific production, opening up the possibility for investigations that integrate these elements. This document aims to present the current status of a research plan undertaken as a doctoral thesis on the study of the development of research competencies through the transfer of research culture from teacher to student within a training process. For the development of the research, a mixed study with a sequential design is proposed, allowing the analysis of quantitative and qualitative data together to provide a profound understanding of the studied phenomenon. The goal is that the results obtained will help establish the guidelines for a technology-based-assessment model that analyzes the formation of research competencies through the transfer of the research culture from the teacher to the student. These would guide the design of innovative training practices within contextual frameworks. The current state of this research accounts for the contributions to the theoretical framework and provides a first look at the methodology to construct the model.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"261 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122690187","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}
Alejandra Carina Santos, A. I. Rodríguez, A. Llorente
The presence of digital technologies in society is indisputable, it has impacted and transformed the lives of citizens. Higher education institutions are not left out of this transformation. The value of knowledge as a fundamental asset of the Knowledge Society is decisive. Its management is imposed as a competitive advantage. Part of the institutional resources must be dedicated to developing capacities to share, create and apply new knowledge continuously over time. Technological ecosystems, considered as the evolution of traditional information systems, are positioned as knowledge management systems that encompass both the technological component and the human factor. The application of techniques for educational data analysis, such as learning analytics, academic analytics, and educational data mining, are beginning to be positioned as appropriate strategies to optimize decision-making in higher education. It is interesting to wonder if universities are aware of these technological developments and, furthermore, if they are interested and prepared to incorporate them. The objective of the research is to investigate how, based on the capabilities of academic analytics for the improvement of the management of higher education, characteristics and functionalities can be defined that an applicable model should include in university institutions, particularly in Argentine.
{"title":"Identification of characteristics and functionalities for the design of an academic analytics model for Higher Education","authors":"Alejandra Carina Santos, A. I. Rodríguez, A. Llorente","doi":"10.1145/3434780.3436578","DOIUrl":"https://doi.org/10.1145/3434780.3436578","url":null,"abstract":"The presence of digital technologies in society is indisputable, it has impacted and transformed the lives of citizens. Higher education institutions are not left out of this transformation. The value of knowledge as a fundamental asset of the Knowledge Society is decisive. Its management is imposed as a competitive advantage. Part of the institutional resources must be dedicated to developing capacities to share, create and apply new knowledge continuously over time. Technological ecosystems, considered as the evolution of traditional information systems, are positioned as knowledge management systems that encompass both the technological component and the human factor. The application of techniques for educational data analysis, such as learning analytics, academic analytics, and educational data mining, are beginning to be positioned as appropriate strategies to optimize decision-making in higher education. It is interesting to wonder if universities are aware of these technological developments and, furthermore, if they are interested and prepared to incorporate them. The objective of the research is to investigate how, based on the capabilities of academic analytics for the improvement of the management of higher education, characteristics and functionalities can be defined that an applicable model should include in university institutions, particularly in Argentine.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122775555","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}
Ricardo Pocinho, Pedro Carrana, C. Margarido, Rui Santos, S. Milhano, Bruno Trindade, G. Santos
The Coronavirus advance is forcing schools and universities to revise their teaching methodologies. With the closure of the institutions, thousands of teachers and millions of students will have to find new ways of teaching and learning overnight, which will be a huge challenge. We cannot expect everyone to suddenly adapt to these new times. We are aware of the numerous Internet connection problems, but it is a great time to reinvent ourselves and build the courage to test the use of technological tools already available to structure alternatives in the distance education format. Thinking outside the box can help mitigate the momentary problem, as well as collaborate to strengthen digital culture and move towards a new education. The good news is that many teachers have been putting aside prejudices and are being resilient, seeking to understand the potential of available resources, not shying away from seeking and implementing technological solutions that before the virus were seen as secondary and have now become standard tools to teach synchronous and asynchronous classes, share content, correct assignments, answer questions and exchange knowledge. In the beginning, many activities that were previously carried out exclusively in person took a longer time when they started to be performed online. But as the virtual became the new real, students became more engaged and plunged headlong into relevant online learning experiences. Through applications and software, classes continued according to the school calendar. This study aimed to understand how teachers adapted to digital resources to face the limitations caused by the pandemic. It also intends to understand the impact of digital resources on the quality of teaching, as well as on motivation and academic success.
{"title":"The use of Digital Educational Resources in the Process of Teaching and Learning in Pandemic by COVID-19","authors":"Ricardo Pocinho, Pedro Carrana, C. Margarido, Rui Santos, S. Milhano, Bruno Trindade, G. Santos","doi":"10.1145/3434780.3436589","DOIUrl":"https://doi.org/10.1145/3434780.3436589","url":null,"abstract":"The Coronavirus advance is forcing schools and universities to revise their teaching methodologies. With the closure of the institutions, thousands of teachers and millions of students will have to find new ways of teaching and learning overnight, which will be a huge challenge. We cannot expect everyone to suddenly adapt to these new times. We are aware of the numerous Internet connection problems, but it is a great time to reinvent ourselves and build the courage to test the use of technological tools already available to structure alternatives in the distance education format. Thinking outside the box can help mitigate the momentary problem, as well as collaborate to strengthen digital culture and move towards a new education. The good news is that many teachers have been putting aside prejudices and are being resilient, seeking to understand the potential of available resources, not shying away from seeking and implementing technological solutions that before the virus were seen as secondary and have now become standard tools to teach synchronous and asynchronous classes, share content, correct assignments, answer questions and exchange knowledge. In the beginning, many activities that were previously carried out exclusively in person took a longer time when they started to be performed online. But as the virtual became the new real, students became more engaged and plunged headlong into relevant online learning experiences. Through applications and software, classes continued according to the school calendar. This study aimed to understand how teachers adapted to digital resources to face the limitations caused by the pandemic. It also intends to understand the impact of digital resources on the quality of teaching, as well as on motivation and academic success.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114581017","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}
The past few decades have seen a considerable improvement of topics related to gender equality and social views on gender roles, which have been reflected, among other things, in an increase of women choosing STEM-related careers, fields which are generally male-dominated. However, there still exists a notable gap in STEM education participation according to gender. This quantitative research work aims to know the attitudes towards gender equality and coeducation shown by Compulsory Secondary Education students (grades 7 to 10). The sample was composed by 335 students aged 12-16 from three different secondary education schools located in the Autonomous Community of Castilla y León. In order to gather data on student attitudes towards gender, we applied an anonymous questionnaire using a valid and reliable instrument. The descriptive and inferential analysis results show relatively low levels of sexist attitudes among the students participating in the study, although some differences can be found according to the gender of the respondent. Generally, women hold attitudes that are more positive towards gender equality than those held by men. The discussion and conclusions address the need to continue this research line on factors related to gender issues, as well as to implement interventions based on the principles of coeducation, so that our education system, and thus our society, come closer to a real gender equality, thus improving the chances of women to undertake all kinds of studies and jobs.
{"title":"Do teens hold sexist beliefs? An assessment of secondary education students’ attitudes towards equality and gender roles","authors":"Natalia Corvo-Sampedro, Adriana Gamazo","doi":"10.1145/3434780.3436669","DOIUrl":"https://doi.org/10.1145/3434780.3436669","url":null,"abstract":"The past few decades have seen a considerable improvement of topics related to gender equality and social views on gender roles, which have been reflected, among other things, in an increase of women choosing STEM-related careers, fields which are generally male-dominated. However, there still exists a notable gap in STEM education participation according to gender. This quantitative research work aims to know the attitudes towards gender equality and coeducation shown by Compulsory Secondary Education students (grades 7 to 10). The sample was composed by 335 students aged 12-16 from three different secondary education schools located in the Autonomous Community of Castilla y León. In order to gather data on student attitudes towards gender, we applied an anonymous questionnaire using a valid and reliable instrument. The descriptive and inferential analysis results show relatively low levels of sexist attitudes among the students participating in the study, although some differences can be found according to the gender of the respondent. Generally, women hold attitudes that are more positive towards gender equality than those held by men. The discussion and conclusions address the need to continue this research line on factors related to gender issues, as well as to implement interventions based on the principles of coeducation, so that our education system, and thus our society, come closer to a real gender equality, thus improving the chances of women to undertake all kinds of studies and jobs.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"394 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129732231","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. Rodríguez-Conde, S. Olmos-Migueláñez, Adriana Gamazo, José Carlos Sánchez Prieto, J. O’Hara
Last year, the “Evaluation in Education and Guidance” track was celebrated in León during the seventh edition of TEEM. This year, the conference returns to Salamanca with a new format; an online conference consisting of different activities such as keynote speakers, round tables and debates. As in previous editions, the papers presented to the Evaluation in Education and Guidance track have reflected on the current challenges of educational assessment, revolving mainly around two topics: student assessment during the COVID-19 pandemic and competence assessment in higher education. The authors explained the main findings and conclusions of their papers through publicly available video presentations, and the Chairs organized a Delphi-based debate activity in order to collectively reflect on the two aforementioned topics. To that end, the Chairs prepared an open-ended questionnaire consisting of nine questions so that the authors could express their opinions. Then, a live session ensued in which the Chairs explained the different points of view on each issue and the authors debated them. This paper presents an overview of the papers submitted to the track, as well as a summary of the main conclusions that emerged from the questionnaire and the live session.
{"title":"Challenges in Evaluation in Education and Guidance: A Perspective from 2020","authors":"M. Rodríguez-Conde, S. Olmos-Migueláñez, Adriana Gamazo, José Carlos Sánchez Prieto, J. O’Hara","doi":"10.1145/3434780.3436715","DOIUrl":"https://doi.org/10.1145/3434780.3436715","url":null,"abstract":"Last year, the “Evaluation in Education and Guidance” track was celebrated in León during the seventh edition of TEEM. This year, the conference returns to Salamanca with a new format; an online conference consisting of different activities such as keynote speakers, round tables and debates. As in previous editions, the papers presented to the Evaluation in Education and Guidance track have reflected on the current challenges of educational assessment, revolving mainly around two topics: student assessment during the COVID-19 pandemic and competence assessment in higher education. The authors explained the main findings and conclusions of their papers through publicly available video presentations, and the Chairs organized a Delphi-based debate activity in order to collectively reflect on the two aforementioned topics. To that end, the Chairs prepared an open-ended questionnaire consisting of nine questions so that the authors could express their opinions. Then, a live session ensued in which the Chairs explained the different points of view on each issue and the authors debated them. This paper presents an overview of the papers submitted to the track, as well as a summary of the main conclusions that emerged from the questionnaire and the live session.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129452074","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}
The World is changing fast. With ever increasing population at an exponential rate, the need for water, food, energy and many other resources is increasing at a fast pace and becoming unsustainable. Every year, the Earth Overshoot Day takes place sooner in the year, and in 2020, in spite of the World lockdown due to COVID-19 pandemic, this occurred on the 22nd August! This unbearable situation must change, and the younger generation is aware of it, aiming to do the necessary to change the situation. Thus, the concept of Sustainable Development is gaining increasing importance. Although changing attitudes and behavior is known to take time and be hard, it can be promoted by education at all levels, with potential cascading impact results if implemented in the Higher Education system. In fact, near future young professionals are being educated in this system, and whatever they learn today will certainly be replicated tomorrow, not only in their personal but also in their professional life. Furthermore, although they are young and inexperienced, their ingenuity can help disrupt some established ideas and practices that hinder the changes needed to promote the common well-being. In this Track of TEEM’20, it was presented and discussed a series of different approaches implemented by professors of Higher Education in different fields of knowledge. It was shown that the concepts of Sustainable Development and Sustainability can be well assimilated by young adults by using well thought recreational pedagogical activities. Nevertheless, all the intervenient have highlighted the need to include a feedback loop as a way to adapt and change the activities according to the students’ prior experience and motivation, as well as to the available means and their individual styles.
{"title":"Teaching sustainable development in higher education: Changing attitudes, the soft way","authors":"N. Caetano, M. Felgueiras","doi":"10.1145/3434780.3436717","DOIUrl":"https://doi.org/10.1145/3434780.3436717","url":null,"abstract":"The World is changing fast. With ever increasing population at an exponential rate, the need for water, food, energy and many other resources is increasing at a fast pace and becoming unsustainable. Every year, the Earth Overshoot Day takes place sooner in the year, and in 2020, in spite of the World lockdown due to COVID-19 pandemic, this occurred on the 22nd August! This unbearable situation must change, and the younger generation is aware of it, aiming to do the necessary to change the situation. Thus, the concept of Sustainable Development is gaining increasing importance. Although changing attitudes and behavior is known to take time and be hard, it can be promoted by education at all levels, with potential cascading impact results if implemented in the Higher Education system. In fact, near future young professionals are being educated in this system, and whatever they learn today will certainly be replicated tomorrow, not only in their personal but also in their professional life. Furthermore, although they are young and inexperienced, their ingenuity can help disrupt some established ideas and practices that hinder the changes needed to promote the common well-being. In this Track of TEEM’20, it was presented and discussed a series of different approaches implemented by professors of Higher Education in different fields of knowledge. It was shown that the concepts of Sustainable Development and Sustainability can be well assimilated by young adults by using well thought recreational pedagogical activities. Nevertheless, all the intervenient have highlighted the need to include a feedback loop as a way to adapt and change the activities according to the students’ prior experience and motivation, as well as to the available means and their individual styles.","PeriodicalId":430095,"journal":{"name":"Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130536589","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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