Ernest Redondo Domínguez, J. Marimón, D. F. Escudero, Francesc Valls Dalmau, Luís Giménez Mateu
The growing popularity of automatically graded online tests, either as an evaluation or self-assessment tool in online or blended education, demands a review of how these questions are designed and delivered to their intended audience. This paper analyzes the results of over 20,000 preuniversity mock online quizzes designed to train the students for the Spanish university admission test (known as “Pruebas de Acceso a la Universidad” or “Selectividad”) in the technical drawing subject, corresponding to the June and September intakes of 2009 and 2015. The influence of two key aspects on the questions success and skip rates is assessed: (a) the presence or absence of illustration support and (b) the length ofthe question as a proxy ofreading comprehension difficulty. The results support that the presence of an accompanying illustration in the questions result in fewer skipped questions and mode successful answers, while the length of the question has the opposite effect. The performance difference in the 6-year span is also discussed, showing a slight decline over time in the pass rates while the skip rates remain stable. When comparing both two intakes, corresponding to different academic profiles of students that passed the June exam and those who did not, the success ratio is unsurprisingly lower for the students in the second intake. These findings should help improving the design of online quizzes, including more visual content and/or rephrasing the questions to be more concise, to fit the requirements of students educated in a more visual environment of multimedia technologies.
自动评分的在线测试越来越受欢迎，无论是作为在线教育还是混合教育的评估或自我评估工具，都需要对这些问题的设计方式进行审查，并将其传递给目标受众。本文分析了2009年和2015年6月和9月入学的20000多份大学前模拟在线测试的结果，这些测试旨在训练学生参加西班牙大学入学考试(称为“Pruebas de Acceso a la Universidad”或“Selectividad”)的技术制图科目。评估了两个关键方面对问题成功和跳过率的影响:(a)插图支持的存在或缺失;(b)问题的长度作为阅读理解难度的代表。结果支持，在问题中伴随插图的存在导致更少的跳过问题和模式成功的答案，而问题的长度有相反的效果。还讨论了6年跨度内的性能差异，表明随着时间的推移，通过率略有下降，而跳过率保持稳定。当比较两次入学的学生时，对应于通过6月考试和未通过考试的学生的不同学术背景，不出所料，第二次入学的学生的成功率较低。这些发现应该有助于改进在线测验的设计，包括更多的视觉内容和/或将问题改写得更简洁，以适应在多媒体技术的视觉化环境中接受教育的学生的要求。
{"title":"One picture or a thousand words? Influence of question length and illustration support on the success and skip rates on online tests","authors":"Ernest Redondo Domínguez, J. Marimón, D. F. Escudero, Francesc Valls Dalmau, Luís Giménez Mateu","doi":"10.14201/eks20161741132","DOIUrl":"https://doi.org/10.14201/eks20161741132","url":null,"abstract":"The growing popularity of automatically graded online tests, either as an evaluation or self-assessment tool in online or blended education, demands a review of how these questions are designed and delivered to their intended audience. This paper analyzes the results of over 20,000 preuniversity mock online quizzes designed to train the students for the Spanish university admission test (known as “Pruebas \u0000de Acceso a la Universidad” or “Selectividad”) in the technical drawing subject, corresponding to the June and September intakes of 2009 and 2015. The influence of two key aspects on the questions success and skip rates is assessed: (a) the presence or absence of illustration support and (b) the length ofthe question as a proxy ofreading comprehension difficulty. \u0000The results support that the presence of an accompanying illustration in the questions result in fewer skipped questions and mode successful answers, while the length of the question has the opposite effect. The performance difference in the 6-year span is also discussed, showing a slight decline over time in the pass rates while the skip rates remain stable. When comparing both two intakes, corresponding to different academic profiles of students that passed the June exam and those who did not, the success ratio is unsurprisingly lower for the students in the second intake. These findings should help improving the design of online quizzes, including \u0000more visual content and/or rephrasing the questions to be more concise, to fit the requirements of students educated in a more visual environment of multimedia technologies.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"111-128"},"PeriodicalIF":3.9,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731009","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 editorial of this third issue of volume 17, corresponding to 2016, is devoted to emphasize the well-done activity of the GRIAL research group regarding its intercultural mentoring project INTO, which has received the European Union mention of both example of good practice and success case.
{"title":"La mentorización Intercultural – El proyecto INTO","authors":"F. Peñalvo","doi":"10.14201/EKS2016173712","DOIUrl":"https://doi.org/10.14201/EKS2016173712","url":null,"abstract":"The editorial of this third issue of volume 17, corresponding to 2016, is devoted to emphasize the well-done activity of the GRIAL research group regarding its intercultural mentoring project INTO, which has received the European Union mention of both example of good practice and success case.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"7-12"},"PeriodicalIF":3.9,"publicationDate":"2016-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730956","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}
Pub Date : 2016-12-07DOI: 10.14201/EKS201617389108
J. Pérez, Cecile Meier, C. Castillo, Jorge de la Torre-Cantero, Dámari Melián Díaz, Alejandro Bonnet de León
In many educational settings, the use of tangible objects is used to enhance learning (models, replicas of art works, fossils...). When knowledge is disseminated through virtual environments, sometimes, the value of these tangible objects is lost. The new low-cost technologies allow solving this problem, enabling teachers to include in their virtual classroom the access and manipulation of threedimensional objects. This article describes the process of creation and dissemination of a three-dimensional, interactive educational content for learning in a virtual environment. As a practical study, we have worked on the Canary marine fossil heritage. The fossils are used as tangible material in paleontology teaching, however they are not available for work outside the classroom. For this work, it has been digitized in 3D a selection of 18 fossils. 3D files obtained are available to students in an online environment, allowing download, multi-touch display and interaction on mobile devices. In addition, if the student prefers, they can print them using a 3D printer. Finally, there has been an experience with 70 university students who, after accessing to the online files, responded to a questionnaire to assess the made materials.
{"title":"Creación, visualización e impresión 3D de colecciones online de modelos educativos tridimensionales con tecnologías de bajo coste; Caso práctico del patrimonio fósil marino de Canarias","authors":"J. Pérez, Cecile Meier, C. Castillo, Jorge de la Torre-Cantero, Dámari Melián Díaz, Alejandro Bonnet de León","doi":"10.14201/EKS201617389108","DOIUrl":"https://doi.org/10.14201/EKS201617389108","url":null,"abstract":"In many educational settings, the use of tangible objects is used to enhance learning (models, replicas of art works, fossils...). When knowledge is disseminated through virtual environments, sometimes, the value of these tangible objects is lost. The new low-cost technologies allow solving this problem, enabling teachers to include in their virtual classroom the access and manipulation of threedimensional objects. This article describes the process of creation and dissemination of a three-dimensional, interactive educational content for learning in a virtual environment. As a practical study, we have worked on the Canary marine fossil heritage. The fossils are used as tangible material in paleontology teaching, however they are not available for work outside the classroom. For this work, it has been digitized in 3D a selection of 18 fossils. 3D files obtained are available to students in an online environment, allowing download, multi-touch display and interaction on mobile devices. In addition, if the student prefers, they can print them using a 3D printer. Finally, there has been an experience with 70 university students who, after accessing to the online files, responded to a questionnaire to assess the made materials.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"89-108"},"PeriodicalIF":3.9,"publicationDate":"2016-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730993","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}
Research proposal was made during the 2014–2015 school year with 4th year’s students of Secondary Education who have chosen as optional the subject of Physics and Chemistry. This project is based on the use of various gamebased strategies applied to the subject of Physics and Chemistry. We have chosen this theme by the pedagogical benefits that games have on the attraction of students and the development of their motivation. Students have participated individually, in pairs and in teams. Games used have been “chemical formulas on the run”, “chemical formulas championship”, “wheel of Physics and Chemistry”, “the sunken treasure” and “challenge problems”. The students have also developed a game based on the theme of waves and several teams did using Scratch. Finally there has been an increase in the academic performance of the subject. This experience was a success according to the results of the evaluation by the students. They have highlighted chemical formulas championship, the sunken treasure and the development of the game based on waves. As conclusions are that gamifying is not limited to only use video games, it can be gamify with little technology, personal, social and intellectual skills are developed and the method employed can be extrapolated to other subjects and courses.
{"title":"Gamificación y la Física–Química de Secundaria","authors":"F. Pérez","doi":"10.14201/EKS20161731328","DOIUrl":"https://doi.org/10.14201/EKS20161731328","url":null,"abstract":"Research proposal was made during the 2014–2015 school year with 4th year’s students of Secondary Education who have chosen as optional the subject of Physics and Chemistry. This project is based on the use of various gamebased strategies applied to the subject of Physics and Chemistry. We have chosen this theme by the pedagogical benefits that games have on the attraction of students and the development of their motivation. Students have participated individually, in pairs and in teams. Games used have been “chemical formulas on the run”, “chemical formulas championship”, “wheel of Physics and Chemistry”, “the sunken treasure” and “challenge problems”. The students have also developed a game based on the theme of waves and several teams did using Scratch. Finally there has been an increase in the academic performance of the subject. This experience was a success according to the results of the evaluation by the students. They have highlighted chemical formulas championship, the sunken treasure and the development of the game based on waves. As conclusions are that gamifying is not limited to only use video games, it can be gamify with little technology, personal, social and intellectual skills are developed and the method employed can be extrapolated to other subjects and courses.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"13-28"},"PeriodicalIF":3.9,"publicationDate":"2016-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730849","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}
David Fonseca Escudero, August Climent, X. Canaleta, L. Vicent
This article presents the results and the degree of student satisfaction obtained in the usability testing of the Scenario Centered Curriculum (SCC) method, with a specific focus on the technological profile of each group of students. The method was incorporated into a Digital Marketing course which was taught in three Vocation Training Schools in Spain, Italy and France. The schools involved, together with seven other members, form part of a consortium created to promote the development of the Learning4Work Project (L4W), as part of the Erasmus+ program of the European Community. The aim of this project is to verify whether the active learning metidos applied to Vocational Training environments improve student motivation and performance and bring about significant improvement in the workplace. The preliminary results obtained indicate a need to adapt the contents to the specific professional area of each school in order to improve the results, as it appears that without a contextualization phase, students do not fully appreciate the potential advantages of the method.
{"title":"Evaluación del método Scenario Centered Curriculum en función del perfil tecnológico del estudiante","authors":"David Fonseca Escudero, August Climent, X. Canaleta, L. Vicent","doi":"10.14201/EKS20161736788","DOIUrl":"https://doi.org/10.14201/EKS20161736788","url":null,"abstract":"This article presents the results and the degree of student satisfaction obtained in the usability testing of the Scenario Centered Curriculum (SCC) method, with a specific focus on the technological profile of each group of students. The method was incorporated into a Digital Marketing course which was taught in three Vocation Training Schools in Spain, Italy and France. The schools involved, together with seven other members, form part of a consortium created to promote the development of the Learning4Work Project (L4W), as part of the Erasmus+ program of the European Community. The aim of this project is to verify whether the active learning metidos applied to Vocational Training environments improve student motivation and performance and bring about significant improvement in the workplace. The preliminary results obtained indicate a need to adapt the contents to the specific professional area of each school in order to improve the results, as it appears that without a contextualization phase, students do not fully appreciate the potential advantages of the method.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"93 1","pages":"67-88"},"PeriodicalIF":3.9,"publicationDate":"2016-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730946","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}
Rocío Jiménez Cortés, Luisa Vega Caro, Alba Vico Bosch
The aims of this research are to know the women´s internet skills, and form different groups of skills of women related with the digital inclusion. To do this, we surveyed 215 Spanish student women aged 20 to 34 using two escales measuring their internet skills and digital inclusion. The findings show four profiles of student women depending on the types of Internet skills and their developmental level (“beginner”, “average”, “advanced” and specialized in e-administration). The skill to create and share content on social networks and skills for e-administration, along with skills to ensure privacy and security on the Internet are associated with a high degree of digital inclusion for student women. The findings showed that the skills for e-administration and the skills to ensure the security and privacy are the most influential in the digital trust. These results suggest the skills to create and share content in social networks sites makes the basic difference between the “advanced” group and the “specialized in e-administration” group. These results raise educational proposals that prioritize skill’s types to improve digital inclusion in other profiles of women and overcoming new digital divides.
{"title":"Habilidades en Internet de mujeres estudiantes y su relación con la inclusión digital: Nuevas brechas digitales","authors":"Rocío Jiménez Cortés, Luisa Vega Caro, Alba Vico Bosch","doi":"10.14201/EKS20161732948","DOIUrl":"https://doi.org/10.14201/EKS20161732948","url":null,"abstract":"The aims of this research are to know the women´s internet skills, and form different groups of skills of women related with the digital inclusion. To do this, we surveyed 215 Spanish student women aged 20 to 34 using two escales measuring their internet skills and digital inclusion. The findings show four profiles of student women depending on the types of Internet skills and their developmental level (“beginner”, “average”, “advanced” and specialized in e-administration). The skill to create and share content on social networks and skills for e-administration, along with skills to ensure privacy and security on the Internet are associated with a high degree of digital inclusion for student women. The findings showed that the skills for e-administration and the skills to ensure the security and privacy are the most influential in the digital trust. These results suggest the skills to create and share content in social networks sites makes the basic difference between the “advanced” group and the “specialized in e-administration” group. These results raise educational proposals that prioritize skill’s types to improve digital inclusion in other profiles of women and overcoming new digital divides.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"29-48"},"PeriodicalIF":3.9,"publicationDate":"2016-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730862","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}
During the academic courses 2009-10, 2010-11, 2011-12, 2012-13 and 2013-14 Problem-Based Learning techniques have been applied together with an E-learning Model together with tutorial action with groups of volunteer students of the last courses of the School of Civil Engineering at the Technical University of Madrid, managing to increase the time of dedication and implication with the subjects. The experience has been developed with volunteer students enrolled in the subjects of Road (Grade), Roads I (old curriculum) and Roads II (old curriculum), since these are subjects that have historically obtained very low pass rates and efficiency of the environment 25%. The realized work has consisted, in the first place, of knowing the expectations that the students have on the tutorial, both at the beginning of the course as when it is finished, and later working with voluntary students applying Learning Based on Problems (LBP) for the knowledge acquisition resting on an tutorial system based on the e-learning. The use of these learning techniques have made the results obtained during the investigation much more satisfactory than those obtained without the application of these techniques as it has led to a number of nearby approved 100% better qualifications, highlighting the reduction that has occurred in dropout rates in the subjects studied, obtaining negligible levels.
{"title":"Aprendizaje Basado en Problemas mediante un modelo de Teleenseñanza","authors":"M. García, David Romero Faz","doi":"10.14201/EKS20161734966","DOIUrl":"https://doi.org/10.14201/EKS20161734966","url":null,"abstract":"During the academic courses 2009-10, 2010-11, 2011-12, 2012-13 and 2013-14 Problem-Based Learning techniques have been applied together with an E-learning Model together with tutorial action with groups of volunteer students of the last courses of the School of Civil Engineering at the Technical University of Madrid, managing to increase the time of dedication and implication with the subjects. The experience has been developed with volunteer students enrolled in the subjects of Road (Grade), Roads I (old curriculum) and Roads II (old curriculum), since these are subjects that have historically obtained very low pass rates and efficiency of the environment 25%. The realized work has consisted, in the first place, of knowing the expectations that the students have on the tutorial, both at the beginning of the course as when it is finished, and later working with voluntary students applying Learning Based on Problems (LBP) for the knowledge acquisition resting on an tutorial system based on the e-learning. The use of these learning techniques have made the results obtained during the investigation much more satisfactory than those obtained without the application of these techniques as it has led to a number of nearby approved 100% better qualifications, highlighting the reduction that has occurred in dropout rates in the subjects studied, obtaining negligible levels.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"49-66"},"PeriodicalIF":3.9,"publicationDate":"2016-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730935","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}
Pub Date : 2016-07-19DOI: 10.14201/EKS201617291108
Leonardo David Glasserman Morales, O. Nogales, Nélida Áurea Ramírez Montalvo
This study is part of a macro research project, which seeks to identify digital competences developed by students and teachers participating in the program called Mi Compu.Mx in the states of Tabasco, Colima and Sonora, Mexico. This article describes the experience of implementing the program in the state of Sonora reported from the perspective of the principal and the management carried out in the process of educational innovation. The aim of the study was to identify the managing role of the school principal while implementing an innovation program in the context of the state of Sonora, Mexico. The research question was: What is the involvement of the school principal in the implementation of Mi Compu.Mx program in elementary schools in the state of Sonora, Mexico? A qualitative methodology was followed with a case study approach where interviews were conducted with 114 heads of primary level. Key findings revealed that the school principal participates as manager of material resources to fulfill the autonomy of school management and is essential to ensure the necessary conditions for full functioning of innovation projects with technology in the classroom.
{"title":"El papel de la gestión del director escolar en el programa Mi Compu.Mx","authors":"Leonardo David Glasserman Morales, O. Nogales, Nélida Áurea Ramírez Montalvo","doi":"10.14201/EKS201617291108","DOIUrl":"https://doi.org/10.14201/EKS201617291108","url":null,"abstract":"This study is part of a macro research project, which seeks to identify digital competences developed by students and teachers participating in the program called Mi Compu.Mx in the states of Tabasco, Colima and Sonora, Mexico. This article describes the experience of implementing the program in the state of Sonora reported from the perspective of the principal and the management carried out in the process of educational innovation. The aim of the study was to identify the managing role of the school principal while implementing an innovation program in the context of the state of Sonora, Mexico. The research question was: What is the involvement of the school principal in the implementation of Mi Compu.Mx program in elementary schools in the state of Sonora, Mexico? A qualitative methodology was followed with a case study approach where interviews were conducted with 114 heads of primary level. Key findings revealed that the school principal participates as manager of material resources to fulfill the autonomy of school management and is essential to ensure the necessary conditions for full functioning of innovation projects with technology in the classroom.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"91-108"},"PeriodicalIF":3.9,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730809","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}
Andrés Payá Rico, Josep María Duart Montoliu, S. Andrés
This article presents some preliminary results and considerations about a R&D project about the use of ICTs and social media to do research on educational history. The progress achieved regarding the improvement of social and scientific communication, the significance of the learning process and the motivation shown by the academic community, make us point out the need to consolidate what we have been referring to as history of education 2.0. There are many chances available to learn and to build up knowledge in a shared way, and they challenge us to generate network knowledge and to cooperate in order to: spread our research, get to know other approaches to work, share resources and experiences, exchange information, work collaboratively, etc. We believe in this type of virtual and shared way of working, which has lead us to create HistoEdu, a website to collaborate scientifically and pedagogically regarding the history of education as a discipline.
{"title":"Histoedu, redes sociales e historia de la educación: el pasado pedagógico desde el presente educativo","authors":"Andrés Payá Rico, Josep María Duart Montoliu, S. Andrés","doi":"10.14201/EKS20161725572","DOIUrl":"https://doi.org/10.14201/EKS20161725572","url":null,"abstract":"This article presents some preliminary results and considerations about a R&D project about the use of ICTs and social media to do research on educational history. The progress achieved regarding the improvement of social and scientific communication, the significance of the learning process and the motivation shown by the academic community, make us point out the need to consolidate what we have been referring to as history of education 2.0. There are many chances available to learn and to build up knowledge in a shared way, and they challenge us to generate network knowledge and to cooperate in order to: spread our research, get to know other approaches to work, share resources and experiences, exchange information, work collaboratively, etc. We believe in this type of virtual and shared way of working, which has lead us to create HistoEdu, a website to collaborate scientifically and pedagogically regarding the history of education as a discipline.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"36 1","pages":"55-72"},"PeriodicalIF":3.9,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730781","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}
Pub Date : 2016-07-19DOI: 10.14201/EKS2016172109131
M. P. Torres
In this article explains the didactic configuration of teaching strategies with information and communications technology (ICT) that designs and implements the higher education teachers in their educational practice, with the objective of facilitating the curricula of three subjects belonging to the careers of civil Engineering and environmental Engineering of the two most important institutions of higher education of the state of Chiapas, Mexico. Similarly, it exposed a categorization of teaching strategies with ICT emerged from the ethnographic study carried out in these Mexican universities.
{"title":"La configuración didáctica de las estrategias de enseñanza con Tecnologías de la Información y la Comunicación (TIC) en las prácticas pedagógicas de las ingenierías","authors":"M. P. Torres","doi":"10.14201/EKS2016172109131","DOIUrl":"https://doi.org/10.14201/EKS2016172109131","url":null,"abstract":"In this article explains the didactic configuration of teaching strategies with information and communications technology (ICT) that designs and implements the higher education teachers in their educational practice, with the objective of facilitating the curricula of three subjects belonging to the careers of civil Engineering and environmental Engineering of the two most important institutions of higher education of the state of Chiapas, Mexico. Similarly, it exposed a categorization of teaching strategies with ICT emerged from the ethnographic study carried out in these Mexican universities.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"109-131"},"PeriodicalIF":3.9,"publicationDate":"2016-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730661","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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