Pub Date : 2017-08-01DOI: 10.14201/EKS2017182127146
I. Román, J. Rodríguez, C. Maldonado, Francisco José Domínguez Mayo, J. M. Valle, Manuel Mejías Risoto
Organizing excursions or afternoon snacks, putting together a team of the most fashionable online game as well as studying in groups and many other things are common activities among young people. Such activities are framed in a project, since they all have a defined time framework, they have limited resources that need to be managed and they set goals that must be met. However, according to our professional experience in university subjects related to IT projects management, teaching this module is difficult because it is taught in the last courses of their degrees and students may reach this level with bad acquired habits. For this reason, we have set out two objectives to carry out this work: On the one hand, to identify everyday activities where we usually apply project management skills without being aware of it. We aim to show our future students the use of good project management practices, following the Project Management Fundamentals Guide (PMBOK® Guide) of the Project Management Institute (PMI), and how to apply them. In this case, we have taken the organization of a barbecue as an example. Thus, the new university student will learn that questions such as where and when will it take place? how many people will be there? what will we bring? among others, hide good project management practices. Young people know more about project management than they think they know. Therefore, bringing this knowledge to light will help them manage a project, naturally and unconsciously, when they reach university degrees. For this purpose, we will display simple techniques and tools in order to make a barbecue be a successful event. On the other hand, to make teachers, both university and nonuniversity, aware of the importance of incorporating basic concepts related to project management, in an entertaining and motivating way, in the early stages of students’ education.
{"title":"Todo lo que nunca pensaste que los alumnos sub 18 sabían sobre proyectos","authors":"I. Román, J. Rodríguez, C. Maldonado, Francisco José Domínguez Mayo, J. M. Valle, Manuel Mejías Risoto","doi":"10.14201/EKS2017182127146","DOIUrl":"https://doi.org/10.14201/EKS2017182127146","url":null,"abstract":"Organizing excursions or afternoon snacks, putting together a team of the most fashionable online game as well as studying in groups and many other things are common activities among young people. Such activities are framed in a project, since they all have a defined time framework, they have limited resources that need to be managed and they set goals that must be met. However, according to our professional experience in university subjects related to IT projects management, teaching this module is difficult because it is taught in the last courses of their degrees and students may reach this level with bad acquired habits. For this reason, we have set out two objectives to carry out this work: On the one hand, to identify everyday activities where we usually apply project management skills without being aware of it. We aim to show our future students the use of good project management practices, following the Project Management Fundamentals Guide (PMBOK® Guide) of the Project Management Institute (PMI), and how to apply them. In this case, we have taken the organization of a barbecue as an example. Thus, the new university student will learn that questions such as where and when will it take place? how many people will be there? what will we bring? among others, hide good project management practices. Young people know more about project management than they think they know. Therefore, bringing this knowledge to light will help them manage a project, naturally and unconsciously, when they reach university degrees. For this purpose, we will display simple techniques and tools in order to make a barbecue be a successful event. On the other hand, to make teachers, both university and nonuniversity, aware of the importance of incorporating basic concepts related to project management, in an entertaining and motivating way, in the early stages of students’ education.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"127-146"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44971195","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}
7 CC BY NC-NB EKS, 2017, vol. 18, n. 2 Las tecnologías de la información son la infraestructura base para que el mundo, tal cual lo conocíamos hace una hora, funcione; y aquello que transformará el mundo que conoceremos en la próxima hora. En este contexto social, la educación, como cualquier sector productivo o de servicios, se ve afectada por la tecnología (Toffler, 2001). Pero, ya no solo es hablar de la tecnología como medio para lograr mejores resultados de aprendizaje (Berlanga, García-Peñalvo, & Sloep, 2010; García-Peñalvo, 2011); se trata de poner encima de la mesa la recurrente idea de que se está formando a los profesionales del futuro con las metodologías, las herramientas y las estrategias del pasado.
7 CC by NC-NB EKS，2017年，第18卷，第2期。信息技术是我们一小时前所知道的世界运作的基础设施；以及将改变我们在未来一小时内了解的世界的东西。在这种社会背景下，教育与任何生产或服务部门一样，受到技术的影响（托夫勒，2001年）。但是，它不再只是谈论技术作为获得更好学习成果的手段（Berlanga，García-Peñalvo，&Sloep，2010；García-Peñalvo，2011）；这是一个反复出现的想法，即未来的专业人员正在接受过去的方法、工具和战略的培训。
{"title":"La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios","authors":"F. L. Largo, F. Peñalvo, X. M. Prieto, E. Vidal","doi":"10.14201/EKS2017182717","DOIUrl":"https://doi.org/10.14201/EKS2017182717","url":null,"abstract":"7 CC BY NC-NB EKS, 2017, vol. 18, n. 2 Las tecnologías de la información son la infraestructura base para que el mundo, tal cual lo conocíamos hace una hora, funcione; y aquello que transformará el mundo que conoceremos en la próxima hora. En este contexto social, la educación, como cualquier sector productivo o de servicios, se ve afectada por la tecnología (Toffler, 2001). Pero, ya no solo es hablar de la tecnología como medio para lograr mejores resultados de aprendizaje (Berlanga, García-Peñalvo, & Sloep, 2010; García-Peñalvo, 2011); se trata de poner encima de la mesa la recurrente idea de que se está formando a los profesionales del futuro con las metodologías, las herramientas y las estrategias del pasado.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"7-17"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45755911","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}
Juan Vicente Oltra Gutiérrez, F. G. Simón, Sophie Miquel
En el presente articulo se presenta una propuesta de acercamiento de la etica y la informatica a estudiantes de los primeros cursos de primaria, apoyandose una en la otra, siguiendo el cauce del Real Decreto 126/2014, de 28 de febrero, por el que se establece el curriculo basico de la Educacion Primaria. Dentro del decreto se establecen como dos de las siete competencias del curriculo la competencia digital (la tercera) y tambien las competencias sociales y civicas (la quinta). Dada la poblacion de nativos digitales que estan recibiendo la formacion, resultaria una meta un poco mas ambiciosa el poder entreverarlas para que se apoyen la una a la otra. Dentro de este ambito, por ejemplo, nos encontramos con alguna asignatura especifica como “Valores sociales y civicos” con criterios de evaluacion tales como “Emplear las nuevas tecnologias desarrollando valores sociales y civicos en entornos seguros”. Gracias a esta puerta de entrada se pueden introducir pequenas puertas a la vision de la informatica, a traves de la etica, que pueden ser transversales a la totalidad de las asignaturas del curriculo. La sugerencia del presente articulo pasa por enfrentar a los discentes a una vision de la tecnologia desde fuera de la tecnologia, desde su prisma etico, una vez esta se apaga, y la pantalla de sus moviles o tabletas quedan convertidos en un mero espejo negro.
{"title":"La ética como puerta a la informática en la educación primaria","authors":"Juan Vicente Oltra Gutiérrez, F. G. Simón, Sophie Miquel","doi":"10.14201/EKS20171827183","DOIUrl":"https://doi.org/10.14201/EKS20171827183","url":null,"abstract":"En el presente articulo se presenta una propuesta de acercamiento de la etica y la informatica a estudiantes de los primeros cursos de primaria, apoyandose una en la otra, siguiendo el cauce del Real Decreto 126/2014, de 28 de febrero, por el que se establece el curriculo basico de la Educacion Primaria. Dentro del decreto se establecen como dos de las siete competencias del curriculo la competencia digital (la tercera) y tambien las competencias sociales y civicas (la quinta). Dada la poblacion de nativos digitales que estan recibiendo la formacion, resultaria una meta un poco mas ambiciosa el poder entreverarlas para que se apoyen la una a la otra. Dentro de este ambito, por ejemplo, nos encontramos con alguna asignatura especifica como “Valores sociales y civicos” con criterios de evaluacion tales como “Emplear las nuevas tecnologias desarrollando valores sociales y civicos en entornos seguros”. Gracias a esta puerta de entrada se pueden introducir pequenas puertas a la vision de la informatica, a traves de la etica, que pueden ser transversales a la totalidad de las asignaturas del curriculo. La sugerencia del presente articulo pasa por enfrentar a los discentes a una vision de la tecnologia desde fuera de la tecnologia, desde su prisma etico, una vez esta se apaga, y la pantalla de sus moviles o tabletas quedan convertidos en un mero espejo negro.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"71-83"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139221","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 article is concerned with the instructional design process used to elaborate an educational media developing the Web Applications module curriculum of Microcomputer Systems and Networks Intermediate Level Training Cycle, which belongs to the professional family of Computing and Communications within the studies of Vocational Education and Training. A backward model is followed as instructional design to create the educational media, starting with the learning outcomes and ending with the contents, in a reverse way to the procedure used in other instructional designs. The educational media has been designed based on constructivism as pedagogical principle and it has been used to create projects for the student to be actively involved in the development of their knowledge. The result is an open educational resource composed of six didactic sequences, where the student is expected to achieve higher order thinking skills. In addition to openness in access, use, adaptation and redistribution of material, the article provides a detailed view of the process that has been followed in each phase of instructional design. In this way, the educational resource evolves from being not only open in its content, but also in its design, so that the latter becomes accessible, reusable, adapted and redistributed by others. The full open educational resource can be found at the following link: http://www.cristiangarcia.org/WebAppsProject/index.html
{"title":"El diseño instruccional inverso para un recurso educativo abierto en la Formación Profesional española: El caso de Web Apps Project","authors":"C. Marcos, Julio Cabero Almenara","doi":"10.14201/EKS20171821932","DOIUrl":"https://doi.org/10.14201/EKS20171821932","url":null,"abstract":"The article is concerned with the instructional design process used to elaborate an educational media developing the Web Applications module curriculum of Microcomputer Systems and Networks Intermediate Level Training Cycle, which belongs to the professional family of Computing and Communications within the studies of Vocational Education and Training. A backward model is followed as instructional design to create the educational media, starting with the learning outcomes and ending with the contents, in a reverse way to the procedure used in other instructional designs. The educational media has been designed based on constructivism as pedagogical principle and it has been used to create projects for the student to be actively involved in the development of their knowledge. The result is an open educational resource composed of six didactic sequences, where the student is expected to achieve higher order thinking skills. In addition to openness in access, use, adaptation and redistribution of material, the article provides a detailed view of the process that has been followed in each phase of instructional design. In this way, the educational resource evolves from being not only open in its content, but also in its design, so that the latter becomes accessible, reusable, adapted and redistributed by others. The full open educational resource can be found at the following link: http://www.cristiangarcia.org/WebAppsProject/index.html","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"19-32"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43012664","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 : 2017-08-01DOI: 10.14201/EKS201718285105
Jesús Carlos Díez Rioja, David Bañeres Besora, Montse Serra Vizern
Games have always been used in order to motivate learning at early ages. Nevertheless, during teen years, playing games have often been stigmatized as a waste of time. Thus, the phenomenon of gamification has become recently a methodological trend with a relevant presence in the classroom. In this paper, an analysis of previous work in gamification is performed in primary and secondary education. Next, the experience carried out at a secondary school in Barcelona is described where a program has been implemented ad hoc to teach, in a playful way, contents of digital systems in the context of the Industrial Technology course in secondary school. The results of the experience and the students’ opinion that have been positive are summarized in this paper.
{"title":"Experiencia de gamificación en Secundaria en el Aprendizaje de Sistemas Digitales","authors":"Jesús Carlos Díez Rioja, David Bañeres Besora, Montse Serra Vizern","doi":"10.14201/EKS201718285105","DOIUrl":"https://doi.org/10.14201/EKS201718285105","url":null,"abstract":"Games have always been used in order to motivate learning at early ages. Nevertheless, during teen years, playing games have often been stigmatized as a waste of time. Thus, the phenomenon of gamification has become recently a methodological trend with a relevant presence in the classroom. In this paper, an analysis of previous work in gamification is performed in primary and secondary education. Next, the experience carried out at a secondary school in Barcelona is described where a program has been implemented ad hoc to teach, in a playful way, contents of digital systems in the context of the Industrial Technology course in secondary school. The results of the experience and the students’ opinion that have been positive are summarized in this paper.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"85-105"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42932088","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 transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it offers tools that fit learners’ interests and gives them the possibility to better understand the foundations of our ICT-based society and environments. In this work, we raise to make an effort to encourage the development of computational thinking as an opportunity to transform traditional pedagogies to smarter methodologies. We provide a general background about computational thinking and analyse the current state-of-the-art of smart education, emphasizing that there is a lack of smart methodologies which can support the training of 21st century smart skills. Finally, we provide —to those educators interested in pursuing the philosophy of smart education— information about initiatives devoted to the dissemination or promotion of computational thinking; existing tools or materials which support educators for the development of computational thinking among the students; and previous experiences and results about the application of computational thinking in educational environments.
{"title":"Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo","authors":"Eduardo Segredo, G. Miranda, C. León","doi":"10.14201/EKS2017182335","DOIUrl":"https://doi.org/10.14201/EKS2017182335","url":null,"abstract":"The transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it offers tools that fit learners’ interests and gives them the possibility to better understand the foundations of our ICT-based society and environments. In this work, we raise to make an effort to encourage the development of computational thinking as an opportunity to transform traditional pedagogies to smarter methodologies. We provide a general background about computational thinking and analyse the current state-of-the-art of smart education, emphasizing that there is a lack of smart methodologies which can support the training of 21st century smart skills. Finally, we provide —to those educators interested in pursuing the philosophy of smart education— information about initiatives devoted to the dissemination or promotion of computational thinking; existing tools or materials which support educators for the development of computational thinking among the students; and previous experiences and results about the application of computational thinking in educational environments.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"33-58"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47479842","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 : 2017-08-01DOI: 10.14201/EKS2017182107126
Estefania Argente, Emilio Vivancos, J. Alemany, A. García-Fornes
Many adolescents use social networks extensively to increase their sociability without being aware of the value of their shared information and the potential risks related to their privacy and security in the network. Misuse or unauthorized disclosure of users’ private information may have unexpected consequences on people’s lives. Therefore, prevention and training in data protection is essential to avoid risks on the Internet. Several authors consider that training in the proper use of social networks should be integrated into the formative curriculum of adolescents and focus not only on theoretical training but also on promoting changes in attitudes and behavior. For this reason, we have developed a restricted access social network application (called Pesedia), which allows children and adolescents to be educated about the risks of social networks and also encourages a change of attitude toward a responsible and adequate use of privacy in social networks. Using Pesedia, an experience has been realized with 134 children between 12 and 14 years, within the framework of Escola d’Estiu 2016 (Summer School) of the Universitat Politecnica de Valencia. Through a set of proposed games, children and adolescents interact in Pesedia and learn to detect risky actions that, if carried out in a public social network could compromise their privacy. With such games, children and adolescents are aware of, among other things, the dangers of public exposure of data, the labeling and geo-positioning of photos, the decontextualization of conversations, as well as the future repercussions of our digital fingerprint. In this articlearticle, we present the characteristics of this social network, the developed workshops, and the main results of this experience.
许多青少年广泛使用社交网络来增加他们的社交能力，而没有意识到他们共享信息的价值以及网络中与他们的隐私和安全相关的潜在风险。滥用或未经授权披露用户的私人信息可能会对人们的生活产生意想不到的后果。因此，数据保护的预防和培训对于避免互联网上的风险至关重要。一些作者认为，正确使用社交网络的培训应纳入青少年的形成性课程，不仅注重理论培训，还应注重促进态度和行为的改变。出于这个原因，我们开发了一个限制访问的社交网络应用程序(称为Pesedia)，它可以让儿童和青少年了解社交网络的风险，并鼓励他们改变态度，在社交网络中负责任和充分地使用隐私。在2016年瓦伦西亚理工大学Escola d 'Estiu(暑期学校)的框架内，使用Pesedia对134名12至14岁的儿童进行了体验。通过一系列拟议的游戏，儿童和青少年在Pesedia中互动，并学会检测危险行为，如果在公共社交网络中进行，可能会损害他们的隐私。通过这样的游戏，儿童和青少年意识到，除其他外，数据公开的危险，照片的标签和地理定位，对话的非语境化，以及我们的数字指纹的未来影响。在本文中，我们介绍了这种社交网络的特点、开发的讲习班以及这种经验的主要成果。
{"title":"Educando en privacidad en el uso de las redes sociales","authors":"Estefania Argente, Emilio Vivancos, J. Alemany, A. García-Fornes","doi":"10.14201/EKS2017182107126","DOIUrl":"https://doi.org/10.14201/EKS2017182107126","url":null,"abstract":"Many adolescents use social networks extensively to increase their sociability without being aware of the value of their shared information and the potential risks related to their privacy and security in the network. Misuse or unauthorized disclosure of users’ private information may have unexpected consequences on people’s lives. Therefore, prevention and training in data protection is essential to avoid risks on the Internet. Several authors consider that training in the proper use of social networks should be integrated into the formative curriculum of adolescents and focus not only on theoretical training but also on promoting changes in attitudes and behavior. For this reason, we have developed a restricted access social network application (called Pesedia), which allows children and adolescents to be educated about the risks of social networks and also encourages a change of attitude toward a responsible and adequate use of privacy in social networks. Using Pesedia, an experience has been realized with 134 children between 12 and 14 years, within the framework of Escola d’Estiu 2016 (Summer School) of the Universitat Politecnica de Valencia. Through a set of proposed games, children and adolescents interact in Pesedia and learn to detect risky actions that, if carried out in a public social network could compromise their privacy. With such games, children and adolescents are aware of, among other things, the dangers of public exposure of data, the labeling and geo-positioning of photos, the decontextualization of conversations, as well as the future repercussions of our digital fingerprint. In this articlearticle, we present the characteristics of this social network, the developed workshops, and the main results of this experience.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"107-126"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300310","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 first editorial of EKS volume 18 retakes a recurrent theme in this journal: the Open Access, in this case to reflect on some of the myths that are still very ingrained in the scientific community.
{"title":"Mitos y Realidades del Acceso Abierto","authors":"F. García-Peñalvo","doi":"10.14201/EKS2017181720","DOIUrl":"https://doi.org/10.14201/EKS2017181720","url":null,"abstract":"The first editorial of EKS volume 18 retakes a recurrent theme in this journal: the Open Access, in this case to reflect on some of the myths that are still very ingrained in the scientific community.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"7-20"},"PeriodicalIF":3.9,"publicationDate":"2017-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45500110","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 : 2017-04-20DOI: 10.14201/EKS2017181101117
Martín-Adalberto Tena-Espinoza-de-los-Monteros
This paper describes the process of civic innovation that, based on technological solutions and open initiatives, the civic society’s organization Codeando Mexico suggests for the attention and solution of social and civic problems in Mexico. The Retos Civicos (Civic Challenges) and Retos Publicos (Public Challenges) initiatives are addressed and described as experiences of innovation in the implementation of technological strategies for the solution of social and civic problems. A reflection is made on the civic appropriation of the ICTs and its irruption in the processes of innovation, as well as on the impact that the ICTs have in the conformation of a new civic ecosystem. Last, the strategies of Hacking civico (Civic Hacking) and Comunidades Civicas (Civic Communities) that the Codeando Mexico organization promotes as a model for the linkage and civic participation within the frame of civic innovation, are mentioned.
{"title":"Soluciones tecnológicas a problemáticas sociales y ciudadanas. El caso de los Retos Cívicos y Públicos en México","authors":"Martín-Adalberto Tena-Espinoza-de-los-Monteros","doi":"10.14201/EKS2017181101117","DOIUrl":"https://doi.org/10.14201/EKS2017181101117","url":null,"abstract":"This paper describes the process of civic innovation that, based on technological solutions and open initiatives, the civic society’s organization Codeando Mexico suggests for the attention and solution of social and civic problems in Mexico. The Retos Civicos (Civic Challenges) and Retos Publicos (Public Challenges) initiatives are addressed and described as experiences of innovation in the implementation of technological strategies for the solution of social and civic problems. A reflection is made on the civic appropriation of the ICTs and its irruption in the processes of innovation, as well as on the impact that the ICTs have in the conformation of a new civic ecosystem. Last, the strategies of Hacking civico (Civic Hacking) and Comunidades Civicas (Civic Communities) that the Codeando Mexico organization promotes as a model for the linkage and civic participation within the frame of civic innovation, are mentioned.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"101-118"},"PeriodicalIF":3.9,"publicationDate":"2017-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42786814","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}
C. García, María-Isabel Ubieto-Artur, Ana Rosa Abadía Valle
The research presents the results of a survey conducted among teachers and students of the University of Zaragoza, about the skills of a good university teacher. The skills studied have been six: interpersonal, methodological, communicative, teaching planning and management, teamwork and innovation. This paper focuses on the results of the students’ opinion, according to their academic years and their knowledge branches. A comparison between the assessments of the teachers and those of the students about the importance of the analyzed competences is also established. Among the conclusions outstands that students, regardless their knowledge branches or their academic years, agree in granting the highest ratingto the clear explanation of the subject’s content and to the encouragement of motivation, in order to be a good teacher. So that teachers and students agree in assessing the communicative competence as the most important.
{"title":"Opinión del estudiantado de la Universidad de Zaragoza sobre las competencias docentes del profesorado universitario","authors":"C. García, María-Isabel Ubieto-Artur, Ana Rosa Abadía Valle","doi":"10.14201/EKS20171817599","DOIUrl":"https://doi.org/10.14201/EKS20171817599","url":null,"abstract":"The research presents the results of a survey conducted among teachers and students of the University of Zaragoza, about the skills of a good university teacher. The skills studied have been six: interpersonal, methodological, communicative, teaching planning and management, teamwork and innovation. This paper focuses on the results of the students’ opinion, according to their academic years and their knowledge branches. A comparison between the assessments of the teachers and those of the students about the importance of the analyzed competences is also established. Among the conclusions outstands that students, regardless their knowledge branches or their academic years, agree in granting the highest ratingto the clear explanation of the subject’s content and to the encouragement of motivation, in order to be a good teacher. So that teachers and students agree in assessing the communicative competence as the most important.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"75-100"},"PeriodicalIF":3.9,"publicationDate":"2017-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45890531","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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