In this research, still in progress, explores the implications resulting from the use of Information and Communication Technology (ICT) by high school students and relationship with school performance. The intention is to know and recognize from the student’s perspective on how to face their use of ICT in their own school performance. We start with the approach of Castells (2000) considering that the communicational paradigm little remains safe in the network society so consider the educational field, investigate it and thus analyze a specific situation will give the possibility to analyze and reflect on the role that students and society must take to this dynamic. The study is conducted under a mixed approach, but only the quantitative part is recovered in this text. It was carried out from a questionnaire administered to 103 high school students intending to determine the level of use and access of each student and from it to analyze whether there is a connection of this with their school performance.
{"title":"El uso de las TIC y sus implicaciones en el rendimiento de los alumnos de bachillerato. Un primer acercamiento","authors":"Hilda Domínguez, Héctor Carmona Vazquez","doi":"10.14201/EKS20171812138","DOIUrl":"https://doi.org/10.14201/EKS20171812138","url":null,"abstract":"In this research, still in progress, explores the implications resulting from the use of Information and Communication Technology (ICT) by high school students and relationship with school performance. The intention is to know and recognize from the student’s perspective on how to face their use of ICT in their own school performance. We start with the approach of Castells (2000) considering that the communicational paradigm little remains safe in the network society so consider the educational field, investigate it and thus analyze a specific situation will give the possibility to analyze and reflect on the role that students and society must take to this dynamic. The study is conducted under a mixed approach, but only the quantitative part is recovered in this text. It was carried out from a questionnaire administered to 103 high school students intending to determine the level of use and access of each student and from it to analyze whether there is a connection of this with their school performance.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"21-38"},"PeriodicalIF":3.9,"publicationDate":"2017-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49310201","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}
La popularizacion a partir de la decada de los noventa del siglo XX del termino nativos digitales ha motivado la realizacion de multiples investigaciones en distintos paises con el objetivo de clarificar las caracteristicas de dichos nativos digitales en su forma de pensar, comportarse y aprender y de dilucidar su homogeneidad generacional. El objetivo de esta contribucion es analizar las distintas metodologias de investigacion utilizadas en los recientes trabajos empiricos para mejorar el conocimiento de las citadas caracteristicas en el ambito de la universidad. Para ello, se ha realizado una revision de las ocho publicaciones cientificas con el indice h5 de Google Scholar mas elevado en la subcategoria Educational Technology entre los anos 2010 y 2015. La metodologia utilizada ha combinado el analisis documental con el analisis textual de las 37 investigaciones que aportan datos empiricos en el ambito universitario y que cumplen los criterios de inclusion elaborados para el presente trabajo. Los resultados obtenidos muestran que, a pesar del uso habitual del termino nativos digitales y de la habitual atribucion de caracteristicas especificas y homogeneas a los mismos, la variedad terminologica, por un lado, y la utilizacion de metodologias e instrumentos de investigacion diversos por otro, no facilitan la comparacion de los resultados obtenidos en las distintas investigaciones y no permiten obtener un conocimiento claro del fenomeno. A pesar de las dificultades constatadas, los diferentes estudios analizados mejoran la comprension de los nativos digitales a la vez que ponen de manifiesto una complejidad no contemplada en las primeras investigaciones.
{"title":"Análisis de las metodologías en los estudios de los nativos digitales en la universidad. Revisión de la literatura científica entre 2010-2015","authors":"David Lluch Brunat, Begoña Gros i Salvat","doi":"10.14201/EKS20171813961","DOIUrl":"https://doi.org/10.14201/EKS20171813961","url":null,"abstract":"La popularizacion a partir de la decada de los noventa del siglo XX del termino nativos digitales ha motivado la realizacion de multiples investigaciones en distintos paises con el objetivo de clarificar las caracteristicas de dichos nativos digitales en su forma de pensar, comportarse y aprender y de dilucidar su homogeneidad generacional. El objetivo de esta contribucion es analizar las distintas metodologias de investigacion utilizadas en los recientes trabajos empiricos para mejorar el conocimiento de las citadas caracteristicas en el ambito de la universidad. Para ello, se ha realizado una revision de las ocho publicaciones cientificas con el indice h5 de Google Scholar mas elevado en la subcategoria Educational Technology entre los anos 2010 y 2015. La metodologia utilizada ha combinado el analisis documental con el analisis textual de las 37 investigaciones que aportan datos empiricos en el ambito universitario y que cumplen los criterios de inclusion elaborados para el presente trabajo. Los resultados obtenidos muestran que, a pesar del uso habitual del termino nativos digitales y de la habitual atribucion de caracteristicas especificas y homogeneas a los mismos, la variedad terminologica, por un lado, y la utilizacion de metodologias e instrumentos de investigacion diversos por otro, no facilitan la comparacion de los resultados obtenidos en las distintas investigaciones y no permiten obtener un conocimiento claro del fenomeno. A pesar de las dificultades constatadas, los diferentes estudios analizados mejoran la comprension de los nativos digitales a la vez que ponen de manifiesto una complejidad no contemplada en las primeras investigaciones.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"39-62"},"PeriodicalIF":3.9,"publicationDate":"2017-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42546990","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}
Engineering education has solid needs of experimental competences development. Nowadays theses competences can be developed not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles. The main objective of this thesis project is to better understand the effects on the students’ learning outcomes in different contexts, when subject to similar design approaches using an enquiry-based teaching and learning methodology based on simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this goal, several insights must be taken into consideration, including the teachers’ mediation in each case and the didactical implementations adaptations, but also external factors, such as socio-cultural and/or political factors.
{"title":"Aprendizaje a partir de maneras complementarias de desarrollar capacidades experimentales","authors":"Natércia Lima, M. C. Viegas, F. García-Peñalvo","doi":"10.14201/EKS20171816374","DOIUrl":"https://doi.org/10.14201/EKS20171816374","url":null,"abstract":"Engineering education has solid needs of experimental competences development. Nowadays theses competences can be developed not only in traditional laboratories (hands on) but also through the use of computer simulations and remote labs. The use of diversified methods in education and the exploration of new resources and techniques in classroom may allow teachers to motivate more students, and capture their attention due to their different learning styles. The main objective of this thesis project is to better understand the effects on the students’ learning outcomes in different contexts, when subject to similar design approaches using an enquiry-based teaching and learning methodology based on simultaneous use of experimental resources (hands on, simulation and remote labs) together with calculus, in class and assessment. To accomplish this goal, several insights must be taken into consideration, including the teachers’ mediation in each case and the didactical implementations adaptations, but also external factors, such as socio-cultural and/or political factors.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"63-74"},"PeriodicalIF":3.9,"publicationDate":"2017-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43026062","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 last issue of volume 17, corresponding to 2016, reflects about the vertiginous changes that are taking place in higher education, with management and business models based on online education and a labour market orientation that challenge the traditional concept of University. The underlying question is whether the University, as an institution, is aware of all these movements and is prepared to give a qualified response that allows it to adapt to the new realities of a Digital Society, without losing its hegemony as universal guarantor of the generation and transmission of scientific and humanistic knowledge; or, on the contrary, faithful to its more conservative tradition, it continues to reinforce the scaffolding of its ivory tower, moving further and further from this reality, secure from a position of social privilege that it understands immovable.
{"title":"Son conscientes las universidades de los cambios que se están produciendo en la Educación Superior","authors":"F. Peñalvo","doi":"10.14201/EKS2016174713","DOIUrl":"https://doi.org/10.14201/EKS2016174713","url":null,"abstract":"The editorial of this last issue of volume 17, corresponding to 2016, reflects about the vertiginous changes that are taking place in higher education, with management and business models based on online education and a labour market orientation that challenge the traditional concept of University. The underlying question is whether the University, as an institution, is aware of all these movements and is prepared to give a qualified response that allows it to adapt to the new realities of a Digital Society, without losing its hegemony as universal guarantor of the generation and transmission of scientific and humanistic knowledge; or, on the contrary, faithful to its more conservative tradition, it continues to reinforce the scaffolding of its ivory tower, moving further and further from this reality, secure from a position of social privilege that it understands immovable.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"7-13"},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43896216","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 : 2016-12-31DOI: 10.14201/EKS2016174111128
Ernesto Redondo, Joaquim Regot, David Fonseca, Francesc Valls, L. Giménez
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 pre-university 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 of the question as a proxy of reading 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，这些测试旨在培训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)是否有插图支持和(b)问题的长度作为阅读理解难度的代理。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":"¿Una imagen o mil palabras? Influencia de la extensión de las preguntas y el soporte gráfico en las tasas de éxito y abandono de las pruebas en línea","authors":"Ernesto Redondo, Joaquim Regot, David Fonseca, Francesc Valls, L. Giménez","doi":"10.14201/EKS2016174111128","DOIUrl":"https://doi.org/10.14201/EKS2016174111128","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 pre-university 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 of the question as a proxy of reading 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.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"111-128"},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731000","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}
Los cambios a los que asistimos en la sociedad contemporanea, en particular en la creacion, gestion y difusion del conocimiento, nos conducen cada vez mas hacia un mundo de informacion colectiva, compartida y colaborativa. En este contexto, los Recursos Educativos Abiertos (REAs) y las Practicas Educativas Abiertas (PEAs) son partes fundamentales de la llamada Educacion Abierta, con la cual se desea promover una sociedad mas equitativa donde la Educacion sea mas libre y accesible para todos. Con todo esto, nos centramos en la cuestion de la produccion de Libros Abiertos. En este articulo, comparamos dos plataformas, la “OpenStax Connexion” y “Wikilibros”, con el objetivo de identificar las ventajas y desventajas de cada una de ellas como plataforma de produccion de Libros Abiertos que se puedan considerar como REAs y apoyo a las PEAs. Analizamos en detalle cada una de las plataformas y presentamos, en formato de tabla comparativa, los resultados del analisis, con indicadores que posibilitan elegir que plataformas son las mas adecuadas para la creacion de REAs y PEAs.
{"title":"OpenStax Connexion versus Wikilibros: Análisis comparativo de plataformas de soporte a libros abiertos","authors":"C. Seco, António Quintas Mendes","doi":"10.14201/EKS20161745374","DOIUrl":"https://doi.org/10.14201/EKS20161745374","url":null,"abstract":"Los cambios a los que asistimos en la sociedad contemporanea, en particular en la creacion, gestion y difusion del conocimiento, nos conducen cada vez mas hacia un mundo de informacion colectiva, compartida y colaborativa. En este contexto, los Recursos Educativos Abiertos (REAs) y las Practicas Educativas Abiertas (PEAs) son partes fundamentales de la llamada Educacion Abierta, con la cual se desea promover una sociedad mas equitativa donde la Educacion sea mas libre y accesible para todos. Con todo esto, nos centramos en la cuestion de la produccion de Libros Abiertos. En este articulo, comparamos dos plataformas, la “OpenStax Connexion” y “Wikilibros”, con el objetivo de identificar las ventajas y desventajas de cada una de ellas como plataforma de produccion de Libros Abiertos que se puedan considerar como REAs y apoyo a las PEAs. Analizamos en detalle cada una de las plataformas y presentamos, en formato de tabla comparativa, los resultados del analisis, con indicadores que posibilitan elegir que plataformas son las mas adecuadas para la creacion de REAs y PEAs.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"53-74"},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730878","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}
F. B. García, J. V. B. Dualde, Inmaculada Zahonero Viana, Andrés Cubel Barea
The aim of the current work is introducing some findings about the use of tablet devices in the context of Secondary Education. This kind of devices is used in many schools, all over the Spanish country, and particularly in Primary Education. In spite of their innovation potential and their technical contributions, some difficulties can be found to implement tabletbased scenarios in an effective way. On the one hand, the work deals with some issues about the didactical deployment of such devices together with their educational requirements. On the other hand, some recommendations are provided to support an effective use of these devices. In this sense, an experience about the application of this kind of technology within an educational institution throughout several courses is reported. From this experience, the gathered results are analyzed and a new perspective in the didactical use of tablets is depicted.
{"title":"Experiencias en la aplicación de Tabletas en Secundaria","authors":"F. B. García, J. V. B. Dualde, Inmaculada Zahonero Viana, Andrés Cubel Barea","doi":"10.14201/EKS20161747589","DOIUrl":"https://doi.org/10.14201/EKS20161747589","url":null,"abstract":"The aim of the current work is introducing some findings about the use of tablet devices in the context of Secondary Education. This kind of devices is used in many schools, all over the Spanish country, and particularly in Primary Education. In spite of their innovation potential and their technical contributions, some difficulties can be found to implement tabletbased scenarios in an effective way. On the one hand, the work deals with some issues about the didactical deployment of such devices together with their educational requirements. On the other hand, some recommendations are provided to support an effective use of these devices. In this sense, an experience about the application of this kind of technology within an educational institution throughout several courses is reported. From this experience, the gathered results are analyzed and a new perspective in the didactical use of tablets is depicted.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"75-89"},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730892","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 : 2016-12-31DOI: 10.14201/EKS201617491109
M. L. S. Lacleta, Dolores Lerís López, M. Hernández, Á. Fidalgo-Blanco
Many research works point out the overcrowding and the heterogeneity of participant’s profiles in Massive Open Online Courses (MOOC) as the main causes of their low completion rate. On the other hand, the methodologies of personalization of the learning, along next to the technologies of the information, that allows to realize techniques of adaptativity, appear in international reports as an effective way to improve the learning. This paper explores the participante’ perception of their adaptive needs in this tupe of course, as well as their relationship with different aspects of the participants, such as: profiles (gender, age, geographical location and academic level), previous experience and knowledge about the topic of the MOOC and motivation to enroll the MOOC. The study is carried out through a survey completes by the participants in the MOOC Campus of Educational Innovation. We conclude that the age or gender of the participants does not significantly influence their need for adaptive techniques in a MOOC. However, living in a Latin American country, working as a manager or enrolling in a MOOC with a specific motivation, are some of the factors that influence in the desire for adaptive techniques in a MOOC. The obtained results will contribute to improve the adaptive designs of the MOOC and will be easily transferable to any online training course, in blended or virtual learning.
{"title":"Participantes heterogéneos en MOOCs y sus necesidades de aprendizaje adaptativo","authors":"M. L. S. Lacleta, Dolores Lerís López, M. Hernández, Á. Fidalgo-Blanco","doi":"10.14201/EKS201617491109","DOIUrl":"https://doi.org/10.14201/EKS201617491109","url":null,"abstract":"Many research works point out the overcrowding and the heterogeneity of participant’s profiles in Massive Open Online Courses (MOOC) as the main causes of their low completion rate. On the other hand, the methodologies of personalization of the learning, along next to the technologies of the information, that allows to realize techniques of adaptativity, appear in international reports as an effective way to improve the learning. This paper explores the participante’ perception of their adaptive needs in this tupe of course, as well as their relationship with different aspects of the participants, such as: profiles (gender, age, geographical location and academic level), previous experience and knowledge about the topic of the MOOC and motivation to enroll the MOOC. The study is carried out through a survey completes by the participants in the MOOC Campus of Educational Innovation. We conclude that the age or gender of the participants does not significantly influence their need for adaptive techniques in a MOOC. However, living in a Latin American country, working as a manager or enrolling in a MOOC with a specific motivation, are some of the factors that influence in the desire for adaptive techniques in a MOOC. The obtained results will contribute to improve the adaptive designs of the MOOC and will be easily transferable to any online training course, in blended or virtual learning.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"91-109"},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66730905","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}
L. S. González, R. Castro, M. González, Javier Alfonso Cendón
A key issue for any educational institution is to train individuals in such a way that they participate efficiently in their context. The current context where learning is carried out is digital era. With this landscape, and taking into account the current socioeconomic situation, it is necessary to increase students’ employability. This requires that what is taught in educational institutions fits with companies’ requirements. In this sense one of most common companies’ requirement is that students have knowledge about how to develop a project from scratch. In order to address this issue, the present paper poses the application of a project based learning methodology. This methodology is applied in an experiment that comprises two academic years. During each year, the students should develop complete projects working as teams and obtain final products. In this way, it was possible to develop competences that can be interesting for companies and also to increment students’ motivation.
{"title":"Desarrollo de competencias emprendedoras mediante iniciativas de aprendizaje basado en proyectos/Development of Entrepreneurship Competences from Project Based Learning Approaches","authors":"L. S. González, R. Castro, M. González, Javier Alfonso Cendón","doi":"10.14201/EKS20161741528","DOIUrl":"https://doi.org/10.14201/EKS20161741528","url":null,"abstract":"A key issue for any educational institution is to train individuals in such a way that they participate efficiently in their context. The current context where learning is carried out is digital era. With this landscape, and taking into account the current socioeconomic situation, it is necessary to increase students’ employability. This requires that what is taught in educational institutions fits with companies’ requirements. In this sense one of most common companies’ requirement is that students have knowledge about how to develop a project from scratch. In order to address this issue, the present paper poses the application of a project based learning methodology. This methodology is applied in an experiment that comprises two academic years. During each year, the students should develop complete projects working as teams and obtain final products. In this way, it was possible to develop competences that can be interesting for companies and also to increment students’ motivation.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"1 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731064","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 intention of this work is to detect and analyse the desired characteristics and teaching practices that first year students will be taught in different subjects, comparing Pre-school with Primary Education degree at Burgos University. For that purpose, we have analysed data obtained from 120 surveys (60 others the Pre-school degree and 60 from the Primary Education degree), the surveys are based on the five basic aspects that we consider fundamental of a university education: personal and professional characteristics, evaluation, tutorial, information and communications technology (ICT) and methodologies of education/learning. The results show that the student body values more the professional characteristics of its teaching staff than the personal ones; and the image transmitted by the teaching staff that uses ICT is always positive, creating a favourable opinion of his teaching, and the student body reaches to consider that ICTs are indispensable to nowadays education.
{"title":"Expectativas de los/las estudiantes de primer curso comparadas en los Grados en Maestro/a de Educación Infantil y Primaria de la Universidad de Burgos al respecto de las características y prácticas docentes universitarias más deseadas","authors":"Jaime Ibáñez Quintana, F. Álvaro","doi":"10.14201/EKS20161742952","DOIUrl":"https://doi.org/10.14201/EKS20161742952","url":null,"abstract":"The intention of this work is to detect and analyse the desired characteristics and teaching practices that first year students will be taught in different subjects, comparing Pre-school with Primary Education degree at Burgos University. For that purpose, we have analysed data obtained from 120 surveys (60 others the Pre-school degree and 60 from the Primary Education degree), the surveys are based on the five basic aspects that we consider fundamental of a university education: personal and professional characteristics, evaluation, tutorial, information and communications technology (ICT) and methodologies of education/learning. The results show that the student body values more the professional characteristics of its teaching staff than the personal ones; and the image transmitted by the teaching staff that uses ICT is always positive, creating a favourable opinion of his teaching, and the student body reaches to consider that ICTs are indispensable to nowadays education.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"17 1","pages":"29-52"},"PeriodicalIF":3.9,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66731271","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：