the research aimed to identify the constituent elements of teachers empowerment for the integration of Information and Communication Technologies (ict) into the teaching of mathematics, from the problematization of mathematical knowledge. A multi-case study was used to conduct the research, a documentary review was also conducted to cross-read a series of documents that identified characteristics of teacher empowerment and their relationship to the pedagogical use of technology in the classroom. Based on these elements, interviews and observations were structured and applied to graduate math educators, graduates in mathematics in initial training and teachers in practice in the area of mathematics. From the interviews and non-participating observations applied to the sample under study, it is revealed that there is a divergence, particularly in the knowledge of technological resources and their use in terms of pedagogical and didactic; it is concluded that, although technology is recognized as a tool to support teaching and learning processes, it is necessary to strengthen pedagogical, didactic and technological competences as important aspects within the process of teacher empowerment, especially by working teachers, with regard to the didactic and pedagogical use of technology.
{"title":"Empoderamiento docente para la integración de las TIC en la práctica pedagógica, a partir de la problematización del saber matemático","authors":"Sonia Valbuena Duartea, Adriana Patricia Medina Güette, Valentina Saray Teherán Barranco","doi":"10.18359/RAVI.5161","DOIUrl":"https://doi.org/10.18359/RAVI.5161","url":null,"abstract":"the research aimed to identify the constituent elements of teachers empowerment for the integration of Information and Communication Technologies (ict) into the teaching of mathematics, from the problematization of mathematical knowledge. A multi-case study was used to conduct the research, a documentary review was also conducted to cross-read a series of documents that identified characteristics of teacher empowerment and their relationship to the pedagogical use of technology in the classroom. Based on these elements, interviews and observations were structured and applied to graduate math educators, graduates in mathematics in initial training and teachers in practice in the area of mathematics. From the interviews and non-participating observations applied to the sample under study, it is revealed that there is a divergence, particularly in the knowledge of technological resources and their use in terms of pedagogical and didactic; it is concluded that, although technology is recognized as a tool to support teaching and learning processes, it is necessary to strengthen pedagogical, didactic and technological competences as important aspects within the process of teacher empowerment, especially by working teachers, with regard to the didactic and pedagogical use of technology.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"41-62"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47334655","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}
Fabiola Villela Cortés, David Sebastián Contreras Islas
the COVID-19 caused, among others, suspension of on-site classes. With the "Stay Home" campaign, which officially started in Mexico on March 23, 2020, educational institutions were forced to suddenly migrate their services to the digital environment. However, lack of Internet access has made evident how the human right to education, considered an enabling one, is affected from new dimensions creating a need to consider not only analphabetism but digital illiteracy, as well as the digital gap in terms of access, use and competence. Approaching these two aspects from their own complexity allows us presenting the digital gap not only as a cascading vulnerability layer which affects the right to education, but as an issue that generates and triggers other kinds of pedagogical vulnerabilities. We consider that this essay analysis can be used to make visible those areas that require attention and that it will enable taking positive actions to reduce the layers of vulnerability arising from the digital gap.
{"title":"La brecha digital como una nueva capa de vulnerabilidad que afecta el acceso a la educación en México","authors":"Fabiola Villela Cortés, David Sebastián Contreras Islas","doi":"10.18359/RAVI.5395","DOIUrl":"https://doi.org/10.18359/RAVI.5395","url":null,"abstract":"the COVID-19 caused, among others, suspension of on-site classes. With the \"Stay Home\" campaign, which officially started in Mexico on March 23, 2020, educational institutions were forced to suddenly migrate their services to the digital environment. However, lack of Internet access has made evident how the human right to education, considered an enabling one, is affected from new dimensions creating a need to consider not only analphabetism but digital illiteracy, as well as the digital gap in terms of access, use and competence. Approaching these two aspects from their own complexity allows us presenting the digital gap not only as a cascading vulnerability layer which affects the right to education, but as an issue that generates and triggers other kinds of pedagogical vulnerabilities. We consider that this essay analysis can be used to make visible those areas that require attention and that it will enable taking positive actions to reduce the layers of vulnerability arising from the digital gap.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"169-187"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44556460","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}
Mayra Alejandra Jiménez-Consuegra, Emma Flórez Maldonado, Geraldis Antonio Domenech Pantoja, Jesús Berrío-Valbuena, C. A. Rodríguez-Nieto, J. Cervantes-Barraza, Armando Aroca Araújo
the research problem consisted of the pedagogical, didactic, methodological and assess-ment implications emerging from the sudden shift from face-to-face education to virtual education in all undergraduate programs at Universidad del Atlantico, without lecturers having received prior training. Therefore, the objective of this research is to obtain elements of discussion on professors' teaching strategies, digital organization, methodological processes, and evaluation at Universidad del Atlantico in the context of the COVID-19 pandemic, during the beginning of the first virtual se-mester in each undergraduate program. This study is descriptive, exploratory and non-experimental, conducted by Grupo de Investigacion Horizontes en Educacion Matematica (gihem), where the infor-mation was collected through an online survey, designed in Google Forms and disseminated mas-sively through emails from participating lecturers. Among the main results, strategies are classified into three categories: 1) aptitude for virtual classes, 2) classroom methodologies and 3) assessment strategies in the teaching and virtual learning process.
研究问题包括阿特兰蒂科大学所有本科生项目从面对面教育突然转变为虚拟教育所产生的教学、教学、方法和评估影响，而讲师没有接受过培训。因此，本研究的目的是在新冠肺炎大流行的背景下，在每个本科课程的第一个虚拟测试开始期间，获得关于大西洋大学教授的教学策略、数字组织、方法过程和评估的讨论元素。这项研究是描述性的、探索性的和非实验性的，由Grupo de Investigation Horizontes en Educacion Matematica（gihem）进行，通过在线调查收集信息，以谷歌表格设计，并通过参与讲师的电子邮件大量传播。在主要结果中，策略被分为三类：1）虚拟课堂的能力，2）课堂方法，3）教学和虚拟学习过程中的评估策略。
{"title":"Estrategias y organización digital de los profesores universitarios en enseñanza y conectividad en el contexto de la pandemia generada por el COVID-19","authors":"Mayra Alejandra Jiménez-Consuegra, Emma Flórez Maldonado, Geraldis Antonio Domenech Pantoja, Jesús Berrío-Valbuena, C. A. Rodríguez-Nieto, J. Cervantes-Barraza, Armando Aroca Araújo","doi":"10.18359/RAVI.5027","DOIUrl":"https://doi.org/10.18359/RAVI.5027","url":null,"abstract":"the research problem consisted of the pedagogical, didactic, methodological and assess-ment implications emerging from the sudden shift from face-to-face education to virtual education in all undergraduate programs at Universidad del Atlantico, without lecturers having received prior training. Therefore, the objective of this research is to obtain elements of discussion on professors' teaching strategies, digital organization, methodological processes, and evaluation at Universidad del Atlantico in the context of the COVID-19 pandemic, during the beginning of the first virtual se-mester in each undergraduate program. This study is descriptive, exploratory and non-experimental, conducted by Grupo de Investigacion Horizontes en Educacion Matematica (gihem), where the infor-mation was collected through an online survey, designed in Google Forms and disseminated mas-sively through emails from participating lecturers. Among the main results, strategies are classified into three categories: 1) aptitude for virtual classes, 2) classroom methodologies and 3) assessment strategies in the teaching and virtual learning process.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"63-85"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42629547","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}
{"title":"La pandemia y los retos para la educación","authors":"Manuel Losada-Sierra, J. Gómez","doi":"10.18359/RAVI.5784","DOIUrl":"https://doi.org/10.18359/RAVI.5784","url":null,"abstract":"","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"9-11"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42830663","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}
Carlos Augusto Rincón Soto, Omar Javier Solano Rodríguez, Jorge Eduardo Lemos de la Cruz
Las distintas carreras educativas profesionales —con dominancia empírica— están utilizando software de simulación para mejorar el ejercicio de aprendizaje práctico-teórico de los laboratorios educativos y de los cursos experimentales, bajo modelos constructivistas para incentivar la participación activa de los estudiantes. Las investigaciones en distintas áreas comprueban que los simuladores mejoran los procesos educativos de los estudiantes y promueven un espacio interactivo y lúdico, motivando el aprendizaje. Esta investigación propone elaborar una revisión de la literatura para describir el estado de madurez de las experiencias en la aplicación de simuladores contables en la educación profesional. Los resultados encontrados muestran que la aplicación de simuladores en la contabilidad se encuentra en un estado emergente. Los artículos de investigación encontrados sobre la aplicación de estrategias de software de simulación en la educación contable confirman estos resultados.
{"title":"El uso de los juegos digitales de simulación en la enseñanza-aprendizaje de la contabilidad","authors":"Carlos Augusto Rincón Soto, Omar Javier Solano Rodríguez, Jorge Eduardo Lemos de la Cruz","doi":"10.18359/RAVI.5173","DOIUrl":"https://doi.org/10.18359/RAVI.5173","url":null,"abstract":"Las distintas carreras educativas profesionales —con dominancia empírica— están utilizando software de simulación para mejorar el ejercicio de aprendizaje práctico-teórico de los laboratorios educativos y de los cursos experimentales, bajo modelos constructivistas para incentivar la participación activa de los estudiantes. Las investigaciones en distintas áreas comprueban que los simuladores mejoran los procesos educativos de los estudiantes y promueven un espacio interactivo y lúdico, motivando el aprendizaje. Esta investigación propone elaborar una revisión de la literatura para describir el estado de madurez de las experiencias en la aplicación de simuladores contables en la educación profesional. Los resultados encontrados muestran que la aplicación de simuladores en la contabilidad se encuentra en un estado emergente. Los artículos de investigación encontrados sobre la aplicación de estrategias de software de simulación en la educación contable confirman estos resultados.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"117-131"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42113871","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}
J. Suárez-Escudero, Lennis Jazmín Bedoya Muñoz, María Camila Posada Jurado, Edith Patricia Arboleda Carmona, Alejandro José Urbina Sánchez, Sebastián Ramírez Burgos, Cesar Alberto Bohórquez Gutiérrez, Jorge Luis Ferreira Morales
the COVID-19 pandemic modified the ways of teaching and learning, switching from face-to-face classes in classrooms and laboratories to non-synchronous or asynchronous non-face to face classes on virtual platforms. Human anatomy courses require internships to understand anatomical structures. Objective: it is intended to explore the perception of the students of Medicine, Nursing and Psychology about the methodologies, content and didactics of learning that were developed in three courses of human anatomy adapted to the pandemic. Methodology: cross-sectional observational study, using fifteen-question on an online survey, conducted at the end of semester 2020-I about perception;scope of expectations;instructions;learning activities;probability of recommending only virtual, combined or face-to-face courses and points for or against the virtual methodology used. The study in 157 students participated, this way: 56 % (88/157) medical anatomy course, 27 % (43/157) morphology course and 17 % (26/157) neuroanatomy course. Results: a variety of assessments were found for or against adaptations made for anatomical virtual education amid the contingency. However, points in favor of virtuality such as the possibility of recording and not physical displacement plus access to models of computer anatomy, fail to overcome the comprehension of a teacher and the enthusiasm that awakens the palpable.
{"title":"Percepción de los estudiantes sobre adaptaciones virtuales en cursos de anatomía humana por la contingencia SARS-CoV-2","authors":"J. Suárez-Escudero, Lennis Jazmín Bedoya Muñoz, María Camila Posada Jurado, Edith Patricia Arboleda Carmona, Alejandro José Urbina Sánchez, Sebastián Ramírez Burgos, Cesar Alberto Bohórquez Gutiérrez, Jorge Luis Ferreira Morales","doi":"10.18359/RAVI.5275","DOIUrl":"https://doi.org/10.18359/RAVI.5275","url":null,"abstract":"the COVID-19 pandemic modified the ways of teaching and learning, switching from face-to-face classes in classrooms and laboratories to non-synchronous or asynchronous non-face to face classes on virtual platforms. Human anatomy courses require internships to understand anatomical structures. Objective: it is intended to explore the perception of the students of Medicine, Nursing and Psychology about the methodologies, content and didactics of learning that were developed in three courses of human anatomy adapted to the pandemic. Methodology: cross-sectional observational study, using fifteen-question on an online survey, conducted at the end of semester 2020-I about perception;scope of expectations;instructions;learning activities;probability of recommending only virtual, combined or face-to-face courses and points for or against the virtual methodology used. The study in 157 students participated, this way: 56 % (88/157) medical anatomy course, 27 % (43/157) morphology course and 17 % (26/157) neuroanatomy course. Results: a variety of assessments were found for or against adaptations made for anatomical virtual education amid the contingency. However, points in favor of virtuality such as the possibility of recording and not physical displacement plus access to models of computer anatomy, fail to overcome the comprehension of a teacher and the enthusiasm that awakens the palpable.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"151-168"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47321074","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}
this article aims to contrast two didactic writing sequences developed in a public institution in the municipality of Giron, Santander. One of the sequences takes place within the classroom during an academic period of 2018;the other takes place in the first months of mandatory confinement due to COVID-19. For both cases, the study is based on direct observation, the use of field journals and a supplementary survey, to analyze the planning, writing and cross-cutting evaluation activities of the writing exercise, in order to determine the teaching difficulties of the process that is oriented during the pandemic. The research concludes that for the duration of the confinement, students' resources, beliefs and emotions should be considered within the teaching sequences;likewise, what should interest the education researcher is the appropriation of the process by the students and not just the achievement of a product.
{"title":"Potenciar la escritura antes y durante la COVID-19","authors":"Jhon Alexánder Monsalve Flórez","doi":"10.18359/RAVI.5265","DOIUrl":"https://doi.org/10.18359/RAVI.5265","url":null,"abstract":"this article aims to contrast two didactic writing sequences developed in a public institution in the municipality of Giron, Santander. One of the sequences takes place within the classroom during an academic period of 2018;the other takes place in the first months of mandatory confinement due to COVID-19. For both cases, the study is based on direct observation, the use of field journals and a supplementary survey, to analyze the planning, writing and cross-cutting evaluation activities of the writing exercise, in order to determine the teaching difficulties of the process that is oriented during the pandemic. The research concludes that for the duration of the confinement, students' resources, beliefs and emotions should be considered within the teaching sequences;likewise, what should interest the education researcher is the appropriation of the process by the students and not just the achievement of a product.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"87-99"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46524941","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}
this study explores the perception of basic and high school students about the Home Learning ("Aprende en Casa") strategy implanted during the COVID-19 pandemic in Math class by the School "la Aurora IE", morning shift, located in Bogota-Colombia. It involved an inductive qualitative content analysis with 174 students and data were collected through a learning guide handout. Both positive and negative perceptions were grouped as academic (Self-developing handouts + ICT, competences, processes, actors and infrastructure), social (compliance with rules, considering others, sharing with the family, lack of socialization) and personal (health issues and free-time activities). The results allow teachers to reconfigure their practice to improve in the aspects that influenced negative perceptions, and educational institutions to start the path of digital transformation with the use of ICT to improve the educational processes.
本研究探讨了基础和高中学生对新冠肺炎大流行期间位于波哥大-哥伦比亚早班的学校“la Aurora IE”在数学课上植入的家庭学习（“Aprende en Casa”）策略的看法。它涉及对174名学生的归纳定性内容分析，数据通过学习指南讲义收集。积极和消极的看法分为学术（自我发展的讲义+信息和通信技术、能力、流程、行为者和基础设施）、社会（遵守规则、考虑他人、与家人分享、缺乏社交）和个人（健康问题和空闲时间活动）。这些结果使教师能够重新调整他们的实践，以改善影响负面看法的方面，并使教育机构能够通过使用信息和通信技术来改善教育过程，开启数字化转型的道路。
{"title":"Percepciones de los estudiantes sobre la estrategia Aprende en Casa durante la pandemia COVID-19","authors":"Edgar Andrés Sosa Neira","doi":"10.18359/RAVI.5261","DOIUrl":"https://doi.org/10.18359/RAVI.5261","url":null,"abstract":"this study explores the perception of basic and high school students about the Home Learning (\"Aprende en Casa\") strategy implanted during the COVID-19 pandemic in Math class by the School \"la Aurora IE\", morning shift, located in Bogota-Colombia. It involved an inductive qualitative content analysis with 174 students and data were collected through a learning guide handout. Both positive and negative perceptions were grouped as academic (Self-developing handouts + ICT, competences, processes, actors and infrastructure), social (compliance with rules, considering others, sharing with the family, lack of socialization) and personal (health issues and free-time activities). The results allow teachers to reconfigure their practice to improve in the aspects that influenced negative perceptions, and educational institutions to start the path of digital transformation with the use of ICT to improve the educational processes.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"133-150"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47882060","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}
e-learning is the recommended formative modality for dealing with the the COVID-19 situ-ation. The purpose of this article is to describe the prospects for online learning derived from the unab-uoc agreement and its effects on promoting teaching innovation mediated by digital tech-nologies. The qualitative methodology of textual contrast text of 200 research papers enabled a descriptive study that identifies the causes of the institutionalization of e-learning in education, de-scribes the theoretical constructs and typologies of connectivism, and analyzes teacher outcomes and experiences for online learning from inter-agency contexts. Finally, a discussion is offered on the importance and challenges of techno-educational innovation to support teaching.
{"title":"Formación en e-learning para el magisterio","authors":"Luis Rubén Pérez Pinzón","doi":"10.18359/RAVI.4932","DOIUrl":"https://doi.org/10.18359/RAVI.4932","url":null,"abstract":"e-learning is the recommended formative modality for dealing with the the COVID-19 situ-ation. The purpose of this article is to describe the prospects for online learning derived from the unab-uoc agreement and its effects on promoting teaching innovation mediated by digital tech-nologies. The qualitative methodology of textual contrast text of 200 research papers enabled a descriptive study that identifies the causes of the institutionalization of e-learning in education, de-scribes the theoretical constructs and typologies of connectivism, and analyzes teacher outcomes and experiences for online learning from inter-agency contexts. Finally, a discussion is offered on the importance and challenges of techno-educational innovation to support teaching.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"101-116"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46680571","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}
Ivonne Angélica Castiblanco Jiméneza, Joan Paola Cruz González, Carlos Rodrigo Ruiz Cruz
developing countries like Colombia have understood that education is an effective strategy in closing social inequality gaps to improve population’s skills. In the last decade, coverage in higher education went from 30 to 50 percent. One of the most important factors in this achievement is Colombia’s transition to peace, increasing the development of the population towards higher levels of competitiveness and education. In consequence, it is necessary to reinforce the development of competences, to encourage systemic thinking that allows the solution of problems from a holistic view and achieves effective solutions in the improvement of the local industry. During this study, an applied ludic strategy involving an airplane assembly line made with Lego blocks is created, looking for an effective and practical education framework in teaching the attributes that generate impact in a production line of goods; in this way, students can be involved in a clear and creative manner in their search for solutions. This project was developed by member professors and students from an engineering education institution in Bogota, Colombia. The results show that through gamification, students develop skills to take decisions leading to increase the production’s competitiveness from a systemic thinking view.
{"title":"Developing Systemic Thinking through Gamification with Invention System Kits","authors":"Ivonne Angélica Castiblanco Jiméneza, Joan Paola Cruz González, Carlos Rodrigo Ruiz Cruz","doi":"10.18359/RAVI.4888","DOIUrl":"https://doi.org/10.18359/RAVI.4888","url":null,"abstract":"developing countries like Colombia have understood that education is an effective strategy in closing social inequality gaps to improve population’s skills. In the last decade, coverage in higher education went from 30 to 50 percent. One of the most important factors in this achievement is Colombia’s transition to peace, increasing the development of the population towards higher levels of competitiveness and education. In consequence, it is necessary to reinforce the development of competences, to encourage systemic thinking that allows the solution of problems from a holistic view and achieves effective solutions in the improvement of the local industry. During this study, an applied ludic strategy involving an airplane assembly line made with Lego blocks is created, looking for an effective and practical education framework in teaching the attributes that generate impact in a production line of goods; in this way, students can be involved in a clear and creative manner in their search for solutions. This project was developed by member professors and students from an engineering education institution in Bogota, Colombia. The results show that through gamification, students develop skills to take decisions leading to increase the production’s competitiveness from a systemic thinking view.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"14 1","pages":"23-40"},"PeriodicalIF":0.8,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41774892","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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