Ernesto Fajardo Pascagaza, Luis Carlos Cervantes Estrada
This article intends to carry out a reflective exercise around the modernization of virtual education and its incidence in the context of Information and Communication Technologies (ICT). For such purpose, a group of ideas is presented, first taking as a referent the modernization of education in Colombia as a contribution of virtuality. In a second section, the need for an educational reform in the digital age is reflexively addressed, as education needs a change given the influence of ICTs and especially the internet. Finally, there are challenges and possibilities that ICTs face in order to address educational processes.
{"title":"Modernización de la educación virtual y su incidencia en el contexto de las Tecnologías de la Información y la Comunicación (TIC)","authors":"Ernesto Fajardo Pascagaza, Luis Carlos Cervantes Estrada","doi":"10.18359/ravi.4724","DOIUrl":"https://doi.org/10.18359/ravi.4724","url":null,"abstract":"This article intends to carry out a reflective exercise around the modernization of virtual education and its incidence in the context of Information and Communication Technologies (ICT). For such purpose, a group of ideas is presented, first taking as a referent the modernization of education in Colombia as a contribution of virtuality. In a second section, the need for an educational reform in the digital age is reflexively addressed, as education needs a change given the influence of ICTs and especially the internet. Finally, there are challenges and possibilities that ICTs face in order to address educational processes.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"103-116"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46159652","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 arises from the teaching activity on the Moodle platform. Its objective is illustrative, it seeks to give an example of various situations that occurred using the platform questionnaires and to offer didactic options that may be useful when solving similar situations. The aim is to focus on two aspects of Moodle questionnaires: preparation of the instructions and the manual review of the automatic results produced by the platform. First, a brief explanation is made about the questionnaires: what they are made up of, what types of questions are allowed to ask, how the results are obtained, and how they are reviewed. Second, some tools used in the face-to-face teaching practice are offered for appropriate preparation of instructions. Third, some guidance is provided on how to carry out automatic Moodle grade reviews. Finally, the paper closes with a conclusion summarizing the work.
{"title":"Estrategias para la confección y calificación de cuestionarios en la plataforma Moodle","authors":"Daniela Soledad Gonzalez","doi":"10.18359/ravi.4565","DOIUrl":"https://doi.org/10.18359/ravi.4565","url":null,"abstract":"This article arises from the teaching activity on the Moodle platform. Its objective is illustrative, it seeks to give an example of various situations that occurred using the platform questionnaires and to offer didactic options that may be useful when solving similar situations. The aim is to focus on two aspects of Moodle questionnaires: preparation of the instructions and the manual review of the automatic results produced by the platform. First, a brief explanation is made about the questionnaires: what they are made up of, what types of questions are allowed to ask, how the results are obtained, and how they are reviewed. Second, some tools used in the face-to-face teaching practice are offered for appropriate preparation of instructions. Third, some guidance is provided on how to carry out automatic Moodle grade reviews. Finally, the paper closes with a conclusion summarizing the work.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"91-102"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867624","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}
Sandra Milena Serrano Mora, Marieta Quintero Mejía
The article aims to document, based on some episodes of the Colombian armed conflict, the impact it has had on the social fabric, from the configuration of what Martín-Baró (1988) called psychosocial trauma. This implies a collective damage, specifically to the community ties, mediated by representations, languages, practices, and cultures that established relational dynamics based on indifference, prevention, and exclusion of the other. To support the idea of this psychosocial trauma two historical moments are analyzed, without ignoring the traces and impressions from other processes such as conquest and colonization, which have also been documented, but are not addressed herein. The first moment, called “the era of Violence”, constitutes a period in which some of the marks that reflect this psychosocial trauma were incepted, such as the friend/foe logic, a social ethos of community-inherited hatreds, an environment of tension and prevention, the conviction that violence is the only alternative among others. The second one, corresponding to the 80s and 90s, is marked by drug trafficking with the participation of dissimilar and lethal actors that were combined in different ways: guerrillas, paramilitaries, drug traffickers and the Colombian political class. Subsequently, some pedagogical challenges for peacebuilding are addressed, starting from the post-agreement stage. Once the peace agreement was signed between the National Government and the Revolutionary Armed Forces (FARC-EP) in 2016, the country still experiences situations of political and social violence, amid expressions of armed conflict. Taking into account this situation, the proposal of a Social Therapeutics is presented, resorting to two sources, the voices of the victims and art as a scene of encounter and resignification.
{"title":"Huellas de un trauma psicosocial y retos pedagógicos para la construcción de paz en Colombia","authors":"Sandra Milena Serrano Mora, Marieta Quintero Mejía","doi":"10.18359/ravi.4496","DOIUrl":"https://doi.org/10.18359/ravi.4496","url":null,"abstract":"The article aims to document, based on some episodes of the Colombian armed conflict, the impact it has had on the social fabric, from the configuration of what Martín-Baró (1988) called psychosocial trauma. This implies a collective damage, specifically to the community ties, mediated by representations, languages, practices, and cultures that established relational dynamics based on indifference, prevention, and exclusion of the other. To support the idea of this psychosocial trauma two historical moments are analyzed, without ignoring the traces and impressions from other processes such as conquest and colonization, which have also been documented, but are not addressed herein. The first moment, called “the era of Violence”, constitutes a period in which some of the marks that reflect this psychosocial trauma were incepted, such as the friend/foe logic, a social ethos of community-inherited hatreds, an environment of tension and prevention, the conviction that violence is the only alternative among others. The second one, corresponding to the 80s and 90s, is marked by drug trafficking with the participation of dissimilar and lethal actors that were combined in different ways: guerrillas, paramilitaries, drug traffickers and the Colombian political class. Subsequently, some pedagogical challenges for peacebuilding are addressed, starting from the post-agreement stage. Once the peace agreement was signed between the National Government and the Revolutionary Armed Forces (FARC-EP) in 2016, the country still experiences situations of political and social violence, amid expressions of armed conflict. Taking into account this situation, the proposal of a Social Therapeutics is presented, resorting to two sources, the voices of the victims and art as a scene of encounter and resignification.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"19-34"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43687642","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}
D. M. Bautista Luzardo, Ena Barón López, Fernando Martínez, Wilson Alberto Ardila Medina
espanolLos simbolos de la ciudad de Bogota resultan una forma de interpretar diferentes manifestaciones abstractas de los espacios urbanos contemporaneos que se resumen en imaginarios, narrativas y signos identitarios de la ciudad. Estos elementos contribuyen a la conformacion del concepto de marca ciudad, entendiendo que esta es una impronta con la cual se identifican dichos espacios. En terminos generales, la marca ciudad es una estrategia de mercadeo que busca promocionar un determinado nucleo urbano. Esta estrategia puede ser, por ejemplo, la idea de que Bogota esta mas cerca de las estrellas; afirmacion con la cual se pretende vender una ciudad que mira hacia las alturas. Al abordar un estudio con universitarios para ver de que manera ven la ciudad, se pretende analizar si los simbolos tradicionales de Bogota son tenidos en cuenta por ellos, si las informaciones y tradiciones que vienen de los medios masivos o de los foraneos que visitan y habitan la ciudad se corresponden con las identidades propias de los habitantes de Bogota y como se dan las narrativas de Bogota en relacion con los signos identitarios de los jovenes. El interes de esta investigacion es comprender cuales son los signosidentitarios, los imaginarios y las narrativas que los jovenes universitarios bogotanos consideran que caracterizan a la ciudad y pueden contribuir a la construccion de una propuesta de marca ciudad. EnglishThe city of Bogota’s symbols are a way of interpreting different abstract manifestations of contemporary urban spaces that are summarized in imaginaries, narratives and identity signs of the city. These elements contribute to creating the concept of city brand, understanding that this is an imprint these spaces are identified with. In general terms, the city brand is a marketing strategy that seeks to promote a specific urban center. This strategy may be for example the idea that Bogota is closer to the stars, a statement intended to sell a city that looks at the heights. By approaching a study with university students to find out how they see the city, the goal is to analyze if they consider the traditional symbols of Bogota; if the information and traditions coming from the mass media or from outsiders who visit and inhabit the city correspond to the identities of the inhabitants of Bogota; and how the narratives of Bogota occur in relation to the identity signs of young people. The interest of this research is to understand what identity signs, imaginaries and narratives are considered by young Bogota university students to characterize the city and which ones can contribute to the construction of a city brand proposal. portuguesOs simbolos da cidade de Bogota resultam numa forma de interpretar diferentes manifestacoes abstratas dos espacos urbanos contemporâneos que se resumem em imaginarios, narrativas e signos identitarios da cidade. Esses elementos contribuem para a formacao do conceito de marca cidade, entendendo que esta e uma marca com a qual se
Bogota城市的西班牙符号是一种诠释当代城市空间不同抽象表现形式的方式，这些抽象表现形式被总结为城市的想象、叙述和身份标志。这些元素有助于塑造城市品牌的概念，理解这是这些空间识别的印记。一般来说，城市品牌是一种旨在促进特定城市核心的营销策略。例如，这种策略可以是波哥大更接近星星的想法;这一声明旨在出售一座面向高空的城市。处理与大学生进行的一项研究方式来城里,分析传统的二氧化碳是simbolos是否忽略他们,如果他们和传统大众媒体的资料或访问的foraneos和居住的城市对应二氧化碳和居民的身分在关系与二氧化碳的narrativas体征”身份的年轻人。在这篇文章中，我们分析了波哥大大学的年轻人对城市的看法，他们认为城市的特征是什么，以及他们对城市品牌的看法是什么。EnglishThe之城(city of二氧化碳不同abstract’s象征的诋毁are a way of口译种族当代城市spaces that are概括in imaginaries, narratives and identity signs of the city。= =地理= =根据美国人口普查，这个县的总面积为，其中土地和(2.641平方公里)水。= =地理= =根据美国人口普查局的数据，该县的总面积为，其中土地和(1.)水。,二氧化碳这种战略可能例如the想法特别提出这项is贴近明星,to sell a city that looks at the高度。通过与大学学生进行研究，了解他们如何看待这个城市，目的是分析他们是否考虑到波哥大的传统象征;来自大众媒体或访问和居住在波哥大的外人的信息和传统是否符合波哥大居民的身份;= =地理= =根据美国人口普查，这个县的面积为。本研究的目的是了解波哥大大学年轻学生在城市特征方面考虑了哪些身份标志、想象和叙事，以及这些标志对城市品牌主张的构建有哪些贡献。波哥大城市的葡萄牙象征是一种诠释当代城市空间不同抽象表现形式的方式，总结为城市的想象、叙事和身份标志。这些元素有助于城市品牌概念的形成，理解这是一个品牌，这些空间被识别。一般来说，城市品牌是一种旨在促进特定城市核心的营销策略。这个策略可能是波哥大更接近明星的想法，例如，你打算用它来出售一个高瞻远瞩的城市。大学Ao解决嗯estudo com maneira脚步veem a市,pretende-se analisar你simbolos tradicionais二氧化碳的sao levados consideracao的脚步,as informacoes感tradicoes vem两个meios comunicacao massa ou两个forasteiros visitam感habitam a市correspondem com二氧化碳和居民之身份proprias dao as narrativas两com relacao aos二氧化碳符号”身份曝光。这项研究的兴趣是了解哪些身份标志，想象和叙述，年轻的大学生认为是城市的特征，并可能有助于建立一个城市品牌的建议。
{"title":"La Bogotá percibida por los jóvenes universitarios","authors":"D. M. Bautista Luzardo, Ena Barón López, Fernando Martínez, Wilson Alberto Ardila Medina","doi":"10.18359/ravi.4725","DOIUrl":"https://doi.org/10.18359/ravi.4725","url":null,"abstract":"espanolLos simbolos de la ciudad de Bogota resultan una forma de interpretar diferentes manifestaciones abstractas de los espacios urbanos contemporaneos que se resumen en imaginarios, narrativas y signos identitarios de la ciudad. Estos elementos contribuyen a la conformacion del concepto de marca ciudad, entendiendo que esta es una impronta con la cual se identifican dichos espacios. En terminos generales, la marca ciudad es una estrategia de mercadeo que busca promocionar un determinado nucleo urbano. Esta estrategia puede ser, por ejemplo, la idea de que Bogota esta mas cerca de las estrellas; afirmacion con la cual se pretende vender una ciudad que mira hacia las alturas. Al abordar un estudio con universitarios para ver de que manera ven la ciudad, se pretende analizar si los simbolos tradicionales de Bogota son tenidos en cuenta por ellos, si las informaciones y tradiciones que vienen de los medios masivos o de los foraneos que visitan y habitan la ciudad se corresponden con las identidades propias de los habitantes de Bogota y como se dan las narrativas de Bogota en relacion con los signos identitarios de los jovenes. El interes de esta investigacion es comprender cuales son los signosidentitarios, los imaginarios y las narrativas que los jovenes universitarios bogotanos consideran que caracterizan a la ciudad y pueden contribuir a la construccion de una propuesta de marca ciudad. EnglishThe city of Bogota’s symbols are a way of interpreting different abstract manifestations of contemporary urban spaces that are summarized in imaginaries, narratives and identity signs of the city. These elements contribute to creating the concept of city brand, understanding that this is an imprint these spaces are identified with. In general terms, the city brand is a marketing strategy that seeks to promote a specific urban center. This strategy may be for example the idea that Bogota is closer to the stars, a statement intended to sell a city that looks at the heights. By approaching a study with university students to find out how they see the city, the goal is to analyze if they consider the traditional symbols of Bogota; if the information and traditions coming from the mass media or from outsiders who visit and inhabit the city correspond to the identities of the inhabitants of Bogota; and how the narratives of Bogota occur in relation to the identity signs of young people. The interest of this research is to understand what identity signs, imaginaries and narratives are considered by young Bogota university students to characterize the city and which ones can contribute to the construction of a city brand proposal. portuguesOs simbolos da cidade de Bogota resultam numa forma de interpretar diferentes manifestacoes abstratas dos espacos urbanos contemporâneos que se resumem em imaginarios, narrativas e signos identitarios da cidade. Esses elementos contribuem para a formacao do conceito de marca cidade, entendendo que esta e uma marca com a qual se","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"117-132"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44070280","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}
espanolEn una sociedad que se comunica y conecta a traves del texto, el fortalecer las habilidades de escritura se convierte en un aspecto fundamental en la escuela. Este articulo tiene como proposito identificar los factores que permitieron que un Centro de Escritura Digital (CED) operara como una estrategia institucional para el fortalecimiento de la escritura academica. El metodo utilizado fue el estudio de casos. Participaron dos instituciones educativas, una publica y otra privada, que ofrecian educacion media, de la ciudad de Medellin, Colombia. Se aplicaron cuestionarios con preguntas abiertas a estudiantes, profesores y tutores. En los resultados, se abordaron las categorias de orientacion de la escritura academica, servicios integrados a la institucion, proyeccion e identidad institucional, promocion de los servicios e integracion curricular. En un CED el uso de las Tecnologias de la Informacion y la Comunicacion (TIC) supera la ensenanza del uso de herramientas, implica el fortalecimiento de los procesos de alfabetizacion digital desde las areas y asignaturas del curriculo escolar, donde se involucren los directivos, profesores, estudiantes y padres de familia. En las conclusiones se afirma que el reconocimiento del CED como parte de la comunidad educativa genera acciones orientadas al mantenimiento y sostenibilidad, como un componente del proyecto educativo institucional. Ademas, la integracion del CED con la gestion directiva y academica es un factor que aporta a la diferenciacion institucional y sostenibilidad de la estrategia en el tiempo. EnglishIn a society that communicates and connects through text, strengthening writing skills becomes a fundamental aspect in school. The purpose of this article is to identify the factors that allowed a Center for Digital Writing (CED) to operate as an institutional strategy to strengthen the academic writing. The method used was the case study. Two secondary education institutions participated, one public and one private, in the city of Medellin, Colombia. Questionnaires with open questions were applied to students, teachers, and tutors. In the results, the categories of academic writing counseling, institution integrated services, institutional projection and identity, promotion of services and curricular integration were addressed. In a CED, the use of Information and Communication Technologies (ICT) goes beyond the teaching of tools usage, it entails strengthening the digital literacy processes from the areas and subjects of the school curriculum, where management, teachers, students and parents are involved. The conclusions confirm that recognizing the CED as part of the educational community generates actions aimed at its maintenance and sustainability, as a component of the institutional educational project. In addition, the integration of the CED with the directive and academic management is a factor that contributes to the institutional differentia- tion and sustainability of the strateg
在一个通过文本交流和联系的社会中，加强写作技能成为学校的一个基本方面。本文旨在确定使数字写作中心（CED）能够作为加强学术写作的机构战略运作的因素。使用的方法是案例研究。来自哥伦比亚麦德林市的两个教育机构，一个是公立的，另一个是私立的，提供中等教育。对学生、教师和导师进行了开放式问卷调查。结果涉及学术写作指导、机构综合服务、机构预测和认同、服务促进和课程整合等类别。在CED中，信息和通信技术的使用超过了工具使用的教学，这意味着从学校课程的领域和主题加强数字扫盲进程，管理人员、教师、学生和家长都参与其中。结论指出，承认CED是教育界的一部分，会产生旨在维护和可持续性的行动，作为机构教育项目的一个组成部分。此外，CED与管理和学术管理的整合是促进组织差异化和战略长期可持续性的一个因素。英语是一个通过文本交流和联系的社会，加强写作技能成为学校的一个基本方面。这篇文章的目的是确定允许数字写作中心作为加强学术写作的机构战略运作的因素。使用的方法是案例研究。哥伦比亚麦德林市有两个中学参与，一个是公立的，一个是私立的。对学生、教师和导师进行了开放式问卷调查。结果，解决了学术写作咨询、机构综合服务、机构投射和身份、促进服务和课程整合等类别。在一项CED中，信息和通信技术的使用超越了工具使用的教学，需要加强学校课程领域和主题的数字文学过程，管理、教师、学生和家长都参与其中。结论证实，承认《消除对妇女一切形式歧视公约》是教育界的一部分，会产生旨在维护和可持续发展的行动，作为机构教育项目的一个组成部分。此外，《公约》与管理和学术管理的结合是一个因素，有助于随着时间的推移战略的体制差异和可持续性。葡萄牙人Sociedade通过Meio do Texture进行交流和连接，或加强DAS写作技能，这是Na Escola的基本方面。这篇文章的目的是确定允许UM数字写作中心（CED）作为UMA机构战略运作或加强学术写作的OS因素。使用FOI或案例研究的方法。哥伦比亚麦德林大城市Educacao Media提供的教育机构、UMA Publica和Outra Private的参与。应用AM-向研究人员、教授和导师提供常见的Abertas问卷。我们的结果，解决了学术写作指导、与机构整合的服务、项目和机构认同、促进两个服务和课程整合等类别。Num CED或Usado DAS Technologies da Informacao e Comunicacao（ICT）超过或加强了Ferramentas的使用，涉及或加强了NAS地区和学校课程科目的两个数字扫盲过程，涉及管理人员、教授、研究人员和家庭国家。NAS结论陈述-我知道O重新确认DO CED作为教育社区的一部分，旨在Manutencao和Sustabilidade，作为机构教育项目的UM组成部分。Alem Disso是CED Com a Gestao Directive和Academical e um Fator的集成商，他为机构差异化和可持续性做出了贡献，这是一项不合时宜的战略。
{"title":"El Centro de Escritura Digital como una estrategia pedagógica institucional","authors":"Gerzon Yair Calle-Álvarez","doi":"10.18359/ravi.4670","DOIUrl":"https://doi.org/10.18359/ravi.4670","url":null,"abstract":"espanolEn una sociedad que se comunica y conecta a traves del texto, el fortalecer las habilidades de escritura se convierte en un aspecto fundamental en la escuela. Este articulo tiene como proposito identificar los factores que permitieron que un Centro de Escritura Digital (CED) operara como una estrategia institucional para el fortalecimiento de la escritura academica. El metodo utilizado fue el estudio de casos. Participaron dos instituciones educativas, una publica y otra privada, que ofrecian educacion media, de la ciudad de Medellin, Colombia. Se aplicaron cuestionarios con preguntas abiertas a estudiantes, profesores y tutores. En los resultados, se abordaron las categorias de orientacion de la escritura academica, servicios integrados a la institucion, proyeccion e identidad institucional, promocion de los servicios e integracion curricular. En un CED el uso de las Tecnologias de la Informacion y la Comunicacion (TIC) supera la ensenanza del uso de herramientas, implica el fortalecimiento de los procesos de alfabetizacion digital desde las areas y asignaturas del curriculo escolar, donde se involucren los directivos, profesores, estudiantes y padres de familia. En las conclusiones se afirma que el reconocimiento del CED como parte de la comunidad educativa genera acciones orientadas al mantenimiento y sostenibilidad, como un componente del proyecto educativo institucional. Ademas, la integracion del CED con la gestion directiva y academica es un factor que aporta a la diferenciacion institucional y sostenibilidad de la estrategia en el tiempo. EnglishIn a society that communicates and connects through text, strengthening writing skills becomes a fundamental aspect in school. The purpose of this article is to identify the factors that allowed a Center for Digital Writing (CED) to operate as an institutional strategy to strengthen the academic writing. The method used was the case study. Two secondary education institutions participated, one public and one private, in the city of Medellin, Colombia. Questionnaires with open questions were applied to students, teachers, and tutors. In the results, the categories of academic writing counseling, institution integrated services, institutional projection and identity, promotion of services and curricular integration were addressed. In a CED, the use of Information and Communication Technologies (ICT) goes beyond the teaching of tools usage, it entails strengthening the digital literacy processes from the areas and subjects of the school curriculum, where management, teachers, students and parents are involved. The conclusions confirm that recognizing the CED as part of the educational community generates actions aimed at its maintenance and sustainability, as a component of the institutional educational project. In addition, the integration of the CED with the directive and academic management is a factor that contributes to the institutional differentia- tion and sustainability of the strateg","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"69-90"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508667","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 is the result of a systematic literature review to the different strategies that have addressed coexistence and peace from education between 2013 and 2017. The review process was structured in three moments, which allowed consolidating the proposed review and addressing the phenomenon studied. The results show that it is a broad subject with different nuances. It can be observed that there are efforts to promote coexistence and peace through classroom and institutional practices that try to follow political and academic guidelines since it is clear that there are many benefits in recognizing, identifying, and providing tools to solve conflicts inside and outside educational institutions. The main result was finding out that these initiatives can be grouped into four major strategies, which allow us to see more clearly the efforts being developed and the different stages that the object of study has had.
{"title":"Estrategias para desarrollar la convivencia y la paz desde la educación","authors":"Marleny Carreño, Hugo Rozo García","doi":"10.18359/ravi.4501","DOIUrl":"https://doi.org/10.18359/ravi.4501","url":null,"abstract":"This article is the result of a systematic literature review to the different strategies that have addressed coexistence and peace from education between 2013 and 2017. The review process was structured in three moments, which allowed consolidating the proposed review and addressing the phenomenon studied. The results show that it is a broad subject with different nuances. It can be observed that there are efforts to promote coexistence and peace through classroom and institutional practices that try to follow political and academic guidelines since it is clear that there are many benefits in recognizing, identifying, and providing tools to solve conflicts inside and outside educational institutions. The main result was finding out that these initiatives can be grouped into four major strategies, which allow us to see more clearly the efforts being developed and the different stages that the object of study has had.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"35-56"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44356019","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 goal of this research is to investigate the relationship of a group of high school students with video games, regarding two main aspects: students’ expectation level regarding such entertainment and its possible interference with other academic or not academic activities. For this, an open survey was carried out to identify the likes and consumption reasons of video game among students. The survey was applied to 330 elementary and middle school students from the Educational Institution General Santander in the municipality of Soacha, Cundinamarca, Colombia. The results show that Bartlett’s test of Sphericity was significant (3969.493, gl 171, Sig. 0.001) and the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was very good (0.943). The instrument’s total alpha reliability, Cronbach’s alpha, calculated was (0.939), and the existence of 4 factors. In conclusion, the questionnaire’s efficacy, evaluated through factor analysis of the respondent’s answers, indicated that the survey had 3 main factors. Through the survey, it was also found that the student, by knowing many video games, also becomes an expert player in each one of them, and this represents an addiction that leads to forgetting their academic duties and even those that they must develop in their family environment.
{"title":"Sondeo sobre hábitos de consumo de los videojuegos","authors":"Jorge Enrique Díaz-Pinzón","doi":"10.18359/ravi.4391","DOIUrl":"https://doi.org/10.18359/ravi.4391","url":null,"abstract":"The goal of this research is to investigate the relationship of a group of high school students with video games, regarding two main aspects: students’ expectation level regarding such entertainment and its possible interference with other academic or not academic activities. For this, an open survey was carried out to identify the likes and consumption reasons of video game among students. The survey was applied to 330 elementary and middle school students from the Educational Institution General Santander in the municipality of Soacha, Cundinamarca, Colombia. The results show that Bartlett’s test of Sphericity was significant (3969.493, gl 171, Sig. 0.001) and the Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was very good (0.943). The instrument’s total alpha reliability, Cronbach’s alpha, calculated was (0.939), and the existence of 4 factors. In conclusion, the questionnaire’s efficacy, evaluated through factor analysis of the respondent’s answers, indicated that the survey had 3 main factors. Through the survey, it was also found that the student, by knowing many video games, also becomes an expert player in each one of them, and this represents an addiction that leads to forgetting their academic duties and even those that they must develop in their family environment.","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"9-18"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47509962","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}
Martín Sánchez-Gómez, M. Adelantado-Renau, Mónica Huerta Andrés, Edgar Bresó
En los últimos años ha crecido exponencialmente el interés por conocer el papel que juega la práctica continuada de mindfulness, especialmente en el ámbito educativo. El objetivo de este trabajo fue analizar el efecto de un programa de mindfulness sobre el bienestar emocional, así como sobre la percepción del docente respecto a la capacidad de atención, el rendimiento escolar y el clima del aula en preescolares. El programa de intervención educativa, centrado en la práctica de mindfulness, se implementó durante 12 semanas en un centro educativo público de la comunidad autónoma de Madrid (España), en un grupo-clase de 25 alumnos de último curso de educación infantil (5-6 años). De forma paralela, se evalúo un grupo control de 24 niños de la misma escuela y edad. Empleando una metodología mixta (análisis cuantitativo y cualitativo), se completó un cuestionario para conocer el bienestar emocional y se realizaron entrevistas con el docente para evaluar su percepción acerca de la capacidad de atención y el rendimiento académico del alumnado, así como del clima del aula. Los resultados mostraron una relación positiva entre la implementación del programa y el bienestar emocional de los alumnos. Además, tras el programa, el profesor informó de una mejora en la capacidad de atención y el rendimiento escolar, así como en el clima del aula. En conclusión, la práctica continuada de mindfulness podría favorecer el bienestar emocional, la capacidad de atención, el rendimiento escolar y el clima del aula en educación infantil. Se requieren futuros estudios que clarifiquen la influencia de la implementación e integración de la práctica del mindfulness en el ámbito educativo sobre estas variables.
{"title":"Mindfulness en educación infantil","authors":"Martín Sánchez-Gómez, M. Adelantado-Renau, Mónica Huerta Andrés, Edgar Bresó","doi":"10.18359/ravi.4726","DOIUrl":"https://doi.org/10.18359/ravi.4726","url":null,"abstract":"\u0000 \u0000 \u0000 \u0000En los últimos años ha crecido exponencialmente el interés por conocer el papel que juega la práctica continuada de mindfulness, especialmente en el ámbito educativo. El objetivo de este trabajo fue analizar el efecto de un programa de mindfulness sobre el bienestar emocional, así como sobre la percepción del docente respecto a la capacidad de atención, el rendimiento escolar y el clima del aula en preescolares. El programa de intervención educativa, centrado en la práctica de mindfulness, se implementó durante 12 semanas en un centro educativo público de la comunidad autónoma de Madrid (España), en un grupo-clase de 25 alumnos de último curso de educación infantil (5-6 años). De forma paralela, se evalúo un grupo control de 24 niños de la misma escuela y edad. Empleando una metodología mixta (análisis cuantitativo y cualitativo), se completó un cuestionario para conocer el bienestar emocional y se realizaron entrevistas con el docente para evaluar su percepción acerca de la capacidad de atención y el rendimiento académico del alumnado, así como del clima del aula. Los resultados mostraron una relación positiva entre la implementación del programa y el bienestar emocional de los alumnos. Además, tras el programa, el profesor informó de una mejora en la capacidad de atención y el rendimiento escolar, así como en el clima del aula. En conclusión, la práctica continuada de mindfulness podría favorecer el bienestar emocional, la capacidad de atención, el rendimiento escolar y el clima del aula en educación infantil. Se requieren futuros estudios que clarifiquen la influencia de la implementación e integración de la práctica del mindfulness en el ámbito educativo sobre estas variables. \u0000 \u0000 \u0000 \u0000","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"269 1","pages":"133-144"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298479","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 dinamización en la educación","authors":"Jairo Andrés Villalba Gómez, Manuel Losada-Sierra","doi":"10.18359/ravi.5221","DOIUrl":"https://doi.org/10.18359/ravi.5221","url":null,"abstract":"","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"7-8"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42933601","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 reflection process allows us to establish the question: what are the ethical components that can guide and complement the role of the law teacher? Teaching law involves the theoretical concepts of dogmatics, its schools and its evolution, however, the process remains incomplete because there is no link between law, ethics and politics as suggested by Kennedy (2007) neither a capability-focused approach according to Sen’s (1996) assumptions. The objective of this article is to describe aspects of social justice in the teaching of law and the capacities approach, it also seeks to reflect on the work of the law professors and their ethics. Some lines of philosophical and bioethical thought are proposed through interpretative documental research; the reflective process is established through the information obtained and analyzed in texts and articles of indexed journals from the critical analysis of discourse. A main conclusion that stands out is the importance of establishing criteria that allow complementing the work of the traditional teaching of law, such as the ethics of social justice for the less favored, humanitarian aid, the teacher-student emotional bond and the
{"title":"Aspectos éticos del docente en la enseñanza del derecho","authors":"Edwin Sergio Trujillo Florián, Miryam Edith Barón Colmenares","doi":"10.18359/ravi.4899","DOIUrl":"https://doi.org/10.18359/ravi.4899","url":null,"abstract":"The reflection process allows us to establish the question: what are the ethical components that can guide and complement the role of the law teacher? Teaching law involves the theoretical concepts of dogmatics, its schools and its evolution, however, the process remains incomplete because there is no link between law, ethics and politics as suggested by Kennedy (2007) neither a capability-focused approach according to Sen’s (1996) assumptions. The objective of this article is to describe aspects of social justice in the teaching of law and the capacities approach, it also seeks to reflect on the work of the law professors and their ethics. Some lines of philosophical and bioethical thought are proposed through interpretative documental research; the reflective process is established through the information obtained and analyzed in texts and articles of indexed journals from the critical analysis of discourse. A main conclusion that stands out is the importance of establishing criteria that allow complementing the work of the traditional teaching of law, such as the ethics of social justice for the less favored, humanitarian aid, the teacher-student emotional bond and the","PeriodicalId":55915,"journal":{"name":"Academia y Virtualidad","volume":"13 1","pages":"145-158"},"PeriodicalIF":0.8,"publicationDate":"2020-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44521949","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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