(Análisis de buenas prácticas docentes de mobile learning en la Universidad: diseño y validación de la escala APMU)
Autores/as:
Aznar-Díaz, Inmaculada and Romero-Rodríguez, José-María and Navas-Parejo, Magdalena Ramos and Gómez-García, Gerardo
Resumen:
The purpose of this paper was to validate the scale of Analysis of M-learning Practices in the University (APMU), designed to evaluate good teaching practices with mobile devices in the university environment. Different strategies were used such as expert judgement, exploratory factor analysis, confirmatory factor analysis and reliability analysis from a sample of 1125 university professors. The scale was composed of 16 items configured in five factors: mobile devices, digital competence, knowledge construction, cooperative work and education. Finally, the scale presented good psychometric properties, gathering a unique and reliable instrument to evaluate good teaching practices with mobile devices at the University.
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Autores/as:
Espinoza, Juan Valdiviezo and Alama, William Ipanaqué and Bohórquez, Juan Soto and Amaya, Iván Belupú
Resumen:
This article is an integral proposal of remote laboratories that complements the classes and the traditional laboratories of the subjects of Automation at Universidad de Piura. Four control loops have been implemented in the FESTO Compact Workstation pilot plant to remotely manipulate them: level control, flow control, pressure control and temperature control. In each one of them, the students must identify the open-loop process, understand the nature of the process and finally control it in a closed - loop, all this in an automated and remote way through the Internet. EasyPort and DirectLogic06 PLC have been used for module control, DirectSOFT software for PLC programming, FESTO Didactic EzOPC and NI OPC Servers for communication, and mainly LabVIEW for graphic interface and data processing.
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(Melhorar o empenho dos alunos através do uso da aprendizagem baseada em projetos: um estudo de caso em Engenharia de Software)
Autores/as:
Morais, Paula and Ferreira, María João and Veloso, Bruno
Resumen:
In the area of Information and Communication Technologies, in addition to the problem of engagement, students often have difficulties in learning subjects related to modeling and programming. The reasons for these difficulties are well known and described in the literature, pointing to difficulties in abstraction and logic thinking. Knowing that the value of flexible and personalized learning, teachers are changing the way they teach, using different active learning methodologies, such as flipped classroom, project-based learning, and peer instruction. This paper describes an experiment conducted to improve the learning experiences of the students enrolled in the Computer Science bachelor's degree course, attending three curricular units: Information Systems Development, Data Structures, and Web Languages and Technologies. The approach followed by the teachers used project-based learning as an active learning methodology. This methodology allows us to achieve four main objectives: (i) improve student engagement; (ii) improve learning outcomes achievement (iii) increase the course success rate and (iv) allow students to experience the need for the software development lifecycle, feeling that software engineering is not a block-based process but depending on previous activity, often leads to the need to go back in the process. The results obtained with the use of the active methodology were well accepted by the students and allowed both teachers and students to reach the objectives set.
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Autores/as:
Carreño, John Luis Manrique and Gutiérrez, Víctor Aurelio Sanmartín
Resumen:
This work shows how the students of the second academic cycle of the Geology Engineering career of UTPL has been carried out a project of Challenges Based Learning, in which interchange contents and the learning methodologies of tow subjects, Crystallography and Mineralogy and Analytical Chemistry, the students learned to identify mineral samples in fluvial sediments, from the mineralogical and chemical point of view. They were organized in groups by assignment of roles, they took pictures from each activity and they realized a movie, using two social networks (Instagram and YouTube), they could visualize the results.
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(Relación entre el Aprendizaje de la Programación Visual con VILEP y las Emociones de los Estudiantes)
Autores/as:
Alulema, Darwin and Paredes-Velasco, Maximiliano
Resumen:
In this article a visual programming tool is shown, which allows coding programs by abstracting complex parts of the syntactic structures of the language by means of graphic representations combined with textual expressions. The tool allows student to relate the syntax of a language to the logic of solving a problem. To validate the proposal, we carried out an experience with a group of students who used the tool and another group who used Eclipse. The results show that there was an additional 23.4% of students who used the tool and reduced their error rate compared to those who used Eclipse.
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(Gestão de Projetos na Engenharia: preparar a Geração Z com Competências Transferíveis)
Autores/as:
Magano, José and Silva, Cláudia Sousa and Figueiredo, Cláudia and Vitória, Andreia and Nogueira, Teresa
Resumen:
Expository approaches in project management education do not seem to be engaging engineering students. Although the students acquire remarkable theoretical knowledge throughout their coursework, they lack transferable competences, such as soft skills, which are scarcely attended in the teaching of project management. Generation Z's characteristics differ from previous generations and should be considered in new project management education approaches and methods. This article reviews the project management competencies, Generation Z profile, and teaching methods trends reported in the literature. It presents a study involving 147 engineering students, through a self-report questionnaire, to explore their profile's self-awareness and compare it with the literature. A correlational study links the Generation Z's personality traits with project management soft skills. Findings reveal interesting personality characteristics of Generation Z engineering students for the project management field. However, this sample showed low recognition of their individualism, less personal relationships, and did not value their creative potential. There were also differences in Electronic, Electrical, and Computer Science engineering students, namely, lower emotional intelligence. Some highlighted traits have a significant effect on critical project management soft skills. Other soft skills were not supported in personality traits. This work suggests implications for re-think educational approaches to Generation Z engineering students.
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(Editorial Invitada: Desafíos al campo educativo:La competencia digital. Segunda parte)
Autores/as:
Gewerc, Adriana and Persico, Donatella and Rodés-Paragarino, Virginia
Resumen:
The goal of this invited editorial is to introduce the second set of papers received in response to the call for papers on “Challenges to the educational field: Digital Competence”. The contributions published herein include research studies focused on the identification, sharing and promotion of digital competence.
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(Mujeres trabajadoras y competencia digital en el contexto laboral español)
Autores/as:
Prado, Susana Agudo and Rodríguez-Ruiz, Beatriz and García-Sampedro, Marta
Resumen:
The objective of this article focuses on the analysis of emerging technologies in the labour context. It explores working women's perception on digital resources and devices as working tools and their use. It also assesses differences in usage based on the level of studies and makes a predictive analysis about women workers' assessment, use and purpose types of digital devices and resources. The study involved three hundred and seven women with secondary studies and an average age of thirty-three years. They were randomly selected from the population of workers of a Spanish commercial company. The scale Emerging Technological Resources and Digital Competence, developed ad hoc, was applied to assess the level of digital literacy and the acquisition of digital competence (receiver-consumer and transmitter-creator). The results obtained through descriptive analysis, comparison of means and regression analysis indicate that workers have a medium level of knowledge about emerging technologies, while their participation and use in the work context is more limited. The educational level is a relevant factor in worker's perception about emerging technologies. Women workers' degree of knowledge, predicts a greater participation and use of devices and resources, what constitutes a satisfaction and success work factor. Some conclusions and implications for the practice, such as the necessity of expanding and improving women workers' training, are derived from the study. This training should be intentional and planned so that women workers are able to acquire digital competence and benefit from the possibilities of digital resources.
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(Evaluación de la competencia digital docente de los futuros maestros en España: un estudio de revisión)
Autores/as:
Tárraga-Mínguez, Raúl and Suárez-Guerrero, Cristóbal and Sanz-Cervera, Pilar
Resumen:
Digital teaching competence is one of the main teacher training needs today. However, teacher training curricula show a significant gap in this area. The objective of this study is to carry out a systematic review of scientific articles published between 2011 and 2020 that analyze the digital teaching competence of pre-service teachers who are mainly studying in Spanish universities. The reviewed studies show that there is great heterogeneity in the theoretical frameworks and instruments employed. Pre-service teachers point out that they have certain digital skills, but they lack pedagogical skills to digitally enrich the teaching-learning processes. These aspects present challenges in research, educational policy, and teacher training curriculum development.
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(Riesgos vinculados con la publicación de contenidos en las redes sociales)
Autores/as:
Martínez-de-Morentin, Juan-Ignacio and Lareki, Arkaitz and Altuna, Jon
Resumen:
This paper aims to analyze the risk actions carried out by children and teens in relation to what they post and share on social networking sites and instant messaging services. The research was conducted in accordance with a descriptive and exploratory methodology, using a 39-item questionnaire with a Likert-type response scale. The study analyzes a wide range of actions carried out on mobile devices by 856 children and teens aged between 9 and 17 years. The results reveal statistical differences in age and gender, with girls engaging in more risk actions that do not involve an express desire to harm other people. Snapchat is the most commonly-used app for inappropriate actions linked to the posting of content online. In conclusion, educational interventions must be improved in order to increase children's safety and level of digital competence.
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