(Alfabetización digital de docentes, familias y escolares para la participación virtual: análisis por comparaciones múltiples)
Autores/as:
T. Linde-Valenzuela, F. D. Guillén-Gámez and A. Devitt
Resumen:
This research studies the issue of family involvement in educational centres using digital media, as evidenced to a large extent in the last months of 2019/20 due to the COVID-19 lockdown. As a result of this situation, teachers, students and their families had to use digital resources to ensure continuity of learning, and the only way to involve families was through virtual participation. This paper studies digital literacy of in-service and pre-service teachers, families and pupils, in order to encourage the virtual participation of families in schools. To do so, a non-experimental ex-post facto survey design was used, using statistical analysis of variance (univariate ANOVA). The results suggest that teachers in training and in service demonstrate highest digital literacy levels in particular in informational competence on the Internet and computational competence on office software. Digital competence presents less rating than other dimensions for all profiles, especially for families and pupils, in view of significant differences in the comparative analysis which has been carried out.
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(SmartFC: Aplicación móvil para estudiantes de educación media soportada en aula invertida en entornos de baja conectividad)
Autores/as:
F. Sotelo Gomez, L. M. P. Urbano, H. S. Terán, M. F. Solarte and J. A. Ruipérez-Valiente
Resumen:
This article presents the SmartFC mobile application, an application aimed at students which allows the implementation of the flipped classroom model compatible with the use of ICT (Information and Communications Technologies) even in conditions of low or no connectivity. This proposal not only allows the visualization of open educational resources but also capturing the record of the effort made by students during the development of an academic activity, which represents a significant advantage over the majority of applications used to deliver thematic content. Besides, this application allows two-way communication between students and teachers.
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(Aceptación tecnológica de las plataformas virtuales en estudiantes universitarios: un análisis en tiempos de pandemia)
Autores/as:
D. Romero-Sánchez and D. Barrios
Resumen:
The global health emergency generated by Covid-19 has transformed the traditional learning model, generating a sudden generalized foray into virtual learning environments. Process in which ease of use, perceived usefulness, and attitude toward technology play a fundamental role in accepting virtual platforms as a tool for the teaching-learning process. The objective was to evaluate the acceptance of the use of virtual platforms by university students in the times of the Coronavirus Pandemic (COVID-19). A confirmatory factor analysis was performed to evaluate the four constructs of the TAM technological acceptance model (perceived usefulness, ease of use, attitude, and intention to use) in a sample of 200 undergraduate students. It was concluded that the perceived utility and ease of use are antecedents of the attitude. This time, it is decisive of the intention to use virtual platforms in the academic activities of university students. Similarly, it was found that gender does not affect the acceptance of technology in the use of virtual platforms.
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(Diseño de Juegos Serios Utilizando los Buenos Principios del Aprendizaje Basados en los Videojuegos y el Modelo de Generación de Conocimiento para Analítica Visual)
Autores/as:
R. U. González-Arroyo and J. Arámburo-Lizárraga
Resumen:
This article aims to improve learning by proposing a process to design a serious game as an environment where the player deduces knowledge through the challenges of the game, using the knowledge to be acquired as a strategy. The proposed process is a combination of the Good Principles of Learning based on video games and the Knowledge Generation Model for Visual Analytics. Taking into account the proposed method, a design will be generated that uses the game mechanics to collect data, measure and evaluate the change in player behavior within the game in relation to the different game states.
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(Inteligencia artificial en e-learning escenarios plausibles en Latinoamérica y nuevas competencias de egreso)
Autores/as:
S. S. M. Gutierrez, S. L. Pérez and M. G. Munguía
Resumen:
Industry 4.0, as a result of the technological revolution, reached an unprecedented impact worldwide; this transformation continues, now in search of an inclusive and just society, where smart technologies coexist under control and for the service of human beings. Faced with this scenario, the university is responsible for training software engineers with autonomous and competitive profiles in artificial intelligence as a means of access to social and economic development in each country. A proposal of e-learning graduate competencies is proposed after a prospective analysis of artificial intelligence in a virtual environment in Latin America.
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(Tecnoética: inclusión y evaluación de la competencia ética en los Proyectos Fin de Grado de Ingeniería)
Autores/as:
S. Romero-Yesa, O. Ukar-Arrien, G. Bilbao-Alberdi, P. M. Sasia Santos, D. Casado-Mansilla and A. Eguíluz-Morán
Resumen:
Ethics is taking a relevant role in this 21st century, in most cases going hand in hand with scientific-technological advances and the social and cultural implications. However, to date, the evidence on which a university in the European Higher Education Area (EHEA) can rely to incorporate the ethical perspective in the educational curriculum successfully is still scarce. To increase the body of knowledge in engineering ethics, this article presents and evaluates the initiative called ’Tecnoetica’ implemented at the University of Deusto, Spain. This initiative proposes to include training in ethical principles, dilemmas, and issues from a holistic and participatory standpoint in which lecturers and students are involved. Because of the initiative, an evaluation rubric is presented as the main contribution from which other centers, universities and/or faculties can benefit.
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(RSU como herramienta para el cumplimiento de los ODS: una revisión sistemática)
Autores/as:
A. J. Castro, L. Zanello, J. Lizcano and A. Daza
Resumen:
This article aims to recognize social responsibility actions at Higher Education Institutions that are engaged with meeting Sustainable Development Goals. A systematic review of high-level scientific studies was developed for identifying Universities Social Responsibility (USR) actions in articles Scopus, Scielo, and WOS published on USR between 2016 and 2020. The results show how USR actions are focused on quality education, followed by clean water and affordable and clean energy. This study finds that HEIs participation in sustainable development is essential through USR actions from a broader spectrum.
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(Utilizando o testbed Smart City para treinar alunos de engenharia em tópicos de gerenciamento de rede durante a pandemia de COVID-19)
Autores/as:
H. C. de Resende, N. Slamnik-Kriještorac, C. B. Both and J. M. Marquez-Barja
Resumen:
With the immense opportunities to make a communication network programmable, the virtualization of network functions and software defined networking are gaining momentum in both industry and research circles, being a fundamental skill-set for both electrical engineers and computer scientists. Therefore, in this article, we present and evaluate the educational framework for Service Function Chaining (SFC) practical teaching to undergraduate students aiming to prepare them for future Information and Communication Technologies (ICT) and communication networks market that will demand skillful professionals in the domain. The educational framework was designed for the Network Management course at the University of Antwerp, with the goal to bridge the gap between network programmability concepts applied in industry and those taught at the University. We evaluate the educational framework with two extensive surveys as a feedback from students that provided us with the opportunity to measure and quantify students’ experience and satisfaction with the framework. In particular, based on the challenging environment imposed by COVID-19, we identify the gaps in this educational framework and address improvements for both theoretical and practical components according to the students’ needs. Our educational framework and the thorough evaluation serve as a useful guideline on how to modernize the engineering courses and keep up with the pace of technology.
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(Inclusión estudiantil en Educación Media Técnica Profesional a través de una experiencia Blended Learning con MOOCs)
Autores/as:
J. M. Hernández Correa and M. d. M. Pérez Sanagustín
Resumen:
There are very few studies that report on the use of Massive Open Online Courses (MOOCs) in Secondary Education. Even so, MOOCs can be a great opportunity to give students “equal footing” when there are important learning gaps between classmates. This is especially notorious in vulnerable schools since students can come from many different backgrounds, with different socio-economic situations that hinder their academic progress. In this context, teachers face the enormous task of being inclusive and assuring that all their students learn, while at the same time ensuring a certain quality in their lectures. This study presents a MOOC-based blended learning experience conducted in a vulnerable secondary education institution in which the MOOC is a means to help the teacher deal with students’ diversity in class. Our results show that this teaching methodology has a positive effect on students learning outcomes, they also adopt it successfully, and finally, this experience allows the teacher to focus on the students that need more help, and therefore, promoting student equity and reducing the learning gap between classmates.
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(Uso de rutas de aprendizaje a través de un ecosistema digital para apoyar a niños con problemas de aprendizaje en matemáticas básicas)
Autores/as:
H. Cardona-Reyes, M. Á. Ortiz-Esparza and J. Muñoz-Arteaga
Resumen:
Nowadays, technology is present in any human activity. In education a central problem is the large amount of educational resources available on the web, these resources need to be organized and evaluated for their best use in a specific way in order to be used by children with learning disabilities, this through user profiles that help an adequate delivery. Each of these children belongs to learning communities within an inclusive digital ecosystem that generates time optimization for the acquisition of basic math skills. This work aims to bring technology closer to improve the knowledge of children with learning disabilities in basic mathematics through the use of learning paths, which help to guide the teacher in the needs of children. A series of resources are proposed in an orderly and progressive manner that help to mitigate the problems presented according to the profile of each student, each of these learning paths are based on workflows in order to deliver resources through services. This paper presents a case study in an elementary school in Mexico and finally the results obtained from the evaluation of the case study.
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