Attic-Revista d Innovacio Educativa最新文献

{"title":"University teacher training in the EHEA: a study at the University of Burgos","authors":"V. D. Benito, R. C. Muñoz, F. L. Barbero","doi":"10.7203/ATTIC.17.9105","DOIUrl":"https://doi.org/10.7203/ATTIC.17.9105","url":null,"abstract":"Els canvis en el paradigma educatiu, derivats de l'Espai Europeu d'Educacio Superior (EEES), demanen un nou model d'ensenyament i un nou rol del professorat universitari. Es considera fonamental la formacio pedagogica, institucionalitzada i sistematica del professorat per afrontar els nous reptes educatius. En l'ultima decada, la majoria de les universitats espanyoles han desenvolupat experiencies de formacio del professorat en linia amb les practiques internacionals. Aquest article suposa una aproximacio a l'estudi de l'aplicacio a l'aula de la formacio  S'utilitza una metodologia mixta en dues fases: a la primera es descriu i analitza la formacio realitzada en el periode 2000-2011 en continguts sobre el \"Espai Europeu d'Educacio Superior\" i la \"Renovacio de metodologies docents\", rebuda per 606 docents; i, en la segona, es realitza un estudi qualitatiu amb 4 docents (entrevista en profunditat) i 30 estudiants (focus-group). Es conclou que el professorat valora la formacio per a la docencia i l´existencia d´un elevat interes en la millora. Aixi mateix, els alumnes reconeixen les bones practiques desenvolupades pels docents ben formats. Es troben importants coincidencies respecte del que identifiquen professors i alumnes com practiques docents positives.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"22 1","pages":"30-40"},"PeriodicalIF":0.0,"publicationDate":"2016-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283758","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":"Transforming a class from the Psychology degree into a flipped classroom","authors":"Marta Miragall, Gemma García-Soriano","doi":"10.7203/ATTIC.17.9097","DOIUrl":"https://doi.org/10.7203/ATTIC.17.9097","url":null,"abstract":"La flipped classroom es una metodologia docent que tracta de modificar la dinamica de la classe tradicional, en la que l'alumnat estudia la materia abans d'assistir a classe (fonamentalment per mitja de les Tecnologies de la Informacio i Comunicacio), i el temps en l'aula s'empra per a aclarir continguts i realitzar activitats significatives, amb el suport continuat del professorat. Estudis recents mostren que s'han obtingut resultats positius respecte a la utilitzacio d'aquesta metodologia. No obstant aixo, la implantacio d'aquesta metodologia en el grau en Psicologia es escassa. Per aixo, l'objectiu d'aquest treball va ser aplicar la metodologia flipped classroom a un tema de l'assignatura Psicopatologia, i comparar la seua efectivitat amb una classe tradicional. La mostra va estar composta per 87 alumnes ( M = 23.02; DT = 7.88 anys, 73.1% dones) del grau de Psicologia de la Universitat de Valencia. En la condicio flipped classroom ( n = 47) l'exposicio de la materia es realitzava a traves d'un video que l'alumnat visualitzava a casa, i en l'aula s'avaluaven i aclarien continguts (per mitja de la plataforma Kahoot! ) i es realitzaven activitats significatives en xicotets grups. En la condicio tradicional ( n = 40), es va impartir una classe magistral, es van avaluar i aclarir els continguts a traves de la plataforma Kahoot! , i es va proposar la realitzacio de les activitats significatives per a casa. L'alumnat de cada condicio va avaluar l’interes, utilitat i dificultat de cada un dels components de les metodologies en una enquesta tipus Likert, que a mes contenia dos preguntes obertes. Aixi mateix, es va avaluar el nivell de coneixements adquirits tant a traves de la plataforma Kahoot! com a l'examen final de l'assignatura. No es van observar diferencies significatives entre ambdos condicions respecte als continguts adquirits a traves de l'examen de l'assignatura. No obstant aixo, la realitzacio de les activitats a l’aula en grups, junt al professorat, va disminuir la dificultat percebuda de les mateixes, i es van observar comentaris molt positius per part de l'alumnat respecte a la metodologia flipped classroom .","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"21-29"},"PeriodicalIF":0.0,"publicationDate":"2016-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284061","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":"An application of the case study in the Zaragoza University Masters’ Teacher Training","authors":"Natalia Larraz","doi":"10.7203/ATTIC.17.9026","DOIUrl":"https://doi.org/10.7203/ATTIC.17.9026","url":null,"abstract":"This study is based on the implementation and application of the case study method in Higher Education teaching (University Master's in Teacher Training) by the use of case study propitiated by the methodological changes from the European Higher Education Area (EHEA). This study has been applied in two groups of students of different specialties (Natural Sciences and Experimental Sciences) of the subject of Interaction and coexistence in the classroom , forming a joint sample of 98 students (N = 98). In order to analyze the learning outcomes obtained through the case method and the subject, it has been proved if there is a relation between the acquired learning through the resolution of the case and the overall learning of the subject. The results show the existence of a positive and a moderate significant correlation between both types of learning (p <.001), observing a greater correlation in the specialty of Natural Sciences in comparison with Experimental Sciences. These results show the usefulness of the case study method to improve the teaching-learning process in institutions of higher education and the importance of the use of this methodology by teachers, which could promote the acquisition of transversal competences, such as creativity, critical and metacognitive thinking skills in problem solving. The implications of this work serve to design different types of activities in which the case study method and its impact on learning are applied.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"8 1","pages":"49-54"},"PeriodicalIF":0.0,"publicationDate":"2016-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71284022","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":"Los estudiantes de intercambio y el control del problema de polizones en los equipos de trabajo","authors":"Rosella Nicolini, J. Sabaté","doi":"10.7203/ATTIC.17.8195","DOIUrl":"https://doi.org/10.7203/ATTIC.17.8195","url":null,"abstract":"L’experiencia docent presentada en aquest estudi es porta realitzant des de el curs academic 2012-2013 a la Facultat d’Economia i Empresa (FEiE) de la Universitat Autonoma de Barcelona (UAB). S’ha implementat un mecanisme d’autoavaluacio per part dels estudiants quan duen a terme treballs en grup: es demana als estudiants la tramesa d’una declaracio conjunta on s’indica la participacio individual a la realitzacio del treball de grup. Aquest mecanisme es concreta amb la introduccio d’una norma que d’una banda serveix per a reduir els problemes de conflictivitat en la distribucio de tasques i d’altra banda proporciona al docent elements qualitatius per l’atribucio individual de la nota del treball de grup.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"17 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2016-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283974","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":"Aprendizaje cooperativo interdisciplinar y rúbricas para la mejora del proceso de enseñanza-aprendizaje","authors":"Beatriz Corchuelo Martínez-Azúa, María de los Angeles Blanco Sandía, M. J. Rey, N. C. Dios","doi":"10.7203/ATTIC.16.8078","DOIUrl":"https://doi.org/10.7203/ATTIC.16.8078","url":null,"abstract":"The revision of the degrees to the European Higher Education Area (EHEA) is an opportunity to improve the education of students and guide teachers to widen actions towards skills development. The acquisition of competencies requires to integrate active teaching methodologies that allow the generation against the mere transmission of the knowledge. Also, many studies warn of the scarce transfer of knowledge in the subjects when they are considered individually. Interdisciplinary work is a valuable tool for students to make connections, establish and find answers to problem situations, and adjust their learning to a comprehensive knowledge.Taking these aspects into account, we have developed an interdisciplinary teaching innovation experience at the university through which we have incorporated the contents and skills of various subjects in order to address the process of solving economic problems. Interdisciplinarity has been worked with cooperative learning techniques. The interaction of these aspects is the reason why we have called the experience “Interdisciplinary Cooperative Learning” (ICL). Moreover, learning assessment of the experience has been made individually (hetero and peer) and group (rubrics and peer assessment).The results of the experience show several aspects: 1) The ICL methodology allows not only to learn in content but also in cross competencies. 2) The interconnection among subjects has allowed students to adjust their learning to a more comprehensive knowledge 3) The combination of a variety of teaching innovations has had a positive impact on students' motivation. iv) It has been some positive learning outcomes in students, higher than using only traditional methods, and thus, they have improved their academic results.As a conclusion, we find that this methodology of learning has a high added value in the learning process of the students.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"10-19"},"PeriodicalIF":0.0,"publicationDate":"2016-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283960","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":"Explorando el trabajo en la blogosfera: la paradoja del aprendizaje colaborativo","authors":"Jorge Lizandra Mora, Alexandra Valencia Peris","doi":"10.7203/ATTIC.16.8021","DOIUrl":"https://doi.org/10.7203/ATTIC.16.8021","url":null,"abstract":"Amb l’objectiu de solucionar diversos problemes que sorgiren en la posada en practica d’una experiencia d’innovacio basada en la creacio d’una blogosfera, es porta a terme una investigacio educativa i qualitativa a partir de la col·laboracio docent i de les opinions de l’alumnat. A mes dels aspectes positius, es detectaren dificultats amb la gestio del treball en equipo i de familiaritzacio amb la ferramenta a les que els propis estudiants proposaren diverses solucions. Abordar aquesta circumstancia de forma col·laborativa i donant veu a l’alumnat ha permes que l’experiencia concloguera exitosament, resultant ser una bona practica educativa.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"9 1","pages":"71-79"},"PeriodicalIF":0.0,"publicationDate":"2016-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283873","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":"Pedagogical value of a common knowledge repository for Business Management courses","authors":"A. Fernández-Mesa, Julia Olmos-Peñuela, J. Alegre","doi":"10.7203/ATTIC.16.8044","DOIUrl":"https://doi.org/10.7203/ATTIC.16.8044","url":null,"abstract":"L´objectiu d´este article es presentar una nova metodologia que rep per nom Pool of Knowledge i que sera util per al professorat de Direccio d'Empreses que imparteixin docencia en angles i / o valencia. Esta nova metodologia tambe es proposa com una eina util per a la imparticio d´altre tipus de temari. Es tracta d´una variant del flipped teaching , tambe coneguda com aula invertida, en la que es porta a terme la creacio, per part de l'alumnat i per a l'alumnat, de material educatiu util per al seu aprenentatge en els idiomes en els quals s'imparteix l' assignatura. Aquest material es publicitat en un repositori de material comu com material complementari d'estudi. Durant les classes se'ls anima mitjancant la gamificacio (metodologia d'aprenentatge mitjancant el joc) a que es familiaritze amb aquest material. Al finalitzar el curs l'alumnat valora la nova metodologia implantada. El resultat principal es el descobriment de com valora l'alumnat la gamificacio. Els alumnes consideren que el fet d'haver incentivat durant les classes l'estudi d'estos materials a traves del joc ha resultat molt beneficios per al seu aprenentatge.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"39-47"},"PeriodicalIF":0.0,"publicationDate":"2016-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283911","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":"Introduction of blended-learning courses in Universidad Nacional Experimental del Táchira: diagnostic of the Mathematics and Physics Department","authors":"Olga M. Ramirez, Irma Zoraida Sanabria Cárdenas, Neyra Tellez Ortega","doi":"10.7203/ATTIC.16.6879","DOIUrl":"https://doi.org/10.7203/ATTIC.16.6879","url":null,"abstract":"Este articulo es fruto de una investigacion en la que se realizo un diagnostico estrategico para implantar cursos blended learning, mediante una metodologia analitica descriptiva, considerando aspectos pedagogicos, tecnologicos y organizativos. Destaca que (a) respecto de la incorporacion de las TIC se encontro nula la articulacion entre los documentos estudiados; (b) los cursos no cuentan con el apoyo de dependencias academico-administrativas; (c) en lo pedagogico, se promueve usar las TIC sin hacerse uso estrategico; (d) en lo organizativo, hay incorporacion de las TIC con controles en la evaluacion del desempeno inadecuados; (e) en lo tecnologico, los servicios virtuales estan limitados por calidad de la conexion y la infraestructura tecnica.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"48-70"},"PeriodicalIF":0.0,"publicationDate":"2016-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283860","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 aplicación TurningPoint como herramienta de aprendizaje transformacional en los procesos educativos","authors":"Antonio Marín García, José Manuel Pastor Monsálvez, Jorge Villagrasa Guarch","doi":"10.7203/ATTIC.16.6809","DOIUrl":"https://doi.org/10.7203/ATTIC.16.6809","url":null,"abstract":"The educational convergence project driven by the European Higher Education Area (EHEA) has created new teaching methods and evaluation processes in university education systems. This new pedagogical approach generates an unquestionable opportunity for different segments of the university community see ICTs as an essential tool of the procedure of educational content development, which facilitate the teaching-learning process. This article presents the TurningPoint tool, which focuses on promoting teacher-student interactions, facilitating participation and ongoing assessment. This tool has advantages over other existing applications because of its variety of utilities and potential use. Moreover, it has been successfully used in several programs promoted by the Faculty of Economics of the University of Valencia.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"20-29"},"PeriodicalIF":0.0,"publicationDate":"2016-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283811","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":"A contrastive analysis of the particle \"as\" in literary and technical English","authors":"Asuncion Jaime-Pastor, Cristina Pérez-Guillot","doi":"10.7203/ATTIC.16.5166","DOIUrl":"https://doi.org/10.7203/ATTIC.16.5166","url":null,"abstract":"Junt amb els continguts conceptuals, els estudiants d'enginyeria han d’identificar i interpretar determinats elements discursius que caracteritzen el llenguatge cientific. Entre els elements multifuncionals mes frequents en la llengua anglesa la particula as pot exercir diferents funcions gramaticals, sintactiques i retoriques. En el present treball analitzem els diferents usos de la particula as en angles tecnic i general basant-nos en l'analisi d'un corpus d'aproximadament 15.000 paraules per a cada genere. Els resultats de l'analisi ens han permes establir les diferencies de funcionament de la particula as en els dos generes per a desenvolupar estrategies de lectura eficaces, fonamentalment en l'ensenyament d'angles per a finalitats especifiques.","PeriodicalId":41753,"journal":{"name":"Attic-Revista d Innovacio Educativa","volume":"1 1","pages":"30-38"},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71283753","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}