Education in the Knowledge Society最新文献_第2页

Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching 翻转课堂与阿伦森的困惑:大学预科硕士学位教学的综合评价

IF 3.9

Education in the Knowledge Society Pub Date : 2021-04-28 DOI: 10.14201/EKS.23617

C. Lázaro-Carrascosa, Isidoro Hernán-Losada, D. Palacios-Alonso, Ángel Velázquez-Iturbide

{"title":"Flipped Classroom and Aronson´s Puzzle: a Combined Evaluation in the Master´s Degree in Preuniversitary Teaching","authors":"C. Lázaro-Carrascosa, Isidoro Hernán-Losada, D. Palacios-Alonso, Ángel Velázquez-Iturbide","doi":"10.14201/EKS.23617","DOIUrl":"https://doi.org/10.14201/EKS.23617","url":null,"abstract":"This article presents a double evaluation carried out in the subject Didactics of Computer Science and Technology, corresponding to the Master's degree teacher training in secondary education, baccalaureate, vocational training and languages taught by Universidad Rey Juan Carlos. Students of the subject had to learn how to prepare simple web pages, using HTML, CSS and JavaScript programming languages. To this end, flipped classroom technique was used to present the necessary contents, combined with an adaptation of Aronson's cooperative learning puzzle technique, used to carry out a group practice that reflected the knowledge acquired. It is worth mentioning, as a complement to the two techniques used, the use of an adapted assessment rubric, which was provided to the students at the beginning of the teaching block. The evaluation was carried out during two consecutive academic years, 2018/2019 and 2019/2020. There were important differences between the two studies: in the first study, students' previous self-assigned level was much higher (2.8 points as opposed to 1.4 points on a scale of 1 to 5). The other difference, even more relevant, was that in the second year all teaching was done at home, in a non-attendance format, on a mandatory basis, due to the period of confinement decreed by the state of alarm at that moment, because of the pandemic caused by the SARS-CoV-2 virus, popularly known as coronavirus. It is remarkable that, despite these differences, the students expressed their satisfaction with the learning acquired and with the tasks performed in both cases. The techniques used were well-appreciated, in first year more than in the second, and especially flipped classroom. Scores obtained were, in addition, always very relevant.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43275903","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}

引用次数: 16

Influence of COVID on the educational use of Social Media by students of Teaching Degrees 新冠肺炎对教学学位学生社交媒体教育使用的影响

IF 3.9

Education in the Knowledge Society Pub Date : 2021-04-16 DOI: 10.14201/EKS.23623

Alicia León-Gómez, Raquel Gil-Fernández, Diego Calderón-Garrido

引用次数: 37

El programa “Alumnos Ayudantes TIC”: Evaluación y percepción del alumnado sobre competencias clave adquiridas “ICT辅助学生”计划：评估和感知学生获得的关键技能

IF 3.9

Education in the Knowledge Society Pub Date : 2021-04-07 DOI: 10.14201/EKS.22168

Ana María Giménez-Gualdo, Diego Galán-Casado, Álvaro Moraleda-Ruano

引用次数: 0

Aprendizaje a través del error en los estudios superiores de educación artística: metodologías intermediales para un análisis del fracaso en el proceso creativo 艺术教育高等研究中的错误学习:创作过程失败分析的中间方法

IF 3.9

Education in the Knowledge Society Pub Date : 2021-03-25 DOI: 10.14201/EKS.23686

C. González-García, José Gómez-Isla

{"title":"Aprendizaje a través del error en los estudios superiores de educación artística: metodologías intermediales para un análisis del fracaso en el proceso creativo","authors":"C. González-García, José Gómez-Isla","doi":"10.14201/EKS.23686","DOIUrl":"https://doi.org/10.14201/EKS.23686","url":null,"abstract":"Este artículo analiza la importancia del “error” como elemento clave en la metodología de la enseñanza en los estudios superiores de Bellas Artes. El objetivo del presente análisis persigue que los estudiantes asuman el fracaso y el fallo como parte constitutiva e inevitable de su quehacer artístico y que lo acaben interiorizando como una fase más del proceso de creación. Para ello se ha optado por metodologías alternativas a la enseñanza tradicional de la pintura o el dibujo. En concreto, se ha apostado por la interacción entre artes plásticas y cine, buscando así la intermedialidad como recurso pedagógico privilegiado para que los estudiantes comprendan el lento proceso de maduración, reflexión –a base de caídas, fallos y rectificaciones– que requiere la creación de una obra artística. La incorporación de documentos audiovisuales, que recojan las reflexiones en primera persona de artistas reconocidos mientras trabajan, titubean y se plantean el siguiente paso a seguir, resultará esencial para que los estudiantes tomen conciencia del tiempo prolongado, y a veces improductivo, que requiere la gestación de una obra artística y para que no se conformen con los primeros resultados obtenidos. La reflexión meditada y la toma de conciencia de los fallos que se producen en todo proceso creativo son tareas necesarias para la superación de esos mismos fallos y para proporcionar aprendizaje a través de ellos. Se pone así en evidencia que el uso de esas metodologías intermediales genera consecuencias positivas para mitigar en los estudiantes la ansiedad por obtener resultados a corto plazo y tolerar mejor la frustración ante el fracaso para seguir creciendo como artistas.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42115600","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}

引用次数: 1

Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region 通过跨媒体讲故事激发阅读动机——以梅迪奥泰霍地区一所中学的学生为例

IF 3.9

Education in the Knowledge Society Pub Date : 2021-03-18 DOI: 10.14201/EKS.23680

Ana Paula Faria-Ferreira, Patrícia Alexandra Faria Ferreira, Célio Gonçalo Cardoso Marques

{"title":"Motivating for Reading through Transmedia Storytelling: A Case Study with Students from a Middle School in the Médio Tejo Region","authors":"Ana Paula Faria-Ferreira, Patrícia Alexandra Faria Ferreira, Célio Gonçalo Cardoso Marques","doi":"10.14201/EKS.23680","DOIUrl":"https://doi.org/10.14201/EKS.23680","url":null,"abstract":"The evolution of information and communication technologies has changed the way we relate to each other and how we build our knowledge. This creates challenges for education systems, as school must provide all students with the educational experiences that will enable them to develop the skills reflected in the profile of the 21st-century student on completion of compulsory schooling. It is up to teachers to find new ways of teaching, making the most of the resources and digital tools made available by mobile technologies. Technology can make a significant contribution to increasing students' motivation because it is closer to what they like and use in their daily lives. And this introduction of technology into the classroom can promote student-oriented teaching, which contributes to the development of skills such as autonomy, critical thinking and self-esteem. One of the areas that can contribute to this paradigm shift is the creation of experiences in immersive learning environments such as Transmedia Storytelling. Immersive learning environments can favour the creation and implementation of projects that promote reading skills in schools. This is the focus of this article. The aim of this study is to evaluate the impact of transmedia storytelling on the level of motivation of students and on the improvement of pedagogical practices implemented by the teachers involved. This case study was carried out in the subject of Portuguese in three 7th-grade classes of a school from the Médio Tejo region. The results obtained suggest a high level of motivation of students and teachers. The latter recognise that pedagogical routes using Transmedia Storytelling contribute to the motivation, autonomy and improvement of students' learning.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49403521","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}

引用次数: 6

Teacher Training for Effective Teaching 有效教学的教师培训

IF 3.9

Education in the Knowledge Society Pub Date : 2021-03-12 DOI: 10.14201/EKS.25290

Francisco José MELARA GUTIÉRREZ, Ignacio González López

引用次数: 3

Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review 虚拟实践社区中知识共享行为的关键因素：系统综述

IF 3.9

Education in the Knowledge Society Pub Date : 2021-03-05 DOI: 10.14201/EKS.22715

Roberto Hernández Soto, Mónica Gutiérrez Ortega, Bartolomé Rubia Avi

{"title":"Key factors in Knowledge Sharing Behavior in Virtual Communities of Practice: A Systematic Review","authors":"Roberto Hernández Soto, Mónica Gutiérrez Ortega, Bartolomé Rubia Avi","doi":"10.14201/EKS.22715","DOIUrl":"https://doi.org/10.14201/EKS.22715","url":null,"abstract":"Virtual Communities of Practice (VCOP) are environments widely recognized as knowledge management instruments, and their sociocultural contributions are being incipiently valued. However, VCOPs are complex participation contexts due to their sociotechnical and sociocultural nature. Participation mechanisms, particularly Knowledge Sharing Behavior (KSB), have been studied from heterogeneous theoretical foundations and practical research methods. Therefore, a wide dispersion of factors and dimensions has been identified. This paper aims to present an overview that summarizes and systematizes the key drivers of KSB in VCOPs. This paper presents a systematic review of KSB in VCOPs, based on 42 studies retrieved from WOS, SCOPUS and Science Direct. The review was conducted using the PRISMA model. The selection and qualitative synthesis of articles was enriched using Nvivo for coding and analysis of the full text documents. The results suggest that KSB in VCOPs have a multidimensional and multifactorial character that includes personal, interpersonal, contextual, and technological factors. The typology of factors presented could serve in academic settings to conduct new theoretical or empirical research, or in practitioner settings to implement VCOPs in institutions across diverse sectors. New assessment instruments of KSB in VCOPs could be based on this typology.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44477488","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}

引用次数: 11

Transformación digital en las universidades: Implicaciones de la pandemia de la COVID-19 大学的数字转型：新冠疫情的影响

IF 3.9

Education in the Knowledge Society Pub Date : 2021-02-24 DOI: 10.14201/EKS.25465

F. Peñalvo

{"title":"Transformación digital en las universidades: Implicaciones de la pandemia de la COVID-19","authors":"F. Peñalvo","doi":"10.14201/EKS.25465","DOIUrl":"https://doi.org/10.14201/EKS.25465","url":null,"abstract":"Mirando con retrospectiva, el año 2020 no ha sido para nada como lo hubiéramos imaginado La pandemia de la COVID-19 lo ha marcado todo Hemos vivido experiencias inimaginables Los escenarios de confinamiento y de distancia social han requerido una incorporación de las tecnologías como medio imprescindible para continuar con las actividades profesionales, educativas y sociales A nivel social, el avance en las competencias digitales de la población se ha visto incrementado de forma exponencial Sin embargo, esta necesidad de uso de la tecnología no significa que, de forma general, las instituciones y personas estuvieran preparadas para afrontar los procesos digitales, lo que pone de manifiesto déficits en sus estrategias de transformación digital Esto ha sido muy patente en las universidades, que, si bien gracias a las tecnologías han podido cumplir con sus misiones, especialmente en lo que se refiere a la docencia, la madurez de sus procesos de transformación digital se ha visto comprometida En lo que se refiere a la revista Education in the Knowledge Society (EKS), como para el resto de publicaciones científicas, en 2020 los procesos de revisión se han visto un poco más dilatados, pero se han cumplido y el volumen 21 ha contado con 30 contribuciones de calidad contrastada Además, 2020 le ha otorgado a EKS su primer índice CiteScore (Scopus) de 0 25, con un percentil del 27% que la coloca en un tercer cuartil Con este artículo editorial se inaugura el volumen 22 de esta revista correspondiente a 2021 Este editorial está disponible tanto en español como en inglés","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418986","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}

引用次数: 47

Fuzzy Cognitive Maps and their Application in Social Science Research: A Study of their Main Problems 模糊认知图及其在社会科学研究中的应用:主要问题研究

IF 3.9

Education in the Knowledge Society Pub Date : 2021-01-01 DOI: 10.14201/eks.26380

A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez

{"title":"Fuzzy Cognitive Maps and their Application in Social Science Research: A Study of their Main Problems","authors":"A. Infante-Moro, J. Infante-Moro, Julia Gallardo-Pérez","doi":"10.14201/eks.26380","DOIUrl":"https://doi.org/10.14201/eks.26380","url":null,"abstract":"The methodology of Fuzzy Cognitive Maps (FCMs) is one of the most relevant in the study of knowledge and, probably, one of the most used in recent times by researchers in their studies and projects. This paper analyzes, through a bibliographic review by the main scientific databases, the use of this tool in scientific research and its application in the social sciences, as well as providing historical references in this regard. It shows the main characteristics of the methodology, its possibilities and limitations, its differences with its predecessor (Cognitive Maps), the operational phases for its application and the different ways of capturing information. In addition to demonstrating the suitability of its application in the field of social sciences and studying its major problems, the identification of the concepts involved within the system to be studied, the selection of experts and the coefficients or weights of the knowledge of each of these ones, offering suggestions and contributions for a correct identification of the concepts involved, a correct selection of these experts and a correct quantification of their coefficients of \"expert knowledge\".","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":null,"pages":null},"PeriodicalIF":3.9,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66727389","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}

引用次数: 6

Avances y resistencias del profesorado ante el uso de los Smart Mobile Devices (SMDs) y los Social Network Sites (SNS) 教师在使用智能移动设备(SMDs)和社交网站(SNS)方面的进展和阻力

IF 3.9

Education in the Knowledge Society Pub Date : 2020-12-04 DOI: 10.14201/eks.23453

Mónica Gutiérrez Ortega, Consuelo García Tamarit, Manuel Fandos Igado

引用次数: 3