Education in the Knowledge Society最新文献_第8页

Todo lo que nunca pensaste que los alumnos sub 18 sabían sobre proyectos 你从未想过18岁以下的学生知道的关于项目的一切

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS2017182127146

I. Román, J. Rodríguez, C. Maldonado, Francisco José Domínguez Mayo, J. M. Valle, Manuel Mejías Risoto

{"title":"Todo lo que nunca pensaste que los alumnos sub 18 sabían sobre proyectos","authors":"I. Román, J. Rodríguez, C. Maldonado, Francisco José Domínguez Mayo, J. M. Valle, Manuel Mejías Risoto","doi":"10.14201/EKS2017182127146","DOIUrl":"https://doi.org/10.14201/EKS2017182127146","url":null,"abstract":"Organizing excursions or afternoon snacks, putting together a team of the most fashionable online game as well as studying in groups and many other things are common activities among young people. Such activities are framed in a project, since they all have a defined time framework, they have limited resources that need to be managed and they set goals that must be met. However, according to our professional experience in university subjects related to IT projects management, teaching this module is difficult because it is taught in the last courses of their degrees and students may reach this level with bad acquired habits. For this reason, we have set out two objectives to carry out this work: On the one hand, to identify everyday activities where we usually apply project management skills without being aware of it. We aim to show our future students the use of good project management practices, following the Project Management Fundamentals Guide (PMBOK® Guide) of the Project Management Institute (PMI), and how to apply them. In this case, we have taken the organization of a barbecue as an example. Thus, the new university student will learn that questions such as where and when will it take place? how many people will be there? what will we bring? among others, hide good project management practices. Young people know more about project management than they think they know. Therefore, bringing this knowledge to light will help them manage a project, naturally and unconsciously, when they reach university degrees. For this purpose, we will display simple techniques and tools in order to make a barbecue be a successful event. On the other hand, to make teachers, both university and nonuniversity, aware of the importance of incorporating basic concepts related to project management, in an entertaining and motivating way, in the early stages of students’ education.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"127-146"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44971195","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

La enseñanza de la informática, la programación y el pensamiento computacional en los estudios preuniversitarios 大学预科计算机科学、编程与计算思维教学

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS2017182717

F. L. Largo, F. Peñalvo, X. M. Prieto, E. Vidal

引用次数: 32

La ética como puerta a la informática en la educación primaria 伦理是小学教育计算机科学的大门

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS20171827183

Juan Vicente Oltra Gutiérrez, F. G. Simón, Sophie Miquel

{"title":"La ética como puerta a la informática en la educación primaria","authors":"Juan Vicente Oltra Gutiérrez, F. G. Simón, Sophie Miquel","doi":"10.14201/EKS20171827183","DOIUrl":"https://doi.org/10.14201/EKS20171827183","url":null,"abstract":"En el presente articulo se presenta una propuesta de acercamiento de la etica y la informatica a estudiantes de los primeros cursos de primaria, apoyandose una en la otra, siguiendo el cauce del Real Decreto 126/2014, de 28 de febrero, por el que se establece el curriculo basico de la Educacion Primaria. Dentro del decreto se establecen como dos de las siete competencias del curriculo la competencia digital (la tercera) y tambien las competencias sociales y civicas (la quinta). Dada la poblacion de nativos digitales que estan recibiendo la formacion, resultaria una meta un poco mas ambiciosa el poder entreverarlas para que se apoyen la una a la otra. Dentro de este ambito, por ejemplo, nos encontramos con alguna asignatura especifica como “Valores sociales y civicos” con criterios de evaluacion tales como “Emplear las nuevas tecnologias desarrollando valores sociales y civicos en entornos seguros”. Gracias a esta puerta de entrada se pueden introducir pequenas puertas a la vision de la informatica, a traves de la etica, que pueden ser transversales a la totalidad de las asignaturas del curriculo. La sugerencia del presente articulo pasa por enfrentar a los discentes a una vision de la tecnologia desde fuera de la tecnologia, desde su prisma etico, una vez esta se apaga, y la pantalla de sus moviles o tabletas quedan convertidos en un mero espejo negro.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"71-83"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44139221","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: 3

El diseño instruccional inverso para un recurso educativo abierto en la Formación Profesional española: El caso de Web Apps Project 西班牙职业培训中开放教育资源的反向教学设计:以Web应用程序项目为例

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS20171821932

C. Marcos, Julio Cabero Almenara

{"title":"El diseño instruccional inverso para un recurso educativo abierto en la Formación Profesional española: El caso de Web Apps Project","authors":"C. Marcos, Julio Cabero Almenara","doi":"10.14201/EKS20171821932","DOIUrl":"https://doi.org/10.14201/EKS20171821932","url":null,"abstract":"The article is concerned with the instructional design process used to elaborate an educational media developing the Web Applications module curriculum of Microcomputer Systems and Networks Intermediate Level Training Cycle, which belongs to the professional family of Computing and Communications within the studies of Vocational Education and Training. A backward model is followed as instructional design to create the educational media, starting with the learning outcomes and ending with the contents, in a reverse way to the procedure used in other instructional designs. The educational media has been designed based on constructivism as pedagogical principle and it has been used to create projects for the student to be actively involved in the development of their knowledge. The result is an open educational resource composed of six didactic sequences, where the student is expected to achieve higher order thinking skills. In addition to openness in access, use, adaptation and redistribution of material, the article provides a detailed view of the process that has been followed in each phase of instructional design. In this way, the educational resource evolves from being not only open in its content, but also in its design, so that the latter becomes accessible, reusable, adapted and redistributed by others. The full open educational resource can be found at the following link: http://www.cristiangarcia.org/WebAppsProject/index.html","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"19-32"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43012664","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: 4

Experiencia de gamificación en Secundaria en el Aprendizaje de Sistemas Digitales 在中学学习数字系统的游戏化经验

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS201718285105

Jesús Carlos Díez Rioja, David Bañeres Besora, Montse Serra Vizern

引用次数: 15

Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo 走向未来的教育：计算思维作为一种生成性学习机制

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS2017182335

Eduardo Segredo, G. Miranda, C. León

{"title":"Hacia la educación del futuro: El pensamiento computacional como mecanismo de aprendizaje generativo","authors":"Eduardo Segredo, G. Miranda, C. León","doi":"10.14201/EKS2017182335","DOIUrl":"https://doi.org/10.14201/EKS2017182335","url":null,"abstract":"The transformation of traditional education into a Sensitive, Manageable, Adaptable, Responsive and Timely (SMART) education involves the comprehensive modernisation of all educational processes. For such a transformation, smart pedagogies are needed as a methodological issue while smart learning environments represent the technological issue, both having as an ultimate goal to cultivate smart learners. Smart learners need to develop 21st century skills so that they can become into smart citizens of our changing world. Technology and computers are an essential aspect for this modernisation, not only in terms of technological support for smart environments but also in terms of offering new methodologies for smart pedagogy and the development of smart skills. In this context, computational thinking appears as a promising mechanism to encourage core skills since it offers tools that fit learners’ interests and gives them the possibility to better understand the foundations of our ICT-based society and environments. In this work, we raise to make an effort to encourage the development of computational thinking as an opportunity to transform traditional pedagogies to smarter methodologies. We provide a general background about computational thinking and analyse the current state-of-the-art of smart education, emphasizing that there is a lack of smart methodologies which can support the training of 21st century smart skills. Finally, we provide —to those educators interested in pursuing the philosophy of smart education— information about initiatives devoted to the dissemination or promotion of computational thinking; existing tools or materials which support educators for the development of computational thinking among the students; and previous experiences and results about the application of computational thinking in educational environments.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"33-58"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47479842","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: 15

Educando en privacidad en el uso de las redes sociales 社交媒体使用中的隐私教育

IF 3.9

Education in the Knowledge Society Pub Date : 2017-08-01 DOI: 10.14201/EKS2017182107126

Estefania Argente, Emilio Vivancos, J. Alemany, A. García-Fornes

{"title":"Educando en privacidad en el uso de las redes sociales","authors":"Estefania Argente, Emilio Vivancos, J. Alemany, A. García-Fornes","doi":"10.14201/EKS2017182107126","DOIUrl":"https://doi.org/10.14201/EKS2017182107126","url":null,"abstract":"Many adolescents use social networks extensively to increase their sociability without being aware of the value of their shared information and the potential risks related to their privacy and security in the network. Misuse or unauthorized disclosure of users’ private information may have unexpected consequences on people’s lives. Therefore, prevention and training in data protection is essential to avoid risks on the Internet. Several authors consider that training in the proper use of social networks should be integrated into the formative curriculum of adolescents and focus not only on theoretical training but also on promoting changes in attitudes and behavior. For this reason, we have developed a restricted access social network application (called Pesedia), which allows children and adolescents to be educated about the risks of social networks and also encourages a change of attitude toward a responsible and adequate use of privacy in social networks. Using Pesedia, an experience has been realized with 134 children between 12 and 14 years, within the framework of Escola d’Estiu 2016 (Summer School) of the Universitat Politecnica de Valencia. Through a set of proposed games, children and adolescents interact in Pesedia and learn to detect risky actions that, if carried out in a public social network could compromise their privacy. With such games, children and adolescents are aware of, among other things, the dangers of public exposure of data, the labeling and geo-positioning of photos, the decontextualization of conversations, as well as the future repercussions of our digital fingerprint. In this articlearticle, we present the characteristics of this social network, the developed workshops, and the main results of this experience.","PeriodicalId":45123,"journal":{"name":"Education in the Knowledge Society","volume":"18 1","pages":"107-126"},"PeriodicalIF":3.9,"publicationDate":"2017-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46300310","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: 18

Mitos y Realidades del Acceso Abierto 开放获取的神话和现实

IF 3.9

Education in the Knowledge Society Pub Date : 2017-04-20 DOI: 10.14201/EKS2017181720

F. García-Peñalvo

引用次数: 19

Soluciones tecnológicas a problemáticas sociales y ciudadanas. El caso de los Retos Cívicos y Públicos en México 社会和公民问题的技术解决方案。墨西哥的公民和公共挑战案例

IF 3.9

Education in the Knowledge Society Pub Date : 2017-04-20 DOI: 10.14201/EKS2017181101117

Martín-Adalberto Tena-Espinoza-de-los-Monteros

引用次数: 0

Opinión del estudiantado de la Universidad de Zaragoza sobre las competencias docentes del profesorado universitario 萨拉戈萨大学学生对大学教师教学能力的看法