REDU. Revista de Docencia Universitaria - Vol 17, No 1 (2019)
Tabla de contenidos
Monográfico
- Tecnologías en la Universidad: logros y fracasos
- La universidad en la sociedad digital: entre la herencia analógica y la socialización del conocimiento
- La comunicación en disputa: el rol de educadores y científicos
- Alfabetización y competencia digital en Educación Superior: una revisión sistemática
- Los usos de las plataformas digitales en la enseñanza universitaria. Perspectivas desde la investigación educativa
- Revisión crítica de los MOOC: pistas para su futuro en el marco de la educación en línea
- Reflexiones sobre la integración de Twitter en educación superior a partir de una experiencia educativa con estudiantes de maestro
- La realidad aumentada en la enseñanza universitaria
Artículos
- Formación del profesorado de magisterio. Competencias sociopersonales según género y etapa educativa
- Análisis de la percepción de utilidad en alumnos y docentes sobre el uso de Moodle EN el EEES
- Los retos de la alfabetización de las personas adultas. Creencias de docentes peruanos y propuestas metodológicas
- El uso de materiales audiovisuales y recursos digitales en la docencia universitaria: una experiencia de innovación a nivel de posgrado
- Una experiencia de simulación de representación sindical y negociación colectiva
- Ventajas y desafíos de la interdisciplinaridad en grupos de escritura latinoamericanos según sus miembros
- Fomentar la participación en clase de los estudiantes universitarios y evaluarla
- Metodologías colaborativas en la Web 2.0. El reto educativo de la Universidad
URI permanente para esta colecciónhttps://riunet.upv.es/handle/10251/123062
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Item type: Artículo , Access status: Abierto , Metodologías colaborativas en la Web 2.0. El reto educativo de la Universidad(Universitat Politècnica de València, 2019-06-29) Rodrigo-Cano, D.; Aguaded Gómez, I.; García Moro, F.J.[EN] The change in higher education caused of ICT have a clear reflection on the methodologies in the university classroom. The technological opportunities and of the easy access to the Internet and information allows both teachers and students to share spaces of the university as ubiquitous environments, facilitating e-learning and blended learning. Social networks such as Facebook, Youtube and other social networks have arrival to the university classroom, both individually and in groups. We present in this paper the results of study whose aim has sought to identify collaborative methodologies in Web 2.0 from the universities of Cadiz, Huelva and Seville. We use a quantitative and qualitative mixed method based on a survey which was responded by 537 students from universities under study. Moreover, it was developed a Focus Group at each university under study, which involved 20 teachers. The results show that collaborative methodologies in university are highly regarded among team members and between them and teachers. However, these collaborative methodologies in Web 2.0 are not used and are hardly used through Web 2.0 tools. In the same direction it is shown that both teachers and university students consider social networks as excellent for collaboration among students and between students and teachers themselves.Item type: Artículo , Access status: Abierto , Fomentar la participación en clase de los estudiantes universitarios y evaluarla(Universitat Politècnica de València, 2019-06-29) Moliní Fernández, F.; Sánchez-González, D.[EN] The objective of this research is to analyze a system the aim of which is to encourage the participation of students based on critical reflection. The method consists mainly of presenting material in the classroom to be constructively criticized by the students and assigning the task of noting down the participation by at least two randomly selected students. It is a relatively objective system of evaluating participation. The methodology is based on a mixed method, qualitative-quantitative. Participant observation together with a survey of 507 students was used, with a response rate of 55% of the students. 66% consider that students’ critical capacity must be developed in a high or very high degree (compared to 9% in low or very low degree) and 51% agree in a high o very high degree with the rotating system of recording the student’s participation in class (compared to 19% in a low or very low degree). There is a significant association between the size of the class group and the grade obtained in participation (r = -0.96), with worse scores in the most numerous groups. It is surprising that students with low participation (from 0 to 3 interventions) are the most numerous group, with 42.2%. It reflects that the method has excluded or almost excluded a very high percentage of students. If you add the average and high participation, the method works more or less well for a majority of students, the 58.2%, but we must make the maximum effort to integrate the large group of excluded people.Item type: Artículo , Access status: Abierto , Ventajas y desafíos de la interdisciplinaridad en grupos de escritura latinoamericanos según sus miembros(Universitat Politècnica de València, 2019-06-29) Rodas Brosam, E.L.; Colombo, L.[EN] Writing groups consist of communities of writers whose drafts are shared to give and receive feedback in order to improve them. These groups have proven to be useful to develop writing skills to publish academic and scientific texts and to help increase publications. However, no consensus has been reached when considering if its members should be from the same discipline or discourse community. In this paper we analyze the advantages and disadvantages of being part of writing groups whose members come from different disciplines. For this, the transcriptions of sixteen work sessions of four writing groups, which met for a semester, were analyzed. These groups were coordinated from the Reading and Writing Program of an Ecuadorian university. Each group was composed by three to four university researchers and research assistants, with greater or lesser degree of experience (between 0 and 9 years), and a coordinator who also acted as participant. On the one hand, the results indicate that participation in these groups affirms the sense of belonging to a particular discourse community, offers access to the perspective of different readers, and provides opportunities for situated learning of writing skills. On the other hand, participants highlighted the challenges of offering in-depth comments due to their lack of knowledge of the other’s discipline and/or its discursive expectations. Ultimately, according to the members, working with others from different disciplinary areas entails mainly advantages associated with the shared experience of facing research and the literacy practice of writing for publication.Item type: Artículo , Access status: Abierto , Una experiencia de simulación de representación sindical y negociación colectiva(Universitat Politècnica de València, 2019-06-29) Galindo Caldés, R.[EN] Simulation is a teaching methodology of great possibilities in university teaching, especially in subjects that allow the reproduction of situations that can occur in a real environment. This essay describes a simulation experience in union representation and collective bargaining in the teaching of civil service law, analysing the impact and effects on three fundamental aspects: motivation, cooperation and learning. Specifically, we describe the planning and implementation of a simulation in a classroom of the degree of labour relations, with the participation of 62 students. It is proposed to the participants the reproduction of an Administration in which all of them are civil servants. Therefore, they must exercise their collective rights, which imply the holding of elections, the constitution of union representation bodies and the negotiation of working conditions with the Administration. In this sense, the format and method of assessment of the second continuous assessment test is subject under discussion. Through this experience we can observe very positive aspects: the fact that simulation is perceived as a motivating activity, that encourages cooperation among students and that has contributed to better results in regard to the assimilation of the contents of the teaching plan. Despite the difficulty of its implementation, it is a very useful teaching methodology with great potential for its use in the classroom.Item type: Artículo , Access status: Abierto , El uso de materiales audiovisuales y recursos digitales en la docencia universitaria: una experiencia de innovación a nivel de posgrado en Perú(Universitat Politècnica de València, 2019-06-29) Ames Ramello, P.P.[EN] This paper presents an innovation that took place in the Pontifical Catholic University of Peru in the academic year 2016. The innovation use TIC in three ways: 1) incorporating audiovisual materials in all lessons of a course, in a way that motivate the discussion and analysis of educational issues from the point of view of social sciences and in dialogue with reading material; 2) promoting the use of PAIDEIA (a Moodle) for the work and evaluation of the course, and for managing the audiovisual, digital and bibliographic resources; 3) offering the option to present their final assignment in an audiovisual format. Methods for evaluation were mixed, using both quantitative and qualitative methods, such as surveys and focus group. Results show a positive impact of audiovisual material in combination with bibliographic resources and oral presentations, fostering a greater participation and reflection among students, and a greater consciousness of their own learning. Students valued positively the use of PAIDEIA (Moodle platform), unknown for most students, and they learn to use it. Students also produced audiovisual material that reflected their learning. Such materials were in turn used for other course as audiovisual support material.Item type: Artículo , Access status: Abierto , Los retos de la alfabetización de las personas adultas. Creencias de docentes peruanos y propuestas metodológicas(Universitat Politècnica de València, 2019-06-29) Bataller Català, A.; Ballester Roca, J.[EN] We address the challenges of adult literacy in an American context from a European perspective. We focus on the context of adult education in Peru, a country with a great cultural and linguistic diversity, based on the interaction produced with a hundred Peruvian teachers linked to the CEBA (Basic Alternative Education) centers. The school context of young people and adults in situations of illiteracy ascribed to the Program for Literacy and Basic Education of Young People and Adults (PAEBA) presents situations of extreme poverty and inequality, which require specific actions and methodologies. From the experience of adult literacy centers and the sociolinguistic reality of teaching in the own language experienced in the Valencian Community, we approach the concepts of literacy in the Spanish language, competences and methodologies based on the use of oral language and writing, the identity value of oral tradition, etc. We consider some essential aspects: the preparation of teachers in the knowledge of languages, attention to cultural diversity, the development of motivating teaching practices and the creation of literacy environments.Item type: Artículo , Access status: Abierto , Análisis de la percepción de utilidad en alumnos y docentes sobre el uso de Moodle EN el EEES(Universitat Politècnica de València, 2019-06-29) Llopis-Amorós, M.P.; Roger-Monzó, V.; Castelló-Sirvent, F.[EN] This study analyzes the perception of teachers and university students of the usefulness of learning management systems (LMS) in which five dimensions of the usefulness of the Moodle platform usefulness are investigated: “content”, “activities”, “evaluation”, “interaction” and “learning”. Differences between the perceptions of the cloister and the students regarding the usefulness of Moodle in their teaching were also assessed. Furthermore, the current literature on the use of LMS was reviewed, in which the Moodle platform in a university context was focused on. Based on the the empirical study and data analysis, a different perception of the students and university professors on Moodle was demonstrated. However, there are significant differences between some indicators and between the perceptions of the “content”, “evaluation” and “interaction” dimensions of the Moodle platform usefulness regarding students and teachers. The results obtained determine the aspects of LMS that need to be improved in order to enhance its usefulness as a learning tool in a university context.Item type: Artículo , Access status: Abierto , Formación del profesorado de magisterio. Competencias sociopersonales según género y etapa educativa(Universitat Politècnica de València, 2019-06-29) López Hernáez, L.; Sabater Fernández, C.[EN] The aim of this study is to assess the level of self-realization and personal growth of teachers in training in two Spanish Universities, one located in the north -University of La Rioja- and other in the south -University Catholic Murcia-. The sample consists of 366 teachers in training, 183 future teachers in the primary stage belonging to the University of La Rioja, and 183 belonging to the pre-school stage at the Catholic University of Murcia. The “Questionnaire Self-concept and realization” -AURE- (Domínguez, 2001; Aciego, Domínguez and Hernández, 2005) is used, and the results show that future primary school teachers -which teach students between 7 and 12 years oldshow favorable levels in self-realization and personal growth. However, these measures are significantly lower compared to future teachers of pre-schools education -that teach students between 3 and 6 years old-. There are also differences by gender, significantly higher in the women future teachers of pre-school. These data indicate a more urgent need to strengthen programs based in emotional skills among men and among those who teach the older students.Item type: Artículo , Access status: Abierto , La realidad aumentada en la enseñanza universitaria(Universitat Politècnica de València, 2019-06-29) Cabero, J.; Barroso, J.; Llorente, C.[EN] The increase in use, as well as the possibilities offered by mobile devices, tablets or smartphones in our daily lives, means that these tools can be incorporated, without additional costs, and with great didactic possibilities, in the contexts of university education. This aspect contributes without a doubt, to the proliferation of technologies such as Augmented Reality (AR), which allows, using the aforementioned devices, to facilitate the combination of digital information and physical information in real time. In this article the problem of the conceptualization of the RA wont be presented, but its intended to offer a vision through the analysis of two of the variables that can be considered as limiting in the use of this technology in the university contexts: lack of research, and the few learning objects generated in RA format (all without forgetting the need to have theoretical frameworks to facilitate their educational incorporation). Likewise, its necessary to start from the fact that, if this technology is to be incorporated into university education, its essential that universities create and strengthen production centers that facilitate and/or help the teacher to produce them. And this, not because some objects can not be produced by the teachers themselves, but because complex objects require the management of complex programs, as well as the elaboration of resources of certain, much, difficulty.Item type: Artículo , Access status: Abierto , Reflexiones sobre la integración de Twitter en educación superior a partir de una experiencia educativa con estudiantes de maestro(Universitat Politècnica de València, 2019-06-29) Pérez, A.; Tur, G.; Darder, A.; Marín, V.[EN] The use of social media in education has been broadly discussed in the literature and different educational experiences have been proposed in higher education to get students to value them as a powerful aids for self-regulated learning, going beyond being tools for informal communication. A specific field where these experiences have been numerous is initial teacher training, due to the value of social media for professional development, and for their future pedagogical use. In this work the lights and shadows of the use of Twitter for learning in higher education are analysed through a literature review and the exploration of diverse learning designs implemented in consecutive academic years with student teachers. The variations in those designs were planned according the model of design-based research. The objectives of the study that have guided the successive implementations and evaluations of the learning design have enable the data collection to be conducted in a multidimensional perspective, by observing the learners’ activity for information management, and concretely, for the selection and sharing of resources, as well as to identify certain difficulties for the real metacognitive activity on learning. The conclusions provide elements of discussion on the implications of the use of social media for learning and offer recommendations for initiatives in institutional contexts and for the design of proposals based on the model of self-regulated learning, whose aim may be the real individual and collective transformation.Item type: Artículo , Access status: Abierto , Revisión crítica de los MOOC: pistas para su futuro en el marco de la educación en línea(Universitat Politècnica de València, 2019-06-29) Fernández-Ferrer, M.[EN] During the last years Massive Open Online Courses as a new learning modality have generated defenders and detractors based on different parameters such as their pedagogical design or the type of assessment they implement. In this sense, MOOCs may possess certain characteristics that cause certain potentialities or benefits or certain difficulties or limitations to be attributed to them. The following work aims to explore the advantages and disadvantages -from the point of view of students, lecturers and higher education institutions- of this open education modality and to determine what is their role in the framework of online education. To this end, the results of open and closed questionnaires administered to educational technology teachers, to MOOC experts and to university students in the Spanish context are analysed. After confirming the results presented, possible reflections on the need to continue research within the framework of Massive Open Online Courses are taken. In this sense, future studies could deepen into how the elements that have appeared as the most determinant (flexible and lifelong learning, autonomous learning, teacher reputation, visibility and publicity of knowledge, accreditation of learning, etc.) within the framework of the new massive and open online courses could favour the functioning of this new model of distance education and the improvement of the assessment of learning in its context (one of MOOC greatest limitation).Item type: Artículo , Access status: Abierto , Los usos de las plataformas digitales en la enseñanza universitaria. Perspectivas desde la investigación educativa(Universitat Politècnica de València, 2019-06-29) De Pablos, J.M.; Colás, M.P.; López Gracia, A.; García-Lázaro, I.[EN] The University is currently a complex and a key system for the development of the scientific knowledge and the training of future professional workers. It is happening a global digital inclusion, specifically in the university context. This digital transformation is defined in different types of resources. The use of digital platforms is one of the clearest mainstreaming. The digital innovation at universities points out a challenge to their community. The challenge at the institutions consists of transforming the face-to-face training model into a flexible model, even a mixed model combining face-to-face with online training. In fact, it is necessary to talk about a change of paradigm when we conceptualise the university training towards new approaches in order to search for a sustainable teaching. This contribution aims to show the newest aspects from the educational research about the changes in the Spanish university teaching. From the different reviewed reports, it is added some data about the implementation of virtual or digital platforms into the Spanish university system. This review affirms the generalised use of this type of resource. There are other analysed aspects about the impact of this technological tool to the teaching. Some proposals are added to consider in future lines of research, such us the emerging technologies which start to be used in educational contexts. We talk about learning analytics, makerspaces, active learning or adaptative learning. In short, it is affirmed the technological transformation towards the improvement of a more scalable and sustainable system.Item type: Artículo , Access status: Abierto , Alfabetización y competencia digital en Educación Superior: una revisión sistemática(Universitat Politècnica de València, 2019-06-29) Reis, C.; Pessoa, T.; Gallego-Arrufat, M. J.[EN] This article is a systematic review of literature in Spanish and Portuguese, from the period 2006-2018, focused on Higher Education. The aim is to understand the way in which the concepts of “digital literacy” and “digital competence” appear in studies originating in south-western Europe, based on the model used by Spante, Hashemi, Lundin and Lagers (2018) for “digital literacy” and “digital competence”. The review identifies the year of publication, countries of origin, purpose of the studies, type of article (theoretical or empirical studies) and level of analysis (macro-, meso- or micro-). To verify the use of the concepts, the following schema is adapted and applied: (1) used without definition, (2) defined by reference of a political nature, (3) defined with reference to the research and to policy, (4) defined according to the research, (5) defined through discussion and / or development of the concepts. This gives an overview of the patterns in this context. We opted for a free to access database with wide Hispanic coverage (Dialnet), finding for the most part articles of Spanish origin and of an empirical nature. They predominantly feature work focused on educational changes, at micro level, with reference to the concepts of literacy and digital competence, within the framework of higher education, without presenting substantive definitions. In addition, the absence of a framework definition of the concepts of literacy and competence often leads to ambiguity, theoretical and practical inconsistency, as well as superficiality in the use of the concepts.Item type: Artículo , Access status: Abierto , La comunicación en disputa: el rol de educadores y científicos(Universitat Politècnica de València, 2019-06-29) Lapa, A.; Pretto, N.D.L.[EN] This paper analyses on the integration of ICT in education as a space for citizenship education in digital culture. This integration presents a special opportunity to promote a re-signification of the role of educational institutions in the required paradigm shift in education. The founding principles of the new paradigm are presented through the description and analysis of the challenges posed to educators and scientists who should effectively assume the role of knowledge and culture producers that incorporates the communicative dimension of modern society. Among the challenges, we examine the reach of digital presence as long as the universality is a goal not yet achieved, and the appropriation of digital communication stands on large corporations with global capital concentration. Therefore, severe restrictions on democracy and neutrality issues arise, both in mass media as well as in digital networks, as exposed by the new modes of social manipulation through controlled algorithms designed by these corporations. For this reason, a strong articulation between education and communication is required which should be part of the university revitalization, as a path committed to the education of citizens for social emancipation. The proposal presented is based on the defense of public intellectuals who assume a communicative and political stance which embrace the hacker culture. That means to explore alternatives in the hegemonic structure as much as to construct networks for dissemination of information for collaborative learning which is open and engaged with social transformation.Item type: Artículo , Access status: Abierto , La universidad en la sociedad digital: entre la herencia analógica y la socialización del conocimiento(Universitat Politècnica de València, 2019-06-29) Rivera-Vargas, P.; Cobo Romaní, C.[EN] Digital technologies are tools that offer to universities spaces for growth, but also generate or amplify both classic and contemporary problems. Therefore, beyond the expectations, these can reinforce the existing gaps. The rhetoric pro society of knowledge, put the university at the center of the debate assigning a privileged position. These would play a key role in the digital era to produce relevant knowledge and to train new generations of workers. However, the multiple inertias that have been orienting the financial market to an important part of the production and university offer, have enabled certain economic sectors to take advantage of this position of relevance. In this way, to be able to squeeze (or devour) as much as possible the ethos of the university under a rationale of total commercialization, characterized by: excessive growth in enrolment; productivity rankings; Compulsory practices of dissemination of scientific knowledge; accumulation practices of the best: students, teachers, facilities, etc. Considering this scenario, in this article we try to answer the following question: What challenges arise in the digital society when it comes to rethinking the universities of the 21st century? This question is approached from a theoreticalreflexive review of relevant historical and contemporary antecedents. As a result of this analytical exercise, the complexities are recognized, but at the same time the opportunities that emerge in the digital society for one of the most traditional, conservative and, at the same time, relevant institutions of the history of knowledge in humanity.Item type: Artículo , Access status: Abierto , Tecnologías en la Universidad: logros y fracasos(Universitat Politècnica de València, 2019-06-29) Bartolome, A.; Gallego-Arrufat, M.J.[EN] Introduction of the monographic.