Instituto Universitario de Ciencias de la Educación

El proyecto W-STEM se orienta en reducir la brecha de género existente en la ciencia, específicamente en los campos STEM en América Latina. Durante el International Leadership Summit, celebrado en Cartagena de Indias (Colombia) el 26 de noviembre de 2019 en el marco del proyecto, cuarenta y cuatro personas, incluyendo investigadores y cargos directivos de instituciones de educación superior, participaron en una dinámica World Café para discutir sobre las posibles acciones, políticas y estrategias que podrían desarrollarse en las universidades para reducir la mencionada brecha de género en los estudios STEM. Se realizaron cuatro mesas y este artículo resume las conclusiones más destacadas de las conversaciones mantenidas.

The privacy policies, terms, and conditions of use in any Learning Management System (LMS) are one-way contracts. The institution imposes clauses that the student can accept or decline. Students, once they accept conditions, should be able to exercise the rights granted by the General Data Protection Regulation (GDPR). However, students cannot object to data processing and public profiling because it would be conceived as an impediment to teachers to execute their work with normality. Nonetheless, regarding GDPR and consulted legal advisors, a student could claim identity anonymization in the LMS, if adequate personal justifications are provided. Per contra, the current LMSs do not have any functionality that enables identity anonymization. This is a big problem that generates undesired situations which urgently requires a definitive solution. In this work, we surveyed students and teachers to validate the feasibility and acceptance of using aliases to anonymize their identity in LMSs as a sustainable solution to the problem. Considering the positive results, we developed a user-friendly plugin for Moodle that enables students’ identity anonymization by the use of aliases. This plugin, presented in this work and named Protected users, is publicly available online at GitHub and published under GNU General Public License.

Climate Change is the most important threat to our society and all species on Earth. Large alterations in the climate are affecting every aspect of our society and in order to limit this impact we must decarbonize the economy before 2050. Although science presents solid evidence on the magnitude of the problem and outlines precisely the consequences, people do not act accordingly and do not consider this issue a priority for their survival. The reason behind this paradox might be a non-appropriate Social Representation of Climate Change in society as the Social Representation conditions and forms the response of the society. In this paper, we extend previous investigations of how this Social Representation is formed in order to find ways to improve it through a Massive Online Open Course on the Science of Climate Change. Using a validated questionnaire, we investigated the knowledge dimension of the Social Representation of Climate Change in a group of students of a MOOC on Climate Change. A pre- and posttest revealed general improvements in all the categories that were considered in this study. A detailed analysis showed different degrees of improvement for different groups, providing new insights in the efficiency of knowledge-based online courses. Well designed Massive Online Open Courses, based on scientific evidence, targeted to the general public might improve the Social Representation of Climate Change, which may in turn trigger awareness and an effective mobilization to address this important and urgent topic.

At present, obesity and overweight are a global health epidemic. Traditional interventions for promoting healthy habits do not appear to be effective. However, emerging technological solutions based on wearables and mobile devices can be useful in promoting healthy habits. These applications generate a considerable amount of tracked activity data. Consequently, our approach is based on the quantified-self model for recommending healthy activities. Gamification can also be used as a mechanism to enhance personalization, increasing user motivation. This paper describes the quantified-self model and its data sources, the activity recommender system, and the PROVITAO App user experience model. Furthermore, it presents the results of a gamified program applied for three years in children with obesity and the process of evaluating the quantified-self model with experts. Positive outcomes were obtained in children's medical parameters and health habits.

The assessment and feedback area of the European Framework for the Digital Competence of Educators (DigCompEdu) establishes a specific competence related to the ability to use digital technologies to provide feedback and make decisions for learning. According to the literature, this particular competence is one of the least developed in the teaching profession. As there are few specialised training strategies in the field of information and communication technology (ICT)-mediated feedback, this study aims to validate a microlearning proposal for university teachers, organised in levels of progression following the DigCompEdu guidelines. To validate the proposal, a literature analysis was carried out and a training proposal was developed and submitted to a peer review process to assess its relevance. This study identifies the elements that should be included in a training strategy in the area of feedback and decision making for university contexts. Finally, it is concluded that this type of training requires a combination of agile and self-managed strategies (characteristics of microlearning), which can be complemented by the presentation of evidence and collaborative work with colleagues.

Automation toward efficiency is the aim of most intelligent systems in an educational context in which results calculation automation that allows experts to spend most of their time on important tasks, not on retrieving, ordering, and interpreting information. In this paper, the authors provide a tool that easily evaluates Learning Objects quality by students and teachers and calculate a set of relevant information which main objective is to improve the contents. The job focuses on the definition, implementation, and installation of a Learning Object evaluation tool in a LMS environment. Firstly other similar tools are analyzed and the best theoretical evaluation method to be used in the tool is selected. In this case, an evaluation model called HEODAR (Herramienta de Evaluación de Objetos de Aprendizaje) is implemented. Finally, the produced tool is installed in Studium, the University of Salamanca official campus, based on Moodle. Test results are populated to clarify and confirm the consecution of tool implementation objectives, facing a new approach for the tool including intelligent capabilities to improve tool characteristics.

PISA evalúa el conocimiento funcional de las matemáticas en estudiantes de 15 años. En nuestro estudio hemos evaluado este mismo conocimiento en estudiantes de magisterio para establecer su perfil de rendimiento, en comparación con los adolescentes pero también como base de una posible práctica docente enfocada hacia el desarrollo de competencias matemáticas. Hemos relacionado este rendimiento con factores afectivos y actitudinales, como se hace en PISA 2003, y además, lo hemos relacionado con la capacidad general de resolución de problemas (no estrictamente matemáticos). Los resultados obtenidos nos permiten extraer consecuencias para la formación de maestros.

El objetivo principal de este proyecto de tesis es plantear un marco para la definición y la evolución de los ecosistemas tecnológicos mediante el análisis de integración de diferentes soluciones software y el soporte a la toma de decisiones por el análisis de los flujos de datos e información que se generan.

Abstract The education system in Ecuador has historically been structured in a way that excludes women, especially those living in the urban-marginal and rural sectors, where access and permanence are hindered by socio-economic and cultural factors. The objective of the study is the design of an Intercultural Edu-communication Model for the Training of Women Entrepreneurs (MEIFE), which recognizes and legitimizes intersectionality, Interculturality and the gender approach, as a sustainable path towards Good Living or “sumak kawsay”. The methodology used is based on participatory research that includes a qualitative-quantitative method, in which direct observation, interviews and surveys were used as techniques. The design was elaborated considering sources of indigenous, Afro-Ecuadorian and mestizo thought. The study shows that the education system for women in Imbabura widens the gap in the rural sector: only 33% of the women surveyed have completed six years of basic education, and 15%, although they passed one or more courses, did not finish. Regarding secondary education, 14% of women have completed all years of secondary education, and 17.85% have attended one year of study. Seven per cent of the women surveyed had not attended formal education. In response, MEIFE is a non-formal education tool aimed at women entrepreneurs, developed taking into account the indigenous worldview, who form part of a community where it is necessary to create opportunities and encourage initiatives that allow them to generate income and guarantee their autonomy in coherence with their ancestral culture.

Este trabajo pretende indagar en la existencia de la relación entre la Inteligencia Emocional y el Rendimiento Académico que permita mejorar el asesoramiento especializado en orientación educativa y psicopedagógica a los profesionales de los centros educativos. Concretamente se estudia la relación entre las variables de la Inteligencia Emocional y las calificaciones obtenidas por los y las estudiantes en las materias instrumentales básicas. Para ello, se ha contado con una muestra de 976 participantes de cinco centros educativos en los que se imparte educación secundaria. Para evaluar el Rendimiento Académico se han tenido en cuenta las calificaciones obtenidas en las materias de matemáticas, lengua española y literatura y la media global de todas las materias del curso, categorizando los resultados en dos grupos de estudiantes, los de Rendimiento Académico bajo y los de Rendimiento Académico normotípico. Para la medida de la Inteligencia Emocional y sus dimensiones se ha utilizado la escala EQ-i: YV (Bar-On y Parker, 2000). Los resultados confirman la existencia de diferencias significativas entre ambos grupos de Rendimiento Académico con la Inteligencia Emocional y sus dimensiones. Pero el coeficiente de correlación es muy débil (ρ < .25), lo que, despierta nuevos interrogantes, así como abre la oportunidad a nuevos estudios y análisis en profundidad. También se demuestra que los y las estudiantes con altas calificaciones en la materia de matemáticas presentan altas puntuaciones en todas las dimensiones de la inteligencia emocional mientras que, en la materia de lengua española y literatura no se evidencia esta correlación en las dimensiones intrapersonal e impresión positiva.

Abstract The use of digital media in education has already been addressed in numerous technology acceptance models, but there is very little research on establishing a link between acceptance and assessment using mobile devices, a reality in educational institutions. This work aims to extend research by developing the TAM model and studying teachers’ perceived usefulness of mobile devices in terms of how they understand assessment: generically, as a summative and a formative assessment, or as the complementarity of these. This study proposes a comparison between three models using the partial least squares structural equation modeling (PLS-SEM) on a sample of 262 master’s degree students (pre-service teachers). The results show the validity of the three proposals and confirm the advantages to specifically consider assessment in acceptance models, as well as the importance of addressing its modalities differently after obtaining better results in the two models that do so. The study also confirms the importance of self-efficacy in the use of mobile devices as a predictor of usefulness and intention to use in the three models. The use of a comparative approach and the development of the perceived usefulness construct in assessment represents a new contribution to the field of acceptance studies.

The objective of this study is to analyze the positive relationship between different dimensions (knowledge, attitudes, and ability) of the Climate-Change Competence in the participants of a Massive Open Online Course called “Awareness and Training on Climate Change for Primary and Secondary Teachers”. This study describes the use of this competence to introduce Climate Change into formal education and provides an example of how it can be used to design educational interventions to mobilize the students through education. We carried out a correlational research design based on mediation and moderation models using a process macro for questionnaires about the Climate-Change Competence. In this study, we used a sample of 530 people from Spain and Latin America (52% female, mean age = 36.1 years). The findings revealed that knowledge about Climate Change is a good predictor of ability and attitude. Furthermore, we predicted that the relationship between knowledge and ability would be mediated by attitude. Likewise, we hypothesized that attitude is a moderating dimension between knowledge and ability. The results supported our prediction and showed that attitude is a strong mediator in the relationship between knowledge and ability. However, the interaction between knowledge and attitude did not improve the ability to cope with Climate Change. The Climate-Change Competence is an efficient tool to introduce Climate Change into formal education. It can also be used to investigate, for the first time, the relationship between knowledge, ability, and attitude, which is essential to transform education into a necessary tool for mitigation and adaptation.

El presente artículo analiza las posibilidades de las herramientas digitales de producción musical en el ámbito de la formación docente del profesorado de música. Para ello, se identifican los diferentes ámbitos de actuación y la proyección de los recursos de producción musical en el entorno educativo, así como las herramientas y funcionalidades de las Digital Audio Workstation (DAW) como recurso didáctico. A partir de lo anterior, se desarrolla una investigación-acción en el marco de la formación del profesorado de Educación Secundaria de la especialidad de Música de la Universidad de Salamanca, a través de una serie de situaciones de aprendizaje desarrolladas mediante las DAW y orientadas a la adquisición de saberes básicos, desarrollo de competencias y asimilación de conceptos sobre producción musical. El trabajo pone de manifiesto como las DAW son un recurso muy potente y versátil para articular situaciones de aprendizaje que fomenten el aprendizaje significativo en contextos reales, el desarrollo de la creatividad, la asimilación de conceptos complejos y abstractos, al tiempo que potencien la autoestima, la motivación y el compromiso con la materia.

The investigation will be developed according to the following plan is placed within the Latin American context, specifically in Dominican Republic. In this country the incursion of universities in virtual education modality is beginning to the lag behind. Is very few the numbers of High educational institutions have applied, within their academy offers, some online education programme. In that sense, the principal objective of this investigation is to verify the current state of virtual modality in higher education in the Dominican Republic. To Know the main challenges, it faces and the needs this modality of education presents to adapt the student population demands and to be in accordance to the Knowledge society, in an era where the rise of modern information and communication technologies conditions all the social activities and, therefore, the educational processes. The specific objectives, as well as the questions that are raised, are focused on 5 mains axes. This investigation plan proposes a mixed research methodology and combines quantitative and qualitative methods. The research is intended to be descriptive and exploratory, so there are no hypotheses, but research questions that will be answered following an appropriate methodology for this research.

Validar la escala Rowland Dementia Assessment Scale (RUDAS) como instrumento de cribado de deterioro cognitivo y demencia en atención primaria (AP). Es un test breve, válido para población con bajo nivel educativo formal y fácilmente traducible en entornos multiculturales. Se realizó un estudio epidemiológico descriptivo, de corte transversal, con seguimiento a los 5 años. Centro de salud de atención primaria de O Grove, que atiende a una población de 10.650 habitantes en Pontevedra. Ciento cincuenta personas aleatoriamente seleccionadas, con una edad media de 76,35 ± 7,12 años, bajo nivel educativo, origen predominantemente rural y semirrural y nivel socioeconómico bajo. Se analizó la viabilidad, la aceptabilidad, la validez y la fiabilidad de la escala. RUDAS, Mini Mental State Examination, Clinical Dementia Rating, Índice de Katz, Índice de Barthel, Índice de Lawton y Escala de Depresión Geriátrica de Yesavage. El test fue bien acogido por los pacientes y rápido de aplicar (7,58 ± 2,10 min). El área bajo la curva COR para el diagnóstico de demencia fue 0,983 (IC 95%: 0,97-1,00). Para un punto de corte óptimo de 22,5 presentó una sensibilidad del 89,3% y una especificidad del 100%. El área bajo la curva COR para discriminar personas con DCL de personas con demencia fue 0,965 (IC 95%: 0,91-1,00). El RUDAS ha demostrado ser un instrumento viable y eficiente para cribar demencias en AP, libre de influencias educativas y socioculturales. Es especialmente sensible para discriminar población con deterioro cognitivo leve de población con demencia. To validate Rowland Dementia Assessment Scale (RUDAS), as an instrument for the screening of people with dementia and cognitive impairment in Primary Health Care (PHC). RUDAS is a brief cognitive test, appropriate for people with minimum completed level of education and easily adaptable to multicultural contexts. For these reason it could be a good instrument for dementia screening in PHC. Cross-sectional descriptive epidemiological study with a five-year follow up. O Grove PHC centre, Galicia, Spain (covering a population of 10,650 individuals). RUDAS; Mini Mental State Examination; Clinical Dementia Rating; Katz, Barthel and Lawton Indexes; MMSE and Yesavage Geriatric Depression Scale. A total of 150 older adults (mean age 76.35 ± 7.12 years) randomly selected, from a low sociocultural and economical background and mainly rural and semirural origin. RUDAS viability in PHC was checked, and its psychometric properties assessed: reliability, sensitivity, specificity, positive and negative predictive values. RUDAS application was brief (7.58 ± 2.10 min) and well accepted. RUDAS area under receiver operating characteristic (ROC) curve for the detection of dementia was 0.983 (95% confidence interval (CI): 0.97-1.00) for an optimal cut-off point of 22.5, with sensitivity of 89.3%, and a specificity of 100%. Area under ROC curve for discriminating dementia from mild cognitive impairment was 0.965 (95% CI: 0.91-1.00). RUDAS test is fit for dementia screening in PHC and it is especially sensitive to discriminate PWD from people with MCI.

The search for non-contextual process factors associated with school effectiveness has become a line of research with very broad dissemination, primarily from the ubiquity of research that includes analysis of secondary data from large-scale evaluations. With the aim of detecting ICT factors related to school effectiveness from the Spanish sample of the PISA 2015 evaluation, this work applies statistical techniques of data mining, specifically decision trees, for the optimization of the process. The results demonstrate that, while the availability and excessive use of ICTs, both in the educational environment and in the home, are factors associated with low effectiveness, other more personal characteristics of the pupils, such as their perception of self-efficacy in the management of ICT, or their own interest in the use of technologies, can be considered as factors in the protection of school effectiveness. We conclude by discussing the relationship between school effectiveness and academic performance through the analysis of previous studies, focusing on the common elements detected within both perspectives.

La popularidad de la Realidad Aumentada en los últimos años no ha pasado inadvertida por parte de las Humanidades Digitales e instituciones culturales. Constituye un medio alternativo e innovador para acercar el conocimiento, desarrollando un aprendizaje significativo, interactivo y contextualizado sobre el patrimonio. En el ámbito educativo, se identifica cada vez un interés mayor, situándolo como uno de los recursos de futuro en los Proyectos de Educación Digital de los centros. El presente trabajo reflexiona acerca del alcance educativo de la Realidad Aumentada en los procesos de enseñanza y aprendizaje del patrimonio histórico-cultural. Como propuesta metodológica se ha realizado una Revisión Sistematizada de la Literatura comprendida entre los años 2016 y 2021. Tomando como referencia el protocolo PRISMA 2020, acompañado del marco metodológico SALSA, han sido analizados un total de 35 artículos académicos recopilados de las bases de datos Web of Science y Scopus. Se han analizado las líneas de investigación existentes, los contextos de aplicación y técnicas de implementación, los perfiles participantes y las contribuciones socioeducativa en este campo de conocimiento. Como conclusión, se reafirma el potencial didáctico y divulgativo del uso de la Realidad Aumentada en el aprendizaje del patrimonio a nivel cultural, histórico y material.

Resumen: Este artculo responde al objetivo de mostrar el desarrollo histrico de un programa de apoyo para la evaluacin de la actividad docente del profesorado universitario denominado DOCENTIA, desde su origen, sus objetivos y su desarrollo en las instituciones de educacin superior espaolas. En primer lugar, comenzamos con la exposicin de los antecedentes sobre evaluacin docente en las instituciones de educacin superior, ligadas al desarrollo de la Ley de Reforma Universitaria, hasta la aprobacin de la vigente Ley de Universidades (LOMLOU, 2007). A continuacin, describimos la naturaleza y sentido de la herramienta DOCENTIA en el nuevo contexto universitario, adaptado a las exigencias de garanta de calidad de las instituciones. Posteriormente, presentamos un anlisis comparado de los diecisiete modelos de evaluacin de la actividad docente certificados hasta diciembre de 2017 por las agencias de evaluacin, a partir de criterios objetivos

The present study presents the results of an investigation within the scope of educational assessment. The main objective of this study is to assess the digital competencies of students from the 7th to 9th school years in the district of Viana do Castelo. Data were collected through a questionnaire, validated, composed by the dimensions Information and Informal Literacy, Communication and Collaboration, Creation of Digital Content, Security and Problem Solving. The sample consists of 861 respondents. After analysing the results, we consider it relevant to reflect on the trends that contribute to the importance of ICT in the young population. Similarly, it is possible to state that the students in our sample have a reasonable amount of general knowledge, skills and aptitudes regarding digital competences. However, when it comes to surfing the Internet, browsing and filtering information, as well as storing and retrieving information, adding and reformulating files, solving everyday life problems with technology, working with technological innovations and solving digital gaps, most students showed little mastery of these topics. Contrary to being in the same grade or not, it is the gender that shows a significant amount of statistically significant results, regarding digital knowledge, skills and competencies. It can be seen that most students do not ask their family members for help with school tasks, which leads to the conclusion that the acquisition of digital skills is not achieved within the household.

EDITORIAL article Front. Psychol., 14 March 2022Sec.Health Psychology https://doi.org/10.3389/fpsyg.2022.854762