ICETIC FullPapers.pdf

Prof Ernest Kofi Davis; Clement Ali

The study integrated digital technologies (GeoGebra) tools to test the significance and success of employing 4T anthropological moments of didactical praxeologies in the teaching and learning of conceptual structures in the parabola. The experimental methodology explored mixed methods concurrent convergent design involving the GeoGebra to collect and analyze quantitative data with quasi-experimental tests and content analysis with an interview guide to collect and analyze qualitative data from thirty three groups of preservice teachers of the University of Education, Winneba, Ghana. The findings of both the quantitative and qualitative results showed that the 4T models of anthropological moments of didactical praxeologies with the GeoGebra achieved higher significant improvements as compared to the conventional methods and were adjudged most successful models for didactical praxeologies in the teaching and learning of conceptual structures in the parabola. It was therefore, concluded that the 4T models be adopted as main instructional models in the teaching and learning of conceptual structures in multiple mathematics domains. Keywords: 4T models; conceptual structures; didactical praxeologies; GeoGebra; Parabola

Innovative and Creative Education and Technology International Conference 21st – 23rd June 2017 Badajoz, Spain INTRODUCTION The Organizers of the Innovative and Creative Education and Technology International Conference would like to welcome you to this conference. Our aim at ICETIC is to become an international forum where researchers, scientists, scholars and students can share their experiences, ideas and research results about all aspects related to creativity and innovation in education. we also want to discuss the practical challenges encountered and their possible solutions. All papers will be reviewed by experts in their (corresponding) field and will be included in the proceedings of the conference. The selected papers will be published on Special Issues of International Journals. The organizing committee and the editors of the journals will select which, among the papers presented, they consider to be the best. We will also have an interesting social program for you to enjoy the beauty of our region and know our gastronomy. Best regards, Ramón Sanguino Galván Chairman. ORGANIZING COMMITTEE CHAIRMAN PhD. RAMÓN SANGUINO GALVÁN Head of the Department of Business Management and Sociology University of Extremadura, Spain E-mail: sanguino@unex.es Brief CV CO-CHAIRWOMAN PhD.ASCENSIÓN BARROSO MARTÍNEZ Chair of Family Business | Co-ordinator of the project Emprendedorext. Cátedra de Empresa Familiar | Coordinadora proyecto Emprendedorext. Department of Business Management and Sociology University of Extremadura, Spain E-mail: abarrosom@unex.es Brief CV VOCAL PhD.VENTURA GARCÍA PRECIADO Dean of the Faculty of Education of the University of Extremadura, Spain VOCAL PhD. JOÃO LEITÃO University of Beira Interior, C-MAST (UBI) & CEG-IST, University of Lisbon, Portugal Brief CV CONFERENCE MANAGER MS. MÓNICA MARTINS CEO & Founder Theorem Conferences & Events, Edinburgh, United Kingdom E-mail: info@icetic.net Brief CV CONFERENCE ASSISTANT MR. MIGUEL RASQUINHO Theorem Conferences & Events, Portugal Office E-mail: miguel@theorem-conferences.co.uk SCIENTIFIC COMMITTEE • • • • • • • • • • • • • • • • • • • • • • • • • • Adrian E. Negro, PhD. (University of Extremadura, Spain) Ahrar Husain, PhD. (Faculty of Education, Jamia Millia Islamia, India) Alvaro H. Galvis, PhD. (University of Los Andes, Colombia) Ana Isabel Pérez Molina, PhD. (Polytechnic University of Valencia, Spain) Ana José, PhD. (Polytechnic Institute of Portalegre, Portugal) Ana Maria de Carvalho Leite, PhD. (Federal University of Minas Gerais (UFMG), Brazil) Ascensión Barroso Martinez, PhD. (University of Extremadura, Spain) Carla Silva, PhD. (Lusófona University, Portugal) Claire Seaman, PhD. (Queen Margaret University, Edinburgh, United Kingdom) Claudio Muller, PhD. (University of Chile, Chile) Elsa Corominas (Managing Editor International Journal of Educational Technology in Higher Education (ETHE) and Universitat Oberta de Catalunya) Isabel Sánchez, PhD. (University of Extremadura, Spain) Josep M Duart, PhD. (Universitat Oberta de Catalunya and Co-Editor-inChief International Journal of Educational Technology in Higher Education) Laura Victoria Fielden Burns, PhD. (University of Extremadura, Spain) Maria J. Vilaplana Aparicio, PhD. (University of Alicante, Spain) Maria Raquel Vaz Patrício, PhD. (Polytechnic Institute of Bragança, Portugal) Naeem Abas Kalair, PhD. (University of Gujrat, Pakistan) Natalya Menshenina, PhD. (Ural Federal University (UrFU), Russia) Prudencia Sánchez, PhD. (University of Extremadura, Spain) Ramón Sanguino Galván, PhD. (University of Extremadura, Spain) Santiago Cambero Rivero, PhD. (University of Extremadura, Spain) Saroj Kumar Rath, PhD. (University of Delhi, India) Sixto Cubo, PhD. (University of Extremadura, Spain) Tomás Bañegil Palacios, PhD. (University of Extremadura, Spain) Ventura García Preciado, PhD. (University of Extremadura, Spain) Víctor Gisbert Soler, PhD. (Polytechnic University of Valencia, Spain) SPONSORS & PARTNERS INDEX A Bachelors Degree Program in Renewable Energy System Engineering N. Abas (1), M.S. Tahir (2), N. Khan (3), M. S. Saleem (4) ................................................................. 7 A factor analysis for creating a University Social Responsibility measurement scale D. Gallardo-Vázquez (1), J.A. Folgado-Fernández (2), F. Hipólito-Ojalvo(3) ................................. 12 Metodología npS® y Procesos de Orientación Integral (POI) como apoyo al ProfEEESor D. Carmona (1), M.A. Jaramillo, L.A. Horrillo ............................................................................ 18 Social Network Analysis and Educational Data Mining for NeuroK e-Learning Platform A. Nevado-Maestre (1), M. A. Vega-Rodriguez (2), C. J. Perez (3), F. Calle-Alonso (3,4) and J. M. Sanchez-Gomez (1) ................................................................................................................... 23 Mission of new education in the modern world N. Zakharov (1), M. Perfiljeva (2), D. Zakharov (3), V. Sigov (4) ..................................................... 28 Planificación, implantación y seguimiento de docencia en inglés en los Títulos de la Facultad de Ciencias Económicas y Empresariales de la UEx Francisco M. Pedraja-Chaparro (1), Julián Ramajo-Hernández, Mª del Carmen PinedaGonzález, Patricia Milanés-Montero ....................................................................................... 32 Peculiarities and problems of labor market for the graduates from the higher professional education institutions in Russia S.Bystriantsev(1), L.Goncharenko(2), E.Avakova (3) ................................................................... 51 Career self-determination of higher education institutions students V. Zapariy, E. Zaitseva, I. Ludinin ............................................................................................. 53 El uso de la mentoría profesional para acercar las prácticas en empresa a los estudiantes de Ingeniería Forestal y del Medio Natural de la Universidad de Extremadura E. García (1), J.R. Villar, M. Moya .............................................................................................. 58 4T Models of Anthropological Moments of Didactical Praxeologies in the Parabola with Digital Technologies C.A. Ali (1), Prof E.K. Davis (PhD) (2), D.D. Agyei (PhD)(3) ................................................... 62 Experiencia del Programa de Convivencia Intergeneracional desarrollado en el Centro Universitario de Plasencia Ignacio Chato Gonzalo 1, María Méndez Suárez2, Matías Hidalgo Sánchez3, Daniel Patón Domínguez3, Elena García4, Manuel Moya4 ........................................................................... 66 Investigating feasibility of developing major aspects of autonomy in Pakistani learners: Teachers’ beliefs and practices M. Yasmin (1), A. Sohail (2) ......................................................................................................... 70 Social media and student behaviour: an analysis when searching for a job A. Peláez-Verdet (1), M. Mariscal-García (2) .............................................................................. 74 Students’ Conceptions about Creativity: a Case Study in 3rd Cycle of Basic Education Aldina Rodrigues (1) .................................................................................................................. 78 The aural score as an educational strategy for an integrated pedagogy of arts Marina Buj Corral .................................................................................................................... 82 1 A Preliminary Study of Computing Students Self-Assessment on a Yes/No Scale M. Hutchison (1) ........................................................................................................................ 86 21st Century Higher Education: A Shift Towards Feasible Graduate Employment M. Aznar (1), A. Minguez (2), L. C. Pires(3) ................................................................................... 90 Análisis y catalogación de las fuentes que definen las competencias demandadas en el campo de la Interacción Persona-Ordenador Raquel Lacuesta (1), Jesús Gallardo (1), Eva Cerezo (2), Sandra Baldassarri (2) ............................ 96 How to cultivate college students’ Positive Thinking through the Life Education course? S. H. Chang (1), J. L. Lin (2), D. M. Lin (3).................................................................................... 100 Mission of new education in the modern world N. Zakharov (1), M. Perfiljeva (2), D. Zakharov (3), V. Sigov (4) ................................................... 103 Utilization Of Instruction Materials As Tools For Effective Academic Performance Of Students: Implications For Counselling. Dr. (Mrs.) Bukoye, Roseline Olufunke. ................................................................................... 107 HEALTH EDUCATION: DEVELOPING LEARNING ENVIRONMENTS IN ELEMENTARY SCHOOL K. O’Hara (1), D. Esteves (1,3), P. Pinheiro (2), R. Brás (1,3) ................................................. 116 Learner autonomy and learner motivation: Pakistani teachers’ beliefs, strategies and practices M. Yasmin (1), A. Sohail (2) , N. Abas (3) ..................................................................................... 121 Regenerative Didactic Waves and the Role of Inherited Irrationality: Challenges for Vice Chancellors in University Governance in Pakistan N. Khan(1), N. Abas(2)*, M. S. Saleem(3) ................................................................................... 125 Innovación en el Espacio Europeo de Educación Superior (EEES): la Docencia en Inglés. Un Caso de Estudio en la Universidad de Extremadura M. Mercedes Galan - Ladero (1), M. Isabel Sanchez – Hernandez .......................................... 129 Innovación en el Espacio Europeo de Educación Superior (EEES): la Docencia en Inglés. Un Caso de Estudio en la Universidad de Extremadura M. Mercedes Galan - Ladero (1), M. Isabel Sanchez – Hernandez .......................................... 131 EXPERIENCIA EN EL EMPLEO DE PLATAFORMAS - En base a una visión formativa de futuro en las ingenierías Guerra (1), L. Sánchez (2), A. Holguera (3) ................................................................................. 133 En base a una visión formativa de futuro en las ingenierías A. Guerra (1), L. Sánchez (2), A. Holguera (3) ............................................................................. 137 University-employer cooperation in teaching students of communications majors A. Chechulin (1), E. Kaverina (2), E. Kozlova (3), S. Shelonaev (4) ................................................ 141 Ambient scent and evaluation of a class: educational innovation with scent F. I. Vega-Gómez (1), O. R. González López (2) , M. Buenadicha (3)........................................... 145 Could a relaxing scent help us to reduce truancy? A study of intentions according to S-O-R Model F. I. Vega-Gómez (1), O. R. González López (2) , M. Buenadicha Mateos(3) .............................. 149 2 An innovative flipped learning experience in Higher Education L.R. Murillo-Zamorano (1), J.A. López-Sánchez (2), A.L. Godoy-Caballero (3)............................ 153 Gamification in Higher Education: A Creative and Technological Proposal L.R. Murillo-Zamorano(1), J.A. López-Sánchez(2), A.L. Godoy-Caballero(3) .............................. 158 Revisiting satisfaction and quality of academic life: Does HEIs location play a role? E. Pedro (1), J. Leitão (1), H. Alves(1) .......................................................................................... 162 Uso de la impresión 3D en la enseñanza de la Expresión Gráfica C. Casqueiro, M. Solla, R. Carreño, V. Alfonsín ...................................................................... 166 Disadvantaged contexts schools: The MUS-E® Programme. Experiencias de escaneado e impresión 3D en enseñanza de ingeniería C. Casqueiro, M. Solla, R. Maceiras, V. Alfonsin .................................................................... 171 El impacto del WhatsApp en el ámbito educativo aplicado en un curso de Física I de la Carrera de Ingeniería Alicia. Corsini (1), Ema. Aveleyra (2), Ricardo. Minniti(3) .......................................................... 175 Design, implementation and evolution of PBL approach based on scientific congress model I. Agirre(1) , J. Requies, V.L. Barrio .......................................................................................... 178 La investigación educativa desde la vertiente cualitativa Pedro Corcho Sánchez ........................................................................................................... 183 Intergenerational and methodological innovation program. Heritage and historical memory of the city of Badajoz (1931-1975) Ignacio Chato-Gonzalo1, María Méndez-Suárez2, Magdalena López-Pérez3, Daniel PatónDomínguez4, Matías Hidalgo-Sánchez5 ................................................................................. 187 PROGRAMA DE JUEGOS COOPERATIVOS EN LA ADAPTACIÓN DE ALUMNOS CON NECESIDADES EDUCTIVAS DERIVADAS DE LA DISCAPACIDAD INTELECTUAL. Lic. Marcelo Mario Acevedo .................................................................................................. 191 Las dimensiones comunicativas del arte y su asimilación mediante actividades vinculadas a Pinterest P. López Raso ......................................................................................................................... 195 Using Veegram as a New Tool in Biology Learning Utami, Aprillyana Dwi1 .......................................................................................................... 200 The Application of One Stay Three Stray Teaching Method in Science Class to Increase Students’ Discussion Skills and Motivation in Learning Science Tae, Lidwina Felisima1 ........................................................................................................... 204 Experience of Training of teachers of schools and Universities on Career Counseling T. Kasyanova (1), A. Maltsev, L. Zubova.................................................................................. 209 Prototype of learning management system, for the administration of contents and processes, in the teaching of geography with engineering students Carlos Hernán Castro Ortega (1) ............................................................................................. 213 3 Prototipo de sistema de gestión de aprendizajes, para la administración de contenidos y procesos, en la enseñanza de la geografía con estudiantes de Ingeniería Carlos Hernán Castro Ortega (1) ............................................................................................. 219 The impact of the WhatsApp in the educational field applied in a Physics I course of the Engineering Degree Alicia. Corsini (1), Ema. Aveleyra (2), Ricardo. Minniti (3) ......................................................... 226 A short instrument to assess topic interest in multimedia research Ahmet Murat Uzun (1) ............................................................................................................ 229 Can lecturers help students develop public speaking skills? Reflexions from experience M.I. Rodríguez-Cáceres*, N. Mora-Díez, D. Rodríguez-Gómez, M.I. Acedo- Valenzuela, M. Alexandre Franco, E.M. Cuerda Correa, C. Fernández González, M.V. Gil Álvarez, C. Durán Valle, F. Luna Giles, E. Viñuelas Zahínos, M.E. Martín Navarro, M.L. Sánchez Mendoza, J. Sansón Martín, J.C. Corchado, E. Botello, A. Serrano, M. Palomino-Vasco, E.M. Rodríguez Franco, A. Pérez Pereira, S. Martillanes ................................................................................ 232 Innovating in higher education through Degree Dissertations: Leemusica/Readmusic, a mobile application to introduce musical language in early ages (3-5 years old) Rosario Castanon-Rodriguez (1), Monica Garcia-Aguirre (2) .................................................... 237 Innovar en educación superior a través de los Trabajos de Fin de Grado: Leemusica/Readmusic, una aplicación para dispositivos móviles para introducir el lenguaje musical en edades tempranas (3-5 años) Rosario Castanon-Rodriguez (1), Monica Garcia-Aguirre (2) .................................................... 242 Landscape and citizenship Miguel Castro ........................................................................................................................ 247 Fast-tracking University Education for Youth employment as entrepreneurs: Empirical Evidence from University Graduates in Rwanda Alinda Fred, and 2Negesa Marjorie ...................................................................................... 251 1 PBL and Landscape as tools in Kindergarten Teaching Pratice Miguel Castro ........................................................................................................................ 258 Student engagement enhancements: Value-added curriculum drives work force and career improvements Gregory S. Kordecki, Maria L. Bullen, Elizabeth D. Capener .................................................. 262 An Action Research on Developing an Instruction of Prediction-Observation- ExplanationExplanation (POEE) to Eighth Graders’ Conceptual Change in Pressure Jang-Long Lin(1), Shu-Hsuan Chang(2), Deng-Min Lin(2), Li-Chih Yu(3) ...................................... 266 Supporting students in independent learning of mathematical concepts using screencasts : indicators for instructional design Catherine McLoughlin ........................................................................................................... 270 Teaching staff opinion on the innovative technologies usage in the Russian Federation system of higher education: expert survey analysis of the Ural universities N.Menshenina (1), O.Potapova (2), S.Potapova (3) .................................................................... 271 4 The importance of emotions within a creative process of writing STUDENTS’ ATTITUDES TOWARD WRITTEN CORRECTIVE FEEDBACK IN FRESHMEN ACADEMIC WRITING CLASSES Laurence Craven .................................................................................................................... 276 CEFIRE específico CTEM: un Centro de Formación del Profesorado Específico de Ámbito Científico, Tecnológico y Matemático. Experiencia piloto en la Comunidad Valenciana O. R. Lozano(1,2), I. Orquín(1), C. Segura(1,3), E. Thibaut(1,2)....................................................... 282 Aprendizaje-Servicio: una metodología educativa innovadora que promueve relaciones colaborativas entre la escuela y la comunidad Domingo Mayor Paredes....................................................................................................... 286 Los proyectos de Aprendizaje-Servicio como instrumentos pedagógicos para conectar la teoría y la práctica Domingo Mayor Paredes....................................................................................................... 290 Influence of learning resources on University education R. Maceiras(1), V. Alfonsin, C. Casqueiro, A. Suarez ............................................................... 294 The socially responsible practices in the University and its relationship with student satisfaction. A study at the University of Extremadura (Spain) J.A. Folgado-Fernández (1), D. Gallardo-Vázquez (2), F. Hipólito-Ojalvo (3),............................. 298 Designing emotionally sound e-learning environments: opportunities and challenges Ahmet Murat Uzun (1) ............................................................................................................ 311 Educación Intercultural Bilingüe en comunidades indígenas de Perú. Experiencias en escuelas de la sierra andina y de la selva amazónica. R. Grau (1) ............................................................................................................................... 316 Using video games to teach Medieval History at University: some thoughts on Age of Empires II Negro Cortés, Adrian Elias..................................................................................................... 320 The SABAD Project: a web-based learning experience on specialized technical grounds J. A. Fernández-Muñoz (1) ....................................................................................................... 324 Access in Higher Education: Provisions for the Matured Students in Bangladesh Jarin Akther, Ridwanul Mosrur .............................................................................................. 327 La influencia de la innovación en los procesos educativos: de las TICs a las TACs Manuel Aguilar Yuste, Miguel Ángel Segovia Romero .......................................................... 332 Can machine learning on learner analytics produce a predictive model on student performance? J. Busch (1), P. Hanna, I, O'Neill, A. McGowan & M. Collins.................................................... 341 Inequality in Online Higher Education Jarin Akther, Ridwanul Mosrur .............................................................................................. 349 Detección y prevención del plagio en educación superior L. Monsalve Lorente(1) ........................................................................................................... 361 5 Learning language in an active way K. O’Hara (1), L. Silva (1,2), S. Duarte (1,3)& R. Brás (1,4) .................................................... 366 En base a una visión formativa de futuro en las ingenierías A. Guerra (1), L. Sánchez (2), A. Holguera (3) ............................................................................. 372 More than one side: Approaching competence-based teaching through digital storytelling Laura V. Fielden Burns , Mercedes Rico Garcia ..................................................................... 376 Teaching Physics in English at the UEx: goals, lessons learnt and challenges Juan J. Meléndez (1), Fernando J. Álvarez (2), Juan D. Solier(3) ................................................. 383 Network technologies in Higher education as mechanisms to overcome geodemographic obstacles? T. Rezer (1), T. Olshevskaya (2) ................................................................................................. 388 An Optimal, Personalised And Predictive Study Method P. G. Oliveras (1) ..................................................................................................................... 391 Can International Students Push EUROPE to Get Out from Economic Crisis? Ishter Mahal .......................................................................................................................... 403 Estrategias de innovación educativa y motivación del alumnado de Bachillerato en la didáctica de las ciencias sociales. De la teoría a la práctica M. Corrales Serrano (1), J. Sánchez Martín (2), J. Moreno Losada, F. Zamora Polo ................. 409 On the Design of New Tool for Gamifying Formative Assessment L. Tankeleviciene (1), A. Janavicius.......................................................................................... 414 Detección y prevención del plagio en educación superior L. Monsalve-Lorente(1) ........................................................................................................... 419 Innovative Technologies and International Experts' Networking in Higher Education in the Age of Globalization: Pros and Cons (Ural Federal University case) A. Kurumchina ....................................................................................................................... 424 Campus Virtual Tutorial (CVT) como herramienta dentro del Plan de Orientación al Estudiante de podología (PODOPOE) Dra Raquel Mayordomo Acevedo (1), Dra Ana María Pérez Pico (2), Dr Pedro Dorado (3) ...... 427 II Public Speaking Seminar: Analysis of results M.I. Rodríguez-Cáceres*, M.E. Martín Navarro, M.L. Sánchez Mendoza, J. Sansón Martín, A. Serrano, E. Viñuelas Zahínos, J.C. Corchado, N. Mora-Díez, D. Rodríguez-Gómez, M.I. AcedoValenzuela, M. Alexandre Franco, E.M. Cuerda Correa, C. Fernández González, C. Durán Valle, M.V. Gil Álvarez, M. Palomino-Vasco, F. Luna Giles, E. Botello, E.M. Rodríguez Franco, A. Pérez Pereira, S. Martillanes Costumero ........................................................................... 432 An inclusive experience improving the educational success in disadvantaged contexts schools: The MUS-E® Programme. Montserrat Rincón Asensio (1), Javier Cabello Sánchez(2). ...................................................... 437 NETOUR, a network towards TDC by enhancing the quality of the education delivered at Russian Universities. Lidia Andrades, Frederic Dimanche, Soraya Morales Carretero ........................................... 442 6 A Bachelors Degree Program in Renewable Energy System Engineering N. Abas (1), M.S. Tahir (2), N. Khan (3), M. S. Saleem (4) (1) Department of Electrical Engineering, University of Gujrat, Hafiz Hayat Campus, Gujrat, Pakistan. naeemkalair@uog.edu.pk (2) Department of Chemical Engineering, University of Gujrat, Hafiz Hayat Campus, Gujrat, Pakistan. drsuleman.tahir@uog.edu.pk (3) Department of Electrical Engineering, COMSATS Institute of Information Technology, Islamabad, Pakisan. nasrullahk@yahoo.com (4) Department of Electrical Engineering, University of Management and Technology, Sialkot Campus, Sialkot. Pakistan muhammad.shoaib@skt.umt.edu.pk Abstract Energy is lifeblood for industrial revolution and matter of life or death for all communities. It depends on our individual caliber when we understand and feel its heat. Global warming over power, energy, food and water crises are the key survival issues of the time to come not after centuries rather within next decades. It is the high noon of options to optimize scientific strategies under political umbrellas to deal within next decade. Energy and power crises have already begun in many underdeveloped and developing countries. The challenges of multifaceted crises can be harnessed in the long run through power and energy education followed by innovatory postgraduate research in applied science and engineering. Keep pursuing hi-tech bridging philosophies through foreign more advanced universities but you have to find the dead end power & energy solutions yourself in the context of your regional circumstance. Any perfect solution for USA, Europe and KSA may or may not be suitable for Pakistan and India. Decline of oil and gas is a global scientific issue that only scientists, technologists and engineers can harness the best. This drudgery looks into details of the embedded causes leading to global power and energy crises and proposes optimum timely actions to control it. There is a strong consensus among the science and engineering communities to break the ground by introduction of bachelor degree programs in renewable energy education and then go for innovatory energy sources research programs. This work reports design of renewable energy degree level courses to equip the future energy engineers with adequate capabilities to design the climate friendly sustainable development programs in harmony with global crises in time to come. 1. Introduction Power and energy education came on defining moments whilst we were focusing on harvesting the unknown benefits of the emerging science technologies. Despite tens of years of research the nanotechnology is still limited to a nano-world and has failed to solve real world power and energy problems. Even the third world countries have expended huge amounts on establishment of nanotechnology and telecom research centers. In pursuance of limited benefits we have lost a big known reserve in power and energy sectors due to careless attitudes, wrong motivations and job related vested interests. It is time to impart the right power and energy education to electrical engineers to enable them to meet national power and energy needs. It is time to completely stop further educating telecom and computer engineers until demand for power and energy engineers is met with. Worldwide electric utilities face acute shortage of power and energy engineers. This scarcity has been growing since 1990 by information technology (IT) revolution everywhere. Power and energy schools of electrical engineering have gradually been closing one after the other due students lack of interest in power and energy engineering subjects. Current badge of teachers in engineering universities have only 1-2% power and energy experts mostly in government universities and almost no expert in private universities. Almost 50% electrical engineering departments are being administered by Physicists in most Pakistani universities. Knowledge gained in nanotechnology, biotechnology, photonics, nuclear chemistry, and emerging cutting edge technologies can be used to design high efficiency low cost solar cells, bio-fuels, laser-ignited fusion power plants [1], nuclear power and radio-active waste DC and Earth batteries [2], fuel cells, and osmotic power plants. There is an urgent need to develop techniques to convert greenhouse gases inputted fuel cells and antigreenhouse effect processes to use the accumulated anthropogenic gases as fuel or break them by photochemical reactions to reduce the greenhouse effect [3]. New green technologies need to be explored to alleviate the global warming effects as well as meet the food, water, power and energy needs for the future generations. There is a general consensus by utilities and industries employers that the power and energy education has come at the crossroads in Pakistan [4]. It urgently needs addressing learners and teachers comprehension at undergraduate for its utter survival and meeting future power and energy requirements of current and next generations [5]. Senior power and energy engineers have long been suggesting to academia and utilities to train future power and energy engineers by augmenting the traditional power courses with alternate 7 energy courses, communication technologies, organic electronics, molecular electronics, logical devices and applications of emerging nanotechnologies such as nanotechnology, materials science and biotechnologies in power and energy industries [6]. After loss of complete enrollment some graduated power engineers worry about challenges and initiatives in power and energy engineering education [7]. In fact power and energy engineering education suffered from crisis when the senior power professionals were snoozing at the end of last century [8]. Although continued decline in power and energy courses is a global phenomenon but to some extent IEEE forum is also responsible for this crisis for giving least attention to global warming. Assuming power research as an outdated area, IEEE deputed most of the immigrant Indian origin power engineers at different positions in IEEE societies, editorships, reviewers and they continued to publish their own fellow Indian’s non-creative works in IEEE media by rejecting the good materials that could have alerted this decline quite well in time to take effective measures. We are late but still it is in time to think how to feed the power and energy engineering profession [9]. It is duty of power and energy professionals to develop imminent strategies to harness power and energy crisis. Power and energy engineering options have almost disappeared in the most of engineering universities in East and West. Big universities have electrical engineering departments but closed their power engineering options due to continued lack of fresh enrollment in power engineering. Only few power education departments are continuing to hang on with old machineries. In general, this trend is partly attributed to computerization in power industry, less lucrative jobs, impression of low demand, deregulation and emergence of new attractive technologies. Lack of faculty training and timely integration of modern electronics, telecommunication, emerging cutting edge enabling technologies and prolonged delay in curricula development have led to decline of power and energy engineering education in Pakistan. It is not the only problem that power engineering education is declining rather it is even more worrying that power engineering educators are continuously disappearing due to their retirements and foreign immigration. For securing future power and energy supplies we need to address the power and energy education now or never. 2. Energy Education at Crossroads Before 1980, the electrical engineering specializations were power, electronics, control, and telecom but after 1990 students stopped opting power due to information technology (IT) revolution and strong motivation by telecom engineering programs. New types of the electrical engineering fields emerged which attracted students using buzz words to pursue wireless, WiMax, Satellite and GSM mobile communications, fiber optics, optronics, nanoelectronics, molectronics, plasmonics, and spintronics etc. I do agree it is essential to train manpower in new disciplines to interconnect the electronics and photonics through plasmonics but not at utter risk of disconnecting from the essential services power and energy technologies. Government should interfere to distribute disciplines according to national manpower requirements instead of treating education as market driven economy. Ministry of Education, Engineering Universities, Higher Education Commissions (HEC) and Engineering Education Registration bodies are responsible for power engineering education crisis. When electric power utilities and power industries felt absolute depletion of fresh intake of power and energy greenhorns then they started criticizing [10] relevant universities and educators for producing strange breed of electrical engineers who are neither able to operate power houses nor able to differentiate CT from PT in electric grids. Two long duration blackouts in USA also brought the long ignored matter to international media discussions. They objected the new ways of electrical engineering education in practice and exposed gross misconception of new age electrical engineering teachers [11]. By the end of twentieth century, the oil peaking issue further highlighted that power and energy are at crossroads [12]. IEEE, EPRI, IEE and PES forums stressed the need for strengthening power and energy education through black to blue (B2B) and grey to green (G2G) revolutions in renewable energy. The first starting point was chosen to first go for renewable energy education degree programs [13]–[20]. Many universities started wind, solar and other types of renewable energy programs [21]–[24]. Power and energy experts also proposed to introduce renewable energy concepts from schools/colleges [26], Bachelor of Engineering (BSc) and postgraduate levels to meet future power and energy needs. Conventional problems of developing countries attitude towards changing education patterns were also considered and recommendations were framed to facilitate transition among mostly dead end hard to change countries. It was amazing to note youngsters want a change and challenging renewable energy research based jobs more happily than conventional offshore rigs employments [27]. Last twenty years period, from 1986 to 2007, has evacuated positions of old power engineers and technicians in market and current institutions have failed to fill the gap. We are left with only telecom, computer and IT experts who have neither studied power engineering nor are interested to upgrade their background. At the request of PEC the engineering degree awarding institutes started adding few basic power subjects at BE level since last two years. They have added the subjects but they do not have power engineers to teach these subjects in Pakistan but universities have no teachers to teach it. Irrelevant background engineers and physicists are teaching core engineering subjects to further destroy the basic concepts of youngsters. Lack of power and energy engineers is a matter of grave concern for education managers and planners. 3. Renewable Energy Engineering Program To harness future power and energy crisis at local as well as global levels we need to educate dedicated engineering professional specialized in climate friendly power and energy technologies. This would require 8 integration of information from multiple established and new emerging technologies to meet the complicated power, energy, food and water crisis. The bachelor degree program in renewable energy system engineering (RESE) may include courses from mathematics, applied physics, applied chemistry, electrical, chemical, mechanical and environmental engineering sciences to familiarize students with power and energy related developments in all science and engineering disciples in addition to simple power engineering curricula to satisfy the requirements of RESE program as shown in Appendix A. The selection of subjects to be taught to young engineers under RESE degree program must ensure the engineer after successful completion of the degree curricula is aware of all possible cost effect energy options to perform his professional duties. Qualifying engineers must have high level of creativity and adaptability to new emerging situations in era of energy over food and water crisis in presence of global warming. American engineer 2020 vision [a] introduces a very global level systematic approach of future engineers. Renewable energy system engineering (RESE) degree like information technology (IT) degree would give multiple disciplinary information approach and knowledge to solve unknown types and quantities of problems. RESE degree bearers must be fluent and clear shifting from molecules, atoms, electrons and photons wherever it is desired to develop climate friendly energy generation. The product development process must be preferably multiple purposes device such as regenerative fuel cells generate oxygen, water and energy against a certain input. Exhaled CO2 based regenerative fuel cells type energy devices can solve multiple problems in one go such as global warming [3], power, energy, food and water crisis which are mutually interlinked and one triggers the others through complicated ways [28]. Proposed curricula may include four math courses for power engineering, applied energy physics, mechanics, engineering drawing, computer programming, electricity, liquid and gas flow circuit simulation, communication, and presentation skills. Power engineering courses may include circuit analysis and synthesis, electric power generation, transmission, distribution and measurements, AC and DC machines, instrumentation, analogue and digital electronics, optoelectronics, power electronics and Microprocessor based control techniques. Mechanical engineering courses may include thermodynamics, heat transfer and exchange, fluid dynamics and mechatronics. Chemistry courses may include electrochemistry, biochemistry, organic chemistry, thermal chemistry and environmental chemistry. Material science courses may include optical, electrical and magnetic properties of engineering materials, nanotechnology, molecular and organic electronics. Once the students have passed the fundamental courses in first two years then they would take up 300 to 400 level courses such as electric power plants, magneto-hydrodynamics (MHD), wind power, bio-energy, fuel cell technologies, photovoltaic and photo-thermal system design, energy system design, energy management system (EMS), high efficiency design, net zero building and renewable energy power and transportation. Final year students will undertake a six credit project to complete their degree requirements. 4. Power & Energy Education Recommendations We have been ignoring the power and energy education, research and job perks since long. It is not possible to make any major change at once however besides starting education Critical 11th hour strategies may include 1. Start introducing energy, food, water crisis and global warming concepts from primary level in science to develop reasonable awareness on energy conservation and efficiency as well as environment protection by middle classes. 2. Preferably FSC (Intermediate) and A-Level or minimum Matriculation or O-Level the students must be asked to read fundamentals of biology in addition to physics, chemistry and math. 3. Engineering Universities may start renewable energy engineering departments and give admissions on basis of physics, chemistry and math marks. Students may not be admitted without above qualification in renewable energy education. 4. Electric Utilities may consider establishing their own Electrical Engineering Universities for minimum need after consultation with Ministry of Education and Higher Education Commission. 5. Universities may consult local industries that need power and energy engineers to arrange scholarship schemes for power engineering education revival and research in existing engineering universities through University Industry Collaboration Programs. 6. Large power equipment manufacturers and user industries may cooperate to start a privately funded Power Engineering Universities like to cater for their requirements. They may offer scholarships. 7. Higher education commission may open new Renewable Energy Engineering Universities in all capital cities or use available universities set ups for this purpose. 8. Higher Education Commission (HEC) may advise public sector engineering universities to create and ensure proportional enrolment in renewable energy engineering programs. 9. Pakistan Engineering Council (PEC) may advise all engineering universities to ensure a certain percentage of enrolment in renewable energy engineering option to continue PEC recognition of rest of the disciplines. 10. Institute of Engineers Pakistan (IEP) and Institute of Electrical and Electronic Engineers Pakistan (IEEEP) may start crash awareness programs in Engineering Universities through skilled presentations and arrange seminars. 9 11. Train new power and energy engineering specialists to preserve the knowledge and experience of old age retiring and dying power engineers. 12. HEC may ensure recruitment of appropriately skilled Vice Chancellors in relevant science and engineering degree awarding universities. Usually arts, business and economics background Vice Chancellors fail to manage the proportional human resource development in the country. 13. Special four year renewable power and energy system engineering programs may be started for diploma holders in power electrical engineering discipline to fill the immediate gap in demand by industry and supply by universities. There should be a strong database and link between industry, universities and independent training institutes to satisfy human resource needs of future assuming loss or oil, gas and power supplies with evolution of food, water and power crisis. 5. Conclusions Human race has been burning flowers in the obnoxious fumes of the internal combustion engine since 1850 to date. This industrial revolution has caused population explosion leading to shortages of food and energy for next generations. This unfathomable flood of humanity has drunk the earth’s oil, eaten coal cakes, and breathed the natural gases. Man made pollution has started heating up the planet to an unstoppable climate change. Previous education system has failed to meet the new century power, food and energy needs. It has become inevitable to produce power and energy engineers and technologists who can develop mechanism of meeting food and energy needs using climate friendly technologies. The available generation of IT and Telecom experts is unaware of energy sciences. It is duty of the regulatory authorities to force private and public sector universities to start power and energy or dedicated renewable energy system engineering programs to meet the future power and energy demand to keep the industrial revolution wheel turning without further harming environment. Chemistry is the first, second and third option to generate molecules for energy and electrons for power to keep the fire burning. 8. References [1] [2] [3] [4] [5] [6] [7] [8] [9] [10] [11] [12] [13] [14] [15] [16] [17] [18] [19] [20] [21] [22] N. Khan, N. Mariun, and N. Abas, “Photon fuelled electric power plants,” Lasers Eng., 2008. N. 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Mirza, “Power engineering education scenario,” in 2006 IEEE Power Engineering Society General Meeting, 2006, p. 6 pp. G. T. Heydt and V. Vittal, “Feeding our profession,” IEEE Power Energy Mag., vol. 1, no. 1, pp. 38–45, Jan. 2003. M. A. Laverne B. Forest, George Danchuk, Energy Education: What People are Doing. 1978. H. Amirahmadi., The Caspian region at a crossroad : challenges of a new frontier of energy and development. Chichester, UK: John Wiley & Sons, Ltd., 2000. V. Smil, Energy at the Crossroads: Global Perspectives and Uncertainties. MIT Press, 2005. F. Niele, Energy: Engine of Evolution. Elsevier Science, 2005. G. H. K. A. De Vito, New Activities Handbook for Energy Education. 2000. B. Berkovski, “Strengthening Human Resources for New and renewable Energy Technologies of the 21st Century,” Renew. Energy, vol. 10, pp. 441–450, 1996. C. Mulder, Engineering Education in Sustainability Developments. Emerald Group Publishing, 2004. D. H. Graves, The Energy to Teach. Heinemann Press, 2001. N. De Lissovot, Power, Crisis, and Education for Liberation: Rethinking Critical Pedagogy. Palgrave Macmillan, 2008. M. Shattock, Managing Successful Universities. McGraw Hill Education, 2003. M. H. Nehrir, “A course on alternative energy wind/PV/fuel cell power generation,” in 2006 IEEE Power Engineering Society General Meeting, 2006, p. 6 pp. T. Munson, “Photovoltaic & Solar Energy Programs in San Juan College,” 2007. V. S. and P. R. M. Ruzinski, “Ten Years of Collaborative Photovoltaic Research and education: University of Florence – Slovak University of Technology,” Renew. Energy, no. 24, pp. 145–154, 10 [23] [24] [25] [26] [27] [28] 2001. U. A. E. S. M. Hasnain, S. H. Alawaji, “Solar Energy Education – A Viable Pathway for Sustainable Development,” Renew. Energy, vol. 1998, no. 14, pp. 1–4. D. F. Kirwan, Energy Resources in Science Education. 1987. L. B. Justice, “No TitleAn energy education tool kit for Nebraska.,” 1978. R. Bass, “A Bachelors Degree Program in Renewable Energy Engineering,” in Proceedings. Frontiers in Education. 36th Annual Conference, 2006, pp. 13–16. G. McNamee, Careers in Renewable Energy: Get a Green Energy Job. 2008. N. Abas and N. Khan, “Carbon conundrum, climate change, CO2 capture and consumptions,” J. CO2 Util., vol. 8, pp. 39–48, Dec. 2014. 11 A factor analysis for creating a University Social Responsibility measurement scale D. Gallardo-Vázquez (1), J.A. Folgado-Fernández (2), F. Hipólito-Ojalvo(3) (1) Faculty of Economics and Business Sciences. University of Extremadura. Av Elvas s/n, 06006 Badajoz (Spain) Phone Number: 0034 629527732; E-mail: dgallard@unex.es (2) University Center of Plasencia. University of Extremadura. Av. Virgen del Puerto, 2, 10600 Plasencia, Cáceres (Spain) Phone Number: 0034 927427700; E-mail: jafolgado@unex.es (3) Ph.D. University of Extremadura (Spain); E-mail: fhipolito@unex.es 1. Introduction – Social Responsibility (SR) training is increasingly important given the greater volume of socially responsible practices being introduced in organizations ([1], [2], [3]). The European Union (EU), in the so-called Green Paper. Promoting a European framework for Corporate Social Responsibility [4] defined the SR under the following terms: "the voluntary integration by companies of social and environmental concerns in their commercial operations and their relations with their interlocutors". This first document has added numerous contributions ([5], [6], [7]), stating the need to integrate concerns into the threefold scope of the Bottom Line in business practices [8]. Faced with this, the Universities are aware of the need to teach the aspects that are the basis of the SR, i.e., consider the SR in their teaching programs introducing their social dimension and given their knowledge as an element of improvement of reputation, image and corporate identity, at the same time as it is a generator of sustainable competitive advantage over time ([9], [10], [11], [12].) It is evident that the university institution cannot be left out of the way towards Sustainability [13]. In view of this, it must reorient all processes in which it has participation, teaching, research, management, external projection, all of them under sustainability criteria [14]. We can say that in the university context, the progress towards a socially responsible strategy is very important. Today, there are already many Spanish and foreign universities, which have defined a certain structure based on a SR strategy. The objective of this work is to create a scale of measurement for the analysis of student behavior and participation in university activities and what this causes in their satisfaction. Given the absence of a specific scale of measurement, we have chosen to create one of its own, composed of a set of items supported by reference literature. The validation of the indicators, with a view to their application in a real context, determines the need to submit the scales to an exploratory factor analysis (EFA) that determines the definitive items and the factors that group them. 2. Results and Discussion – A total of 24 indicators were used (Table 1). They are supported on literature according to the topic and they are measured with a Likert scale, with values from 7-point, where the student should be positioned according to their impression between "1: strongly disagree" to "7: strongly agree". Table 1: Initial ítems for the two variables under study Student behavior and participation in university activities BEH1 I take part in voluntary initiatives that benefit the environment BEH2 I turn off classroom and hallway lights when they are not needed BEH3 I share the use of private vehicles with other partners BEH4 I adhere to the use of the bicycle for its benefits BEH5 I am concerned about the activities that favor the maintenance of the facilities of my Center and my University BEH6 I participate in actions and initiatives that the institution undertakes in terms of sustainability BEH7 BEH8 BEH9 BEH10 BEH11 BEH12 BEH13 BEH14 BEH15 I contribute to the dialogue and participation to incorporate the interests of the students in the decisions of the institution I feel motivated by programs of diversity and interculturality I am involved in voluntary and solidarity initiatives undertaken by our group I am committed to volunteer programs and social participation I participate in support activities in the field of international cooperation I contribute to blood donation campaigns in particular and to other social causes I take part in sporting activities that promote solidarity I am motivated by cultural projection activities I carry out activities in collaboration with NGOs, foundations, etc. Student´s satisfaction SAT1 I receive a cordial treatment from those around me Authors [15] [16] [17]; [18] [15] [19]; [15] [15] [20]; [15] [19]; [17]; [15] Authors [21] 12 SAT2 SAT3 SAT4 SAT5 SAT6 SAT7 SAT8 SAT9 I am taken into account to improve teaching I receive complete and clear information on the studies and other related aspects Teachers care about student learning Teachers motivate students by subject Teachers encourage the participation of students Teachers are available to guide students when necessary There is a smooth communication between teachers and students I note that the development of students' capacities is encouraged [22] Later, ítmes are validated through the EFA, reducing them to a lower number of conceptual variables. An additional requirement for analysis is the size of the sample in order to ensure the smallest sampling error possible. Given this, the EFA will provide good results when using large samples, approximately 300 participants, which would lead to useful and relatively stable results. In our case, the EFA is performed with a sample of 362 observations, meeting such requirements. As a preliminary step to the realization of an EFA, it is necessary to verify that the items to study are highly correlated. For this, the most frequently used statistical tests are the Bartlett sphericity test and the KaiserMayer-Olkin (KMO) sample adequacy measure. The Bartlett sphericity test shows the absence of correlation between the indicators, so significance values lower than 0.100 indicate that the data are adequate for the analysis. The KMO 1 measure determines a statistic that reports the quality of the data, so that values greater than 0.6 would indicate that the data are of an appropriate quality, so that the EFA can be performed. Table 2 shows the results of both statistical tests. Table 2. KMO and Bartlett sphericity test Measurement of Kaiser-Meyer-Olkin sample adequacy Approximate Chi-square Bartlett sphericity test gl Sig. ,903 5029,205 276 ,000 By observing the values obtained, we obtain adequate results. The significance of the Bartlett test was 0.000 (less than 0.100). In relation to the KMO statistic it took values of 0.903, higher than 0.6, which indicates that the data show a good quality to perform the EFA. 2.1. Exploratory factor analysis: method of extracting factors from Principal Axes – Once the compliance with previous statistical tests has been verified, the AFE can be carried out, for which any of its methods can be used. Among the methods of factor extraction, the most used are Main Components and Principal Axes [23]. The choice of one or the other is determined by the distribution of the data under study. In this sense, when the principle of normality of the variables is not fulfilled, the most recommended method is the Principal Axes method [24]. In the present study, data collection was based on a questionnaire with Likert scale of 1 to 7. We find indicators of a discrete nature, which indicates that the distribution does not satisfy the criterion of normality 2. In view of this, we have used the method of Principal Axes for extracting the factors [26]. On the other hand, we are asked to choose the number of factors to be considered in the analysis, which can be done according to different criteria. In our case, we have considered the meaning of eigenvalues, as indicators of the proportion of variance explained. The criterion [27] has been followed, according to which factors whose eigenvalues are less than 1 are excluded, while at the same time the criterion of percentage of total minimum variance explained for the field of Social Sciences is met, based on to which the factors must explain at least 60% of the total variance observed in the original indicators. As shown in Table 3, the first factor accounts for 31.172% of the variance; the second, 18.849%; the third, 5.905%; and the fourth, 5.180%, explaining together these factors 61.106% of the total variance. The following factors explain already lower percentages, being able to consider that the selection of these 4 first factors is the most appropriate, reducing the dimensionality of 24 to 4. As we know, the factors whose eigenvalue is superior to 1 have been selected, which takes some loss of explanatory capacity, but the important thing is that this loss is not significant and with the choice of the 4 factors we have made the loss is really small. Table 3. Total variance explained 1 The interpretation of the values for KMO would be: KMO <0.5, unacceptable; 0.5 <KMO <0.6, bad; 0.6 <KMO <0.7, reasonable; 0.7 <KMO <0.8, mean; 0.8 <KMO <0.9, good; 0.9 <KMO <1, very good [25]. 2 Nevertheless, the normality of the variables under study was analyzed. In this sense, the KolmogorovSmirnov test, adequate given the sample size, greater than 50 observations, concluded with values of significance level lower than 0.05 (p <0.05), which determines the absence of normality. 13 Factor Initial eigenvalues Sum of square saturation of extraction Total % of variance % accumulated Total % of variance % accumulated Sum of square saturations of the rotation Total % of variance % accumulated 1 7,481 31,172 31,172 7,128 29,702 29,702 6,257 26,073 26,073 2 4,524 18,849 50,021 4,087 17,031 46,732 3,188 13,282 39,355 3 1,417 5,905 55,926 ,884 3,683 50,416 1,929 8,037 47,392 4 1,243 5,180 61,106 ,636 2,648 53,064 1,361 5,672 53,064 Extraction method: Factorization of Principal Axes. Next we have the factorial matrix not rotated (Table 4), in which we observe the correlations of the variables with the factors, although it is difficult to interpret. So, and having observed the recommendation to extract 4 factors, it is imperative to obtain an additional matrix of rotated factors [28]. When rotating, the indicators are placed closer to the designed factors, while the variance of the indicators is concentrated in fewer factors, facilitating the interpretation of the matrix obtained [29]. The purpose of rotation is to eliminate significant negative correlations and reduce the number of correlations of each item in the various factors [24]. Table 4. Factorial matrixa Table 5. Matrix of rotated factorsa Factor SAT6 SAT4 SAT5 SAT8 SAT9 SAT2 SAT7 SAT3 SAT1 BEH14 BEH6 BEH9 BEH10 BEH11 BEH5 BEH15 BEH1 BEH7 BEH8 BEH13 BEH12 BEH2 BEH3 EH4 1 ,812 ,805 ,802 ,785 ,775 ,747 ,743 ,680 ,604 ,473 ,457 ,463 ,441 ,352 ,449 ,318 ,361 ,418 ,400 ,285 ,219 ,324 ,119 ,209 2 -,392 -,380 -,386 -,398 -,411 -,230 -,402 -,258 -,295 ,424 ,381 ,621 ,610 ,545 ,529 ,476 ,445 ,442 ,418 ,410 ,317 ,258 ,154 ,362 3 -,069 -,079 -,034 -,035 -,006 ,005 ,047 -,045 ,032 ,086 ,380 -,186 -,344 -,193 ,113 -,412 ,035 ,352 ,042 ,049 -,105 ,392 ,213 ,021 Factor 4 -,034 -,010 ,017 ,081 -,004 -,039 ,054 -,036 ,022 ,085 -,103 -,259 -,142 -,072 -,080 ,155 ,137 -,212 -,221 ,338 ,255 ,133 ,086 ,405 Extraction method: Factorization of Principal Axes. a. 4 factors extracted. Required 7 iterations. SAT6 SAT4 SAT5 SAT8 SAT9 SAT7 SAT2 SAT3 SAT1 BEH10 BEH9 BEH11 BEH15 BEH8 BEH5 BEH14 BEH1 BEH6 BEH7 BEH2 BEH3 BEH4 BEH13 BEH12 1 ,899 ,887 ,885 ,878 ,873 ,839 ,753 ,714 ,665 ,072 ,073 ,022 ,047 ,113 ,093 ,173 ,071 ,161 ,096 ,115 ,008 -,008 ,027 ,029 2 ,100 ,100 ,062 ,020 ,031 -,025 ,151 ,128 ,013 ,797 ,793 ,619 ,560 ,512 ,510 ,388 ,359 ,302 ,389 ,059 ,013 ,132 ,210 ,230 3 ,039 ,031 ,066 ,051 ,074 ,109 ,146 ,071 ,097 ,076 ,231 ,151 -,089 ,331 ,442 ,376 ,303 ,621 ,615 ,531 ,276 ,196 ,266 ,082 4 -,001 ,026 ,039 ,089 ,001 ,041 ,028 ,016 ,026 ,242 ,120 ,238 ,446 ,028 ,192 ,311 ,352 ,073 -,005 ,211 ,120 ,532 ,501 ,405 Extraction method: Factorization of Principal Axes. Rotation method: Varimax standardization with Kaiser. a. The rotation has turned into 6 iterations 2.2. Identification of rotated factors – Thus, after extracting the initial factors, they were subjected to a Varimax rotation procedure, since the rotated factor solutions facilitate the interpretation of the factors. This type of rotation is usually recommended in the construction of factorial scales (objective of this work) ([30], [31], [32], [33]). Rotations place the variables closer to the factors designed to explain them, concentrate the variance of the variables into fewer factors and, in general, provide a means to facilitate the interpretation of the factorial solution obtained ([29], [24]). The matrix of the rotated components is shown below (Table 5). We proceed to the analysis of the significance of the factorial loads obtained. These represent the correlation between the indicators and the observed factors. Following the indications of [34], factorial loads greater than or equal to 0.55 are considered significant. From this criterion the following factor allocation was carried out: the first factor, Factor 1, groups the indicators SAT1, SAT2, SAT3, SAT4, SAT5, SAT6, SAT7, SAT8 and SAT 9; the second factor, Factor 2, groups the indicators BEH9, BEH10, BEH11 and BEH15; the third factor, Factor 3, groups the indicators BEH6 and BEH7; the fourth factor, Factor 4, finally does not group any indicators. 14 We note that not all indicators load well on some specific factor, such as BEH1, BEH2, BEH3, BEH4, BEH5, BEH8, BEH12, BEH13 and BEH14, which determines their elimination. These factors emanating from the exploratory factor analysis constitute the dimensions of student behavior and participation in university activities, as well as their satisfaction. Finally, the scale would be conformed by the following factors and items (Table 6), which in total add up to 15, having reduced the initial in 8 items: Table 6: Final indicators grouped by factors Indicators Factors Factor 1 Factor 2 Factor 3 SAT1 SAT2 SAT3 SAT4 SAT5 SAT6 SAT7 SAT8 SAT9 BEH9 BEH10 BEH11 BEH15 BEH6 BEH7 I receive a cordial treatment from those around me I am taken into account to improve teaching I receive complete and clear information on the studies and other related aspects Teachers care about student learning Teachers motivate students by subject Teachers encourage the participation of students Teachers are available to guide students when necessary There is a smooth communication between teachers and students I note that the development of students' capacities is encouraged I am involved in voluntary and solidarity initiatives undertaken by our group I am committed to volunteer programs and social participation I participate in support activities in the field of international cooperation I carry out activities in collaboration with NGOs, foundations, etc. I participate in actions and initiatives that the institution undertakes in terms of sustainability I contribute to the dialogue and participation to incorporate the interests of the students in the decisions of the institution Source: The authors 3. Conclusions – The EFA provides the factors that group the indicators which will form the validity scale. Now, we are going to identify and name each of the factors according to the indicators they contain, in order to delimit the different components of the scale under study: 1. Factor 1, F1, covers all aspects of the initial scale of student satisfaction. This factor has been identified as "University Student Satisfaction". 2. Factor 2, F2, considers several indicators related to the behavior and participation of university students in university activities of a voluntary nature and solidarity. For this reason, this factor was identified as "Social and voluntary behavior of the university student". 3. Factor 3, F3, contemplates two other indicators related to the participation in sustainable initiatives and the incorporation of the interests of the students in the decisions of the institution. This factor has been identified as "Sustainable behavior of the university student". 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Medrano, “Análisis Factorial Exploratorio: Bases Conceptuales y Metodológicas”. Revista Argentina de Ciencias del Comportamiento, 2 (1), (2010), p. 58-66. [25] A.M. Almeida, “Imagen de Portugal en el turismo de los negocios. Análisis empírico en las ferias y reuniones internacionales”. Tesis Doctoral. Universidad de Extremadura, (2010). España. [26] A.B. Costello & J.W. Osborne, “Best Practices in Exploratory Factor Analysis: Four Recommendations for Getting the Most From your Analysis”. Practical Assessment, Research & Evaluation, 10 (7), (2005), p. 1-9. [27] H.F. Kaiser, “The application of electronic computers to factor analysis”. Educational and Psychological Measurement, 20, (1960), p. 141-151. [28] J.B. Carroll, “An analytic solution for approximating simple structure in factor analysis”. Psychometrika, 18, (1963), p. 79-87. [29] H.F. Kaiser, “The varimax criterion for analytic rotation in factor analysis”. Psychometrika, 23, (1958), p. 187-200. [30] J.C. Nunnally, Psychometric Theory. New York: McGraw-Hill (1978). [31] P. Kline, A Handbook of Test Construction. New York: Methuen (1986). [32] P. Kline An Easy Guide to Factor Analysis. Newbury Park: Sage (1994). [33] K.M. Rennie, Exploratory and Confirmatory Rotation Strategies in Exploratory Factor Analysis. Paper presented at the annual meeting of the Southwest Edcuational Research Association, Austin, January, (1997). Disponible en: http://files.eric.ed.gov/fulltext/ED406446.pdf (acceso, 5 mayo 2016). [34] J.F., Hair, W.C. Black, B.J. Babin & R.E. Anderson, Multivariate data analysis. Pearson Prentice Hall, NY (2009). Scientific CV Dr. Gallardo-Vázquez is the principle researcher of the Business Research (INVE) Research Group, included under the SEJ022 in the government of Extremadura. She is an associate professor in the Department of Accounting and Financial Economy of the Faculty of Economic and Business Sciences at the University of Extremadura. Her research interests focus on corporate social responsibility, university social responsibility, social disclosure, intellectual capital, disclosure of intangibles and entrepreneurship. 16 Dr. Folgado-Fernández is a professor in the Department of Financial Economics and Accounting in the University of Extremadura, Spain. Prior to his academic career, he worked in managing several service companies. He was given a PhD Extraordinary Award. His research is focused on corporate social responsibility, tourism events, branding and destination management. He has published several papers in specialized journals. He is also reviewer of international journals. Dr. Hipólito-Ojalvo is an architect who works in the Department of Mechanical Engineering, Energy and Materials at the School of Industrial Engineers at the University of Extremadura. He is the coordinator of University Social Responsibility in this school. He manages several end-of-degree jobs related USR and has published papers in specialized journals. 17 Metodología npS® y Procesos de Orientación Integral (POI) como apoyo al ProfEEESor D. Carmona (1), M.A. Jaramillo, L.A. Horrillo (1) Escuela de Ingenierías Industriales. 06006-Badajoz. 924289600-86788. dcarmona@unex.es 1. Introducción – En la actualidad vocablos como “orientación” y “competencias” [1,2] se encuentran en el epicentro de la actuación docente universitaria en el contexto del Espacio Europeo de Educación Superior (EEES), lo que ha llevado a emplear el término “ProfEEESor” para denominar la evolución que ha de caracterizar al profesor universitario en el escenario EEES. Para facilitar esta evolución son necesarios cambios de mentalidad y herramientas prácticas que los implementen. La metodología npS® (no problems, Solutions) [3] puede facilitar este cambio, al permitir mejorar el desempeño competencial de los alumnos [4]. El apoyo de procesos de orientación integral o planes de acción tutorial será también muy valioso, al facilitar el carácter orientador necesario para el profEEESor y preparar el terreno para la mejora del desempeño competencial del alumno en las consideradas competencias genéricas. Las corrientes educativas mundiales de las últimas décadas evidencian una necesidad de cambio de modelos enfocados en el “profesor” a otros más enfocados en el “alumno”. Y, paralelamente, de modelos centrados en “contenidos” a otros más centrados en “resultados/logros”, modelos estos últimos que no son realmente novedosos, sino que empezaron a funcionar ya en EEUU en los años sesenta con la formulación de objetivos conductuales (behavioural objectives), u objetivos operacionales como fueron llamados por Mager (1975). Entidades como la Quality Assurance Agency for Higher Education, QAA (Agencia para asegurar la calidad de la Educación Superior) en Reino Unido, o las Qualification Authorities (Autoridades para la Titulación) de Australia, Nueva Zelanda y Sudáfrica, adoptaron el enfoque basado en resultados posteriormente. En este contexto nace el término Resultados de Aprendizaje (learning outcome), en adelante RA, para mostrar lo que se espera que el alumno pueda hacer al terminar su periplo de aprendizaje. Así pues los RA se convierten en el epicentro de nuestra programación por competencias. ANECA presentó la “Guía de apoyo para la redacción, puesta en práctica y evaluación de los resultados del aprendizaje” en 2013, “… documento que pretende orientar a los responsables del diseño de títulos, profesores, estudiantes, evaluadores y agencias en el proceso completo de diseño, implementación y revisión de planes de estudio”. La guía es una recopilación de trabajos anteriores de numerosos autores. Comienza por definir qué son los resultados de aprendizaje (RA), continúa con cómo se formulan, evalúan y revisan, y cómo se enmarcan en el Marco Español de Cualificaciones y en los SGIC, y termina con una serie de apéndices entre los que el tercero se dedica a cómo reformular competencias de la memoria de verificación de los Títulos en RA previstos. En este contexto se manifiesta la COMPETENCIA como una suma de resultados de aprendizaje. Nuestra visión de COMPETENCIA es la que representa la imagen 1 anterior, lo que nos lleva a la necesidad de trabajar sobre los 6 saberes y los tres ámbitos en que las dividimos: de competencias técnicas, de comportamiento y contextuales, lo que nos garantiza una visión holística-integral del proceso enseñanzaaprendizaje. En la definición de los Títulos podríamos decir que existen dos grandes grupos de competencias: las específicas (a su vez divididas en varios subgrupos: básicas, comunes a una rama,…) y las genéricas, más conocidas como transversales. En ocasiones tenemos la duda de hasta qué punto hemos de mejorar en nuestras materias, en una visión más individualista y tradicional de la educación universitaria, el desarrollo competencial de los alumnos en dichas competencias genéricas (trabajo en equipo, resiliencia, solución de problemas, comunicación, 18 liderazgo, etc.), en primer lugar por el tiempo que restarían al desarrollo competencial en competencias más técnicas o específicas de la titulación, y más en un segundo plano, porque tal vez no nos sintamos capacitados suficientemente para abordarlas. En este sentido, tal vez lo más adecuado sería contar con asignaturas específicas en los primeros cursos de las distintas titulaciones que persiguiesen mejorar el desempeño competencial de los alumnos en esas competencias genéricas, impartidas por profesionales más relacionados con ellas, lo que mitigaría los efectos de los dos argumentos anteriores. Mientras se consigue que este escenario cambie, podemos recurrir a los planes de acción tutorial (PAT) o planes de orientación integral (POI) según sea el caso, donde con iniciativas como la que se presenta en este trabajo, se ha mejorado considerablemente el nivel de desempeño competencial del alumnado en esas competencias genéricas. 2. Experimental – En la Escuela de Ingenierías Industriales de la Universidad de Extremadura se viene implementando un Proceso de Orientación Integral (POI) desde hace varios años, combinando un programa de formación para el ProfEEESor y alumno que lo solicite. Se basa en npS® como metodología de trabajo, que se implementa a través de un Curso de Desempeño Competencial (CDC), y que se completa con iniciativas como H3lice, proyecto para el desempeño competencial del egresado, o como ColeguITI, proyecto para la mentorización entre iguales. En este curso se han realizado además evaluaciones del desempeño desde la triple óptica de una evaluación integral: auto, co y heteroevaluación. La programación del Curso de Desarrollo Competencial (CDC) se ha realizado con la siguiente secuencia: 1. 2. 3. 4. Se establecieron las COMPETENCIAS sobre las que queríamos mejorar el desempeño de nuestros alumnos, contemplando los 6 saberes: saber, decir, hacer, ser, estar y querer. Se seleccionaron las 12 competencias más valoradas para ingenieros en el primer barómetro de empleabilidad [5]. Se definieron los OBJETIVOS acordes a las competencias perseguidas. Se definieron los RA y los criterios de evaluación (en adelante CE). Se aplicó npS®, definiendo actividades formativas y seleccionado la “situación a resolver” que nos serviría de elemento conductor, empleando para ello las FICHAS de programación por competencias npS®, siguiendo el proceso npS® siguiente:        5. 6. 7. Preparando el terreno... Decálogo npS® Enunciar la situación a resolver. ¿Qué sé de la situación a resolver? K de matriz KWL (Know, Want, Learn). Cuantificar. ¿La situación es un problema realmente? DAFO. Al final ¿qué es: trivialidad, problema, conflicto? Ponderarlo Plantear soluciones. Brainstorming. Aplicar estrategia npS®: Plan npS® Elegir solución. Análisis de riesgos. Lecciones aprendidas. ¿Qué aprendí? L de matriz KWL (Know, Want, Learn). Se definió el sistema de evaluación de los RA. Se evaluaron los RA mediante rúbricas: autoevaluación, coevaluación y heteroevaluación. Lecciones aprendidas y feedback al punto 1. Imagen 2. Matriz KWL 3. Resultados y Discusión – En la imagen 1 se muestra el concepto de competencia bajo el enfoque npS®. Este término se “divide” en 6 ámbitos de saber, que son evaluados a través de un procedimiento que permite cuantificar la mejora del desempeño competencial del alumno en un total de 12 competencias consideradas claves para las personas ECI (emocional y competencialmente inteligentes). Se ha obtenido una mejora significativa tanto del desempeño como de la satisfacción del alumno ante la metodología docente propuesta (más del 80% sobre la base ECI y DCP inicial, frente al objetivo inicial del 50% planteado). El procedimiento de evaluación se realizó mediante un sistema de calificación numérica de las doce principales competencias demandadas en el entorno laboral de los ingenieros según el barómetro de empleabilidad y empleo de los universitarios en España [5]. Se basó en la organización y ejecución de una amplia serie de pruebas de desempeño competencial de diversos tipos donde los participantes fueron autoevaluados, coevaluados por sus propios compañeros y heteroevaluados por evaluadores experimentados para extraer mediante el correspondiente material de evaluación un registro de calificaciones de su nivel de desempeño competencial mediante la observación de las evidencias que pusiesen de manifiesto en el transcurso de dichas pruebas. Mediante estas calificaciones se obtendría para cada participante un doble índice competencial obtenido a modo de combinación lineal, por un lado, el resultado índice ECI (Emocional y Competencialmente Inteligente), el cual arroja resultados en términos de “saber”, “saber decir”, “saber estar”, “saber ser”, “saber hacer” y “querer”, mientras que por otro lado, se obtiene el índice DCP (Desempeño Competencial Profesional), el cual refleja los resultados generales obtenidos en cada competencia. 19 Ambos índices se encuentran debidamente ponderados según el orden de importancia de las competencias evaluadas. Estos factores de ponderación pueden adaptarse y modificarse en función de la significatividad que queramos darles, por ejemplo en función del peso que tenga una competencia dada en una determinada profesión o entorno laboral. Mediante este modelo de evaluación se puede conocer con exactitud el perfil competencial que posee una persona para un entorno profesional, siendo de gran valía tanto para el autoconomiento de la propia persona sobre sí mismo como para cualquier empresa que desee tener un seguimiento competencial de su personal o pretenda mejorar su sistema de selección del mismo. Se inicia con la realización de las fichas de evaluación sobre los 6 saberes (S, SD, SE, SS, SH, Q) empleando para ello las rúbricas de evaluación elaboradas desde fichas npS de evaluación de competencias (fichas HEC): Imagen 3. Ficha de registro npS para evaluación por saberes de la competencia “Comunicación (CO)” Tras ello se obtiene el índice para esa competencia IECI: Imagen 4. Expresión para índice ECI de la competencia Comunicación El indicador ECI final para la persona evaluada se obtiene, una vez evaluadas las competencias ECI que deseamos trabajar, desde la expresión siguiente, donde los factores fi normalizan el valor a la base unitaria. En este caso se ha dado un peso del 20% tanto a la autoevaluación (SDCO/01) como a la coevaluación (SDCO/02), dejando un 60% a la heteroevaluación (SDCO/03). Estos pesos pueden modificarse en función de los objetivos perseguidos. Si se quieren obtener los índices ECI por ámbito de saber de los 6 considerados puede hacerse de forma inmediata, lo que proporciona información de gran valor para decidir dónde actuar en primer lugar y con más intensidad para mejorar el desempeño competencial. Imagen 5. Indicador ECI final sobre las 12 competencias evaluadas 20 Imagen 6. Indicadores ECI por ámbitos de saber Finalmente, puede obtenerse el índice DCP que permite comparar el desempeño competencial esperado para dos profesionales en un determinado puesto laboral, por ejemplo, potenciando a través de los factores de ponderación que afectan a cada indicador competencial el interés que cada competencia presenta para dicho puesto. Imagen 7. Indicador DCP para la persona evaluada competencialmente 4. Conclusiones -. En todos los ámbitos educativos es habitual escuchar referencias a la necesidad de la mejora competencial, pero en la práctica dicha mejora no es sencilla de implementar. La metodología npS® plantea una parte de actuación emocional que predispone al alumno hacia la motivaCción (decálogo npS®) facilitando una forma de responder al CÓMO hacerlo, de forma planificada y organizada, evitando la efervescencia peligrosa de otras metodologías que se sirvan de procesos mentoring-coaching. Lamentablemente la mayor parte de programas de asignaturas revisados en los últimos años, que forman parte de Títulos verificados, no tienen una correcta definición de RA (no contemplan los cuatro elementos básicos para su formulación, empleando verbos de uso no recomendado por ANECA por ejemplo en la Guía antes citada, para lo cual sería útil que siguiesen algunas de las Taxonomías más habituales como la de Bloom), con lo cual el proceso de programación por competencias empieza defectuosamente. Es imprescindible pues realizar una programación por competencias que parta de definir RA de forma correcta, distribuirlos o desglosarlos, según sea el caso, en los 6 ámbitos de saber, definir CE realistas y aplicables, crear herramientas de evaluación de competencias para la auto, co y heteroevaluación, y medir el índice de desempeño competencial con un indicador como el que se muestra en este trabajo, de forma que no solo midamos el nivel competencial sino que el evaluado obtenga información de en qué y cómo puede mejorarlo. Junto a ello, aplicar una metodología con base en proyectos como npS facilita el desempeño competencial, y utilizar espacios como el POI (o los PAT) puede ayudar a trabajar las competencias genéricas sin tener que tratarlas expresamente en las asignaturas. 5. Referencias [1] M.L. Crispín Bernardo, et al., “Guía del Docente para el desarrollo de competencias”, Universidad Iberoamericana, México, 2012. 21 [2] T. Gómez. “Dime qué resuelves y te diré qué aprendes: desarrollo de competencias en la universidad con el método de proyectos”. Universidad Iberoamericana, México, 2011. [3] D. Carmona, “npS. No problemas…Soluciones”, Edit. Abecedario, Badajoz, 2017 (en prensa). [4] D. Carmona, et al., “Metodología npS vs enfoque competencial”. XXI Congreso Internacional de Dirección e Ingeniería de Proyectos. CIDIP. 2017. [5] “Barómetro de empleabilidad y empleo de los universitarios en España 2015”. Observatorio de Empleabilidad y Empleo Universitarios. 2015. Disponible en: http://catedraunesco.es/repositorio/2016/Informe_Bar%C3%B3metro_OEEU_2015.pdf 22 Social Network Analysis and Educational Data Mining for NeuroK eLearning Platform A. Nevado-Maestre (1), M. A. Vega-Rodriguez (2), C. J. Perez (3), F. Calle-Alonso (3,4) and J. M. Sanchez-Gomez (1) (1) Catedra ASPgems, University of Extremadura, Spain, (2)Department of Computers & Communications Technologies, University of Extremadura, Spain, (3)Department of Mathematics, University of Extremadura, Spain, (4)ASPgems R&D Department, Spain. Corresponding author: F. Calle-Alonso fcalonso@unex.es Keywords: Educational Data Mining, e-Learning Platform, Learning Analytics, Neuroscience, Social Network Analysis. 1. Introduction – NeuroK [1] is a new e-learning platform which uses the latest technologies and implements new tools that support pedagogical principles from neuroscience and brain based education [2]. Most traditional platforms focus on content management and apply teacher-centered methodologies (everything goes through the teacher). In contrast, NeuroK focuses on students. It is a social network using collaborative learning, motivational processes and a “learning by doing” perspective to achieve a long-term relevant learning. It pays special attention to debate, new opinions and motivating/engaging features as notifications, hashtags, mentions or ratings. All these characteristics are meant to encourage students to learn by motivation. Nowadays, the popularity of social networks has led the teachers to start using them as a motivation trigger [3]. Social learning networks analytics are starting to play an important role in online education platforms [4]. A lot of important information can be extracted from the relationships among the users (in our case, students) of a social network. This data can be used to measure the participation, and most important, the cohesion of a group of students [5]. Moreover, with social networks the interactions among students can be showed in an illustrative graph. Social Learning Graphs can capture and represent the interactions and relationships occurring among multiple entities in a learning environment [6]. Some teachers have tried to use some of the most known social networks (as Facebook, Twitter or Linkedin) for teaching purposes [7]. These social networks are extremely rich in content which can be leveraged for analysis [8]. But most e-learning platforms do not have any kind of analysis of social graph or valuable measures to properly evaluate the relationships of the participants. In this work, we present the social network analysis that is being applied to NeuroK online education platform. Both the graph and the main social measures used in our software are described. 2. Materials and methods – Graphs are considered as a representation of a social network inside structure. In our case, the graph is focused on an e-learning social environment. Nodes represent students from a specific course and the lines linking the nodes represent a relationship between them. In our social graph representation, the bigger is a node, the larger is the amount of relationships the person represented establishes. The thicker is the linking line between two nodes, the greater is the number of communications between those two students. The intensity of the blue color in the line is also related to the number of communications (more intense blue means more communications). Additionally, much information can be extracted from the graph that at first sight cannot be observed. Some different tables and graphs have been generated, with the objective of offering the statistic information relying underneath the social graph. This data can be used for very interesting purposes such as following the progress of the students, setting intervention alarms for the teacher, or comparing the participation for evaluation aims. The data obtained from NeuroK to build the social graph and to calculate the social measures are mainly: • Messages: This kind of communication can be done directly with a private message or with a comment of a content proposed by another student. • Events: Sometimes a student rates another student by some different ways. For example: set as favorite a comment, evaluate a task, or rate a content. • Mentions: A student can be mentioned in comments or tasks evaluations, creating a social link between the student mentioned and the one who mentions. For the representation of the graph, Vivagraph.js library has been applied. This library has some advantages such as: • It allows different kind of representations (for example curves in the linking lines). 23 • • • • • Avatars can be used as node representations. This allows representing the picture of a student directly on the graph. It is very easy to overload functions and use them. It works well with some gems as overlib, to create tooltips. These tooltips allow us to show some information when the cursor is over a node. It is based on social gravity. The representation follows some rules according to this gravity, as the length of a line or the attraction between nodes. The calculation of some metrics is directly implemented, offering distances or centrality measures. The teacher or the student can interact with the graph doing some of the following actions: • To choose the course they want to be represented in the graph. • To filter the data by drawing just the students or the students and the teacher/s. • To show all the interactions or only some of them (messages, events or mentions). • To display a tooltip when the mouse is over any node. • To move the graph structure dragging a node. • To display a student data table of all his/her relationships by a double click on a node. 3. Results and discussion - Firstly, a good visualization (graph) of the social network has been implemented, followed by a number of statistic metrics based on data science. These graph and metrics represent the relative importance of each student in the social network based on his/her comments, observations or ratings, providing great information about the structure of the network and how the students are related. In Figure 1, it can be observed a graph of a course. Figure 1. Different size nodes and relationship links. The nodes include the avatars of each student (anonymous in this case). They can have a different size. For example, the upper middle node is the biggest one, indicating that the student referenced has a larger amount of social interactions than the other students. On the other hand, the lines linking the nodes also highlight the intensity of the relationship between two students. In Figure 1, it is shown that the relationship between upper middle node and the lower left one is stronger than the relationship between upper middle node and lower right node. This situation is emphasized by the line thick and the intensity of the color blue. The graph also shows an isolated node/student, that is, the student that do not have relationships with any other student. With the graph proposed, a teacher can have an overview of the participation in a course just with a single figure. The students will be distributed in groups (clusters). These groups can be analyzed to know what they are talking about and what learning contents they are sharing and commenting. The groups should not be isolated one from each other. The teacher’s objective should be that all the groups would be connected, to share information and collaborate among them. Some students will be related to different groups, among then the influencers or key players can be obtained. They can deliver information among groups and have different points of view of the materials and discussions proposed. This kind of key students are very interesting to analyze, and the teachers could propose a specific line of actions to let them help the rest of the students thanks to their wide influence. Not all the students must be related and have lines from/to their node. Some of the students could be isolated, indicating they are not participating in the course. They are not sending messages, comments or ratings. The teacher should try to discover the reason why they are not using the platform. This is a simple and effective way to identify the students that could drop out before ending the course. Additionally, some information is shown to the teacher and the students to measure the participation of each individual in the course, and also the global participation. There are two types of measures obtained from the social graph: 1. Personal statistics: It is described the amount of individual interactions (any kind) for every student or teacher with the other participants in the course. Moreover, it is also shown the contribution it represents to the complete course. Figure 2 displays the statistics of some participants starting a course. The first three columns indicate the name of the user, his/her role (student or teacher), and 24 avatar (anonymous in this case). The next three columns represent the amount of messages, events and mentions (sent and received). There are three other columns representing the total communications, contacts and ratio (communications/contact), with their corresponding percentage of contribution to the course. Note that the green color is used when there are relationships and the red color is used when there is not any relationship, in this way, warning about this situation. Figure 2. Personal statistics of the participants in a course. 2. Overall statistics: There are three group measures and seven graph metrics. Figure 3 shows some descriptive statistics for the amount of communications, contacts and ratio communications/contact for all the participants in a course. It is very useful to know if a student is over the mean or under it, and try to motivate the students who are participating by a rate less than expected. Figure 3. Statistics for communications and contacts. Figure 4 offers seven metrics obtained directly from the social graph data. These metrics are: • Isolated nodes: It shows how many students are not communicating at all in a course. It is very relevant to try to reduce the churn rate of students. For example, in this course it can be seen that one student hasn’t participated still and the reason should be found. • Diameter: It is the maximum distance between two nodes. It is a very informative measure in a social graph. For example, a diameter of 3 means that to arrive from one node to any other node, the maximum number of intermediate nodes is 2. Also, it can be expressed as the maximum number of steps to arrive from one node to any other. When the diameter is low all the students are very well connected among them. • Degree: It represents the maximum number of relationships a node has at distance 1. For example, a degree of 2 means that at least one student is related (communicating in any direction) to 2 other students directly. • Relationships number: It is defined as the total amount of relationships in a graph (a course). It only counts every relationship one time. For example, if two students send 20 messages between them, the relationship is only increased by 1. • Relationships optimality: It is the result of dividing the number of relationships by the total possible amount of relationships (n^2 – n)/2. • Mean distance: It is the mean of the distance of all the nodes (for each node the maximum number of nodes to arrive to the most distant one). It could be very important to have a small mean distance, because it denotes that the students are very well connected in the course, having a lot of interactions among them. • Distance optimality: It indicates the difference between the real situation and having all the nodes connected with a distance 1. Figure 4. Graph metrics. 4. Conclusions – Both the graph and the measures are very useful to identify if the students are participating and in which extent. With the social graph, clusters of students can be detected and the different features of the clusters can be observed, allowing the teacher to have a better knowledge about the students and the 25 groups they form. Furthermore, the descriptive measures give us information which shows the participation level of the students, and it lets the teacher to know every single student that is at risk of dropping out the course. In these cases, the teacher can make some engagement actions to try to motivate them to continue participating in the course. Moreover, these data are also useful for helping in the identification of the students that are influencers or key players, who may be good knowledge brokers. The statistics are also very helpful to have summarized information about the whole course, including all the students. With the metrics proposed it can be confirmed that a course is developing well as it was expected, or that the course is deriving to a scenario where teachers have to take part and get the students back on track. 5. Future work – We are still developing this tool for social network learning analytics, but the results are good enough to continue this task. In the next months we will focus on the analysis of Key Players and Clusters of students. Both are very interesting subjects, deserving a deep research and we will try to offer new proposals. Also we will be researching about automatic student grades, a very relevant subject nowadays. 6. Acknowledgements - This research has been supported by Ministerio de Economia y Competitividad (Centro para el Desarrollo Tecnologico Industrial, Contract IDI-20161039), Junta de Extremadura (Contract AA-16-0017-1, and projects GR15106 and GR15011), Catedra ASPgems, and Union Europea (Fondo Europeo de Desarrollo Regional). 26 7. References [1] F. Calle-Alonso, A. Cuenca-Guevara, D. de la Mata Lara, J. M. Sánchez-Gómez, M. A. VegaRodríguez, and C. J. Pérez Sánchez (2017). NeuroK: A Collaborative e-Learning Platform based on Pedagogical Principles from Neuroscience. In Proceedings of the 9th International Conference on Computer Supported Education (CSEDU 2017) - Volume 1, pp. 550–555. [2] R. Edelenbosch, F. Kupper, L. Krabbendam, and J. E. W. Broerse (2015). Brain-Based Learning and Educational Neuroscience: Boundary Work. Mind, Brain, and Education, 9(1), 40–49. [3] F. Rennie and T. Morrison (2013). E-learning and social networking handbook: Resources for higher education. Routledge. [4] S. Buckingham Shum and R. Ferguson (2012). Social Learning Analytics. Educational Technology & Society, 15(3), 3–26. [5] C. Reffay and T. Chanier (2003). How social network analysis can help to measure cohesion in collaborative distance-learning. In: Designing for change in networked learning environments (pp. 343– 352). Springer Netherlands. [6] A. Pardo (2013). Social learning graphs: combining social network graphs and analytics to represent learning experiences. International Journal of Social Media and Interactive Learning Environments, 1(1), 43–58. [7] T. E. Bosch (2009). Using online social networking for teaching and learning: Facebook use at the University of Cape Town. South African Journal for Communication Theory and Research, 35(2), 185– 200. [8] C. C. Aggarwal (2011). An introduction to social network data analytics. Social network data analytics (pp. 1–15). Springer US. 27 Mission of new education in the modern world N. Zakharov (1), M. Perfiljeva (2), D. Zakharov (3), V. Sigov (4) (1) Saint-Petersburg State University of Economics , 191023, Russia, Saint-Petersburg, 21, Sadovaya str., +79119605850, znl29@mail.ru (2) Saint-Petersburg University of the Humanities and Social Sciences, 192238, Russia, SaintPetersburg, 15, Fuchika str., +79626880695, pmb05@list.ru , (3) PF Lesgaft`s National State University of Physical Culture. Sports and Heals, SaintPetersburg. Saint-Petersburg, 190121, Russia, Saint-Petersburg, 35, Dekabristov str., +79626880693, zdn89@yandex.ru (4) Saint-Petersburg State University of Economics , 191023, Russia, Saint-Petersburg, 21, Sadovaya str., +79217402680, dekanat205@mail.ru Key words: mission, professional education, personal responsibility, Information Society. 1. Introduction The modern world is the product of the Industrial Revolution of past centuries. As a result, malnutrition, unsanitary conditions, everyday inconveniences have disappeared in the industrial countries as a whole, labor has become much easier and safer, the standard of living has grown, and the living conditions of individuals have become substantially more humane. The industrial revolution has changed not only the conditions of human life. It changed the individual himself. This is due to the fact that the productive work of the Industrial are came to replace the regular work of the Agrarian or Traditional era. It demanded a change in attitude towards work. In a pre-industrial society, a person perceived labor as punishment and he did not have to demand remuneration for work. This was supported by educative and educational systems based on religious concepts of labor ethics, determined by the institution of the church. Everywhere, in different countries, the key principles of the ethics of work were approximately the same. For example, in China, where there were different forms of religious outlook, it was common that labor was understood as a heavy burden that a person must bear, making his own way of life. In India Hinduism and Buddhism offered a reward for conscientious work in the best rebirth in a future life. In the Near and Middle East, North Africa, Europe, where Judaism, Christianity, and Islam prevailed, labor was understood as punishment and atonement for original sin. And as a reward there was eternal bliss, as punishment there was eternal torment. The key principle of the relationship of man to work in Traditional society was the acceptance by man of the priority of duty over personal desire (I must over I want), altruism over selfishness, public over personal. The New Industrial Society, which is replacing the Traditional Industrial Society, required not measured, but productive work. And such work is not possible without personal interest. The personal interest of the employee in the labor result was necessary. The more a worker produced, the more his earnings were. At the same time, productivity and successful earnings depend on the employee's rational attitude toward work. And rationalism as the prevailing form of social thinking could be formed only on condition of the creation of a unified system of primary education. By the beginning of the twentieth century, in all industrialized countries such a system of universal primary education has evolved, i.e. a new social institution has emerged that influences the attitude of man to work. Productive work and rationalism demanded a change in ethical concepts, which were determined by the institutions of the church at the beginning of the Industrial Age. In the 16th-17th centuries, together with the beginning of the Industrial Age, new churches arose: in Europe, Protestantism, in Russia - Old Believers. These new churches have become key institutions of the Industrial Society. They formulated new moral postulates. One of them – work is not a punishment for original sin, but on the contrary, is the means given by the Lord to reveal the main gift of God – the abilities of a person. Only in labor can a man reveal his abilities, only in labor can a man realize himself, i.e. fulfill his main destiny prepared by the Lord. Another postulate – wealth accumulated by labor is not sin. And earnings are an indicator of a 28 person’s social significance, i.e. labor wealth, as a whole, is an indicator of the realization of the divine destiny of the individual. Another important postulate based on the idea of reputation is loyalty to this word. That is, the commitments made to the counterparty are above personal interest, even above life. At the beginning of the Industrial Age, it is the new church that establishes a new labor morale and, under its auspices, creates an institution of primary education. jThe key principle of man's relationship to work at the beginning of the Industrial age was the contradictory unity of duty and personal desire (I must and I want), rational and attractive, altruism and selfishness, social and personal. This unity was provided by the new church institution. Meanwhile, rational public consciousness supplanted the religious consciousness, and by the beginning of the 20th century the role of any church practically came to naught. And then, not constrained by the constraint due, the main priority of economic life has become a personal interest. From this time the institution of law, but not the church or any other institutions of morality, regulated the behavior of a person, his personal desires. And the key principle became the following: everything that is not forbidden is possible. It is noteworthy that morality replaces law. Therefore, morality is no longer needed. 2. Experimental This is where the serious problem of European society arises. – Personal interest has become an alternative to altruism and debt. In the twentieth century, European society experienced a number of serious shocks. These shocks have served as an incentive for the formation of modern European morality. Modern European morality, or the system of European values, is an attempt to combine personal interest with the public [1]. The main thing in it is human rights, personal freedom. The public is subordinated to the personal and manifested in the formula: the rights and freedom of the individual are limited only by the rights and freedom of another person. This system of values has become the source of two variants of human behavior. The first, in case of violation of your rights by another person, you must retreat so as not to violate the rights of this person. The second way of behavior pushes the person to reject the system of European values and to defend himself. It is the second way that becomes the source of the heroic and selfless behavior of individuals, but also the condition for the emergence of new totalitarian forms in the modern world: neo-fascism, fundamentalism, and so on. The clash of European values and new totalitarian ideas is reminiscent of the "future society" of G. Wells from his "Time Machine". The carriers of European values are very reminiscent of "eloi", and opposed to them – "morlocks." The new information revolution complicates the situation. It changes the world even more than the Industrial one. First, the power of the impact of the word, the information emanating from an individual has multiplied many times. [2] Secondly, in the world of work, the Information Revolution requires an employee to have a predominance of quality over labor productivity [3]. And this implies constant training and high personal responsibility of the person also for the gained knowledge and the scientific discoveries that he has made. All this creates problems. One of them – the desire of man for knowledge, the desire to realize the products of labor created with the help of acquired knowledge, the desire to receive a worthy reward for intellectual work – can be based only on personal interest. While the product itself is a quality product for which the producer is responsible to its purchasers. The creator's personal desire here is at variance with his duty towards the acquirers. A new system of morality should become an adequate regulator of such a contradiction. Since, apparently, the "system of European values" can not resolve these contradictions. The situation is aggravated by the fact that the system of European values, is largely a "cabinet" invention, divorced from real life, and was accepted by the people of Europe, tired of the upheavals of the twentieth century, as a hope for salvation from shocks in the future. It is necessary to pay attention to the fact that effective moral systems were accepted by people not from cabinet rational scientists, but from sincere believers in what they say, charismatic prophets. The people who were inspired by them were ready to behave self-sacrificially, defending the moral norms they had adopted. As soon as the norms were disseminated and accepted by society, an institution of the church appeared immediately, which ensured the existence of a moral system. In general, we note that it is necessary to create an adequate moral system – firstly, an objective need. For today, it is the need to move in the Information Society from the principle of productivity of labor to the 29 principle of quality labor. Another important factor in the modern world is the technology of the influence of information, the influence of the word on people's behavior, which requires adequate ways of regulating this phenomenon. Secondly, it is the charismatic bearers of morality. Thirdly, it is a social institution with means of influencing people's behavior. A social institution that is able to assume the function of the main regulator of the morals of the Information Society exists today and has sufficient authority for the realization of the function of maintaining the moral system [4]. This institute began to form in late Antiquity, when humanity made its first unsuccessful attempt to move into the Industrial age. But it slipped into the barbarous Middle Ages. Later, he clearly manifested himself in the late Middle Ages, when humanity again approached the threshold of the Industrial Society. Already in the Industrial Society it has become one of its important elements. And it became the key pillar of the modern world-the Institute of Vocational Education [5] at the end of the Industrial Age. The Institute of Vocational Education plays another important role. It is this institute, being the focus of the faculty, generates and concentrates in itself those individuals whom we can characterize as charismatic bearers of morality, in this case – teachers. [6] Up to the present time, the Institute of Vocational Education has been fulfilling the securing function of the technocratic world – teaching knowledge, preparing specialists.[7] But the way the professionals will dispose of this knowledge – was beyond the sphere of social responsibility of the Institute of Vocational Education. Today, when the information flow has accelerated and grown in volume the social communication has expanded and intensified [8]. Precisely the faculty is responsible for not only in how successfully the students will learn knowledge, but how, from a moral point of view, they will learn this knowledge and use it responsibly. That is why, the professor should be not only a teacher (a transmitter of knowledge), but also a tutor [9], in fact, a "charismatic prophet," which forms students a sense of personal responsibility to society for the use and creation of an intellectual product. 3. Results and Discussion The success of the morale of the Information Society is possible. First, its core can be the idea of personal responsibility of a person to other people for information. Secondly, it can be the social encouragement of readiness by a separate individual to protect the sphere of his responsibility. At present, there are social prerequisites. Such a prerequisite is, firstly, the existing system of professional education as a condition for the existence of the Information Society. The system of vocational education is that social institution that can support the system of morality. Secondly, it is the teaching faculty, in which the self-sacrificing charismatic bearers of morals are being formed at present. What does prevent the new system of morality? The predominant moral paradigm: personal gain. It is this paradigm that opposes the idea of personal responsibility [10]. For example, it is impossible to teach students an advertising course and to form at them an idea of personal responsibility for information. As you know, advertising is the art of convincing a buyer to buy a certain product, which may be not necessary for him. This also applies to the discipline of "news journalism", which teaches sensational technology. And also marketing, and public relations and a number of others, containing the technology of mind manipulation. In addition to obstacles, there is a very serious threat. A similar threat was realized more than 1,500 years ago, when the Ancient World technically approached the transition to the Industrial Society, but could not create an adequate moral system. The technical and economic progress of Antiquity liberated the destructive barbarian energy that swept both the great Rome and the great Han, plunging humanity into the dark Middle Ages. Today, humanity has come very close to the Information Age. And just like the one and a half thousand years ago, technical and economic progress, unrestricted by an adequate moral system, gave birth to modern barbarism – terrorism. So it lies on the teachers' colleagues – the responsibility of what awaits our children – a comfortable world or gloomy Middle Ages. 4. Conclusions The prerequisites for the morale system of modern society are ready. Now it is necessary for the teaching community to realize its mission. 5. References 30 [1] Bara F.E., Vinagre T.M. & Estrada M.R.B. (2014) University Lecturers’ Conceptions of Ethics and Citizenship Education in the European Higher Education Area: a Case Study, International Journal of Educational Technology in Higher Education, 11:11030022 [2] Iñiguez A.A.R. (2011) Conditions for the Internationalisation of Higher Education: Between Inclusion and Exclusion in a Globalised World, International Journal of Educational Technology in Higher Education, 8:8020313 [3] Sigova M., Kruglova I. (2016) International standards in vocational education and training for financial services sector to ensure sustainable development and environmental safety,. 15th International Conference "Topical Problems of Architecture, Civil Engineering, Energy Efficiency and Ecology - 2016", TPACEE 2016. [4] Söll S. & Oertel M. (2017) Universities between traditional forces and modern demands: the role of imprinting on the missions of German universities,. Higher Education, 73(1) [5] Procario-Foley C.B. (2017) Institutional Mission Education as a Form of Teaching, Religious Education, pp. 1-11. [6] Ricaurte P. (2016) Pedagogies for the open knowledge society, International Journal of Educational Technology in Higher Education, 13:32 [7] Hudson K.D., Shapiro V.B., Ebiner I.A., Berenberg A., Bacher N. (2017). Preparing tomorrow’s professoriate: an examination of social justice language in social work PhD program manuals, Social Work Education, 36(4), pp. 443-455 [8] Sigova M. (2015). Forming of communication and transfer technologies for criteria development of quality evaluation in educational sphere. Proceedings of the International banking Institute, №11. pp. 7-15 [9] Mukherjee M. (2017). Educating the Heart and the Mind: Conceptualizing inclusive pedagogy for sustainable development, Educational Philosophy and Theory, 49(5), pp. 531-549 [10] Taatila V. (2017). Paradigm shift in higher education? On the Horizon, 25(2), pp. 103-108 Scientific CV (optional) Nickolay Zakharov, Full-time professor, doctor of sociology sciences. Professor of chair Personnel management Saint-Petersburg State University of Economics. Marina Perfiljeva, Doctor of sociology sciences. professor of chair Conflictology Saint-Petersburg University of the Humanities and Social Sciences. Dmitriy Zakharov, Postgraduate of chair Social and human sciences PF Lesgaft`s National State University of Physical Culture. Sports and Heals, Saint-Petersburg. Vicktor Sigov, Full-time professor, doctor of sociology sciences. Head of the chair of Labor Economics Saint -Petersburg State University of Economics. Topics of scientific research: 1. The problem of corruption in education 2. HR-management 31 Planificación, implantación y seguimiento de docencia en inglés en los Títulos de la Facultad de Ciencias Económicas y Empresariales de la UEx Francisco M. Pedraja-Chaparro (1), Julián Ramajo-Hernández, Mª del Carmen PinedaGonzález, Patricia Milanés-Montero (1) Facultad de Ciencias Económicas y Empresariales. Avda. de Elvas, s/n. 06006 Badajoz (Spain). +34 924289550; pedraja@unex.es 1. Introducción Uno de los objetivos de la Declaración de Bolonia de 1999 era posibilitar la movilidad de los integrantes de la comunidad universitaria entre países. En relación con ello, la lengua inglesa se convierte en un patrón estándar de comunicación dentro del Espacio Europeo de Educación Superior, facilitando la movilidad, el aprendizaje y la convergencia entre países. (Carrasco et al., 2012). La docencia en esta lengua es, por tanto, un elemento clave en la internacionalización y en la mejora curricular del alumnado en un mundo cada vez más globalizado (Fortanet, 2008). Entre las competencias y habilidades que deben adquirir los estudiantes, el Libro Blanco del Título de Grado en Economía y Empresa (ANECA, 2005) señala la necesidad de que el graduado en empresa adquiera, en general, el carácter de un experto, una persona con habilidades claras, experimentada en su campo, que pueda abordar problemas de gestión con criterios profesionales y con el manejo de instrumentos técnicos. Por ello, debe ser capaz de leer y comunicarse en más de un idioma, en especial en inglés, cuyo dominio destaca entre los contenidos instrumentales que las universidades deberían garantizar para sus estudiantes. Esto requiere, según se afirma igualmente en el Libro Blanco, la inclusión de medidas diferentes a la simple existencia de asignaturas de inglés económico o empresarial -asignaturas que las Universidades pueden libremente incluir en la parte de contenidos propios- tales como, entre otras soluciones ya experimentadas, impartir asignaturas troncales en inglés. En este sentido, los antecedentes de la puesta en funcionamiento de los itinerarios bilingües (castellano, inglés) en las Facultades de Economía y Empresa de las Universidades españolas tienen ya, en algunos casos, más de una década de recorrido, aunque fueron una realidad generalizada en el curso 2009-2010, llevándose a efecto, en la mayoría de los casos, en el siguiente curso (Tascón et. al, 2014). Tomando como referencia el análisis anterior, la situación que se pretende corregir, y que justifica la puesta en marcha de una iniciativa por parte del equipo decanal de la Facultad en el curso 2014-2015 para la implantación de docencia en inglés, es el mejorable nivel de internacionalización de la Facultad de Ciencias Económicas y Empresariales de la UEx. Ello repercute muy directamente en la posición de la Facultad en rankings globales y, por tanto, en su atractivo para la captación de talento. Como resultado de esta iniciativa desarrollada durante el curso 2014-2015, la Facultad presentó al equipo de gobierno de la UEx una temporalización de la estrategia que pretendía seguir para la implantación de docencia en inglés. Con esta estrategia se pretende trabajar para la mejora, entre otros, de los siguientes indicadores de medida del nivel de internacionalización de las universidades: - La baja tasa de formación impartida en inglés y otros idiomas extranjeros, que es una de las debilidades detectadas por el Grupo de Trabajo de Internacionalización de Universidades (2013, p. 9). - El porcentaje de estudiantes que están en posesión de una acreditación de competencia lingüística cuando acceden a los programas de movilidad que ofrece la Facultad. Este porcentaje es actualmente muy bajo e impide el intercambio de estudiantes con las universidades que exigen la acreditación como requisito de participación. Además, existe un desequilibrio muy acusado entre el número de estudiantes outgoing/incoming motivado por la oferta en inglés, inexistente hasta el curso 2015/2016. Como referencia administrativa que pone de manifiesto esta debilidad, cabe señalar que por cada 100 estudiantes que salen cada curso llegan a nuestro centro unos 30 procedentes de otras universidades españolas, europeas y latinoamericanas, lo cual repercute muy negativamente en el mantenimiento y el establecimiento de nuevos acuerdos con otras universidades. 32 El objetivo de la Facultad para mejorar la situación planteada es implantar el Título de Graduado en Administración y Dirección de Empresas (ADE) íntegramente en inglés en el medio-largo plazo, e incrementar gradualmente la oferta en inglés en el corto plazo. Este propósito está en consonancia con el Programa de Internacionalización de la Facultad y de acogida de estudiantes extranjeros y es consistente con la Normativa de títulos con enseñanza en otras lenguas modernas y con las Recomendaciones de la ANECA sobre enseñanza en idioma extranjero. Con ello se contribuye al proceso de internacionalización de la Facultad, que es uno de los objetivos prioritarios de su Plan Estratégico (2014-2018), así como del Plan Estratégico de la UEx (2014-2018), y uno de los retos planteados en la Estrategia Universidad 2015 para aspirar a la modernización de las universidades españolas (Ministerio de Educación, 2011). Ante la solicitud de apoyo institucional realizada formalmente al equipo de gobierno de la UEx, a finales del curso 2014-2015 los Vicerrectorados implicados en esta área aprobaron la “Normativa de títulos con enseñanza en otras lenguas modernas” y pusieron en marcha el proyecto piloto Learn in English, como apoyo las iniciativas relacionadas con la oferta de docencia en inglés por parte de algunos centros de la Universidad. La metodología adoptada por la Facultad para conseguir este objetivo general de incrementar la oferta académica en inglés consiste en participar en la modalidad “Internacionalización” de las sucesivas convocatorias de Acciones para la Consolidación del Espacio Europeo de Educación Superior en la UEx supervisadas por el Servicio de Orientación y Formación Docente (SOFD) del Vicerrectorado de Calidad, y en las ediciones del proyecto piloto Learn in English (LIE) del Rectorado. Este artículo se divide en tres epígrafes principales en los que se plasma la labor de la Facultad en relación con la implantación de asignaturas en inglés en sus Títulos durante los cursos 2014-2015, 2015-2016 y 2016-2017, respectivamente. En cada uno de ellos se muestran los objetivos planteados anualmente, su grado de cumplimiento y los problemas detectados a partir de la experiencia del profesorado que inicia su docencia en inglés y de los responsables de las labores de gestión relacionadas con la organización académica de dicha docencia. Los logros alcanzados ponen de manifiesto que la apuesta del equipo decanal de la Facultad por este proyecto, mediante la financiación de la formación del personal y la planificación de la docencia, y el interés y el esfuerzo del profesorado por adquirir la formación requerida para impartir sus materias en inglés, a pesar del insuficiente reconocimiento de esta labor, están haciendo posible el incremento progresivo de esta oferta académica. Este esfuerzo también ha redundado en una mayor implicación del equipo de gobierno de la UEx que, ante los requerimientos de apoyo institucional, pone a disposición de los Centros cada vez más recursos, aunque éstos aún resultan notablemente insuficientes. 2. Diseño del plan estratégico de la Facultad de Ciencias Económicas y Empresariales para la implantación de docencia en inglés (curso 2014-2015) 2.1. Participación en la Actividad Formativa Complementaria “Planificación de la docencia bilingüe (español-inglés) en los Títulos impartidos en la Facultad de Ciencias Económicas y Empresariales de la UEx”, supervisada por el Vicerrectorado de Calidad e Infraestructuras Antecedentes, objetivos y método El Plan Estratégico (2014-2018) de la Facultad de Ciencias Económicas y Empresariales, aprobado en la Junta de Facultad durante el curso 2013-2014, incluía, dentro de la línea “Docencia, innovación y mejora continua” un Programa de Internacionalización de la Facultad y de acogida de estudiantes extranjeros y un Programa de fomento de la acreditación oficial del profesorado de la Facultad para la enseñanza en una lengua extranjera. Igualmente, la línea “Redes de colaboración y alianzas” incluye el Programas de atracción de profesores y estudiantes extranjeros y el Programa itinerarios bilingües. Los resultados esperados para estos cuatro programas eran, respectivamente, “Incrementar el número de estudiantes extranjeros que eligen nuestra Facultad para completar su formación y aumentar el número de materias/tutorías impartidas parcial/completamente en inglés”, “Dotar al profesorado de la Facultad de las competencias necesarias para impartir su docencia en inglés y propiciar la obtención de una acreditación oficial de nivel reconocida internacionalmente acorde con las Recomendaciones de la ANECA sobre enseñanza en idioma extranjero”, “Mejorar la cantidad y calidad en la recepción de Erasmus (profesores y alumnos) y de Universidades Latinoamericanas” y “Mejorar la oferta académica de nuestro centro y la formación en idiomas de nuestros estudiantes”. El primer paso en el desarrollo de dichos Programas fue el desarrollo de una actividad formativa complementaria que, con el título de “Planificación de la docencia bilingüe (español-inglés) en los títulos 33 impartidos en la Facultad de Ciencias Económicas y Empresariales de la UEx”, bajo la supervisión del Vicerrectorado de Calidad e infraestructuras, con el apoyo financiero del Vicerrectorado de Relaciones Internacionales a través de fondos Organización de Movilidad-OM-) y coordinada por el equipo decanal, tenía como objetivo planificar la docencia en inglés en el Grado en Administración y Dirección de empresas impartido en la Facultad de Ciencias Económicas y Empresariales de la UEx, en la idea de que con dicho plan podría iniciarse la respuesta a los cuatro programas previstos. En cuanto a la metodología empleada comenzaremos señalando la labor de información al equipo de gobierno de la UEx, con el objeto de alinear sus intereses con los de la propia Facultad. Dicha labor fue realizada por el decano de la Facultad quien mantuvo las primeras reuniones con el equipo de gobierno de la UEx para presentar el Plan Estratégico del Centro, informar de la actividad formativa mencionada más arriba, poner de manifiesto los principales problemas que se prevén considerando las características específicas de los títulos y solicitar la colaboración de la Universidad. Estas reuniones concluyen con el Informe final de evaluación, presentado por el equipo decanal al Adjunto al Rector, en el que se ponen de manifiesto las necesidades detectadas para la implementación de docencia en inglés en función de las características de los títulos de la Facultad y el perfil del alumnado. Desde un punto de vista operativo, debemos señalar que se celebraron varias reuniones de coordinación con los catorce profesores participantes en las que se adoptaron diversos acuerdos en relación con las tareas asignadas a cada uno y con el diseño de la planificación de la docencia en inglés en el Grado en ADE. Asimismo, se mantuvieron reuniones entre la coordinadora de la actividad y el resto de miembros del equipo de dirección de la Facultad. Además, se organizó una charla sobre el proyecto “Teaching in English” desarrollado en la Universidad Pablo de Olavide de Sevilla e impartida por su coordinador, el profesor David Naranjo Gil, a la que se invitó a todo el profesorado de la Facultad. Finalmente, la subdirectora del SOFD, Ana María Piquer Píriz, impartió a los profesores implicados en la actividad un el curso sobre Content and Language Integrated Learning (CLIL) at Higher Education. También se realizó un análisis y clasificación de experiencias universitarias previas (realizadas y en proyecto) relacionadas con el diseño de itinerarios bilingües y con la concreción de la oferta formativa bilingüe oficial y no oficial. En concreto, se analizaron las experiencias de las Universidades Pablo de Olavide de Sevilla, Carlos III de Madrid, Pompeu Fabra de Barcelona y Autónoma de Barcelona. Principales resultados Entre los principales resultados obtenidos, cabe destacar el conocimiento de experiencias universitarias previas relacionadas con el diseño de itinerarios bilingües y con la concreción de la oferta formativa bilingüe oficial y no oficial, la planificación del apoyo institucional requerido para alcanzar el, en español, Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en los títulos de la Facultad, la recopilación de información sobre los conocimientos previos, nivel de acreditación y grado de compromiso del profesorado de la Facultad con la impartición de docencia bilingüe, la identificación de problemas lingüísticos detectados por el profesorado de la Facultad durante sus estancias de movilidad en otras universidades y posibles soluciones, y el diseño del Plan de Inmersión en la Lengua Inglesa del profesorado participante. Además de los anteriores, el principal resultado de la actividad formativa fue establecer la temporalización de la estrategia de la Facultad de Ciencias Económicas y Empresariales para ofertar docencia en inglés que puede verse en el Anexo I. Por otro lado, fruto de las reuniones mantenidas con el equipo de gobierno de la UEx, el Rectorado se compromete a realizar una propuesta de normativa para regular la impartición de asignaturas en otras lenguas modernas, que finalmente se aprueba el 29 de junio de 2015 con el título de “Normativa de títulos con enseñanza en otras lenguas modernas”. Además, tras consultar a los centros implicados en la docencia en inglés, el 2 de junio de 2015, los Vicerrectorados de Calidad, de Estudiantes y Empleo, de Extensión Universitaria, de Planificación Académica, de Profesorado y de Relaciones Institucionales e Internacionalización y el Adjunto al Rector convocan el proyecto piloto para la impartición de docencia oficial en inglés Learn in English (LIE). 3 En esta línea se logra, además, que el SOFD incluya en las siguientes convocatorias de Proyectos de Innovación Docente (PID), una línea específica con la finalidad de promover la internacionalización de las enseñanzas universitarias, proporcionando al profesorado facilidades para la preparación de material didáctico y el desarrollo de estrategias pedagógicas y metodológicas en inglés. Igualmente, se potenciará 3 Algunos aspectos relevantes de la Normativa y del proyecto piloto se desarrollan en el siguiente epígrafe. 34 el desarrollo de estrategias y fomentar la realización de estancias breves en universidades anglosajonas en el marco de los programas de movilidad del profesorado y el aprovechamiento de la oferta formativa del SOFD. Finalmente, el Equipo Rectoral se compromete a facilitar al profesorado participante en los proyectos de innovación docente la obtención de una acreditación oficial de nivel de inglés reconocida internacionalmente, facilitando el material y los derechos de examen a quienes hubieran completado con éxito el Proyecto. Asimismo, la Facultad pone de manifiesto desde este momento la necesidad de contar con el apoyo institucional de los Vicerrectorados de Docencia y Planificación y de Profesorado para incentivar a los profesores participantes con reducción de carga docente. A esto último también se compromete el Equipo de gobierno de la UEx. 3. Primera experiencia de implantación de docencia en inglés mediante la participación en el Proyecto Piloto LIE y desarrollo de la primera edición del programa de la facultad para la adecuación del profesorado y la organización de la docencia mediante la participación en las Acciones de Innovación Docente del SOFD (curso 2015-2016) 3.1. Participación de la Facultad en la primera convocatoria del Proyecto Piloto LIE del Rectorado. Primeras medidas de apoyo del Rectorado de la UEx a los centros. Como se ha señalado, a finales del curso 2014-2015, se aprobó la “Normativa de títulos con enseñanza en otras lenguas modernas”, en la que se regulan, entre otros aspectos, la tipología de títulos, las condiciones de acceso y matrícula del alumnado, y los requisitos exigidos al profesorado y el reconocimiento de su labor. El artículo 4 de la Normativa, referido al profesorado, establece que se le exigirá acreditar el nivel oficial C1 o los criterios de equivalencia que se establezcan por la UEx. Para favorecer su formación y la acreditación de sus competencias, el profesorado tendrá prioridad en los cursos de idiomas del SOFD, en los cursos del Instituto de Lenguas Modernas (ILM) específicos para la obtención del nivel C1, en las visitas docentes del programa Erasmus+ y en los programas de inmersión lingüística en universidades extranjeras. En cuanto al reconocimiento al profesorado, la Normativa establece que su dedicación a la enseñanza en otros idiomas computará en el Plan de Organización Docente (POD) con un 25% adicional en el número de créditos ECTS de cada asignatura. Este reconocimiento se valorará en el programa DOCENTIA aunque no se tendrá en cuenta a la hora de determinar la necesidad de nuevas contrataciones. En cuanto al proyecto piloto Learn In English, cuya convocatoria definitiva fue anunciada el día 2 de junio de 2015, debemos señalar en primer lugar que fue dirigida únicamente 5 centros: las Facultades de Ciencias y de Ciencias Económicas y Empresariales y a la Escuela de Ingenierías Industriales en el Campus de Badajoz, y a la Facultad de Veterinaria y a la Escuela Politécnica en el Campus de Cáceres, puesto que se dirigía a los centros que previamente hubieran tenido alguna iniciativa en el ámbito de la enseñanza en inglés, y donde hubiera profesorado formado para comenzar en el curso 2015-2016. En segundo lugar, destacaremos la participación de los decanos y directores de los centros mencionados en la definición de las condiciones de participación en el LIE. En último término debemos resaltar la voluntad de establecer un marco de desarrollo integral de formación bilingüe en la UEx, cuyo primer hito completo sería ofertar un grado bilingüe en inglés en un plazo máximo de 4 años, y no únicamente un proyecto aislado, independiente y con duración temporal determinada. Este es el caso de la Facultad de Ciencias Económicas y Empresariales. Para el desarrollo del proyecto se establecieron las siguientes condiciones: - - La planificación académica de estas asignaturas debía correr a cargo de los centros y se debía garantizar también su docencia en castellano tal y como se indica en las Memorias verificadas de los títulos implicados. Por tanto, esta docencia siempre tiene que estar desdoblada (castellano/inglés). En aquellos centros en los que la materia está ya desdoblada en más de un grupo, se podrá destinar uno de ellos a la docencia en inglés. Si esto supone una descompensación importante del número de alumnos en los restantes grupos de la materia, el centro podrá crear un grupo adicional. En ningún caso esta planificación supondrá solicitud de nuevas plazas docentes. Para su reconocimiento, las asignaturas que participen en el proyecto deberán impartirse íntegramente en inglés. 35 - En este proyecto piloto no se requerirá ningún número límite (mínimo o máximo) de alumnos para la impartición de la asignatura en inglés. Solo cuando haya una impartición efectiva de la asignatura, se reconocerá el 25% adicional señalado más arriba. Finalmente, se requiere a los centros el envío de la propuesta definitiva de las asignaturas participantes en el proyecto, con indicación del profesorado responsable. Solicitud de participación de la Facultad en la primera convocatoria del proyecto LIE La Facultad de Ciencias Económicas y Empresariales solicitó participar en la primera edición del proyecto LIE mediante la oferta, para el curso 2015-2016, de la docencia en inglés de la asignatura “Economía Laboral” que se imparte en el primer semestre del tercer curso del Grado en Relaciones Laborales y Recursos Humanos y en el mismo curso y semestre del PCEO en Administración y Dirección de Empresas y en Relaciones Laborales y Recursos Humanos, y mediante la propuesta de una relación de asignaturas cuyos profesores se comprometen a impartir en inglés a partir del curso siguiente. En la solicitud se adjuntó el compromiso de impartición firmado por estos profesores. La Facultad reunía todos los requisitos para implantar la tipología 1.2. (Títulos impartidos íntegramente en otra lengua extranjera), contemplada en el Artículo 1 de la Normativa de títulos con enseñanza en otras lenguas modernas. No obstante, en la solicitud de participación en el proyecto piloto LIE se puso de manifiesto la necesidad de contar con mayor apoyo institucional para garantizar: - Que se facilite el acceso a la docencia de las asignaturas del grupo de actividad en inglés al profesorado del departamento que cumpla los requisitos regulados en la normativa de la UEx. Esto debería ser contemplado en la normativa, al menos para la tipología 1.2. - La adecuada organización del grupo en inglés y de los grupos en castellano. Para ello, la Facultad solicita el compromiso del Rectorado de autorizar un grupo de actividad adicional si el actual número de grupos de las asignaturas que se incluyan en el proyecto del centro así lo justifica. El título de ADE en inglés requerirá de recursos docentes adicionales en el futuro. Por ello, la normativa de docencia en inglés debería contemplar las circunstancias en las que se haría necesario crear un grupo adicional a los ya existentes y la contratación de nuevo profesorado. - La difusión de la oferta del título, por parte del Vicerrectorado de Planificación Académica, en las Jornadas de puertas abiertas, en la Feria educativa, mediante un Plan de promoción y difusión a los estudiantes de bachillerato, mediante la publicidad en la Web de la UEx y ofreciendo a los alumnos incoming de movilidad (Erasmus Estudios+ y Americampus, principalmente) procedentes de Universidades socias el Título de ADE en inglés como módulo específico de movilidad. - La financiación del Plan de adecuación del profesorado de la Facultad. Además de las aportaciones de la Facultad se esperaba contar con la colaboración del Rectorado: - Destinando una partida específica de los Presupuestos de la Universidad a la cofinanciación del Proyecto de Grado en ADE monolingüe de la Facultad de Ciencias Económicas y Empresariales. - Mediante convocatorias anuales de PID. - A través de fondos OM del Vicerrectorado de Relaciones Institucionales e Internacionalización destinados a la Facultad. - Con la exención al profesorado del pago de los cursos intensivos y de los derechos de examen para acreditar el nivel C1 continuada en el tiempo. 3.2. Participación de la Facultad en la Convocatoria de Acciones para la Consolidación del Espacio Europeo de Educación Superior en la UEx del SOFD con la primera edición del “Proyecto para la puesta en marcha del Grado en ADE en inglés en el curso 2016-2017” Tal como estaba previsto en la Estrategia planteada por la Facultad para la implantación de docencia en inglés, durante el curso 2015-2016 el centro participó en la Modalidad B de las Acciones de Innovación docente del SOFD, con un presupuesto de 500€. Objetivos y método El objetivo principal planteado en la memoria de solicitud del proyecto fue el inicio de la puesta en marcha del Grado en ADE en inglés en el curso 2016/2017. La metodología que se propone se organiza en dos grandes áreas: formación y planificación. En cuanto a la formación, se prevé la realización de un Plan de Adecuación del Profesorado cuyos objetivos fueron la formación y acreditación de nivel de inglés para el profesorado participante. En dicho plan, que se inició en septiembre de 2015, participaron veintiocho profesores. 36 Mediante este programa se ofreció formación a los veintiocho profesores participantes, con docencia fundamentalmente en el Grado en ADE, para alcanzar el nivel C1 oficial internacional que capacita para impartir docencia en inglés. Se ofreció también al profesorado formación específica sobre comunicación y metodologías de enseñanza en inglés. Además, algunos de los profesores participantes se beneficiaron de los cursos intensivos de inglés del ILM que el Rectorado pone a disposición de los miembros del Proyecto Piloto LIE y de la oferta del SOFD, complementando así su formación. En cuanto a la segunda finalidad del proyecto, la planificación de la docencia en inglés durante el curso académico 2015/2016, el equipo de dirección de la Facultad, junto con los directores o representantes de los Departamentos implicados en la docencia en el Grado en ADE y la coordinadora de la Comisión de Calidad del Título comienzan a trabajar en los siguientes aspectos: la organización de la docencia del grupo en inglés y de los grupos en castellano y diseño de los horarios; la organización del POD; la supervisión de los planes docentes de las asignaturas elaborados por los profesores implicados; la difusión de la oferta del Título en inglés; la adecuación de la Guía del Título en ADE en inglés; el estudio justificativo de las necesidades docentes adicionales que puedan surgir en los últimos cursos del Grado en ADE en inglés. En el siguiente epígrafe se detallan estas tareas y las personas responsables de su cumplimiento en el marco del Proyecto con el que la Facultad participa por primera vez en la convocatoria de Acciones de Innovación del SOFD para promover la internacionalización. Tareas planificadas y miembros del proyecto responsables de las mimas A continuación, se detallan las tareas planteadas en relación con las fases de adecuación del profesorado y de planificación académica de la docencia en inglés, organizadas en función de los miembros del Proyecto responsables de su ejecución: Decano: - Dirección del proyecto Profesorado participante (28 profesores con docencia en el Grado en ADE fundamentalmente): - Aprovechamiento del programa de adecuación para la obtención del C1 y para adquirir formación específica sobre comunicación y metodologías de enseñanza en inglés. - Aprovechamiento del asesoramiento recibido para iniciar la elaboración del plan docente de la asignatura y el diseño de materiales y de actividades formativas y de evaluación. - Colaboración en las tareas de difusión del Título de Graduado en ADE en inglés. Directores, subdirectores, secretarios y representantes de los Departamentos implicados: - Organización del POD de las asignaturas implicadas en el Grado en ADE en inglés. Coordinadora de la Comisión de Calidad del Grado en ADE. - Supervisión de la ficha de las asignaturas que se van a impartir en inglés en el Grado en ADE monolingüe. - Colaboración en las actividades de difusión de la titulación. Vicedecano de Calidad y Coordinación de la Docencia: - Control del Plan de Organización Docente. - Aplicación de las normativas académicas. - Coordinación del plan de estudios del Grado en ADE en inglés adaptado al EEES. Vicedecana de Ordenación Académica: - Confección de horarios y de los calendarios de exámenes para las asignaturas de 1º de GADE que se impartan en inglés en 2016/2017. - Análisis de las circunstancias en las que se haría necesario crear un grupo adicional a los ya existentes para impartir la docencia en inglés y la contratación de nuevo profesorado. - Incorporación de la información correspondiente a las primeras asignaturas del título de Graduado en ADE que se impartirán en inglés a la Guía de la Facultad. Vicedecana de Relaciones Interuniversitarias: - Publicidad del título entre las universidades nacionales e internacionales conveniadas mediante correo electrónico o visitas docentes y a través de la página Web de la Facultad, ofreciendo a los alumnos de movilidad incoming (Erasmus estudios+ y Americampus, principalmente) procedentes de Universidades socias el Título en ADE en inglés como módulo específico de movilidad. Actividades realizadas - Realización, por parte del profesorado, de las pruebas de nivel necesarias para detectar el manejo real del idioma de cara a organizar los grupos de actividad. Como resultado fueron detectados 4 grupos diferentes: Nivel A (C1 bajo), B (B2 alto), C (B2 medio) y D (B1). 37 - - - - - Aprovechamiento de las clases learn to learn dirigidas al profesorado participante como docentes en el proyecto y organizadas en cuatro grupos de actividad reconstruidos en función del nivel de manejo real del idioma detectado en las pruebas de nivel. Cada grupo recibe, desde septiembre de 2015 hasta mediados de junio de 2016, tres horas de clases semanales distribuidas en tres días distintos. Participación de una parte del profesorado del proyecto en las dos convocatorias de cursos intensivos de inglés convocada por el ILM y en los cursos de inglés ofertados por el SOFD. Traducción de la ficha de las cuatro asignaturas que se ofertan en inglés en el curso 2016/2017, revisión por parte del profesor de inglés (Jean Poitras) y supervisión por el Vicedecano de Coordinación y Calidad de la Docencia. Inicio de la traducción de la ficha del resto de asignaturas implicadas. Planificación del módulo de asignaturas a ofertar en inglés para los estudiantes Erasmus incoming a partir del curso 2016/2017. Difusión del proyecto de Grado en ADE en inglés en la Feria Educativa. profesorado participante. Difusión del proyecto entre universidades extranjeras interesadas en firmar un acuerdo bilateral con nuestra universidad si la Facultad oferta un módulo específico en inglés para los alumnos Erasmus: Univ. Dundee (Scontland), Univ. Edinburgh (Scotland): Vicedecana de Relaciones Interuniversitarias y profesorado participante. Publicidad de la oferta en inglés en la Web: en el apartado Movilidad incoming, para alumnos estudiantes que participantes en programas de intercambio y otros alumnos internacionales; en el apartado nueva oferta académica para estudiantes españoles. Organización de los grupos en inglés y en castellano (Departamentos) y diseño de los horarios (Vicedecana de Ordenación Académica). Acreditación del nivel C1 por parte de los profesores participantes en el Proyecto. Detección de los principales obstáculos encontrados y traslado al Rectorado de las principales necesidades que deberían ser cubiertas para dar continuidad al proyecto. Principales resultados Entre los principales resultados destacan: - La oferta en inglés de tres asignaturas del Grado en ADE para el curso 2016/2017: Microeconomía, de primer curso y primer semestre, Estadística e Introducción a la Econometría, de segundo curso y primer semestre, y Dirección Comercial II, optativa de cuarto curso y primer semestre; y la implementación en 2015/2016 de una asignatura del Grado en RLRH: Economía Laboral. - Tres de los profesores responsables de estas materias obtienen el nivel C1 del ILM. - La traducción, revisión y supervisión de la ficha de las 4 asignaturas que se ofertarán para el curso 2016-2017 y el inicio de la traducción de la ficha del resto de asignaturas implicadas. - Mejora de la visibilidad de la Facultad para el estudiante internacional y entre las universidades conveniadas y futuras socias mediante la publicidad de las nuevas asignaturas en la web de la Facultad (véase: http://ecouex.es/novedades-la-oferta-academica-la-facultad) y entre los futuros estudiantes nacionales mediante la difusión de la oferta en la Feria Educativa, en centros de enseñanza secundaria, entre estudiantes de primer curso, universidades socias, etc. - En cuanto a la organización de la docencia en inglés: * Se transforma uno de los grupos de las asignaturas en castellano a un grupo monolingüe en inglés. * Se organizan los grupos y horarios por parte de la vicedecana de Ordenación Académica con la intención de que los alumnos de dobles grados puedan matricularse en estas materias en inglés. Límite de 30 alumnos por grupo. 3.3. Valoración final del Proyecto de Innovación Docente e Informe final del Proyecto LIE presentado al Adjunto al Rector. Además de los principales resultados detallados más arriba, la valoración del proyecto se basa en la opinión del profesorado participante, las perspectivas de futuro y las necesidades evidenciadas a lo largo de su desarrollo. En este sentido, según nos hizo saber el profesor responsable durante 2015/2016 de la docencia en inglés de la asignatura Economía Laboral, “la experiencia resultó muy satisfactoria a pesar del reducido número de alumnos matriculados (sólo tres) y del esfuerzo que le supuso la preparación de las clases. Aunque todo 38 el material, las clases y los trabajos y pruebas que los alumnos debían realizar estaban, lógicamente, en inglés el seguimiento y la participación fueron muy positivos. Los alumnos no faltaban a clase y fue posible establecer diálogos y discusiones en inglés de igual manera que se hace en las clases de la misma asignatura impartidas en el grupo en español”. Finalmente, esta asignatura acogió a un alumno Erasmus procedente de una universidad turca y le facilitó completar los créditos necesarios de su Learning Agreement. En cuanto a las perspectivas para el futuro, las posibilidades de generalización de la oferta académica en inglés y de la implantación del Grado en ADE en inglés, que es el principal objetivo de la Facultad para dar cumplimiento al de Internacionalización previsto en su Plan Estratégico, son amplias considerando el compromiso del profesorado y la implicación de la Facultad, que destina una parte importante de su presupuesto anual a este fin. No obstante, para que la consecución de este objetivo esté asegurada, es necesario cubrir, al menos, las siguientes de necesidades detectadas a partir de la experiencia de estos dos años: - Personal cualificado dedicado a la traducción al inglés de la Web institucional para favorecer el acceso del estudiante internacional a la oferta académica en inglés y permitir la internacionalización de la UEx. Es el único modo de solucionar el desequilibrio entre alumnos de movilidad incoming y outgoing. - La modificación de la normativa de elección de la docencia estableciendo criterios específicos que favorezcan que se cubran todas las asignaturas del grado en ADE en inglés siempre y cuando se cuente con profesorado del departamento que cumpla los requisitos establecidos. - La creación de un grupo adicional en los casos en los que la organización de la docencia no sea viable. La organización del grupo en inglés y de los grupos en castellano para el curso 2016/2017 supuso un gran esfuerzo por parte del Vicedecanato de Ordenación Académica. El título de ADE en inglés requerirá de recursos docentes adicionales en el futuro puesto que en el caso de algunas asignaturas de cursos más elevados, esta organización no será posible. Por ello, la Facultad solicita con el tiempo suficiente el compromiso del Rectorado de autorizar un grupo de actividad adicional, si el actual número de grupos de las asignaturas que se incluyan en el proyecto del centro así lo justifica. Creemos que la normativa de docencia en inglés debe contemplar las circunstancias en las que se haría necesario crear un grupo adicional a los ya existentes para impartir la docencia en inglés y la contratación de nuevo profesorado. En cuanto a los problemas habidos en este periodo, destacaremos que durante el curso 2015-2016, tras varias reuniones previas, el Decano realizó una solicitud formal de colaboración y ayuda a la Junta de Extremadura en la que se expuso el Proyecto de la Facultad y se propuso la inclusión en los Presupuestos Generales de la Comunidad Autónoma de un programa específico de gasto que contribuyera a financiar este Plan. A pesar del interés mostrado por la Junta, la solicitud fue finalmente denegada. Esto supone que el grueso del coste de plan (más del 95% del total) recae íntegramente sobre el presupuesto ordinario de la Facultad. En cuanto a la estrategia de futuro, se continuó participando en las sucesivas convocatorias de acciones de innovación docente del SOFD y en las siguientes ediciones del Proyecto Learn in English, con la intención de dar continuidad al programa de adecuación del profesorado y al de planificación de la docencia en inglés, de modo que la oferta de asignaturas del Grado en ADE en inglés vaya aumentando progresivamente hasta completar la titulación. 4. Incremento de la oferta en inglés en el marco de la segunda convocatoria del Proyecto Piloto LIE del Rectorado y desarrollo de la segunda edición del programa de la Facultad para la adecuación del profesorado y la organización de la docencia mediante la participación en las Acciones de Innovación Docente del SOFD (curso 2016-2017) 4.1. Participación de la Facultad en la segunda convocatoria del proyecto piloto LIE. A finales del curso 2015-2016, la Facultad presentó al Adjunto al Rector el Informe final sobre la experiencia piloto LIE 2015-2016 descrita en el apartado anterior y adjunta la solicitud de participación en el proyecto en su edición 2016-2017 mediante la oferta de la asignatura implantada en el curso 2015-2016 (Economía Laboral) y de tres asignaturas del Grado en ADE (Microeconomía, Estadística e Introducción a la Econometría y Dirección Comercial II) como se señaló anteriormente. Además, se solicita la inclusión en el Proyecto LIE 2015-2016 de un buen número de profesores, 45 en total, cuya intención es ofertar su asignatura en inglés a partir del curso 2017-2018. 4.2. Participación de la Facultad en la Convocatoria de Acciones para la Consolidación del Espacio Europeo de Educación Superior en la UEx del SOFD, con la segunda edición del “Proyecto para la 39 implantación del Grado en ADE en inglés en la Facultad de Ciencias Económicas y Empresariales II”. La Facultad solicitó participar en la edición 2016 de las Acciones para la Consolidación del Espacio Europeo de Educación Superior del SOFD continuando con su programa de adecuación y formación del profesorado y haciéndolo extensivo al personal de administración y servicios, puesto se consideró que la internacionalización es un proceso en el que ha de involucrarse la comunidad universitaria en su conjunto y, por tanto, además de profesores y estudiantes, también debe hacerlo el personal de administración y servicios. En esta nueva edición, que comenzó en septiembre de 2016, se modificó la orientación en el programa de formación pasando a ser desarrollado por el Instituto de Lenguas Modernas (ILM) de la UEx y cofinanciado por la Facultad y el propio Rectorado. Ha involucrado a un total de 45 profesores, 17 de los cuales acreditan un nivel de inglés B2 o superior, 30 asignaturas y a 15 personas del PAS Además, se propuso continuar trabajando en la correcta planificación de la creciente oferta en inglés, por lo que han seguido participando en esta segunda edición del proyecto los directores y secretarios, o representantes, de los cinco departamentos implicados, la coordinadora de la comisión de Calidad del Grado en ADE, y el equipo de dirección de la Facultad, con el decano a la cabeza. Los objetivos específicos perseguidos con la solicitud del proyecto correspondiente a la convocatoria de acciones de Innovación Docente de 2016 son los siguientes: - Incrementar la oferta académica en inglés para el curso 2017/2018. - Mantener, durante el curso 2016-2017, el programa de formación cofinanciado por la Facultad (45 profesores y 15 miembros PAS) organizado en tres niveles y a cargo del ILM. - Dinamizar el intercambio de estudiantes y ampliar convenios de movilidad. - Evidenciar problemas y necesidades reales que justifiquen mayor implicación institucional. A partir de la experiencia del curso 2015/2016 se han detectado una serie de problemas que requieren apoyo institucional, ya comunicados al Rectorado en la solicitud de participación en el Proyecto Piloto LIE 2016-2017. Este mismo objetivo se pretende conseguir a partir de la experiencia 2016/2017. - Incrementar la visibilidad de la Facultad en el exterior a través de la Web para hacerla atractiva al estudiante internacional. - Aumentar el atractivo internacional de la Facultad y mejorar la visibilidad y el reconocimiento internacionales que permitan atraer los mejores estudiantes, investigadores y profesores extranjeros y escalar posiciones en los rankings. - Diseño y desarrollo de un plan de seguimiento de la docencia en inglés implantada. En cuanto al resultado de la convocatoria, en esta edición 2016, la Facultad recibió una financiación de 1.500 € -la cantidad máxima concedida-, mayor que en la de 2015 pero claramente insuficiente. Además, el Proyecto presentado fue el segundo mejor valorado en su modalidad (Internacionalización). 4.3. Informe de seguimiento del primer semestre de ejecución del “Proyecto para la implantación del Grado en ADE en inglés en la Facultad de Ciencias Económicas y Empresariales II”. Descripción general de la marcha del proyecto de innovación Las tareas realizadas, y en su caso, valoración del programa, durante este primer período del proyecto en relación con cada objetivo específico son las siguientes: 1. Incrementar la oferta académica en inglés para el curso 2017/2018 y mantener el programa de formación y acreditación del profesorado y plan de organización de la docencia. Tareas relacionadas con el programa de formación y acreditación del profesorado: - Realización, en noviembre, de una prueba de nivel C1 McMillan en el ILM para reubicar al profesorado del hasta entonces grupo C1 en los niveles C1 y C1 Avanzado. El propósito era conseguir grupos más homogéneos y reducidos. Los objetivos perseguidos en este último grupo son acreditar el nivel C1 y preparar al profesorado para impartir docencia en inglés en el curso 2017-2018. - Propuesta de firma de un Convenio de colaboración con la School of Modern Languages de la Cardiff University, en el que se enmarque un programa de prácticas en la UEx por parte de los estudiantes de Cardiff con el objetivo de contar con apoyo para la docencia en inglés en el aula. Para ello se concertó una visita a la Cardiff University en el marco del programa Erasmus+ que tuvo lugar en enero de 2016. Tareas relacionadas con la organización de la docencia: 40 - - - - - 2. Dinamizar el intercambio de estudiantes y ampliar convenios de movilidad. - - 3. 4 Durante las primeras semanas de clases, el decano, Julián Ramajo Hernández, impartió charlas informativas sobre la oferta de la Facultad en inglés en el curso 2016-2017 (concentrada en el primer semestre) en los grupos en castellano de las mismas asignaturas que se ofertaban en inglés, de todas las titulaciones de Grado y PCEO de la Facultad. Como resultado de este esfuerzo, y de la publicidad previa en la Web, en los impresos de matrícula y en la aplicación para la automatrícula, el número de estudiantes por grupo ha sido muy satisfactorio. La eliminación de límites en los grupos en inglés y la planificación de los horarios ha posibilitado cursar Microeconomía, Economía Laboral, Estadística e Introducción a la Econometría y Dirección Comercial II en inglés a todos los estudiantes de la Facultad interesados y con nivel de inglés suficiente, independientemente de la titulación cursada. Se ha solicitado al Servicio de formación continua y títulos propios de la UEx información sobre la posibilidad de otorgar un Título (Advanced in Economics) a los estudiantes que cursen un módulo completo de asignaturas en inglés una vez se cuente con la oferta suficiente. Se espera que el equipo de gobierno de la Universidad atienda a esta solicitud. Solicitud, aprobación y celebración de un Taller al SOFD, con una duración de dos horas, impartido por el Catedrático en Fundamentos del Análisis Económicos de la Universidad de Cantabria, D. Juan Manuel Rodríguez Poo. Título del Taller: “Experiencia de implantación del programa de asignaturas en inglés «European Business and Economics»” en la Universidad de Cantabria”. Identificación de las asignaturas que se ofertarán en inglés en el curso 2017-2018: los profesores reubicados en el grupo C1 Avanzado se han comprometido a impartir docencia en el curso próximo si consiguen acreditar el nivel C1. De este modo se sumarán a las cuatro asignaturas que ya se imparten en inglés las siguientes: Macroeconomía, Economía Española y Mundial, Contabilidad Financiera I, Dirección de Recursos Humanos y Derecho Mercantil, lo que hace una oferta global de diez asignaturas de diferentes cursos, de las cuales 6 se ofertan en el primer semestre y cuatro en el segundo. Se han firmado nuevos convenios con universidades europeas y estamos pendientes de firmar con dos universidades escocesas: The University of Edinburgh y The University of Dundee. Están dispuestas a establecer un convenio de movilidad Erasmus con nuestra Facultad si ofertamos un módulo de un año de asignaturas en inglés, que es uno de los propósitos perseguidos con este proyecto de innovación. Atendiendo a la solicitud realizada por el Secretariado de Relaciones Internacionales, se ha enviado una oferta para acoger en la Facultad a estudiantes asiáticos en el marco del programa Leader. Para el éxito del programa también es crucial aumentar la oferta en inglés. Evidenciar problemas y necesidades reales que justifiquen mayor implicación institucional. Como consecuencia de las tareas de seguimiento del desarrollo de la docencia en inglés implementada en el curso 2016-2017 se detectan las siguientes necesidades: - El Programa de formación del SOFD, que este año incluye apoyo específico para la docencia en inglés, debería comenzar en septiembre, en lugar de hacerlo en enero, para orientar y prestar ayuda al profesorado con carga docente en inglés en el primer semestre. - Necesidad de contar con un programa de lectores similar al que financia la Junta de Extremadura para el desarrollo del bilingüismo en la enseñanza secundaria y el bachillerato. - Revisión de la normativa de asignación de la docencia para adaptarla a la normativa de docencia en otras lenguas y al Proyecto Piloto LIE. - Necesidad de considerar la docencia en inglés en la “Normativa de evaluación de los resultados de aprendizaje y de las competencias adquiridas por el alumnado en las titulaciones oficiales de la Universidad de Extremadura”, recientemente modificada 4 sin hacer mención a este asunto en sus artículos 3.4 y 7.2, relativos a los planes docentes y a los sistemas de evaluación, respectivamente. - Mayor atención del equipo de gobierno de la UEx al Instituto de Lenguas Modernas, que nos parece, sin duda, una de las apuestas más acertadas de la Universidad para su Internacionalización y en la que merece la pena invertir tiempo y recursos. Desde que acordamos la prestación del servicio de formación, que cofinancia la Facultad, se ha producido la dimisión de su director y, más recientemente, de la coordinadora en la sede de Badajoz, cuya baja se ha notado considerablemente dado su compromiso con el proyecto de la Facultad y su disposición para colaborar en todo lo necesario. DOE número 236, de 12 de diciembre de 2016. 41 - Necesidad de incentivar al estudiante mediante la expedición de un Diploma Advance in Economics por superar un número determinado de asignaturas en inglés. Actualmente, se les reconoce en el Suplemento Europeo al Título (SET) y se les permite acreditar las competencias lingüísticas requeridas para la defensa del Trabajo Fin de Grado (TFG) superando, al menos, dos asignaturas impartidas en inglés. 4. Incrementar la visibilidad de la facultad en el exterior a través de la Web. En el mes de septiembre de 2016 se incluyó un enlace en la Web con la información sobre la oferta general de la Facultad y la oferta específica en inglés, el personal de dirección y sus funciones, y los principales servicios de la UEx ofrecidos al estudiante: www.ecouex.es. 5. Diseño y desarrollo de un plan de seguimiento de la docencia implementada. Tarea relacionada con el seguimiento de la docencia en inglés ofertada en este curso 2016-2017: - Detección de necesidades del profesorado a través de entrevistas y comunicaciones por correo. Identificación de necesidad de apoyo para mejorar la pronunciación y la fluidez y, en el caso de la asignatura Estadística e Introducción a la Econometría, apoyo con la formulación matemática y la terminología específica. Puesto que la ayuda facilitada por el SOFD en este sentido comienza en el segundo semestre y las cuatro asignaturas ofertadas en inglés en la Facultad son de primer semestre, se organizaron dos cursos financiados con el presupuesto del PID, uno de veinte horas para mejorar la fluidez y otro de una hora de inglés específico. - Además, los profesores ponen de manifiesto “la gran incertidumbre que existe actualmente sobre la docencia a impartir en cursos venideros, el esfuerzo que suponen los cambios a realizar con las fichas unificadas de las asignaturas (hay que modificar los temarios), la presión de carga docente que hay que asumir, el elevado número de estudiantes en los grupos en castellano y los pocos recursos que hay para preparar las clases y el material en inglés”. Todo ello, unido a la necesidad de llevar a cabo labores de investigación, supone una carga excesiva para el profesorado y evidencia la necesidad de una implicación real del Rectorado en este proyecto. Consideran que “sería necesario contar con un experto en la Facultad o en la UEx que revisara las traducciones o resolviera las dudas que van surgiendo en dicha preparación”. Tarea relacionada con la evaluación del nivel de satisfacción del alumnado en este curso 2016-2017: - Durante el mes de diciembre de 2016, se distribuyeron unos cuestionarios de evaluación al alumnado sobre el nivel de satisfacción con la metodología docente, la atención prestada por el profesorado y con el sistema de evaluación. Se ha adaptado y traducido el cuestionario de la Unidad Técnica de Evaluación y Calidad (UTEC). Los resultados de las encuestas realizadas al alumnado (véase el Anexo II) muestran que, en general, el nivel de satisfacción de los estudiantes con la metodología docente, la organización de la docencia, la disponibilidad del profesor y el sistema de evaluación es muy elevado. Dos de las cuatro asignaturas impartidas en inglés en 2016-2017 han contado con nueve alumnos matriculados, otra con once alumnos y otra con veinte estudiantes. Entre las razones por las que los estudiantes decidieron cursar la materia en inglés destacan el interés por mejorar su conocimiento del idioma y la posibilidad de estar en un grupo exclusivo, de obtener mayor reconocimiento académico y de ampliar sus horizontes. La mayoría de los estudiantes dicen poseer un nivel B2-C1 pero hay un reducido grupo con un nivel B1 no acreditado cuyo interés en cursar la materia en inglés obedece únicamente al deseo de acreditar las competencias lingüísticas requeridas para la defensa del Trabajo Fin de Grado. Esto ha supuesto un problema para el correcto desarrollo de las clases, en algunos casos. La “Normativa de títulos con enseñanza en otras lenguas modernas de la UEx” tan sólo recomienda al estudiante tener un nivel B2 de inglés para poder acceder a los grupos en inglés. Por ello, planteamos la necesidad de apoyar no sólo al profesorado y al personal de administración y servicios en la capacitación lingüística, sino también al alumnado. 4.4. Valoración final e Informe presentado al adjunto al rector sobre los aspectos a mejorar tras la experiencia piloto LIE para convertirla definitivamente en un Proyecto. Atendiendo a la solicitud del Adjunto al Rector, se presentó un Informe con las principales necesidades detectadas en los dos años que la Facultad ha participado en la experiencia piloto, a partir de los resultados de las actividades de seguimiento de la implementación de docencia en inglés (entrevistas personales con el profesorado y encuestas al alumnado) y de las necesidades detectadas por el equipo de dirección: - Necesidad de avanzar en el reconocimiento al profesorado: 42 El curso 2017-2018 será el tercero en el que la Facultad de Económicas participa en el LIE impartiendo docencia en inglés. Hasta ahora, el incremento del 25% se ha cargado en POD como Actividad no específica, sólo reconocible para el profesor a efectos de solicitud de acreditaciones (ANECA y DOCENTIA). Ese incremento del 25% debería computar como docencia real a todos los efectos. Este sería un punto importante a incluir en la normativa de docencia en inglés. Además, debería ser posible crear un grupo adicional cuando el volumen de estudiantes de los grupos que quedan en castellano sea excesivo: No es viable que el grupo que se reconvierte al inglés cuente con 2030 estudiantes mientras que el grupo de castellano tenga más de 100. - Necesidad de asegurar la docencia en inglés de una asignatura con la que un profesor participa en el LIE: Contamos con profesorado con la formación requerida que no pueden acceder a asignaturas en inglés porque cuando eligen su docencia de acuerdo con la normativa vigente todos los grupos han sido asignados a profesorado que impartirán la asignatura en castellano. Es importante que exista una norma que asegure que uno de los grupos en castellano de una asignatura se cargará como asignatura en inglés en el POD del área correspondiente siempre que el profesor participante en el proyecto LIE con esa asignatura acredite el perfil de idioma requerido o los requisitos que el rectorado considere oportunos. Si no se modifica la normativa de elección de la docencia cualquier profesor con mayor categoría o mayor antigüedad la podrá elegir lo que podría impedir, en su caso, la oferta en inglés. Consideramos que los dos puntos anteriores son determinantes y urgentes para el adecuado desarrollo futuro del proyecto, puesto que la actual realidad ya ha puesto de manifiesto problemas importantes subsanados con la buena voluntad y esfuerzo de las partes implicadas. Otra cuestión relevante que también habría que considerar, además de las que ya se pusieron de manifiesto en epígrafes anteriores, es la necesidad de modificar la normativa que regula la acreditación de las competencias de idioma para la defensa del TFG puesto que la actual no incluye la opción de acreditarlas cursando dos asignaturas en lengua inglesa. 5. Conclusiones Las acciones emprendidas a partir del curso 2014-2015 por el equipo decanal de la Facultad de Ciencias Económicas y Empresariales de la UEx en relación con la Internacionalización se enmarcan en los diversos programas contemplados en el Plan Estratégico 2014-2018 del centro. Esta iniciativa de la Facultad se inició en el curso 2014-2015 con la actividad formativa complementaria titulada “Planificación de la docencia bilingüe (español/inglés) en los títulos impartidos en la Facultad de Ciencias Económicas y Empresariales de la UEx” y desarrollada bajo la supervisión del Vicerrectorado de Calidad. Entre los principales resultados de esta actividad cabe destacar el conocimiento de experiencias previas en diversas Facultades de Economía y Empresa, la temporalización de la estrategia de la Facultad para ofertar docencia en inglés, la detección de necesidades que requieren apoyo institucional y la oferta de la primera asignatura en inglés para el curso 2015/2016. A finales de ese curso, el Rectorado decidió apoyar la iniciativa de la Facultad y de otros cuatro centros de la UEx mediante la aprobación de una “Normativa sobre los títulos con enseñanza en otras lenguas modernas” y la convocatoria de un proyecto piloto Learn in English, en cuyo diseño se tienen en cuenta algunos aspectos del trabajo desarrollado previamente por la Facultad. Durante el curso 2015-2016, la Facultad participó en la convocatoria 2015 de acciones de innovación docente del SOFD con el proyecto titulado “Proyecto para la puesta en marcha del Grado en ADE en inglés en el curso 2016/2017”, que se desarrolló en el marco del proyecto piloto LIE. Como resultado del trabajo desarrollado, 28 profesores tradujeron al inglés el plan docente de su asignatura, uno de ellos impartió por primera vez su asignatura en inglés y nos trasladó su experiencia, se acreditó el 30% de los participantes (nivel B2-C1), se organizó la docencia de tres asignaturas más que se han ofertado en inglés en el curso 2016/2017 y se publicitó dicha oferta en la Web mejorando así la visibilidad de la Facultad para el estudiante internacional y entre las universidades conveniadas y futuras socias y para los propios estudiantes españoles. El proyecto presentado plantea un plan de trabajo que abarca tres aspectos fundamentales: la formación del profesorado y el PAS, la planificación de la docencia y la publicidad de la oferta. En cuanto a la formación, durante el curso 2015-2016, la Facultad puso en marcha un programa de adecuación y acreditación del profesorado financiado con el presupuesto del centro y desarrollado por una empresa especializada. 43 Durante el curso 2016-2017, la Facultad ha continuado desarrollando el Proyecto participando por segundo año consecutivo en la convocatoria de acciones del SOFD relacionadas con la Internacionalización, en el marco del proyecto piloto LIE. La tasa de participación en esta iniciativa se ha incrementado en más de un 60%, pasando de 28 a 45 el número de profesores implicados. Diecisiete de estos profesores ya acreditaban un nivel de inglés B2 o C1. Además, el personal de administración y servicios se ha sumado al programa de formación y acreditación. En esta ocasión, el servicio de formación se ha encargado al Instituto de Lenguas Modernas de la UEx, y ha sido cofinanciado por la Facultad y por el Rectorado. Como apoyo al profesorado responsable de las cuatro asignaturas impartidas en inglés, en el curso 20162017, se han destinado fondos del Proyecto de Innovación Docente del SOFD a la mejora de su capacitación lingüística y, en el caso de la asignatura Statistics and Introduction to Econometrics, al apoyo con el inglés académico específico y la metodología docente. Esta ayuda ha resultado insuficiente, tal como han puesto de manifiesto los profesores en el proceso de seguimiento y evaluación de la implementación de la docencia en inglés. Se ha solicitado mayor apoyo institucional en este sentido y se ha firmado un convenio con la Cardiff School of Modern Languages para contar con un teacher assistant a partir del curso próximo. Como resultados destacables del trabajo desarrollado por la Facultad hasta ahora cabe destacar lo siguiente: - La oferta en inglés para el curso 2017-2018 consistirá en nueve asignaturas, ocho del Grado en ADE y una del Grado en Relaciones Laborales y Recursos Humanos, a las que podrán acceder los estudiantes internacionales (no sólo Erasmus+ o Americampus sino también los estudiantes angloparlantes de los restantes programas de movilidad internacional puestos en marcha recientemente por el Secretariado de Relaciones Internacionales) y todos los estudiantes de los Títulos de Grado y de PCEOs en los que exista docencia en castellano de esas materias. - Ya se ha organizado esta docencia por parte del Vicedecanato de Ordenación Académica con la colaboración de todo el profesorado responsable de las asignaturas (tanto en inglés como en castellano) y de los responsables de los Departamentos implicados. También se ha publicado la oferta en la Web de la Facultad y en la del Secretariado de Relaciones Internacionales, para los estudiantes internacionales. - Se está concretando la firma de un Convenio entre la UEx y la School of Modern Languages de la Cardiff University para recibir anualmente un estudiante de traducción e interpretación de tercer curso que desarrollará sus prácticas como teacher assistant en la Facultad. El apoyo continuado al profesorado responsable del módulo de asignaturas en inglés y el seguimiento y evaluación del nivel de satisfacción del profesorado y del alumnado con el desarrollo del módulo (mediante entrevistas personales y encuestas) son aspectos clave para identificar desviaciones en el cumplimiento de los objetivos previstos e introducir medidas correctoras que permitan asegurar la calidad y la mejora continuada de la oferta. - La Facultad está a la espera de poder firmar un acuerdo bilateral Erasmus+ para la movilidad de estudiantes y profesorado con dos universidades escocesas que han seguido de cerca la evolución del Proyecto desde sus inicios y han mostrado su interés por la Facultad una vez que pueda ofertar un módulo de asignaturas en inglés que les permita enviar a sus estudiantes en el marco de este programa de movilidad. - El Adjunto al Rector ha solicitado un Informe a los centros implicados en el Proyecto Piloto LIE hasta la fecha, en el que se pongan de manifiesto los principales problemas detectados para poder avanzar en la oferta progresiva de docencia en inglés y las necesidades que requieren una atención preferente. El objetivo perseguido es mejorar el diseño de la iniciativa piloto del Rectorado para convertirla en un Proyecto. - La Facultad ha remitido al Rectorado en reiteradas ocasiones sus consideraciones y reflexiones sobre las medidas que deben tomarse a fin de mejorar y consolidar las enseñanzas en otra lengua moderna en la UEx. De entre ellas, queremos destacar las dos siguientes:  Mayor reconocimiento al profesorado y al alumnado y mayor implicación del Rectorado en el proceso de capacitación lingüística del profesorado, del alumnado y del PAS.  Modificación normativa que garantice que la participación de un profesor en el proyecto y la superación de los requisitos exigidos para impartir docencia en inglés implique que uno de los grupos de actividad de la asignatura de su área con la que participe en el proyecto sea cargada en el POD del Departamento correspondiente en inglés.  La normativa tiene que contemplar la creación de grupos adicionales en los casos en los que el elevado número de estudiantes de los grupos que se imparten en castellano impida reconvertir un grupo para impartirlo en inglés. El incremento de la oferta en inglés en dos cursos sucesivos (gracias al programa planificado e implementado por la Facultad para la adecuación del profesorado y la organización académica de la docencia), el cada vez mayor número de profesores comprometidos y la mejora de las relaciones 44 internacionales de la Facultad, representan evidencias alentadoras e indicadoras de que, con el adecuado apoyo institucional, la internacionalización real de la Facultad puede lograrse en el medio-largo plazo. 6. Referencias [1] ANECA (2005). Libro Blanco del Título de Grado en Economía y en Empresa. Madrid: ANECA. [2] Carrasco, F., Feria, J.M. y Naranjo, D. (2012). Teaching in english: diseño, implantación y seguimiento de una experiencia de innovación docente en lengua inglesa en la Facultad de Ciencias Empresariales de la Universidad Pablo de Olavide de Sevilla. Revista de Innovación Docente, Vol. I, pp. 16-23. [3] Facultad de Ciencias Económicas y Empresariales de la UEx (2014). Plan Estratégico 2014-2018. [4] Fortanet, I. (coord.), Bellés, B., Giménez, R., Palmer, J.C. y Ruiz, M. (2008). Hablar inglés en la Universidad: Docencia e Investigación. Oviedo: Septem Ediciones. [5] Grupo de trabajo de Internacionalización de Universidades (2014). Estrategia para la internacionalización de las universidades españolas 2015-2020. Ministerio de Educación, Cultura y Deporte. [6] Ministerio de Educación (2011). Estrategia Universidad 2015. El camino para la modernización de la Universidad. [7] Tascón, J., Jimenez, A. y Lopez, M. (2014). La historia económica en los grados bilingües de la universidad española. Realidades, desafíos y remedios en la docencia del EEES. XI Encuentro de Didáctica de la Historia Económica. Santiago de Compostela, 26 y 27 de junio de 2014. [8] Universidad de Extreamadura (2014). Plan Estratégico 2014-2018. 45 Anexo I. Temporalización de la estrategia de la Facultad de Ciencias Económicas y Empresariales para implantar GADE en inglés a partir de 2016/2017 CURSO ACADÉMICO IMPLICACIÓN DE LA FACULTAD, PRINCIPALES ACTORES Y RECURSOS NECESARIOS IMPLICACIÓN DE LA FACULTAD FINANCIACIÓN ACTORES CC.EE. Y EE. - Participación en el Proyecto Piloto del Rectorado: 2 asignaturas impartidas por 3 profesores que cumplen las condiciones exigidas en la convocatoria del Proyecto y en la Normativa de Títulos con Enseñanzas en otras Lenguas Modernas 2015-2016 -Participación en la modalidad B de las Acciones de Innovación Docente 2015/2016 (pendiente de solicitar) - Puesta en marcha del Proyecto de la Facultad para la adecuación del profesorado que impartirá docencia en el Título de GADE en inglés (Fases 1 y 2) -Facultad: subconcepto 226.06.del Presupuesto de la Facultad 2016: 15.000€ - Profesorado: Pago directo - Rectorado: * PID: 2.000€ * Fondos OM del Vicerrectorado de RR.II. destinados a la Facultad: 500€ * Financiación por objetivos del presupuesto del Gobex 2016 RESULTADOS ESPERADOS - Vicedecanato Ordenación Académica: Organización docencia asignaturas en inglés -Departamentos: Organización del POD - Comisión de Calidad del Grado en ADE: Supervisión de los panes docentes de las asignaturas correspondientes al primer curso del GADE en inglés -Vicedecanato de Relaciones Interuniversitarias: Oferta del primer curso del GADE en inglés como módulo específico para los estudiantes Erasmus incoming -Impartición de las primeras asignaturas del GADE en inglés: EXPERIENCIA PILOTO DEL RECTORADO -Adecuación y acreditación, como mínimo, del profesorado que impartirá el primer curso completo del GADE en inglés en 2016/2017 Decanato de la Facultad / Rectorado: Publicidad de la oferta del Grado en ADE en inglés a partir del curso 2016/2017. Traducción de la Página Web - Vicedecanato Ordenación Académica: Organización docencia asignaturas en inglés -Facultad: subconcepto 226.06.del Presupuesto de la Facultad 2017 -Participación en la modalidad B de las Acciones de Innovación Docente 2016/2017 2016-2017 2017-2018 - Fases 1, 2, 3 del Proyecto de la Facultad para la adecuación del profesorado que impartirá docencia en el Título de GADE en inglés -Participación en la modalidad B de las Acciones de Innovación Docente 2017/2018 - Profesorado: Pago directo - Rectorado: * PID: * Fondos OM del Vicerrectorado de RR.II. destinados a la Facultad: * Financiación por objetivos del presupuesto del Gobex 2016 - Facultad: subconcepto 226.06.del Presupuesto de la Facultad 2017 -Departamentos: Organización del POD - Comisión de Calidad del Grado en ADE: Supervisión de los panes docentes de las asignaturas correspondientes a los 2 primeros cursos del GADE en inglés -Implantación del primer curso completo del Grado en ADE en inglés - Adecuación y acreditación, como mínimo, del profesorado que impartirá el segundo curso completo del GADE en inglés en 2017/2018 -Vicedecanato de Relaciones Interuniversitarias: Oferta de los dos primeros cursos del GADE en inglés como módulo específico para los estudiantes Erasmus incoming -Incremento del número de alumnos Erasmus incoming y outgoing, mayor movilidad del profesorado y firma de nuevos Convenios con universidades europeas de prestigio -Decanato de la Facultad / Rectorado: Publicidad de la oferta del Grado en ADE en inglés - Vicedecanato Ordenación Académica: Organización docencia asignaturas en inglés -Implantación del segundo curso completo del Grado en ADE en inglés 46 CURSO ACADÉMICO IMPLICACIÓN DE LA FACULTAD, PRINCIPALES ACTORES Y RECURSOS NECESARIOS IMPLICACIÓN DE LA FACULTAD FINANCIACIÓN ACTORES CC.EE. Y EE. - Si fuera necesario, Fases 1, 2, 3 del Proyecto - Profesorado: Pago directo -Departamentos: Organización del POD de la Facultad para la adecuación del profesorado que impartirá docencia en el - Comisión de Calidad del Grado en ADE: - Rectorado: Título de GADE en inglés Supervisión de los panes docentes de las asignaturas * PID: * Fondos OM del Vicerrectorado de correspondientes a los3 primeros cursos del GADE en inglés RR.II. destinados a la Facultad: * Financiación por objetivos del presupuesto del Gobex 2016 -Vicedecanato de Relaciones Interuniversitarias: Oferta de los 3 primeros cursos del GADE en inglés como módulo específico para los estudiantes Erasmus incoming RESULTADOS ESPERADOS - Adecuación y acreditación, como mínimo, del profesorado que impartirá el tercer curso completo del GADE en inglés en 2017/2018 -Incremento del número de alumnos Erasmus incoming y outgoing, mayor movilidad del profesorado y firma de nuevos Convenios con universidades europeas de prestigio -Decanato de la Facultad / Rectorado: Publicidad de la oferta del Grado en ADE en inglés - Vicedecanato Ordenación Académica: Organización docencia asignaturas en inglés - Facultad: subconcepto 226.06.del Presupuesto de la Facultad 2017 Participación en la modalidad B de las Acciones de Innovación Docente 2017/2018 2018-2019 - Si fuera necesario, Fases 1, 2, 3 del Proyecto de la Facultad para la adecuación del profesorado que impartirá docencia en el Título de GADE en inglés - Profesorado: Pago directo - Rectorado: * PID: * Fondos OM del Vicerrectorado de RR.II. destinados a la Facultad: * Financiación por objetivos del presupuesto del Gobex 2016 -Departamentos: Organización del POD - Comisión de Calidad del Grado en ADE: Supervisión de los panes docentes de las asignaturas del Título de ADE en inglés completo -Vicedecanato de Relaciones Interuniversitarias: Oferta de los4 cursos del GADE en inglés como módulo específico para los estudiantes Erasmus incoming -Decanato de la Facultad / Rectorado: Publicidad de la oferta del Grado en ADE en inglés Vicedecanato Ordenación Académica: Organización docencia asignaturas en inglés -Departamentos: Organización del POD 2019-2020 - Comisión de Calidad del Grado en ADE: Supervisión de los panes docentes de las asignaturas del Título de ADE en inglés completo -Vicedecanato de Relaciones Interuniversitarias: Oferta de los4 cursos del GADE en inglés como -Implantación del tercer curso completo del Grado en ADE en inglés - Adecuación y acreditación de todo el profesorado con docencia en el GADE en inglés. -Incremento del número de alumnos Erasmus incoming y outgoing, mayor movilidad del profesorado y firma de nuevos Convenios con universidades europeas de prestigio -Implantación del cuarto curso completo del Grado en ADE en inglés -Incremento del número de alumnos Erasmus incoming y outgoing, mayor movilidad del profesorado y firma de nuevos Convenios con universidades europeas de prestigio 47 CURSO ACADÉMICO IMPLICACIÓN DE LA FACULTAD, PRINCIPALES ACTORES Y RECURSOS NECESARIOS IMPLICACIÓN DE LA FACULTAD FINANCIACIÓN ACTORES CC.EE. Y EE. módulo específico para los estudiantes Erasmus incoming RESULTADOS ESPERADOS -Decanato de la Facultad / Rectorado: Publicidad de la oferta del Grado en ADE en inglés 48 Anexo II. Cuestionario distribuido entre los estudiantes durante el proceso de seguimiento de la docencia implementada en inglés. FACULTY OF ECONOMICS PROJECT FOR TEACHING IN ENGLISH STUDENT SATISFACTION SURVEY Academic year 2016-2017 Degree ……………………………………………………………………………… ………………………………………………….. Subject……………………………………………………………………… ………………………………………………………….. Teacher…………………………………………………………………… ……………………………………………………………. a) b) c) Yes No Sometimes because………………………………………………………… ……………………………………………………… 7. Do you have any problems to understand the subject because of your level of English? a) Yes b) No c) Sometimes because………………………………………………………… ……………………………………………………… Evaluate from 0 (very bad) to 10 (very good) the following aspects regarding the teaching performance. DN/NO Don’t know / No opinion ABOUT THE STUDENT ABOUT TEACHING METHODOLOGY: 0-10 or DN/NO 1. Why did you choose this subject in English? (You can choose more than one option) a) To improve my English ….. b) To be in an exclusive group ….. c) To get academic recognition ….. d) To expand my academic horizons ….. e) To get the required language skills for defending the final project ….. f) Because I´m an international exchange student (specify the mobility program)……………………………………………... g) Other (please, specify)………………………………………………………… …………………………………………………… 8. The teacher explains the subject in English clearly and effectively ….. 9. The teacher complements properly theoretical explanations with practical examples and exercises ….. 10. Given the subject features and the teaching language, the teacher uses the proper tools and resources (audiovisual tools, slides, blackboard,…) in order to facilitate the student learning ….. 11. The teacher transmits enthusiasm and interest in learning the subject ….. 2. Which was your level of English at the beginning of the course? (Please, specify if accredited or not) h) B1 ….. i) B2 ….. j) C1 ….. k) Others (please, specify) ………………………………………………………………… …………………………………………. 3. Do you agree with the attendance requirements for this subject in English? a) I agree ….. b) I partially agree because………………………………………………………… …………………………………………………. c) I disagree because ………………………………………………………………… ………………………………………………. 4. Which has been your level of attendance? a) <25% ….. b) 25-49% ….. c) 50-75% ….. d) >75% ….. 5. Which have been your reasons for non-attendance? d) Personal reasons e) Work reasons f) Schedule incompatibility g) Related with the teacher h) Related with the methodology i) Other (please, specify) ………………………………………………………………… …………………………………………. ABOUT TEACHING ORGANIZATION: 0-10 or DN/NO 12. The content of the subject in English is adequate in relation with its number of credits (duration) … 13. The teacher relates the contents and activities of the subjects of the same Degree … ABOUT THE ATTENTION PROVIDED BY THE TEACHER: 0-10 or DN/NO 14. The teacher makes an effort to facilitate the development of the student’s skills, professional and social attitude (public speaking, working in groups,...) … 15. The teacher is accessible for consultation (in the classroom, on line, at the office) within the established timetable … 16. The teacher provides proper help with the English language … 17. The teacher is respectful and polite … ABOUT ASSESMENT CRITERIA: 0-10 or DN/NO 18. Have you been assessed by the teacher (by means of exams or Continuous Assessment activities)? Yes….. No….. 19. The teacher applies the assessment criteria established in the teaching plan correctly ….. 20. The teacher facilitates the revision of the exams and assessment activities and he clarifies the results….. GLOBAL VALUATION /EVALUATION: 0-10 or DN/NO 21. In general, what is your satisfaction with the teaching performance? ….. ABOUT TEACHING OBLIGATION: 0-10 or DN/NO 22. Has the teacher previously explained the teaching plan, the objectives, and the criteria and methods of assessment? ... 23. Does the teacher fulfill his duty of attending classes? … 6. Do you think the subject is too complex to be taught in English? 49 24. Does the teacher respect his timetable by being punctual at the beginning and at the end of the class? … SUGGESTIONS AND COMMENTS: 0-10 or DN/NO 50 Peculiarities and problems of labor market for the graduates from the higher professional education institutions in Russia S.Bystriantsev(1), L.Goncharenko(2), E.Avakova (3) (1) Russia, 193132, Saint Petersburg, Babushkina str., 81, korp.2, fl. 51 Russia, 198332, Saint Petersburg, Leninskiy prospekt, 72, korp.3, fl. 240 (3) Russia, 199155, Saint Petersburg, Nalichnaya st., 49, ap. 138 (2) 1. Introduction: World economy experiences serious changes. Industrial stage, the symbols of which were industrial giants with thousands of workers and which was in Russia in the second half of the XX-th century, evolutionize quickly and is changed by a postindustrial stage. We can see the traits of this economy in the modern Russian economy. In industry the plants with thousands of workers were substituted by the highly productive enterprises with several dozens of workers. The volume of production of these enterprises and assessment basis are similar, but the efficiency of labour is much higher. Automotive industry is the example of postindustrial changes. International network of automotive corporations substituted giant plants with closed production cycles, numerous production departments, producing all necessary spare parts of the automobile, with complicated administrative structure, great production areas, warehouses and lots of workers. This network unites minor enterprises which produce different components and blocks from which the final product is assembled at the assembly plants situated in different countries. This is the way Ford, General Motors, Reno, Sitroen, Toyota and others work. Such organization of production is used by many other branches of industry, including mining branches, oil and gas, coal and others. These are the enterprises of another type, which demand professionals with another training. Structure of employment and character of labor change in construction and agriculture. The most essential is that great number of people are disengaged from the sphere of material production: from agriculture (primary sector) and industry (secondary sector). They are absorbed by the service industry (tertiary sector). Service industry includes two sectors: production of material services (transportation, trade, household services, etc) and production of nonmaterial services (administration, army and security services, social services, education, medical services, science, art, marketing, crediting, etc). Increase of service industry segment in the volume of Gross Domestic Product (GDP) up to 50% and more - is a factor of transition of the country economy to a postindustrial stage of economy [ 1 ].The countries of this type are USA (80% GDP belongs to service industry, 2002), countries of the European Union (69,4% GDP, 2004), Japan (67,7% GDP, 2001), Russia (58-61% GDP 2007-2008). The changes in economy are evident, while the training of specialists with the higher professional education for the industrial sphere is still a subject for discussion. There is a point of view that the system of education, including higher professional education, doesn't provide the economy with the necessary specialists. The economy encounters with the great deficit of qualified engineers, technicians and workers. But it would be wrong to imagine that Soviet industrial economy, which was based on giant plants with flow-line mass production and with prevailing industrial workers in the whole amount of employed population, is being restored. The attempts to revive and support the former industrial giants always finished with losses and bankruptcies of such enterprises. Revival of the industrial type of the economy at the stage of postindustrial globalized society is impossible. The system of higher professional education has to train specialists for another kind of activity in a new postindustrial economy where innovations play the leading role. It is necessary to point out great need of the Russian economy for specialists corresponding to these demands. The graduates from the Universities having fulfilled the complex educational programs encounter another obstacle - the labor market. We shouldn't forget that the final goal of University education is a good job and further successful professional career. First of all, former student has to accustom to a new environment which is characterized by tough competition, it's own rules of behavior and communication. Job search in itself is a painstaking process, time - and energy-consuming. Transition from education to constant labor also deserves adaptation to a new team, alteration of labor and rest modes. Another point is that knowledge that the former student has got in the university is often not adapted for the practical use. Lack of experience is also an obstacle in finding a good job, because many employers prefer candidates who meet certain demands, than those who have good basic education. The third point is that graduates often don't have enough information about the labor market as a whole and about the demands of certain employers. Having received the job he often has nobody to get consultations from concerning his functions and obligations and about the process of accommodation in the new team. Graduates often have difficulties in search of job corresponding to their education because of disarray and sometimes absence of mechanisms of job placement for graduates. The models of job placement are well known. First of all, the system of obligatory postgraduate work assessment. Such system of job placement for graduates from the Universities existed in the Soviet Union. It still remains in Beloruss. The graduate should work for 2 two years at a place he was assigned to. They are assigned according to requests of organizations, ministries and other state administration organs, and according to the contracts about the specialists training. Legally this system of obligatory postgraduate work assessment exist in Ukraine. According to this system the graduates have to work in the state sector of national economy for three years, otherwise he will be obliged to pay the whole cost of education. But in Beloruss and Ukraine the percentage of those who managed to avoid this assessment is rather big. In Beloruss it is 20%.[ 2 ] There is a variety of obligatory work assessment in the form of "guaranteed job" in Ukraine and in Poland. The essence of it 51 is that there is an assignment commission in the university, that gives the graduate an assignment for guaranteed job, which is not obligatory though. Such system is undoubtedly positive, because graduates are guaranteed to have a job on their specialty. For the national economy such system is also a guarantee of filling vacancies with qualified specialists. Another variant of state mechanism of job placement - is a system of state stimulation of employers (tax concessions and other help to employers, setting quotas for jobs). Tax concessions as a means of stimulation of jobs for the graduates is widely used in Europe (Poland, France) and in some SIC (Commonwealth of Independent States) countries. According to a French decree "About the development of activity in job placement of youth" the employers get help during five years from the moment of creation of a corresponding job place. This help from the state doesn't limit the employer in use of other state privileges. The practice of setting quotas for jobs existed in Saint-Petersburg for a long time. In 1997 there was accepted the law "About setting quotas for jobs". In 2006 Legislative Assembly of Saint-Petersburg made last amendments to the law. According to them the employer got from the city budget 1 470 roubles for the organization of a quoted job place for youth. But in the end of 2006 the governor of Saint-Petersburg Matvienko Valentina Ivanova suggested to cancel some laws of Saint-Petersburg, and among them this law. She motivated this with the fact that in conditions of economic growth and stabilization of the labor market the necessity of setting quotas for jobs places for youth disappeared. The enterprises are in need of labor force and are ready to accept young people and teach them at the working place without any stimulating payments from the city budget [ 3 ]. One more model is oriented to adaptation of young specialists to the labor market. In creating such a system there appear two components: 1) organization of state system of professional orientation for schoolchildren and of continuous education; 2) organization of a network of services in the Universities for job placement for graduates. One of the most developed systems of professional orientation exist in France. According to the Code of education professional orientation should be informing about the structure of educational process, about the perspectives of job placement, about the possibilities of changing the specialization of education, etc. To help students there were created in every state university and in the majority of private ones the state centers of educational and professional orientation. Different interested sides: parents, teachers, employers, administration of the department help students to make decision in the process of formation of education plan and professional orientation. 3. Results and Discussion: We can say that in Russian Federation state system of professional orientation is not developed. There are some legal acts either regional or prescribing professional orientation of some population groups. For example, article 9 of the law "About the employment of the population in the Russian Federation" points out the right for professional orientation consultations only for the citizens of labor age and minor children. In 2000 the Ministry of education and Ministry of labor and social development developed an "Interdepartmental program of assistance for job placement and adaptation to labor market the graduates from professional education institutions " the framework of which envisaged the following: 1) creation in the education system a professional orientation service that would help to choose specialty, educational institution, sphere of activity which would correspond to personality characteristics of schoolchildren, students and young specialists; 2) creation of an information system for schoolchildren, students, graduates and employers about the labor market and educational possibilities which could help to solve certain problems of job placement. [ 4 ] The services of labor placement in universities and the Committee of employment of population are reliable for professional orientation of schoolchildren, students and graduates. Their actions though are not always coordinated. For a long time pedagogical education and job placement of the graduates from the pedagogical universities arouse concern. It is well known that after the graduation only one third of graduates search job in educational institutions. That's why the Department of professional education of the Ministry of education and science issued a recommendation letter for the pedagogical universities about the perspectives of job placement for graduates in 2011, in which it expressed the point of view of the Ministry about the mechanisms of job placement. The letter pointed out that labor market for graduates from professional and first of all higher education survives a complicated period now. A graduate, young specialist getting to that market gets into a category of socially unprotected population. To prepare graduates from the pedagogical universities for independent job search and successful adaptation at the regional labor market, it is necessary for the graduates to have clear perception about the further job placement, opportunities for professional growth, the quality of acquired knowledge and requirements of employers to the graduates. The Ministry recommends a number of measures: 1) annual monitoring of job placement system of graduates from pedagogical universities; 2) making forecast about the demands of the region in pedagogical specialists; 3) upgrade pedagogical specialists, their status and reputation in the society, etc. The Universities remain responsible for job placement of graduates. They are recommended to realize a number of measures , the main among which are information and consulting forms of work with the students, organization of vacancies fairs, companies presentations, which are the employers of students and graduates, making agreements between students and employers, between students, employers and universities about cooperation, attraction of employers to assessment of students diploma projects and research scientific works of postgraduate students. 4. Conclusions: The key problem of the labor market for the graduates from the higher professional education institutions in Russia is the problem of optimization of job placement mechanism. Unfortunately, the graduates have to search for jobs themselves. That is why the problem of job placement of the graduates from the Universities remains very important and demands research and discussion. 5. References [1] Diversity and decomposition in the labour market. Ed.; G.Day.- Alder-shot;Gower, 1982. [2] Assistance mechanisms of job placement for the graduates from the universities in RF, CIS and European countries. http://www.diplom4rabota.ru/analit.asp?s=1&r=13 [3]Official site of the Legislative Assembly of Saint Petersburg http://www.assembly.spb.ru/manage [4] Letter of the Ministry of Education and Science of April 12, 2011 №12-595 «About job placement of graduates from pedagogical Universities». 52 Career self-determination of higher education institutions students V. Zapariy, E. Zaitseva, I. Ludinin Ural Federal University, 620002, Russian Federation, Yekaterinburg, Mira str. 19. +79122844867 and e-mail: vvzap@mail.ru 1. Introduction – Self-realization in career is an important part of everybody’s harmonious life. Choosing the way in occupation, career trajectory is one of the first and most important choices that a young person makes, and that influences all the future life. Correlation between the industrial sector and the service sphere is changing today. Whereas the industrial society is characterized by the industry's development priority over the service area, the post-industrial society is characterized by this priority being moved from the production sphere to the service sphere. It influences career choice of such society members. And because of this young generation representatives' priorities in future career choice is taking place. Career selfdetermination of the students is determined by their parents' professional status and social position, or by their future status, which is connected with vocational training and career activities. They are obliged to fulfill process of adaptation to the modern social-economic conditions within a few years. Career self-determination motivation of male students and career selfdetermination of female students have their own particular points and differences. All of the above mentioned confirms the change of the attitude to the problem of career mobility also in the gender aspect. The more numerous number of men choose occupations, which were considered "female" earlier, and vice versa, women take over "male occupations".Let's take the analysis of career choice monitoring among the young students, which the authors have been conducting on the basis of one of the leading Russian universities – Ural Federal University named after the first President of Russia B.N. Yeltsin. We have been conducting the research for over 17 years. 2. Results and Discussion - Any society has always cared about the specifics of abiturus's (here we use the given term basing on its etymology from Latin abiturus – the one, who must leave, in other words – school-leaver) future career choice. One of the complications is that a school-leaver, as a rule, cannot comprehend his or her career destiny and decide on future choice and generate further strategy for further career development. Though such attempts are made. Table 1. University acceptance dynamics for the first year students according to tuition-payment forms. Tuition payment form/years 2000 2001 2002 2003 2004 2005 2006 2007 2008 Tuition payment (T/p) students accepted 295 1692 2212 666 2657 3096 3183 1847 1950 Government subsidized (G/s) student accepted 2582 2685 2721 2676 2586 2443 2673 2510 2456 Total: 2877 4377 4933 3342 5243 5539 5856 4357 4406 Tuition payment form/years 2009 2010 2011 2012 2013 2014 2015 2016 T/p students accepted 2025 3956 4585 4959 4415 3804 2886 3323 G/s student accepted 2348 3176 3759 3962 4648 4470 5045 4745 Total: 4373 7132 8344 8921 9063 8274 7931 8068 It reflects itself in career mobility of modern young people. Thus our monitoring activities data analysis reveals the growing number of people determined to get a higher education. As we can see from this table the number of first year students, from 2000 to 2016 increased from 2877 to 8068, with a temporary increase in the number of those who entered the University in 2004-2006 years and 2011-2014 years accordingly. A temporary increase of abiturus's flow in these years can be explained rather by an increase in child-birth rate in pre-crisis 1990-1991 years, than by social-economic well-being in the given time. Since 1992 we can observe a decline in birth-rate in Russia, and the depopulation process started. The country entered regressive form of population reproduction and that's why we record some decline in the total number of acceptance in 2007-2009. Investments in higher education have become in their essence one of the most important parts of demographic investments. Reforming in the sphere of education financing has significantly changed the nature of all the participants' taking part in the sphere of getting higher education process, such as an individual, family, state and other interested parties. The main manifestation of such changes is an increasing role of the family in financing their children's education, which dramatically changes educational mobility of young people. Dynamics of acceptance to the state budget financed place and tuition paid by students places appears to be interesting. For instance there was a 9% decrease in the number of budgetary financed places for the analyzed period from 2000 to 2009, whereas the number of places for tuition paying students increased 7 times. In 2010 we can observe a growth in total number of both budgetary financed acceptances and the tuition paying ones. This is related to the fact of the basic University being joined by the second largest university in the region and conducting a joined entrance campaign in the summer of 2010. For the past four years – since 2013 we can observe a declining dynamics in total abiturus's acceptances as well as for tuition paid places. In order to raise the quality of education the University chose strategy of introducing "entrance barriers" – raising pass marks for entering the University not only for budgetary financed placed, as it always was, but also for places for tuition paying students. 53 One of the global trends now is a trend to the fall of mass interest in engineering occupations and decline of their prestige. Stratification changes in the society also influence the career institution, and though this, the higher education institution. This can be explained by a number of factors: first, in the industrial era the role of an engineer in society was inestimable. This person was a manager, a technologist and an inventor at the same time, fulfilling a wide range of techno-technological and managerial functions, played a key role in a material production of society. This, no doubt, resulted in material well-being and status in society of this stratification group. It is only natural that all these jobs were taken by men. In modern society not only the proportion of engineering jobs is decreasing, but also an interest in taking them among men. That is because a modern engineer functions, as a rule, as a subordinate performer. These trends resulted in the change of material incentives and the fall in prestige of this particular occupation for men. On the other hand this resulted in increase in the proportion of women among those, who want to obtain a job in engineering. Such a trend tells us about women's interest in engineering occupations, they want to take a more active position in the industrial sphere, and to obtain access to more creative occupations than before, and actually to work in those areas of social labour, where men are traditionally engaged more. The number of girls among the students grew from 36% in 2000 to 42% in 2009 and to 51% in 2016. Even bigger was their proportion displayed among the tuition paying students within the given period. Herewith the number of government subsidized female students did not increase significantly from 37% in 2000 to 41% in 2009 among the total number of students, but later the gender proportions change their dynamics. The portion of the girls, accepted to the budgetary subsidized places began to decrease. Here macro factors began to influence career choice of young people. The government has been focusing on forming a new generation of technical specialists for the past 5 years, increasing quotas for technical and science specialties. The income of such specialists has been demonstrating the dynamics of growth in the past few years, and this factor again generates men-abiturus's interest in technical specialties, creating demand for them. One more trend, which is typical for the post-industrial society, which, no doubt, Russia has entered, is the growth in the significance of managerial occupations. This is generated by the global processes of the increasing managerial factor in modern society. This is happening due to the fact that manager control financial, industrial and material wealth never seen before. Fate of huge masses of people depends on their decisions. The consequences of their decisions can have global significance, for example, the decision to conduct an experiment in Chernobyl power station resulted in huge environmental disaster. Due to an increase in social significance of managerial professions, their prestige in society and material benefits increase accordingly. These occupations are becoming more creative, and attract men here in order to fulfill their age-old functions of wage-earners and creators. This is the reason why in the past decades, the profession of an economist, which was considered "female" job, attracts even bigger number of men now. The Gender aspect of the problem of high qualification specialists reproduction lies in the fact that women traditionally are moved further away highly-qualified and highly-paid types of professional activities. This is a common trend all over the world and it causes concern in those countries that try to ensure gender equality in different spheres of social life, not in words but in deeds. We should emphasize the fact that in the last decades of the last century we could notice positive moves: portion of women engaged in the sphere of social production demanding high qualification labour was increasing at considerably higher pace, in comparison with the men's one. While moving to post-industrial society, "women as workers, professionals and entrepreneurs dominate information society. Whereas a man used to be a typical worker at the industrial society, a typical worker of information society is a woman"[1]. Situation in Russia in the end of the 20th and beginning of the 21st century by qualification indexes of women's labour being held back. That is why the position of young women-specialists is rather dramatic from the point of view of employment, career development perspectives, salary, opportunity to get their own homes and starting a family. In these conditions of male and female roles being rigidly fixed, revival of patriarchal stereotypes narrows the opportunities for girls to choose freely their own life trajectory. In this regard the desire of a growing number of women in comparison with men's number in modern Russian society to obtain higher education appears to be justified. In women's opinion it creates preconditions for getting highly-qualified and well-paid jobs after graduation. Percentage of girls admitted to the university in the past 17 years has increased from 36% in 2000 up to 51% in 2016. These indicators are more than of great interest, as USFU is not a University for the Humanities, but a rather technical one. Certainly the number of students has been growing mainly at the expense of growing number of tuition-paying students admitted to social-humanitarian specialities, and the number of girls in prevailing here. And also at the expense of technical ones, for example industrial-civil building, robototechnics, which are "fashionable" among young people and their parents, and young men are dominating here. In the technical "classical" faculties we can see minor, mainly oscillatory change in students’ contingent structure. So that's the proportion of girls in the whole number of different directions specialities. Summarizing gender structure in our research informs us about feminization in higher education, which has been going on since the 1990s. Proportion of the men professionally engaged in this sphere has been steadily decreasing until recent years. We should point out that a distinctive feature, that is characteristic for the post-industrial society, in the recent period, is the running process of increasing in the relative share of the number of humanities students in the overall structure of students: from 25% in 1995 to 43,3% in 2009, with minor decrease to 41,8% in 2016. This fact tells us about people's desire to get a higher education. But one can also suppose that such people lack motivation to realize their further professional activities. As far as the "natural science" students are concerned, their relative share is declining steadily, despite fluctuation, from 20% in 1995 and 17% in 2009 to 10% in 2016, which is the evidence of staff shortage formation and of the ever-growing demand for such specialists at the labour market. Unpopularity of these jobs among the abituruses was formed by the complicated studying, employment and inner directives just to obtain higher education without further self-realization the job. The data on economists and "technicians" demonstrates a paradoxical situation. When the leaders of the state, region and municipality speak publicly or appear in the media, we can hear the complains about "overproduction" of the economists on the one hand, and disappointment among the young people, 54 who all "rushed" to obtain economic jobs, on the other hand. However, the research materials give the contrary evidence. The data reveals that the relative share of the students obtaining economic specialities has decreased. Thus, there were 24% of economists in the 1995, 17% – in 2009 and 15% in 2016 among all the students. Such a situation can be explained by the market laws' impact. Whatever the expectations can be the decrease in demand for the economists at the labour market leads to the decrease in the number of those willing to receive the speciality. As for the "technicians", despite all the "mantras" about the necessity to produce a larger number of engineers, the number of people wishing to study technical specialities (which means in modern Russia low salary, as a rule) is not rising. While almost the third the young students became engineers in 1995, only a little over their quarter have been doing it in recent years. We should, finally, put up with the idea of stopping giving out calls and mantras, but guarantee a far better salary for the technical field specialists. And it is not the government, that gives education to technical specialists for the tycoons at the expense of the tax-payers, that is obliged to do it. It is a common knowledge, that there are no more large industrial factories, belonging to the state, in modern Russia. That is why in the market economy conditions it is their main consumer – Russian business that must provide technical specialists' training. The young people need to be focused on the effective career choice i.e. to choose such a career, where the ones who have chosen it will be able and will be willing to work in the future. On the one hand, such a job should be in demand by the time when a student graduates from the university, on the other – it is important that the career should be so attractive for the student that he or she will want to work in this field later on. Unfortunately, according to the data of the Federation Council apparatus's Information – analytical department [2], the majority of the university graduates are engaged in the spheres, that are distant from those studied at universities. Those representatives of the graduates, who were not able to work according to the obtained specialities, may get career retraining using different courses after graduating, and later try to be employed according to speciality, that they studied within the course. It is evident that both the university graduates and the society are gaining nothing in the given conditions. In this case knowledge obtained in the university is not applied properly. And at the labour market there are more and more students with higher education, who are trying to get employed according to a speciality, which they have never dealt with, because they don't want to do the job that they studied at university. Such a trend has been actualizing in the past decade. While entering one or another faculty, many abituruses cannot visualize where and what job they will be doing after graduating the university, what kind of problems they will be dealing with. As practice shows, that only by the third year the student begins to realize more or less clearly the essence of the studied profession. It is at this moment that the problem of the discrepancy between the expectations and reality appears. At that moment many of them understand, that the chosen career is not exactly the one (and sometimes absolutely not the one), that they expected to see while entering one university or another. Often at that moment the students begin to think that in reality their destination is completely different. It is evident, that such a category of students, without any gender differences, after graduating from the university will be trying to find jobs, not connected with their diploma qualifications. Meanwhile some of them will fill marginal layers of society. The trends listed above are common for both genders. But along with the society's social-economic transformations, the gender structure of the students is changing. We should point out the transformation of gender ratio within the different profile specialities. Here we can point out more prominent feminization in the two educational groups: "natural-science line" and "technical line". Table 2. Gender ratio in different profile specialities groups Years / sex 2009 2009 2016 2016 women, (%) men, (%) women, (%) men, (%) Humanities and economic line 68,1 31,9 71,51 28,49 Natural-science line 50,8 49,2 59,81 40,19 Technical line 26,7 73,3 31,23 68,77 Thus, the common trend when the part of men among humanity occupations decrease from 30% in 1999 to 23% in 2009 and to 19% in 2016 can be easily explained by the desire of young women to obtain thorough education, humanity education, as a rule, education which helps to form a fully developed personality. Most probably, here, we should take into consideration the influence of a number of economic, demographic and gender trends. Women's desire to get economic independence leads to their desire to self-actualization in managerial positions, in particular, in real production area. Furthermore, a woman can realize here her desire for career and power demand. Women's choice regarding their future occupation got under the influence of another social-demographic trend. Due to the rise of the society's social-cultural level, family values are becoming less significant. Career and personal values are becoming a priority. While the woman in the past realized herself mainly in the family and upbringing of her children, as a society expected from her, but now she is trying, quite successfully to realize herself as an active socially-creative personality. That is why she is mastering occupations that are not typical for her gender, and is changing her "classical" career choice. However, the increase in the number of "women-technicians" results in some bias in the industry, as by the Russian Federation laws, women's labour is banned in a number of occupations because of harmful labour conditions. Along with the gender aspect, the territory aspect also plays quite a role in the trend changing. It influences students' staff formation and dramatically influences specialists' mobility activities. Closely having observed the trends in abituruses' acceptances within the past 16 years, among representatives of different regions, cities and the country as a whole, we can claim, that the university has swiftly transformed itself from a regional institution into a national one. The number of other Russian regions' representatives among UrFU abituruses since 2000 considerably grew. For example, from 11% in 2006 to 16-19% in 2011, and since 2012 this index sharply rose up to 30-39% in 2015, and to 42% in 2016. On the one hand, this was the result of changing policy of the university; on 55 the other hand, it was the result of the massive advertising and usage of new advertising technologies realized in the university. It was also the synergistic effect of the technical and classical universities merger in 2011. For a long time the university was mainly a regional one. This is supported by the statistics on the abiturus's acceptance in 2000-2016. Thus, in the period of 2000-2007 the vast majority of them 31-39% came from the "domestic" Sverdlovsk region. This phenomenon reached its peak in 2011-2012 when the number of the abituruses of the given group fluctuated between 50% and 52%. Then it started to fall, evidently in connection with the State Exam active introduction and opportunities to enter several universities simultaneously. In general, the number of the region's representatives among the whole number of those, who want to become the students of the university is decreasing. Probably, the growth in Russian citizens' material wellbeing also influenced the growth in opportunities for the parents to send their children to more prestigious universities in Moscow and St. Petersburg. Part of the above-mentioned trends is supported by the substantial change in the proportion of Yekaterinburg inhabitants' representatives among the universities abituruses in the given period. Whereas, their share fluctuated within the period between 2000 and 2004 from 50% to 57% in 2004, later there was a dramatic decrease in their number from 49% to 40% within the period between 2005 and 2009, and then fluctuated down to 24% in 2016. Here we are observing a particular trend. It was an impact of many factors: among them university management's ambitious plans to raise its rating up to international level, growth in massive advertising of the university's achievements, as well as its transition to the Federal Universities cohort, also a rise in the abituruses' mobility as a result of the State Exam introduction, and improvement in the material supply in the education process and finally, development of interactive forms and methods if education. All the data on the analyses of the abituruses residence vividly proves that UrFU is transforming from being the largest regional university into an increasingly national university with clearly expressed regional specifics. 3. Conclusions – Summarizing we can say that student body has ceased to be a homogeneous social group. Feminization of the students is an important feature that is why further gender differences will play a more and more important part in education and in the people's distribution at the labour market. The research has shown that not only the women's proportion has increased and now they are a majority, but also they pay more attention to quality and organization of the educational process. Girls are more motivated to receive quality education. There is another trend: on the one hand, the desire to get humanity education, which allows people to improve themselves, on the other hand, there is an increased interest in technical jobs, which opens the door leading to a career improvement. An increase in the proportion of the women in the modern student body, in our opinion, undoubtedly will lead to an increase in their proportion and their role in the industry and education among highly-qualified and highly-paid workers in the future. No doubt, later it will enable us to create conditions for real gender equality, which is still far ahead. Although many of the sociological surveys results in the past twenty years have been interpreted as a value and normative crisis of the Russian young people by Russian specialists, we have no inclination to dramatize the situation to such an extent. In our opinion, this is a serious transformation and revaluation of the cultural, ethical and moral values belonging to previous generations. These revaluations are characteristics for the era of great social-economic changes. The data obtained can be interpreted as a breach in succession in passing the social-cultural experience from the older generation to the younger one, and also as the young people's assimilation of new social practice within the logic of their future careers economic effectiveness. No doubt, all of these processes were determined by "stagnation", which was formed after the USSR falling apart, when the young people and government's youth policy turned out to be on the periphery of the state interests, and the young people found themselves to be left alone. Due to this fact value attitude of the young people changed dramatically from great politicization to complete depoliticization, which led to their orientation to personal values: work, career, individual success and partially family. The problems of career orientation were assigned on the parents, who had to rely on family traditions, values – that is on such definitions that are time-tested ways of activities, many generations reflections, relationships and rules codes, in accordance with which the members of the society build their relationships. Another trend, influencing the above-mentioned processes, is the ever-going mobility of the young people that shows itself in extended geography of the abituruses. 5. References [1] Nesbutt J. Aburdin P. "What to expect in the 90s? Megatrends: 2000. Ten new directions for the 90s". Moscow: Respublika, 1992. p.246-247 [2] Chuprov V.I. "Young People in social reproduction"// Socis. 1998. N3 p.93-106 56 Zapariy Vladimir Vasilyevich is Professor, Doctor of Historical Sciences. Professor Zapariy works in Ural Polytechnic Institute-Ural Federal University since 1976. Since 1999, he has chaired the Department of History of Science and Technology. Between 1998 and 2009 Professor Zapariy was Dean of the Humanitarian Education Faculty. He is the author of over 900 research papers, including 40 monographs such as “Staff Capacity at modern university”, a number of state and regional encyclopedias and textbooks in the field of History of Russia, science and technology. Articles in the magazines Scopus and Web of Science - 8. Professor Zapariy is National representative of Russia to the International Committee for the Conservation of the Industrial Heritage since 2003 to the present. Professor Zapariy’s research interests include: industrial heritage, economic history, history of science and technology, higher education, history of public administration. He is a member of a number of public academies, including International Academy of Society and Nature Sciences. He is the expert for Federal Register of the Ministry of Education and Sciences and QS expert. He is a member of two committees on doctorate thesis defenses. He is a member of the Russian and foreign history Board of the Russian Academy of Sciences. He is an Editorial Board Member of four academic journals. Zaitseva Ekaterina Vasilyevna – is assoc. professor, PhD of Sociological Sciences. She is the author of over 150 research papers, including 10 monographs. Articles in the magazines Scopus and Web of Science – 2. Assoc. рrofessor Zaitseva’s research interests include: sociology of education, sociology of management, demography, history and sociology of public administration, public administration technologies. Ludinin Igor Alekcandrovich - is assoc. professor. He is the author of over 10 research papers. Аssistant professor Ludinin’s research interests include: Higher education and the history of science. 57 El uso de la mentoría profesional para acercar las prácticas en empresa a los estudiantes de Ingeniería Forestal y del Medio Natural de la Universidad de Extremadura E. García (1), J.R. Villar, M. Moya (1) Centro Universitario de Plasencia. Avda. Virgen del Puerto nº 2, 10600 Plasencia (Cáceres) SPAIN. Phone: +34-927257000 Ext. 52170 Email: egciadel@unex.es 1. Introducción La mejora de la calidad de la enseñanza en el Grado de Ingeniería Forestal y del Medio Natural (IFMN) de la Universidad de Extremadura (UEX) supone una preocupación constante para el profesorado de dicho Grado, como prueba el elevado número de proyectos de Innovación Docente desarrollados en los últimos años en convocatorias competitivas. Como ejes de trabajo para mejorar dicha enseñanza trabajamos de forma directa no solo con los propios estudiantes que están desarrollando su formación universitaria en la actualidad (especialmente desde el POE – Plan de Orientación al Estudiante -), sino también con los egresados que se encuentran trabajando en activo o tratando de buscar empleo a través de la Asociación de Antiguos Alumnos de la UEX (AAAIFUEX) [1]. Y el trabajo de observación y análisis realizado en los ejes mencionados nos permite manejar una valiosa información, que es la base del presente trabajo, para diseñar, implementar y mejorar planes de actuación desde el POE. 1.1. Contacto profesores-estudiantes desde el POE En lo que respecta al primero de los ejes, desde el colectivo de profesores de IFMN, y más especialmente desde el POE, se viene observando una serie de circunstancias socioacadémicas que nos inquietan y merecen nuestra atención, entre las cuales cabe destacar las siguientes: 1) Existe, por una parte, un notable grado de inmadurez en la población juvenil española, a nivel nacional, tal como reflejan algunos estudios sobre el momento en que se alcanza la madurez o sobre la autopercepción de madurez de los jóvenes [2]. Esta característica supone un interesante contraste con las exigencias actuales del mercado laboral nacional e internacional, que reclama una preparación cada vez mayor, dándose gran importancia a la autonomía personal y capacidad resolutiva, situación que resulta magnificada por encontrarnos en un contexto de crisis, que tiende a acentuar el peso de la competitividad. Las empresas demandan claramente profesionales motivados y resolutivos como rasgo esencial para el ejercicio profesional. 2) Existe una falta general de motivación para el estudio entre el alumnado universitario del Grado en IFMN. Este hecho se constata para las materias más o menos arduas de corte propiamente técnico (como Química, Matemáticas o Física) para las que carecen de una base adecuada, bien porque un elevado número de ingresos se produce desde los Ciclos Formativos de Grado Superior o bien porque los itinerarios de Bachillerato no han sido los adecuados, pues al no existir “nota de corte” no es extraño que algunos alumnos procedan de Bachillerato de Humanidades o Ciencias Sociales. Pero la desmotivación afecta también a otras materias más directamente relacionadas con el futuro desempeño profesional, que podrían resultar más amenas por su contenido, e incluso por ser optativas, es decir, elegidas por el alumno dentro de un abanico más o menos amplio. Tal vez esta desmotivación guarde relación con la situación de crisis socioeconómica, un aspecto que resulta externo a la titulación en sí pero de gran importancia, sin duda, por cuanto desorienta a los alumnos debido a las escasas expectativas laborales y profesionales, máxime en una profesión que, en gran medida, queda sujeta a las actuaciones de la administración y la gestión del erario público. 3) Existe, por último, un rendimiento académico sensiblemente mejorable, tal como se refleja en las correspondientes memorias o informes del Grado para este aspecto, tanto a nivel de titulación completa como para asignaturas individuales. Este hecho es una consecuencia lógica de lo expuesto en los dos apartados anteriores y, al igual que ocurría con la desmotivación, se produce un rendimiento académico escaso o necesitado de mejora (en nuestra opinión) tanto para las materias básicas o troncales típicamente técnicas y consideradas como más difíciles como para materias optativas que, a priori, pueden resultar más amenas. 1.2. Contacto universidad-egresados En uno de los proyectos de Innovación Docente arriba mencionados se llevó a cabo la creación de una Asociación de Antiguos Alumnos de IFMN de la UEX, denominada AAAIFUEX [1] con el objetivo primordial de establecer una relación, lo más estrecha posible, entre los jóvenes que se gradúan en IFMN y el profesorado de dicho Grado, para conocer mutuamente las vicisitudes que afectan a unos y otros en su respectivo ejercicio profesional y poder colaborar mutuamente unos y otros a ese respecto. En concreto, resulta especialmente interesante para el profesorado del Grado poder tener feedback acerca del desempeño laboral de los egresados en relación con la preparación universitaria previa que han recibido. Así, a partir de este contacto directo entre profesores y egresados mediante entrevistas y encuestas, hemos podido tener acceso a variadas opiniones y valoraciones que han dado lugar a demandas tan interesantes como las que describimos a continuación: 58 • “Los egresados salen con pocas habilidades en gestión de grupos y recursos humanos”. Concretamente, esta demanda está relacionada con la formación en inteligencia emocional que venimos desarrollando y promoviendo activamente desde el POE de IFMN, especialmente en los dos últimos cursos académicos. • “Las prácticas en empresa deberían promoverse desde 2º curso, estableciendo coloquio con los alumnos en prácticas, quienes contarían los beneficios y habilidades que adquieren para enfrentarse al mundo laboral”. • “Para motivar más al alumnado en los estudios de ingeniería, se deberían comenzar las prácticas en empresa desde 2º curso, de algún modo”. Por otra parte, cabe destacar el hecho de que las Prácticas en Empresa, tan valoradas por los egresados como oportunidad de elevación de la motivación, constituyen una asignatura optativa, a diferencia de lo que ocurre en otros Grados de la UEX, donde existe un “Practicum” obligatorio en el plan de estudios. Por todo lo expuesto hasta ahora, tras la combinación de ambos ejes (relación profesorado-egresados y relación profesoradoestudiantes), los hechos observados en el segundo de estos, conjuntamente con las opiniones de los alumnos ya graduados, nos han llevado a proponer un trabajo como el que aquí presentamos, destinado a elevar la motivación general del alumnado del Grado en IFMN mediante un sistema de “mentoría de profesionales jóvenes” que permita a los estudiantes universitarios conocer de cerca las vicisitudes del ejercicio profesional y extraer de ellas la necesaria motivación para continuar sus estudios con adecuada autoestima, autonomía e interés por adquirir la formación académica adecuada. Este trabajo se enmarca dentro de un proyecto de innovación docente de la UEX que se está desarrollando en la actualidad, durante el curso 2016/2017, y que trata de promover la realización de prácticas en empresa entre los alumnos del Grado en IFMN de la UEX, dado que en el actual plan de estudios las Prácticas en Empresa figuran como una asignatura optativa, por lo que no todos los alumnos las deben realizar. La particularidad de este proyecto reside en unir alumnos universitarios y egresados en un ejercicio de mentoría de jóvenes profesionales que representa para los estudiantes una oportunidad especial de acercamiento a la asignatura de Prácticas en Empresa y al mundo laboral. Con el fin de romper esa dinámica negativa de falta de motivación general observada se decidió juntar a ambos colectivos, para tratar de elevar la automotivación mediante el contacto con personas que, hace escasos años, estaban aún en etapa universitaria, de forma tal que casi podría considerarse una especie de “tutoría entre iguales”. Como objetivos particulares del presente proyecto podemos citar, pues, los siguientes: 1. Mejorar la motivación general del alumnado universitario del Grado en IFMN para elevar su autonomía de aprendizaje. 2. Motivar al alumnado para cursar la asignatura optativa de Prácticas en Empresa del Grado en IFMN. 3. Ofrecer formación en inteligencia emocional, más específicamente sobre Habilidades Sociales y estrategias para la gestión de Recursos Humanos en el ejercicio profesional. 2. Experimental Para conseguir el objetivo global de elevar la motivación general del alumnado del Grado en IFMN de la UEX, mediante el acercamiento a la asignatura de Prácticas en Empresa y al mundo profesional, el presente proyecto ha planteado diversas actividades agrupadas en dos bloques principales y desarrolladas bajo el denominador común de “I Jornadas de Acercamiento al mundo laboral para Ingeniería Forestal: Prácticas en Empresa y Habilidades Interpersonales”. En el apartado de difusión, cabe destacar que ésta se realizó por diferentes vías para tratar de captar la atención del alumnado de IFMN y animarle a cursar estas jornadas. Así, se realizaron sesiones informativas presenciales, aprovechando la existencia del recreo, en la propia aula de 2º curso de IFMN (que son los principales destinatarios del proyecto, puesto que las Prácticas en Empresa pueden cursarse una vez se ha superado el 50 % de los créditos del Grado). Al mismo tiempo, se difundió en las pantallas visuales existentes en el Centro Universitario de Plasencia, así como en el campus virtual de la mayoría de materias del Grado, para que llegase también al alumnado de cursos superiores. Por último, se recurrió al uso de las redes sociales, en este caso whatsapp, a través de los delegados de clase, quienes lo transmitieron a los grupos de chat que los propios alumnos han creado en clase, habida cuenta de que la aplicación whatsapp se ha revelado como un instrumento muy útil, también en el ámbito académico, para transmitir información de una manera muy ágil, según hemos constatado en trabajos realizados anteriormente [3]. Los bloques formativos del presente proyecto han sido los siguientes: a) Formación en Habilidades Sociales para el ejercicio profesional. Los alumnos universitarios de IFMN valoran positivamente el trato personal y afectivo con el profesor [4], es decir, el aspecto de su formación más relacionado con la inteligencia emocional. En este sentido, venimos desarrollando formación integral desde el POE de IFMN en materias relacionadas con la inteligencia emocional, siempre orientada a elevar la motivación general del alumnado. En esta ocasión, partiendo de la demanda concreta efectuada por los egresados sobre sus carencias en materia de gestión de Recursos Humanos, se llevó a cabo un taller de Comunicación No Violenta con el que se intentó facilitar entre los alumnos del Grado el desarrollo de habilidades sociales, dado que éstas son cada vez más demandadas por las empresas en la actualidad, para llevar a cabo una adecuada gestión de personal y resolver los conflictos de la forma más efectiva posible. Esta formación, que tiene un carácter transversal y afecta a cualquier Grado, en general, decidimos ofrecerla al alumnado de todos los Grados que se imparten en el Centro Universitario de Plasencia pero dando preferencia, lógicamene, a los alumnos del Grado en IFMN en caso de que hubiera existido una gran demanda por parte de los estudiantes de dicho Centro. b) Acercamiento a las Prácticas en Empresa y al mundo profesional. Dentro de este apartado se diseñaron, a su vez, tres actividades formativas diferentes. 59 i. Sesiones informativas sobre las Prácticas en Empresa: En primer lugar se organizaron pequeñas sesiones informativas para el alumnado de IFMN, aprovechando la existencia del recreo, en la que profesores del POE del Grado en IFMN proporcionaban todos los detalles sobre las Prácticas en Empresa, como los requisitos para cursarlas curricular o extracurricularmente o la posibilidad de realizarlas en más de una empresa o institución mientras se sea oficialmente alumno del Grado en IFMN. En ellas se informó, asimismo, de la existencia de las “I Jornadas de Acercamiento al mundo laboral para Ingeniería Forestal: Prácticas en Empresa y Habilidades Interpersonales”. ii. “Mentoría de noveles”. Este apartado comprende dos fases: En primer lugar, se realizó una primera una jornada formativa para alumnos del Grado en IFMN y en la que participaron, como ponentes, un antiguo alumno de la titulación, que actualmente trabaja en una empresa forestal, y un alumno de último curso del Grado que ha realizado recientemente prácticas en empresa. Esta parte del proyecto respondería también a la denominación de “mentoría de jóvenes profesionales”. En segundo lugar, los universitarios del Grado en IFMN participantes en este trabajo han realizado entrevistas a antiguos alumnos de Ingeniería Forestal (ya sea del Grado o del plan antiguo que conducía al título de Ingeniero Técnico Forestal) que trabajan actualmente en empresas relacionadas con el sector forestal y que han tutorado, o tutoran en la actualidad, a alumnos del Grado en prácticas. Con ello se pretendía que pudieran conocer más de cerca tanto las posibilidades que se les puede abrir en un futuro a corto o medio plazo de cara a su inserción laboral como la formación que demandan las empresas en los futuros profesionales, o los trabajos que éstas desarrollan actualmente, lo cual puede modificar su actitud como universitarios en el enfoque que den al estudio de las diferentes materias. iii. “Tutoría entre iguales”. Finalmente, los alumnos participantes en este proyecto han desarrollado entrevistas a alumnos que ya han realizado prácticas en empresa recientemente con el fin de conocer el nivel de satisfacción alcanzado por los primeros con la realización de dichas prácticas y obtener consejos prácticos sobre la forma, momento o lugar en que conviene realizar las mismas. 3. Resultados y discusión Por lo que respecta a las actividades realizadas dentro del presente proyecto, mencionaremos en dos apartados cuáles han sido los aspectos más relevantes: 1) Taller de Comunicación No Violenta Este taller ha sido realizado por un total de 15 alumnos, 7 de los cuales pertenecían a otras titulaciones del Centro Universitario de Plasencia (Administración y Dirección de Empresas, Podología o Enfermería). Dado que el número de alumnos matriculados por primera vez en 2º curso de IFMN de la UEX (destinatarios principales de nuestro proyecto) era especialmente bajo en esta promoción, se decidió abrir el taller a todos los alumnos de los otros tres cursos de IFMN, así como a los otros Grados que se ofertan en el Centro Universitario de Plasencia. Todos los asistentes de los 4 Grados valoraron muy positivamente la calidad y el interés de la formación recibida, señalando, además, que lamentaban que sus compañeros no participasen en actividades tan interesantes como ésta. 2) Acercamiento a Prácticas en Empresa. Los alumnos participantes han podido realizar entrevistas a jóvenes profesionales de la Ingeniería Forestal que han sido alumnos de IFMN o del plan antiguo (“mentoría de jóvenes profesionales o mentoría de noveles”), así como a alumnos de IFMN que han realizado ya las Prácticas en Empresa al menos en una empresa o institución (“tutoría entre iguales”). A los alumnos de segundo curso participantes en el programa se les facilitó un listado de jóvenes profesionales que realizaron sus estudios de Ingeniería Forestal (Grado o plan antiguo, indistintamente) en el Centro Universitario de Plasencia y las empresas en las que trabajan actualmente para que ellos decidieran con quién querían entrevistarse. Del mismo modo, se les facilitó un listado de alumnos del Grado que han realizado sus prácticas en empresa recientemente, así como sus datos de contacto para que eligieran a uno de ellos y se entrevistaran con él también. Por otro lado, el contenido de las entrevistas, tanto en la mentoría como en la tutoría entre iguales, estaba parcialmente sugerido por los coordinadores del presente proyecto, para orientarles un poco a los alumnos sobre qué aspectos se deseaban conocer con el proyecto que se está desarrollando, pero también se ha intentado dar la máxima libertad posible a los alumnos para que ellos preguntasen sobre todos aquellos aspectos que les pudieran generar dudas o inquietudes acerca del mundo profesional, en general, o de las prácticas en empresa, en particular. Posteriormente, a cada alumno se le encomendó la elaboración de un informe en el que debían plasmar la información más relevante recabada en el proceso que se ha descrito, sin que dicho informe tuviera un formato concreto previamente determinado. La respuesta obtenida por antiguos alumnos (a su vez ya en ejercicio profesional) pertenecientes a AAAIFUEX para participar en este proyecto ha sido muy satisfactoria, habiendo mostrado una gran disponibilidad y amabilidad para orientar a los actuales estudiantes del Grado, aspecto que han valorado, a su vez, muy positivamente por cuanto que ellos no tuvieron esa oportunidad cuando eran estudiantes universitarios y era algo que echaban en falta en su etapa universitaria. Una vez llevadas a cabo las entrevistas comentadas anteriormente, los alumnos que las han realizado han manifestado haber recibido del joven profesional consejos muy útiles para ellos acerca de cómo enfocar su motivación ante las distintas materias y de cómo mejorar su actitud frente a ellas para sacarles el mayor partido posible. Un detalle que destacan es que han podido conocer de cerca las posibilidades de formación que las Prácticas en Empresa representan para su formación integral, puesto que pueden repetirlas en más de una empresa e incluso realizar prácticas en algún departamento de la UEX en áreas tan diversas como investigación o didáctica de las ciencias ambientales. Con relación a la participación general del alumnado de IFMN en este proyecto desarrollado a través de las “I Jornadas de Acercamiento al mundo laboral para Ingeniería Forestal: Prácticas en Empresa y Habilidades Interpersonales”, cabe decir que ha sido menor que la esperada, si bien resulta ser acorde con la falta de motivación general que mencionamos como motor que 60 nos impulsaba a desarrollar el presente proyecto. Sería, pues, una especie de “círculo vicioso” en el que la desmotivación del alumnado hace que no participen en las actividades que podrían ayudarles notablemente a aumentar su motivación. Se da, además, la circunstancia de que los alumnos que han accedido desde Ciclos Formativos tienen convalidadas, desde el presente curso académico, las Prácticas en Empresa, por lo que, a priori, un buen número de alumnos de 2º IFMN considera que no le interesa esta formación que se ofrece desde el POE. Esta afirmación se corrobora por el hecho de que los alumnos que han participado en esta formación procedían de Bachillerato. Pese a todo, se ha optado por proporcionarles una explicación de los alumnos de segundo curso con los aspectos más importantes desarrollados en dichas jornadas. Puesto que las prácticas en empresa pueden cursarse más de una vez, sería interesante que también los alumnos procedentes de Ciclos se plantearan la posibilidad de realizarlas. De hecho, algunos de ellos han mostrado intención de proceder así, aprovechando su paso por la Universidad para adquirir mayor experiencia antes de graduarse y salir al mercado laboral. Amén de la baja participación, el nivel de satisfacción que han referido los pocos alumnos de IFMN que han realizado las Jornadas al completo es muy elevado, agradeciendo notablemente la oportunidad que el POE les ha brindado para conocer un poco más de cerca un aspecto esencial en su formación y motivación como son las Prácticas en Empresa y el acercamiento a los detalles, muchas veces desconocidos e idealizados, de lo que representa el día a día del ejercicio profesional para un Ingeniero Forestal. 4. Conclusiones Tanto la mentoría como la tutoría entre iguales son un buen sistema de formación pues la conexión y empatía que se establecen entre los participantes debido a su afinidad facilita la apertura de la comunicación, haciendo que ésta sea más efectiva. Así, un mismo consejo ofrecido por un profesor y por un joven profesional en activo que ha sido antiguo alumno cobra mucho mayor peso en boca de este último. La formación en inteligencia emocional es muy bien valorada por alumnos y debe seguir siendo un pilar importante de la formación integral del alumnado, no solo de IFMN, que debe seguir formando parte importante del POE de IFMN, sino de todo el Centro Universitario de Plasencia. El acercamiento a las Prácticas en Empresa y el mundo laboral es un elemento motivador esencial para el quehacer diario del estudiante universitario, a tenor de las valoraciones realizadas tanto por los actuales estudiantes como por los antiguos alumnos. Se pretende, pues, desarrollar jornadas similares, aun a coste cero (tal vez sin la formación en habilidades sociales, si hubiese dificultades presupuestarias), para promocionar las prácticas en empresa y el acercamiento al mundo laboral mediante un sistema de mentoría de noveles y tutoría entre iguales, establecido cada curso desde el POE, muy similar a esta experiencia piloto realizada con el apoyo de un Proyecto de Innovación Docente de la UEZ. 5. Agradecimientos A los antiguos alumnos que de manera desinteresada han participado en las “I Jornadas de Acercamiento al mundo laboral para Ingeniería Forestal: Prácticas en Empresa y Habilidades Interpersonales”. 6. Referencias [1] M. Moya, L. López, A. Solla, F.L. Moreno, y J.R. Villar. (2013). "La Asociación de Antiguos Alumnos de Ingeniería Forestal y del Medio Natural de la Universidad de Extremadura: creación y retos”. Libro de Actas del VII Congreso Ibérico de Agroingeniería y Ciencias Hortícolas, 26-29 de agosto de 2013, Madrid. Sociedad Española de Agroingeniería y Sociedad Española de Ciencias Hortícolas, págs. 901-906. [2](http://www.lavanguardia.com/vida/20130124/54362286259/expertos-retrasan-edad-jovenes-maduran.html [3] E. García, R. Benítez, J.R. Villar, L. López, R. González, M. Moya. (2016). “The use of whatsapp for improving the studen attention from the tutorial action plan”. International Conference of Education, Research and Innovation. 14-16 de noviembre 2016 Sevilla (Spain), págs. 2660-2665. [4] M. Moya, M. E. García, J. Hernández, M.J. Montero, R. Martínez, M.L. López, R. Benítez, J.R. Villar. (2015). “Education from affection, also at the university?”. International Conference of Education, Research and Innovation. 16-18 de noviembre 2015, Sevilla (Spain), págs. 1539-1545. 61 4T Models of Anthropological Moments of Didactical Praxeologies in the Parabola with Digital Technologies C.A. Ali (1), Prof E.K. Davis (PhD) (2), D.D. Agyei (PhD)(3) (1) Department of Basic Education, Faculty of Educational Studies, University of Education, Winneba, Ghana. Telephone numbers: +233208554016, +233208554016 Email: ayarebilla@yahoo.com (2)(3) Department of Mathematics and Computer Science Education, Faculty of Science and Technology Education, University of Cape Coast, Cape Coast, Ghana Abstract The study integrated digital technologies (GeoGebra) tools to test the significance and success of employing 4T anthropological moments of didactical praxeologies in the teaching and learning of conceptual structures in the parabola. The experimental methodology explored mixed methods concurrent convergent design involving the GeoGebra to collect and analyze quantitative data with quasi-experimental tests and content analysis with an interview guide to collect and analyze qualitative data from thirty three groups of preservice teachers of the University of Education, Winneba, Ghana. The findings of both the quantitative and qualitative results showed that the 4T models of anthropological moments of didactical praxeologies with the GeoGebra achieved higher significant improvements as compared to the conventional methods and were adjudged most successful models for didactical praxeologies in the teaching and learning of conceptual structures in the parabola. It was therefore, concluded that the 4T models be adopted as main instructional models in the teaching and learning of conceptual structures in multiple mathematics domains. Keywords: 4T models; conceptual structures; didactical praxeologies; GeoGebra; Parabola Introduction Didactics [1, 2] is the development of conceptual structures on the roles of human actions, reasoning, and discourses (praxeology). Hence, didactical praxeology [3, 4] is the study of didactics in two folds---praxis or know-how (actions, reasoning, activities, practices and discourses) and logos or know-why (discursive processes), each of which correspond to two blocks-- practical (i.e. tasks and techniques) and theory (theories and technologies) respectively, where tasks initiate activities, techniques explore the theorems, technologies explain the techniques, and theories guide all the operations. Previous research [5, 6, 7] has extended the 3T models (tasks, techniques and theories) to the 4T models (tasks, techniques, technologies and theories) because the later is much more broader, robust, comprehensive and innovative as shown in Figure 1. 62 4T Model Practical Block Task Theoretical Block Technique TechnologyTheory Figure 1: 4T Models of Anthropological Didactical Praxeologies The 4T models on Figure 1 perform multiple roles of experimenting conceptual structures in both practico-theory blocks, intertwining ergonomics (i.e. instrumentation and instrumentalization in TPACK) with anthropological praxeologies, and establishing mathematics laboratories [8, 9, 10] in order to build formidable and consistent anthropological moments of didactical praxeologies with the GeoGebra. Even though these 4T models exist for a very long time, teacher training and education in Ghana and most developing countries sparingly explore them in the classroom teaching and learning. The 4T models therefore, explored the GeoGebra to address the following two research questions: 1. To what extent do the 4T models of anthropological moments of didactical praxeologies improve upon conceptual structures in the Parabola? 2. What didactical structures in the Parabola are most successful with the GeoGebra? Experimental Methodology The methodology implored mixed methods concurrent convergent design [11, 12] to concurrently administer two test exercises and one interview on thirty three (33) groups of preservice teachers of the Department of Basic Education, University of Education, Winneba in Ghana by purposive sampling. The GeoGebra was implored to collect the quantitative data by quasiexperimental methods of pretest and post test exercises while an unstructured interview guide was administered to collect the qualitative data on all the 33 groups with the model in Figure 2. QUAN Data & Results Interpretation QUAL Data & Results Figure 2: Mixed Methods Concurrent Convergent Model [Source: 12] The quantitative data were analyzed with SPSS 20 programme for Windows with 5% level of significance (two-tailed), Shapiro-Wilk test of normality and paired samples t-test to determine the statistical significance between the pretest and post test exercises. The qualitative data was analyzed by content analysis on the themes (focus, directrix, symmetry and vertex) in the conceptual structures to determine the success without and/or with the GeoGebra. These mixed methods convergent model concurrently addressed the conceptual structures, triangulated both data, probed for further contradictory findings and provided multiple interpretations to ensure validity and reliability of the entire research process. Results and Discussion In responding to the research question 1, to what extent do the 4T models of anthropological moments of didactical praxeologies improve upon conceptual structures in the Parabola? Since the pretest exercise was statistically significant at Shapiro-Wilk test (pretest > 0.05; post test > 0.05) and hence normally distributed, the results of the paired samples t-test were produced in Table 1. 63 Table 1: Results of Paired Samples T-Test Significance Test of Exercises Test Number Mean SD df t p Pretest 33 89.97 12.58 32 6.237 0.0001 Post test 33 101.42 9.51 The results of the conducted paired samples t-test show that there is a statistically significant difference (t(32) = 6.237, p = 0.0001 < 0.05)) between pretest and post test exercises in terms of how the 4T models with GeoGebra improved preservice teachers’ conceptual structures in the Parabola. Thus, while the conceptual structures test average of preservice teachers was 89.97 before the GeoGebra, this average rose sharply to 101.42 after employing the GeoGebra and support [5, 6, 7] arguments that adding technology to the previous 3T models to the 4T models of anthropological moments of didactical praxeologies achieve higher statistically significances in preservice teachers’ conceptual structures in the Parabola than the conventional methods of computing them with their respective formulas. In responding to the research question 2, what didactical structures in the Parabola are most successful with the GeoGebra? The conceptual structures in the Parabola were thematically grouped into focus, directrix, symmetry and vertex, matched with the dominant anthropological objects, and assessed based on the successes without and with the GeoGebra as shown in Table 2. Table 2: Conceptual Structures and Dominant Anthropological Objects with GeoGebra Conceptual structure Predominant Success without Success with in Parabola Anthropological Object technology technology Focus Theory Fairly successful Most successful Directrix Technique Very unsuccessful Very successful Symmetry Technology Very unsuccessful Very successful Vertex Task Fairly successful Most successful In Table 2, it was observed that, in the practical block, preservice teachers could solve task-oriented problems predominantly in the vertex but fairly successful without the GeoGebra and most successful with the GeoGebra, and could solve techniqueoriented problems predominantly in the directrix but very unsuccessful without GeoGebra and very successful with the GeoGebra. In the theory block, preservice teachers could solve technology-oriented problems predominantly in symmetry but very unsuccessful without the GeoGebra and very successful after imploring the GeoGebra, and could solve theory-oriented problems predominantly in the focus but fairly successful without the GeoGebra and most successful after using the GeoGebra. These analyses indicate that there was no single conceptual structure of the Parabola that the preservice teachers employed one particular predominant anthropological object to solve successfully without the deployment of the GeoGebra and support [5, 6, 7] the fact that 4T models are not only necessary but also sufficient to solve all anthropological objects in the conceptual structures of the Parabola. We further analyzed the preservice teachers’ comments regarding the use of the GeoGebra as summarized below: 1. We didn’t know we can even locate focus, directrix symmetry and vertex on graphs with the GeoGebra. 2. It is easier to solve the focus, directrix symmetry and vertex with the GeoGebra than the formulas. 3. We were not successful when the GeoGebra was not taught to us on how to solve the problems in the focus, directrix symmetry and vertex but all the problems became easy after were taught on how to use the GeoGebra to solve them without using the formulas. 4. We have even discovered a lot of new things in the GeoGebra other than the focus, directrix symmetry and vertex 5. We will prefer to use the GeoGebra on all other mathematics topics. 64 Analyses of these five responses and the results of the two research questions attest to the fact that exploring 4T models of anthropological moments of didactical praxeologies in the Parabola with the GeoGebra significantly improved the preservice teachers’ competencies and skills in explorations, investigations and relationship buildings in the conceptual structures as compared to the 3T models. What was even intriguing was the zeal and interest developed and sustained throughout the experimentation processes. That is why the preservice teachers moved from worst levels of very unsuccessful without the GeoGebra to levels of most successful with the GeoGebra in all the conceptual structures. Conclusions It therefore emerged from the study that the teaching and learning of conceptual structures with the 4T models of anthropological didactical praxeologies successfully improved preservice teachers’ competencies and skills because the paired samples t-test results show statistically significance outcomes, the responses of the content analysis showed significance successes with the GeoGebra, and the two research questions concurrently and jointly depicted general improvements. We therefore, concluded that the 4T models should be adopted as the main instructional model for teacher training and education, for conceptual structures that are embedded in multiple mathematics domains and for disintegrating broad-based mathematics domains into smaller constituent conceptual structures. References [1]. A. J. Bishop, H. Bauersfeld, J. Kilpatrick, C. Laborde, G. Leder, & S. Turnau. Theory of Didactical Situations in Mathematics, 1970–1990. Kluwer Academic Publishers: New York, (2002). [2]. Y. Chevallard, M. Bosch, S. Kim, (2015). What is a Theory According to the Anthropological Theory of the Didactic? In Marianna Bosch, Yves Chevallard, Ivy Kidron, John Monaghan and Hanna Palmér John Monaghan (eds.). CERME 9: Thematic Working Group 17, Theoretical perspectives and approaches in mathematics education research, (2015)p.35-45. [3]/ Y. Chevallard, Analyses praxéologiques: esquisse d’un exemple. IUFM, Toulouse, (2013). [4]. A. Clark-Wilson, G. Aldon, A. Cusi, M. Goos, M. Haspekian, O. Robutti., M. Thomas, The Challenges of Teaching Mathematics with Digital Technologies-- The Evolving Role of the Teacher. In P. Liljedahl, C. Nicol, S. Oesterle, D. Allan, (Eds.). Proceedings of the 38th Conference of the International Group for the Psychology of Mathematics Education and the 36th Conference of the North American Chapter of the Psychology of Mathematics Education, PME, Vancouver, (2014)Vol. 1p.177-206. [5]. C. Winsløw, Anthropological theory of didactic phenomena: Some examples and principles of its use in the study of mathematics education. In M. Bosch, J. Gascón, A. Ruiz Olarría, M. Artaud, A. Bronner, Y. Chevallard, G. Cirade, C. Ladage & M. Larguier (Eds.), Un panorama de TAD. CRM Documents 10. Centre de Recerca Matemàtica, Bellaterra, Barcelona, (2011)p. 117-138. la TAD, [6]. K. Østergaard, Theory and practice in mathematics teacher education. IVe Congrès International sur Toulouse, 21-26 April, 2013. [7]. M. Van den Heuvel-Panhuizen, P. Drijvers, M. Doorman, M. Van Zanten. Reflections from abroad on the Netherlands didactic tradition in mathematics education. Freudenthal Institute, Utrecht University, Utrecht, (2016). [8]. N.C. Presmeg, L. Radford, G. Kadunz, L. Puig, M. Roth, S. Prediger. Semiotics in mathematics education, 13th International Congress on Mathematical Education (ICME), Hamburg, 24-31 July, 2016. [9]. N. Sinclair, M. G. Bartolini Bussi, K. Jones, U. Kortenkamp, A. Leung, K. Owens, A. Zaslavsky, B. Ubuz, Geometry (ICME), Hamburg from 24-31 July, (including technology). 13th International Congress on Mathematical Education 2016. [10]. J. Trgalova, A. Clark-Wilson, H. G. Weigand, ‘Chapter 11: Technology and resources in mathematics education, ERME book, (2016). [11]. L. Cohen, L. Manion, K. Morrison, Research Methods in Education (9ed). Routledge/Taylor & Francis Group, New York, (2011). Thousand [12]. J. W. Creswell, Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Oaks, CA: Sage Publications, (2014). 65 Experiencia del Programa de Convivencia Intergeneracional desarrollado en el Centro Universitario de Plasencia Ignacio Chato Gonzalo , María Méndez Suárez , Matías Hidalgo Sánchez , Daniel Patón 1 2 3 Domínguez , Elena García , Manuel Moya 3 4 4 I.E.S. “Jaranda”. C/ Era Nueva, s/n, 10450 Jarandilla de la Vera (Cáceres), Spain Phone: +34-927560660 Email: ignacio.chato.g@gmail.com Centro Universitario de Mérida. Avda. Santa Teresa de Jornet 38, 06800 Mérida (Badajoz) Facultad de Ciencias, UEX, Avda. de Elvas, s/n, 06071 Badajoz Centro Universitario de Plasencia. Avda. Virgen del Puerto nº 2, 10600 Plasencia (Cáceres) 1 2 3 4 Resumen. A lo largo del segundo cuatrimestre del curso académico 2016/2017, se está llevando a cabo en el Centro Universitario de Plasencia un programa de convivencia intergeneracional en el que participan alumnos de la Universidad de Mayores de Extremadura (UMEX) y alumnos de distintos cursos de los grados que allí se imparten (Enfermería, Forestales, Podología y Administración y Dirección de Empresas). Con este programa se pretenden renovar las dinámicas educativas en el ámbito universitario a través de metodologías activas, centradas en el Aprendizaje basado en Proyectos (ABP) y el Aprendizaje por Servicios (ApS). Una propuesta pionera en el ámbito universitario a nivel nacional e internacional, que pretende la realización de programas educativos conjuntos entre los alumnos mayores de la UMEX y los jóvenes universitarios matriculados en los distintos grados de la Universidad de Extremadura. Alumnos que comparten edificios e instalaciones en los distintos campus universitarios de la región pero que, hasta ahora, no habían llegado a participar ni a interactuar en un escenario formativo común. El programa va orientado al desarrollo y realización de proyectos relacionados con los contenidos de los distintos grados que se ofertan en el Centro Universitario de Plasencia, pero diseñados y puestos en acción por los alumnos jóvenes y mayores. Tienen una vertiente esencialmente práctica y contextualizada, con una evidente proyección social, destinada a la concienciación y sensibilización de otros colectivos acerca de temas relacionados con la salud, el medioambiente, el envejecimiento activo y la seguridad legal y asistencial de las personas mayores. Entre los objetivos perseguidos cabe destacar el desarrollo en los alumnos universitarios de actitudes, competencias y estrategias relacionadas con las habilidades sociales, la solidaridad, la entrega, la responsabilidad, la empatía y otras dimensiones relacionadas con la competencia emocional y la autonomía e iniciativa personal; además, se desea fomentar el encuentro inter-generacional facilitando espacios para el desarrollo de actividades conjuntas entre ambos colectivos, contribuyendo a prevenir y combatir los estereotipos y prejuicios asociados a la edad (edadismo). Además, se desea promover y favorecer procesos de renovación metodológica en el ámbito universitario, incluyendo la perspectiva competencial en el aprendizaje de los alumnos y desarrollando estrategias centradas en el aprendizaje basado en proyectos (ABP) y el aprendizaje por servicios (ApS), así como reconstruir la figura social de las personas mayores y resituarlas en una posición central, concibiendo a los mayores como un recurso necesario de nuestras sociedades y, más en concreto, en el ámbito universitario. Finalmente, se pretende fomentar la cultura del envejecimiento activo y promover la difusión de valores y actitudes relacionadas con la ciudadanía activa, la participación y la mejora de nuestro entorno. 1. Introducción A raíz del Proyecto de innovación docente desarrollado en la Universidad de Extremadura durante el curso 2016/2017, orientado al desarrollo de Programas intergeneracionales (Pi) y a la puesta en acción de metodologías activas (ABP y ApS), con la participación de los alumnos de la Universidad de Mayores (UMEX) y de los grados de Educación y Ciencias Ambientales del Campus de Badajoz (Méndez, 2017), la dirección de la UMEX consideró oportuno el ofertar en el programa del segundo cuatrimestre una asignatura específicamente enfocada al desarrollo de estos objetivos, presentes en los propios planteamientos de este programa educativo (Blázquez, 2002 y 2005). Para la realización de esta experiencia piloto, se eligió el Centro Universitario de Plasencia, en el que se cursan los cinco niveles del programa de mayores, además del postgrado. La nueva asignatura “Programas intergeneracionales y aprendizaje permanente” se diseñó para el tercer curso e incluía los siguientes bloques de contenidos: 1. Cambios sociales y segregación etaria: hacia un nuevo modelo de convivencia intergeneracional. 2. Programas intergeneracionales y envejecimiento activo: una sociedad para todas las edades. 3. Aprendizaje permanente y renovación metodológica: las nuevas competencias de los mayores del siglo XXI. 4. Estado del bienestar y solidaridad intergeneracional: las claves para una sociedad justa y cohesionada. 5. Aprendizaje emocional a lo largo del ciclo vital. 6. El protagonismo de los mayores y la gerontocracia del futuro. 66 7. Nuevos modelos en el diseño de los espacios públicos: los centros intergeneracionales. El objetivo principal, que determinaba además la metodología a desarrollar, era la realización de actuaciones intergeneracionales integradas dentro de las actividades lectivas de la Universidad de Mayores. De este modo se disponía de una mayor duración –cuatro meses, con una sesión semanal de 1 hora y 30 minutos-, superando las limitaciones de las intervenciones puntuales que se habían desarrollado hasta entonces. Además, el contar con un grupo entero de referencia facilitaba la participación de los alumnos mayores, dando continuidad y solidez a la experiencia. La principal complicación venía por parte de los alumnos de grado, al no disponer de la identificación de un grupo determinado y la necesidad de plantearse como una actividad complementaria, abierta a todo el alumnado del Centro Universitario. Se optó por integrarla dentro del Plan de Acción Tutorial y reconocerla con créditos por participación en actividades culturales, solidarias y de cooperación. A esto se sumaba la diversidad de los estudios –los cuatro grados implantados en el CUP- y de los niveles y cursos de los alumnos jóvenes participantes, lo que aparentemente complicaba la estructura y dinámica de programa. Para facilitar la orientación de los proyectos que iban a realizarse, se contó con la colaboración de profesores de los distintos grados. En el programa intergeneracional han participado un total de 15 alumnos de grado (4 de Forestales, 2 de Administración y Dirección de Empresas, 7 de Enfermería y 2 de Podología), junto a los 41 que formaban el grupo de mayores. Dado que la propuesta formativa estaba enfocada al aprendizaje por proyectos, se formaron equipos de trabajo temáticos, orientado cada uno en torno a un tema específico sobre el que debían concretarse las actividades, los procesos y los productos a realizar. El aprendizaje por proyectos coloca a los alumnos como protagonistas de su acción formativa, que de modo inductivo van construyendo el conocimiento a través de la información que ellos mismos generan, dando respuesta a los problemas y retos que se le plantean. Va enfocado a la realización de productos, por medio de procesos en los que ejercitan y pone en acción las dimensiones competenciales necesarias, en contextos en los que se dota de funcionalidad y significación a lo que aprenden (Kolmos, 2004; Sola, 2006 y 2016). La participación de mayores abre una nueva dimensión al trabajo en equipo, colaborativo y cooperativo, aportando un escenario afectivo que aporta mayor motivación, además de introducir la “mentorización” en una doble dirección, desde los jóvenes y su aportación técnica y formativa, de la que precisan los mayores y, desde éstos, a través de su experiencia, la competencia emocional y el ámbito relacional. Los proyectos, además, debían contener una vertiente social, orientados hacia la proyección de los aprendizajes al entorno social, contribuyendo a la formación ciudadana de los alumnos y convirtiendo los productos y actividades en un servicio a la comunidad, incorporando los objetivos y estrategias del Aprendizaje-Servicio (Puig, 2010). Cuestión esta de especial importancia, dada la significación socioeducativa de los participantes, que deben representar el papel de referentes y modelos para sus respectivos colectivos de edad y, muy especialmente, en el caso de los mayores. Los alumnos de la UMEX, en cuanto forman un colectivo que refleja los mejores indicadores asociados al envejecimiento activo, deben asumir una especial responsabilidad social en cuanto a los valores y estrategias que ellos mismos representan, llevando a cabo acciones destinadas a su promoción en los diversos entornos en los que resulta necesaria. De este modo se fomentan y ejercitan las actitudes adecuadas para el fomento de la participación social y el voluntariado (Silvera, 2002), ampliando las esferas de acción a otros colectivos y difundiendo, de paso, los principios y valores de la convivencia intergeneracional. 2. Experimentación Los participantes se agruparon en torno a siete equipos de trabajo, formados por alumnos de grado y de mayores, que se establecieron en función de la temática del proyecto que ellos mismos decidieron y diseñaron: 1. Cuidado natural: cultivo y usos de las plantas medicinales. 2. Un ecosistema en peligro: identidad, valor y conservación de la dehesa extremeña. 3. Comunidad de productores: el huerto colectivo en los escenarios urbanos. 4. Activa-mente: estimulación cognitiva y prevención del Alzhéimer. 5. El hábito hace al…: la cultura de la prevención y la actividad física. 6. Salud alternativa: las otras medicinas y las terapias no farmacológicas. 7. Las preocupaciones legales del futuro próximo: herencias, sucesiones, autonomía y dependencia… Cada uno de estos proyectos debía tomar como eje el diseño y elaboración de una campaña de sensibilización hacia el tema elegido, debiendo contener diversos productos orientados hacia ese fin: actividades de concienciación, una guía o tríptico informativo y, finalmente, una presentación para la exposición del trabajo desarrollado. En torno a esta línea de acción fueron llevando a cabo los distintos procesos que, en cada caso, resultaron necesarios, enfocados en torno a la diversidad de estrategias que las temáticas y objetivos planteados exigían, tales como los relativos a la búsqueda, selección y tratamiento de la información; la recogida de muestras y experimentación; el entrenamiento y ejercitación de habilidades; la utilización de aplicaciones informáticas; el debate y discusión de ideas e, incluso, el diseño y creación de un huerto en el recinto universitario. En todo este trabajo se desarrollaron las diferentes dimensiones competenciales necesarias para la realización de las distintas actividades y el logro de los objetivos, siendo de especial significación las asociadas al ámbito emocional, social y relacional, que contribuían de manera fundamental al trabajo en equipo, proceso clave en la realización de los proyectos y los propios fines del programa. La puesta en marcha de este programa intergeneracional ha supuesto importantes cambios en las dinámicas habituales tanto de los alumnos de grado como los de la Universidad de Mayores, lo que ha exigido nuevas necesidades en cuanto a espacios, recursos y competencias previas. No es fácil disponer en los campus universitarios de aulas e instalaciones que permitan el trabajo en equipo y ofrezcan la flexibilidad necesaria para la realización de actividades prácticas. Mayor dificultad lo ofrece la 67 escasa formación en competencias que adolecen los alumnos de grado y de mayores, lo que obliga a un proceso previo de desaprendizaje para romper con las inercias y rutinas instaladas, marcadas por su actitud pasiva en el aula. Y, a su vez, a integrar rápidamente en sus estrategias de aprendizaje nuevas dimensiones relacionadas con la iniciativa, la autonomía, el emprendimiento, la creatividad y las competencias emocional y social. Lo que implicaba entrenar procesos más o menos complejos para el logro de las metas planteadas, que debían poner en acción desde el inicio del programa, lo que exigió alguna formación previa, especialmente en procesos asociados al uso de aplicaciones informáticas. A estas dificultades también se añadieron las derivadas de las rigideces en la programación de horarios, que dificultaron no solo la asistencia de los alumnos de grado, sino la posibilidad de plantear jornadas más flexibles que permitieran sesiones de mayor duración, algo que resulta imprescindible para la realización de determinados procesos y actividades. Queda claro que la actual estructura organizativa de las universidades y su esquema de funcionamiento dificulta cualquier proceso de innovación metodológica que quiera introducirse y, más aún, cuando se pretenden plantear propuestas formativas que incluyan a varios grados u otros programas educativos (López, 2011; Gómez, 2014). Resultados y discusión. Aunque el programa intergeneracional desarrollado incluía dos ámbitos de acción, el relativo a la innovación metodológica y valoración de los procesos llevados a cabo por los alumnos y el asociado a los cambios de percepción y actitud entre las dos generaciones –jóvenes y mayores- y en relación al envejecimiento, solo hemos llevado a cabo un proceso evaluador del segundo. Con respecto al primer punto disponemos de una doble evaluación cualitativa, tanto de los procesos como de los productos, que ha resultado muy positiva tanto para los alumnos como para los profesores participantes, aunque se reconocen ritmos e intensidades distintos en los equipos de trabajo y en los logros obtenidos. Todos reconocen el salto cualitativo que supone esta manera distinta de aprender y destacan las competencias entrenadas y alcanzadas, superadas las incertidumbres y dificultades afrontadas en el inicio. Pero sobre todo dan valor al contexto motivador y afectivo que supone el trabajo conjunto de las dos generaciones y el enriquecimiento personal que les ha supuesto este nuevo escenario de aprendizaje. En cuanto a la valoración de las percepciones y estereotipos que jóvenes y mayores tienen acerca de la vejez y del envejecimiento, se ha utilizado el “Cuestionario de Estereotipos Negativos hacia la Vejez” –CENVE-, que se ha aplicado tanto a los jóvenes como a los mayores (Blanca, 2005; Menéndez, 2016). Los resultados evidencian una sustancial diferencia entre ambos grupos de edad, siendo superiores los estereotipos negativos –edadistas- de los jóvenes. Edad NMDS1 -0.283 NMDS2 0.325 NMDS3 0.902 r2 0.19 Pr(>r) 0,001 *** En el estudio sobre la eficacia de los programas intergeneracionales en el cambio de estos prejuicios en los jóvenes, hemos constatado una mejora general en las respuestas de los alumnos jóvenes participantes del 21%, lo que indica su incidencia directa en la transformación de los estereotipos ante el envejecimiento. Elaboramos, además, un cuestionario propio, “Actitudes y emociones hacia los mayores”, que amplía y complementa la información con un total de 80 ítems, distribuidos en cuatro campos: actitudes, emociones, sensaciones y sentimientos y valoración de intervenciones (Patón, 2017). Se trata de un modelo de evaluación con el que todavía estamos experimentando, pero que ya está aportando información relevante, si bien precisa de definir nuevos parámetros para reducir la variabilidad. La efectividad de este tipo de programas está condicionada a variables como la edad, el disponer de abuelos vivos, la frecuencia de sus contactos, la convivencia habitual con éstos o el haber participado previamente en experiencias intergeneracionales. Parámetros que creemos están condicionados a otras condiciones relativas al grado de madurez emocional y a otros factores psicológicos. En cualquier caso, los datos disponibles aseguran la influencia de estos programas en diversos aspectos de la competencia emocional, social y relacional de los alumnos, favoreciendo su contacto y aproximación hacia las personas mayores. Los propios participantes, tanto los jóvenes de grado como los alumnos mayores, han valorado muy positiva la experiencia, destacando el entorno afectivo y relacional que han formado los escenarios intergeneracionales. Asimismo destacan la importancia del aprendizaje en competencias y reconocen la eficacia de una metodología activa, como es el aprendizaje por proyectos, en el desarrollo de determinados procesos que consideran necesarios para su formación personal y profesional. En el caso de los alumnos de la universidad de mayores, han manifestado la importancia que ha tenido para ellos el superar retos y logros a los que jamás se habían enfrentado, subrayando el valor del trabajo en equipo, el desarrollo de la iniciativa y la toma de conciencia de sus nuevas necesidades formativas, orientadas hacia la adquisición de nuevas competencias, como las relacionadas con la información, las nuevas tecnologías, el planteamiento y resolución de problemas y la comunicación. Conclusiones. 1. Resultan ineludibles estrategias y planes de acción orientados a la innovación metodológica en los grados universitarios, que orienten la formación de los estudiantes hacia el entrenamiento y desarrollo de competencias a través de metodologías activas. Los niveles competenciales de los alumnos participantes en el programa intergeneracional resultan bajos en cuanto a procesos múltiples, imprescindibles para el desarrollo de proyectos contextualizados de cierto alcance social y el trabajo en equipo. El aprendizaje por proyectos (ABP) es un instrumento eficaz y motivador para la renovación metodológica, el trabajo en equipo y el aprendizaje en competencias. 68 2. La actual estructura de los grados, las programaciones y metodologías mantienen unos esquemas de organización, funcionamiento, distribución de tiempos y uso y diseño de espacios que dificulta la implantación y desarrollo de cualquier programa formativo de carácter multidisciplinar, que incluya a otros colectivos y plantee metodologías activas. Cualquier propuesta de renovación precisa de cambios sustanciales en la organización y funcionamiento de los centros universitarios. 3. Los programas intergeneracionales constituyen propuestas efectivas para la corrección de los estereotipos y prejuicios negativos ante la vejez y el envejecimiento. Generan escenarios de aprendizaje motivadores y facilitan el desarrollo de diversas dimensiones de la competencia emocional, relacional y social. 4. La orientación de los aprendizajes hacia el contexto social, conectando los contenidos y procesos hacia los problemas de actualidad y de especial preocupación local o/y global (ApS), dotan de funcionalidad y utilidad a la formación de los alumnos, además de resultar altamente motivadores. Por otra parte, implica un compromiso social de la universidad y de los universitarios, que debe proyectar los rendimientos de la educación universitaria hacia contextos y colectivos que precisan del ejercicio del voluntariado –especialmente en el ámbito de los adultos mayores- y el disponer de nuevos modelos que puedan servirles de referencia. 5. Los planes formativos de los alumnos de las universidades de mayores o de la experiencia deben enfocar sus programas a las competencias que los adultos mayores deben alcanzar en el mundo de hoy. Esto implica valorar cuáles son los procesos que deben realizar para mejorar sus capacidades en las estrategias de envejecimiento activo y desarrollar metodologías activas. 6. Las universidades deben fomentar el desarrollo de programas intergeneracionales que las conviertan en espacios abiertos, tratando de integrar y conectar los programas específicos de mayores con los planes de estudio de los distintos grados, con el horizonte de transformar las actuales “universidades de mayores” en “universidades con mayores”. Bibliografía: Blanca, M.J., Sánchez, C., Trianes, M.V. (2005), “Cuestionarios de evaluación de estereotipos negativos hacia la vejez”, Revista Multidisciplinar de Gerontología, vol. 15, nº 4. Blázquez Entonado, F. (2002), “Los mayores, nuevos alumnos de la universidad”, Revista Interuniversitaria de Formación del Profesorado, nº 45. Blázquez Entonado, F. (2005), “Educación de Adultos. El Programa de Mayores de la Universidad de Extremadura”, Revista de Estudios Extremeños, vol. 61, nº3, Delgado, C. R., Calero, C. G., González, H. (2016), “Potencialidad de los espacios públicos abiertos para las relaciones intergeneracionales. Un estudio de caso en la ciudad de Santa Cruz de Tenerife (Canarias, España)”, Documents d’Anàlisi Geogràfica, vol. 62/1. Gómez C., Gómez M. (2014), “Retos y cambios en la organización universitaria. Hacia un nuevo modelo de enseñanzaaprendizaje”, Revista Internacional de Organizaciones, nº 13. Kolmos, A. (2004), “Estrategias para desarrollar currículos basados en la formulación de problemas y organizados en base a proyectos”, Educar, nº 33. Lopez, J. I. (2008), “Un giro copernicano en la enseñanza universitaria: formación por competencias”, Revista de Educación, 356. Méndez, M., Chato, I., Patón, D. e Hidalgo, M. (2017), “Proyecto de innovación docente. Programa de convivencia intergeneracional y basado en proyectos (ABP) de la UEX”, comunicación presentada al VI Congreso Internacional de Educación Artística y Visual. Arte, Educación y Patrimonio en el Siglo XXI, Badajoz. Menéndez, S., Cuevas-Toro, A.M., Pérez Padilla, J., Lorence, B. (2016), “Evaluación de los estereotipos negativos hacia la vejez en jóvenes y adultos, Revista Española de Geriatría y Gerontología, XXX. Páez, M., Puig, J. (2013), “La reflexión en el aprendizaje-servicio”, Revista internacional de educación para la justicia social, vol. 2, nº 2. Patón, D., Chato, I., Méndez, M. e Hidalgo, M. (2017), “Optimización de los test educativos mediante escalamiento multidimensional no-métrico”, comunicación presentada al VI Congreso Internacional de Educación Artística y Visual. Arte, Educación y Patrimonio en el Siglo XXI, Badajoz. Pinazo-Hernandis, S, Aguló, C., Cantó, J, Moreno, S., Torró, L. y Torró, J. (2016), “Compartiendo visiones sobre la educación. Un proyecto intergeneracional con seniors de la Universitat dels Majos y estudiantes de Magisterio”, Educar vol. 52, Universidad Autónoma de Barcelona, Barcelona. Puig, J., Gijón, M., Martín, X., Rubio, L. (2010), “Aprendizaje-servicio y Educación para la Ciudadanía”, Revista de Educación. Sánchez, M. (2002), “Los programas universitarios para mayores: propósitos, razones y motivos”, Pedagogía social y programas intergeneracionales: educación de personas mayores, Ediciones Aljibe. Sánchez, M. (2007), Programas intergeneracionales. Hacia una sociedad para todas las edades, Obra Social de la Fundación “La Caixa”. Silvera, M., Agulló, E., Rodríguez, J. (2002), “Voluntariado de mayores: ejemplo de envejecimiento participativo y satisfactorio”, Revista Interuniversitaria de Formación del Profesorado, nº 45. Sola, C. (2006), “Fundamentos de la técnica didáctica ABP”, Sola, C. (ed.), Aprendizqje basado en problemas: de la teoría a la práctica, Trillas, México. Sola, C. (2016), “De la técnica ABP: de la solución a la prevención de problemas”, Transatlántica de Educación, 15 y 16. 69 Investigating feasibility of developing major aspects of autonomy in Pakistani learners: Teachers’ beliefs and practices M. Yasmin (1), A. Sohail (2) (1) (2) Department of English, University of Azad Jammu and Kashmir, Muzaffarabad, Pakistan. 00923319610095, musaratalvi@hotmail.com 1. Introduction – Learner autonomy (LA) and its viability in various cultures has been a focus of interest for last more than three decades. Though the very nature, rationale and implications of LA received much attention [1], yet teachers, who are considered potential agent of change, were ignored in such analysis. Absence of teachers’ voices given the influence their beliefs have on teaching pedagogy and promoting LA is a significant gap. Moreover, Pakistan, being a part of Asia, enjoys a diverse culture: a shared history with Indian culture, influence of Arab and impact of British colonized past so its educational culture displays not only similarities with Asian traditions but also peculiarities of its own where LA has not been researched to find its viability. Present study intends to address both gaps by exploring Pakistani teachers’ beliefs about the nature of LA and the prospects of LA promotion in Pakistani traditional classrooms. Holec’s [2] seminal contribution to the field will serve as the basis for present work and LA would be operationally defined in terms of ‘learners’ right and ability to control his learning process through determining his/her objectives, identifying and choosing contents and methods, monitoring learning process and evaluating performance’. Previous studies showed a similarity of perceptions about the nature of LA but a lack of consensus on the feasibility of LA in various parts of the world. The first study on teachers’ perceptions about LA was conducted by Camilleri [3] with teachers from six European contexts. A survey was employed to inquire the extent learners should be involved in determining objectives and selecting content and activities and results showed teachers’ strong support for learner engagement in material selection, learning strategies and style but a resistance was reported against learner involvement in decisions regarding selection of textbooks, time and place of learning, type of homework task and what’s to be learnt from certain aid and linked their concern with administrative constraints and learner unable to decide about materials. This study was repeated with teachers and student teachers of Malta and Camilleri [4] found an overall positive attitude. Same instrument was again used with student-teachers of Turkey [5], where researcher used a focus group also and found less eagerness among teachers to involve learners in selecting material, discipline matters and home task. Institutional constraints like crowded classes, education system and lack of resources were reported as reasons behind unwillingness of teachers. A qualitative study conducted by Reinders and Lazaro [6] examined beliefs of self-access centers in five countries. Results reported teachers’ desire for LA promotion but reported teachers less confident about their dependent and less-motivated learners. Same results were reported from Oman [7] where researchers used mixed methods to learn about teachers’ beliefs about LA. LA promotion was reported more desirable than feasible due to curricular and learner related constraints. Using same instrument, another study [8] investigated perceptions of both learners and teachers of Iran. Learner involvement was considered more desirable and feasible in topic selection while least desirable and feasible in classroom management. On the other hand, learners reported their willingness in engagement in determining objectives, selecting topics and classroom management more desirable and feasible while both teachers and learners were found least interested in learner involvement in assessment though a recent study [9] showed that learner strategies to selfmonitor or self-evaluate oneself affected learners’ academic performance and motivation positively. Above studies shows a variety of beliefs regarding the viability of LA. To explore its feasibility in Pakistan, present study investigated following research questions. 1. How do English teachers perceive LA in terms of its aspects of learner planning, learner choice, self-monitoring and selfevaluation? 2. What is the feasibility of promoting learner planning, learner choice, self-monitoring and self-evaluation in Pakistani learners according to English teachers? 3. How far do Pakistani teachers promote LA in classrooms? 2. Methods – As directed by research question, an interpretive paradigm was followed by employing a qualitative approach. Hence, case study as the strategy of enquiry was selected to uncover the meaning sixteen regular English teachers teaching English language at BS level attached to LA and its feasibility in Pakistan. These participants were selected through convenience sampling from four universities of province Punjab: Punjab University Lahore, Government College University Lahore, University of Gujrat and University of Education. Data were collected through semi-structured interviews with all participants and classroom observations of four voluntary respondents and later were analysed following an inductive approach of constant comparison [10]. Thematic analysis involved breaking up of the text into codes [11] which were reduced into themes. Though existing literature informed researchers about main themes, yet coding was kept open intentionally with no pre-decided set to assure that categorization mirror the reality as was perceived by respondents and researchers. Similarly, classes were observed with an informed mind about main aspects and means of autonomy promotion, but a check-list was avoided due to diversity in teachers’ style and preferences for classroom activities. Trustworthiness was achieved through verification of transcription by respondents, rich verbatim description of reports and triangulation as was suggested by Lincoln and Guba [12]. Holec’s [2] defined LA components were examined to find their potential in LA development. 70 Present study contributed into existing literature in three substantial ways: first, theoretically Holec’s [2] operationally defined parameters of LA were explored in detail to understand their contribution to LA which were earlier touched upon slightly; second, methodologically, unlike previous works which were heavily depended on confirmatory approach, present study relied on qualitative approach like few recent research works done [5; 7; 13] and used class-observations which were implied by two studies only [5; 13] where in former study, absence of tool made it hard to understand or replicate the study while latter used video-recordings for follow-up interviews, thus, limiting results to stated-facts; third, LA was defined variably in diverse cultures and Pakistani culture which is amalgam of Arab, British and Indian influences was left to be explored for the prospects of LA. 3. Results and Discussion - The results revealed that all participants believed that involving learners in decisions regarding planning, choosing learning material and methods, monitoring and evaluation enables learners to become autonomous. All respondents explained the ways these aspects promote LA as shown in Table 1. Table I. Role of learner planning, choice, self-monitoring and self-evaluation in LA promotion LA Aspects Learner Planning Links with LA Organising learning Learner Choice Giving confidence Motivating learners Self-monitoring & selfevaluation Creating awareness self- Illustrations “It basically encourages a move from theory to practice and in mapping the unmapped territories.” SJ “when they start making use of their already present knowledge with the skills and a variety of resources, they become more self-confident” SB “I have felt that whatever they find it close to their heart they actually perform well” IG “identification of needs purely on the basis of their independent reflection, thus strengthening learner autonomy” SJ. It was believed that planning is an initial and essential step towards achievement of goals as planning was reported to serve as a map to guide learner in appropriate direction. Thus it organises learning and saves learners’ efforts with optimum results. Similarly, it was believed that providing learner with a choice in selecting learning resources would not only motivate him to learn according to his/her preferences but also would make one more confident. Likewise, a majority termed learners’ selfmonitoring and self-evaluating his/her learning as complementing autonomy. It does so through reflection on each step as planning, tasks, activities and even on learning styles. Self-evaluation was called as “an effective means of developing critical awareness” [14: 116]. Through such self-awareness about strengths, weaknesses and wants, a learner would be in a better position to carry on, modify or completely change the mode of learning accordingly. Present finding supports recent study [9] who submitted that self-evaluation adds to learner’s consciousness and allows them to continue with their learning successfully. Moreover, learners’ self-monitoring and self-evaluation enables him to control his learning. Feasibility of LA promotion- In response to second research question, contrary to their earlier understanding about LA components, participants were found quite reluctant to provide opportunities to a learner to plan learning process, choose resources and methods, monitor or assess learning process and progress. Table 2. Feasibility of LA promotion in Pakistani learners LA Aspects Learner Planning Learner Choice Self-monitoring & selfevaluation Reasons Lack of awareness Lack of ability learner learner Lack of learner motivation Pre-determined syllabus and content Lack of learner ability Lack of motivation Lack of ability Lack of awareness learner learner learner Institutional control Illustrations “if you ask many a good learners how do you to manage it, most of them would say it just happened” MI “I mean this again comes to, you know, to some extent they should be given this independence of planning their own learning but obviously they are students. How could they know that.” KN “They don’t actually bother about it.” IG “They don’t choose and they can’t because they haven’t got any such option as directed by their system of learning and not even by the stakeholders.” SJ “students are not experienced enough or exposed enough to know the difference between authentic material and the fake one…So that is where we need a guide”. KN “teachers’ guide is always a kind of bible for them” MI “If we train them first, how to self-monitor then probably they will be able to do that but at this time, they are not able to do.” KN “Most of the evaluation or monitoring is done by the teacher and the learners then are supposed to what you call fall in line or to the line. So the learners do not really have a choice in this case and they do not really know how to selfevaluate and how to self-monitor.” MI “every time teachers do their assessment and this is final. Nobody can challenge it.” AP Results showed that the major factor that hinders feasibility of LA into Pakistani education system was institutional practice that keeps all power of decision making related to learning within itself. From syllabus to assessment, everything is determined by educational higher authorities of whom teachers are not a part as they lack autonomy also as in case of evaluation system, same test is used for final exam in several institutes affiliated to public universities that restricts transfer of freedom to learner even if teacher allows. While on learners’ side, main hurdle in fostering LA was reported as lack of learner ability in all components. Despite teachers’ appreciation for learner ability to set goals in line with previous researchers [15; 5], Pakistani learners lack capacity to determine their goals and plan to reach those particularly at BS level. The area of learner involvement where teachers resisted most was decision making about learning resources and methods. Teachers believed that selection of resources needs awareness about objectives and learner level that requires expertise both in knowledge and learner psychology. If learners were 71 given chance, due to less understanding about appropriateness of content and methods, they might make bad decisions “then it can actually backfire” as RM warned. Unlike previous research [5; 7]who found their participants more inclined to political orientation than technical and social, present study highlights teachers’ concern regarding learners’ right due to their lack of trust on their learners’ abilities. Choosing the topic of certain activity like essay writing was the only area where choice was found desirable and feasible whereas previous studies favoured right of choice in the use of audio-visual material and learning procedure [3]. However, learners’ right of choice was not much appreciated previously in areas of teaching method, class management [8], text books [3; 5]. Learner ability again becomes a question mark for last two aspects: self-monitoring and self-evaluation where teachers were found quite sceptical. Learners were reported to be psychologically weak and unable to evaluate themselves. Above results showed teachers’ concern regarding validity and suitability of learner-centered assessment [16; 17]. Though this concern in present results is in line with previous researchers’ hesitation about the learner’s capacity of evaluating his or her own proficiency precisely, yet researchers here feel that respondents’ objections regarding assigning learners the task of monitoring and evaluating learning were primarily due to their equating assessment with testing only and overlooking the wide sense of assessment. Testing was distinguished from assessment [18] and was defined as formal process conducted in a precise time to get learners’ performance in some particular area like summative tests, on the other hand, through assessment as an on-going process, learner measure his performance in a variety of ways. Hence assessment aims at furthering a learning process rather than deciding on a grade only [19]. Thus, assessment should not be taken as a matter of making learners aware of their weaknesses rather than grading that may require expertise. Developing self-evaluation in Pakistani learners on lines of previous researchers [18; 19] would not be a problem only if teachers are aware of its nature, method and benefits. Then, lack of awareness in learners about strategies and skills to plan, identify resources, to monitor and assess was reported as a barricade in fostering LA. If LA is the aim, Pakistani learners might need first to be aware of its significance and then the strategies that may support them to control their learning. Also, learners were reported in pursuit of shortcuts in learning as they expect prepared lectures and notes from teachers and feel more comfortable to leave decision making on teachers. In case of learner choice, like earlier studies [3; 4] many teachers were found hesitant to provide right of choice and expressed their concern that it might lead to choose the easiest material both in terms of content and access. Here, current Pakistani education system should not be ignored that does not allow learners to exercise free will and the obvious consequence is learners’ lack of ability to handle the process of learning. Learners’ lack of motivation was also reported as was observed by teachers in their contentment with teacher assessment. Teachers’ Practices- Observation of four classes were made to answer last research question whether Pakistani teachers promote learner planning, involve their learners in choosing learning material and methods, helping them in self-monitoring and self-evaluation. Observations showed that learners followed pre-determined textbooks or teacher-prepared hand-outs and teachers did not use any available medium as black-board or multimedia and depended on their lectures whereas some of them used collaborative activities after their lecture. In classes where teachers encouraged group work, learners were not provided choice to choose group members which was justified by one teacher as an effort to bring learners from their comfort zone as some of group members were reported to leave all responsibility on their friends. However, it was also noticed that some learners were found doing the task independently and it can be argued that forced group making might result in unwillingness of learners to collaborate. Moreover, class activities were monitored and evaluated by teachers. Only one of teachers was found encouraging his learners to have a peer-assessment before his evaluation. Above findings showed a clear gap between teachers’ understanding about the aspects of LA and the viability of fostering LA in Pakistani classrooms. Besides, their present practices also weaken the feasibility of LA promotion. Teacher resistance to LA promotion may be linked to their experience with their learners’ present situation but it may also be linked with their own lack of autonomous learning experience as was noted earlier [7]. Study also indicated a lack of teacher expertise in utilizing available resources and teaching pedagogies. Also, teachers must be aware of the spirit and methods involved in collaborative learning to make it successful. Results implied a critical role of teacher here that might help learners not only in planning, but also serve as a guide. With an initial monitoring, teacher can help learners to inculcate autonomy and have a control of their own learning. 4. Conclusions – Present study investigated English teachers’ beliefs about and practices of LA promotion in Pakistani classrooms. Results exhibited a dismal picture where teachers strongly believed that an autonomous learner would be a learner who could plan his learning with an ability to identify learning resources, monitor and evaluate learning performance. However, practices of four respondents revealed that teachers did not involve learners in decision making regarding their learning. Teachers were reported highly reluctant to involve their learners in decision making particularly in selecting materials and methods and in assessment as they reported that their learners lack in ability, awareness about autonomous ways and motivation. Institutional traditional practices also minimize the chances of LA promotion. Present study, however, implies to train both learners and teachers about their roles and required strategies prior to introducing LA into education system. It also recommends researchers to investigate the viability of LA in Pakistan from learners’ point of view. 5. References [1] D. Palfreyman, Introduction: Culture and learner autonomy. In D. Palfreyman & R. C. Smith (Eds.), “Learner autonomy across cultures: Language education perspectives” (pp. 1-19). Palgrave Macmillan, Basingstoke, 2003. [2] H. Holec, “Autonomy in foreign language learning”, Pergamon, Oxford, 1981. [3] G. Camilleri, Learner autonomy: The teachers’ views. Retrieved 20 January 2012, from http://archive.ecml.at/documents/pubCamilleriG_E.pdf , 1999. [4] A. Camilleri Grima, Pedagogy for autonomy, teachers’ attitudes and institutional change: A 72 case study. In M. Jimenez Raya & L. Sercu (Eds.), “Challenges in teacher development: Learner autonomy and intercultural competence”. (pp. 81-102). Frankurt: Peter Lang, 2007. [5] C. Balcikanli, The Investigation of the Instructors‟ Attitudes toward Learner Autonomy at Preparatory School. In Proceedings of Language teaching and learning in multilingual Europe. Vilnius: Lithuania, 2007. [6] H. Reinders, N. Lazaro, Beliefs, identity and motivation in implementing autonomy: The teachers’ perspective. In G. Murray, X. Gao & T. Lamb (Eds.), Identity, motivation, and autonomy in language learning (pp. 125-142). Bristol: Multilingual Matters, 2011. [7] S. Borg, S. Al-Busaidi, Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66 (3), (2012) p. 283292. doi: 10.1093/elt/ccro65 [8] S. Shahsavari, Efficiency, Feasibility and Desirability of Learner Autonomy Based on Teachers’ and Learners’ Point of Views. Theory and Practice in Language Studies, 4 (2), (2014) p. 271-280, doi:10.4304/tpls.4.2.271-280 [9] H. Gholami, Self Assessment and Learner Autonomy. Theory and Practice in Language Studies, 6 (1), (2016) [10] J. W. Creswell, "Research Design: Qualitative, Quantitative, and Mixed Methods Approaches” (2nd Ed). Thousand Oaks, CA, SAGE Publications, 2003. [11] S. Hesse-Biber, P. Leavy, The practice of qualitative research. Thousand Oaks, CA, Sage, 2006. [12] Y. S. Lincoln, E. G. Guba, “Naturalistic inquiry”. Beverly Hills, CA, Sage, 1985. [13] N. T. Nguyen, Learner Autonomy in Language Learning. PhD Thesis, Queensland University of Technology, 2014. [14] D. Nunan, “The learner-centred curriculum: A study in second language teaching”. Cambridge University Press, 1988. [15] D. Nunan, Designing and adapting materials to encourage learner autonomy. In P. Benson & P. Voller (Eds.), Autonomy and independence in language learning (pp. 192-203). London: Longman, 1997. [16] G. Ekbatani, H. D. Pierson, “Learner-directed assessment in ESL”. Routledge, 2000. [17] D. Little, "The European Language Portfolio: structure, origins, implementation and challenges." Language Teaching, 35 (03), (2002) p.182-189. [18] Andrade H, Valtcheva A. Promoting learning and achievement through self-assessment. Theory into practice. 48(1), (2009) p. 12-9. [19] C. Spafford, A. Pesce, G. Grosser, The cyclopedic education dictionary. New York, NY, Delmar Publishers, 1998. 73 Social media and student behaviour: an analysis when searching for a job A. Peláez-Verdet (1), M. Mariscal-García (2) (1) (2) Universidad de Málaga. C/ Leon Tolstoi, 4. 29071. Malaga. Tfno. 952133268. apv@uma.es Universidad de Málaga. Facultad de Turismo. 29071. Malaga. 1. Introduction – This work aims to enlighten from an analytical approach the reality -relatively new, indeed- about the use of social media when it comes to students searching for a job. The traditional ways of recruiting in firms are leaving an ample room for screening prospective candidates using social media data [1], especially in positions for young people. Therefore, it is essential for students to know the new rules that apply in a context where their information accessible online can either help them or be a drawback within any selection process [2]. In spite of the growing importance of this topic, little research has been performed on it. Remarkable works are those coming from Carrillat et al. [3] and Henderson and Bowley [4], who described some mediating effects about the concepts of “degree of elaboration and richness of social interactions”, and “authenticity”, respectively. However, this topic of research is not exactly new. The first studies about hiring over technology-obtained data comes from the early 2000’s, focusing in several antecedents observed in the late 80’s regarding gender, age, educational level and ethnic minority considered [5]. Very soon, researchers realized that social media had become a more efficient way of recruiting, selecting and hiring compared to traditional methods [6]. It was probed to have a slight effect onto prospective activity and hiring, helping especially low educational level applicants [7], [8]. Other works in the same time studied the incidence among immigrants/native users [9], or the attachment of the candidate to informational place [10]. By this time a quite interesting survey for UK labour market was released [11], focusing on the behaviour of jobseekers in Internet. Before 2015, it was already clear that social media was a key point for people approaching to labour market [12] and the recruitment process itself [13]; nevertheless, there was still some reluctance to admit it in a wide sense. The reason was some evidence found about the advantage that could exist concerning to contacts kept regardless social media, especially in the case of qualified men already employed [14]. From 2015 on, one of the most interesting arenas for discussion in the field has been whether there is a significant effect on wages and salaries. Nicodemo and Garcia [15] analysed this topic, along with other researching teams [16], [17], both detecting several effects onto the employee’s income. However, Igarashi points out that there is not enough research into this topic already, and it has barely begun. The most recent research concerning social media and recruitment explores the networks and tries to analyse them in depth, splitting the field into several kinds of social media and sorts of users -categorizing it all- instead of considering it altogether as previous research. From this point of view, results suggest that firms look for not-so-obvious information and look for complex patterns, especially when it comes to qualified applicants [18]. The access to the network has been analysed too, seeming that prospective people connected to social media are more likely to be hired that those who are offline [17]. Regarding to this, women have found a strong allied in social media [19], due that when going online in this forums the chances of getting in touch with relevant people and keeping a large portfolio of valuable contacts are higher. Friendship also plays a relatively important role [20], although “weak links” are more useful for this purpose that other redundant-info “strong links” [21]. Lately, Nistor and Stanciu just presented an interesting work pointing out pros and cons of social media job seeking [22]; remarkably, and despite the drawback of self-objectification, there are advantages like reduces uncertainty and a higher selfefficacy perception. Given the state of the art, we speculated with the usefulness of social media among students in higher education level. They are supposed to come out to labour market shortly, and many of them are working yet. However, we guessed about their use of social media when it comes to find a job. Are they widely using social media for this aim? If so, which ones are the more concerned in the importance of presenting a well-built, sound, attractive profile? After using predictive techniques to classify our sample, we came to two main conclusions: firstly, there is not a high perception of the importance of social media for getting a job in the early stages of the university studies, being the students far more conscious about this when they are about to exit to the labour market. Secondary, despite being aware of the relevance of online information for being selected into a position, the use of social media designed for professional purposes is relatively low, compared to other media that, although have been designed for leisure, are also used for searching for a job, driving them to underperform in the professional media. 2. Experimental – For achieving the research goals and coming to the aforementioned conclusions, the researchers performed a survey using an adapted questionnaire. Once validated, we got a sample of 497 students, which became 457 after removing incomplete responses and outliers. The sample came from the degrees of Tourism (289 students, 63% from the total sample), Public Administration (23, 5%) and Psychology (46, 10%) in Malaga University, along with their mates studying Economy (50, 11%) and Education (49, 11%) in Seville University, as well. In a first moment, the questionnaire was compiled using a top-bottom strategy, discarding questions iteratively and boiling down the strictly necessary information to achieve the research goals. In this way, we finally built up a 7-item Likert scale for 74 questions that provided insights regarding their habits in social media, and different items for control variables (e.g. gender, labour experience, average grade attained in the degree…). Finally, we developed the final release of the questionnaire, which contained, among others unused for this study, the following variables: Table I. Model variables After running the preliminary tests (e.g. Frequency visiting social media: 0: I’m not member A. B. association rules A. Twitter Likert 7 items: C. detection, B. Facebook D. normality tests), 1 1. I’m member, but I C. Linkedin E. we finally built a never log in D. Instagram F. set of decision 7. I’m member, and I log E. Infojobs G. in several times daily F. Youtube trees using G. Whatsapp WEKA How important is social media for: Likert 7 items: A. 7 (202) software, which B. 5, 6 and 7 (113 each) led us to our A. Being in touch with friends 1. Not important at all 3 C. 4 (91) conclusions. In and relatives 7. Maximum importance B. Keeping informed of news order to describe C. Searching for job this process Whether searching/found a job in: 0: Not member A. Infojobs: 0 (255) better, it is B. Linkedin: 0 (374) remarkable to A. Infojobs 1: Actively searching a job C. Xing: 0 (447) say that, B. Linkedin D. Job&Talent: 0 (391) 2: Found a job before although J48 C. Xing 6 E. Commercial Cloud: 0 (446) D. Job&Talent F. Turijobs: 0 (396) trees algorithms 3: values 1 and 2 altogether E. Commercial Cloud G. JobToday: 0 (386) were quite F. Turijobs H. Cornerjob: 0 (422) promising at the G. JobToday beginning, we H. Cornerjob soon realized Control sub variables: A. Male/female A. Female (341) that the amount B. Less than 5/5-6/6-7/7B. 6-7 (207) A. Gender 8/8-9/9-10 C. No experience (195) of data 9 B. Average grade so far C. No experience/Less D. Willing (364) displayed C. Working experience than a year/more than compared to the D Willing to work abroad a year number of variables drove us to adjust the model parameters, which could be made shifting to REPTree algorithms, instead of J48. Therefore, looking for parsimonious models, we first reduced the number of variables considered down to those described in table I. Right after that, we bounded both the weight of instances in any leaf (set to minimum 5) and the depth of the tree (maximum 4 levels). In the end, we came up with a classification tree commented here below. Other settings were: number of folds: 3; minimum variance for splitting: 0.001. Ref. Description and sub variables Scale (Class) Modes (Frequency) Twitter: 1 (141) Facebook: 7 (248) Linkedin: 0 (326) Instagram: 7 (315) Infojobs: 0 (247) Youtube: 7 (177) Whatsapp: 7 (436) 3. Results and Discussion – After running the REPTree classification algorithm in the way already described, we found the following representation (Image 1) and fit presented in Table II and table III: 75 Table II. Confussion matrix Class\Class 1 1 2 3 4 7 32 29 4 2 18 71 60 9 3 10 51 101 14 Image 1. REPTree attained As it can be seen, there is no presence of control variables in the tree, which indicates that there is no significant difference according to them in the sample, and cannot be used as indicators for classifying the students. At first sight, the social media that could be used to best predict the students’ habits when it comes to search for a job is Twitter –in a second stage-, but also other general media plays that role in the tree: Youtube. Although students in second and third year (the majority of our unbalanced sample) are spilled across all over the tree, there is a pattern that can be detected between students in the very early stage of their degree compared to those who are just about to exit their studies and, therefore, to enter the labour market. Many of those who are studying their first year are answering in the low profile on the question 3C, which measures the importance for them of social media in the contingency of looking for a job. On the contrary, students in 3rd year and also 4th seem to be far more conscious of the importance of their online presence for their employability, due that they are prone to group around the top values of the scale in question 3C. However, there is a great number of students in the intermediate years that appear scattered all across the tree, generating statistical noise (see tables II and III for model fit). This could allow us speculate, however, that a certain proportion of students do not already perceive the need for building a rigorous online profile, interesting, competitive and attractive for the future employers. Moreover, there is another conclusion to be taken from the classification tree: there is not an evident effort to get a competitive profile in specialized professional social media. It was expected to find a strong weight of professional networks -such like Infojobs- as a predictor for the classification, but actually it is not. Indeed, there is a large group of students in 3rd and 4th year that declares to use social media for job seeking; nonetheless, when it comes to Infojobs they use it in a very low proportion, not to mention the other like Linkedin or Xing. It is also quite surprising that, taking into account that the 63% of the sample comes from Tourism Degree, the standard network in the sector (Tourijobs) remain nearly unused even for students whose higher education is nearly over and are about to be pushed to a working scenario. Table III. Model accuracy 4. Conclusions – Our TP Rate FP Rate Precision Recall F-Measure MCC ROC Area PRC Area Class (Year) conclusions are in line with 0,097 0,081 0,184 0,097 0,127 0,022 0,585 0,187 1 previous work. 0,449 0,358 0,399 0,449 0,423 0,089 0,595 0,430 2 According to Allen et al. [1], 0,574 0,370 0,493 0,574 0,530 0,199 0,664 0,558 3 the social media they use 0,176 0,067 0,250 0,176 0,207 0,129 0,734 0,247 4 mediates the perception of recruiters. Consequently, it is not strange that students less exposed to their future employers’ messages (students beginning their undergraduate degree) are less likely to take action into their own online public information. Nonetheless, our main contribution is detecting the gap between the consequential behaviour and the real one; in other words, once the student is aware of the need for managing properly their digital identity, they are expected to use the professional social media for that. However, and underlining the behaviour pointed out by several researchers that remark the importance of friendship and offline contacts [13], [14], [20], [23], it seems to be a resistance to exit the leisure social media, where the students seem to be more comfortable, avoiding the participation in any professional platform. 76 5. References [1] D. G. Allen, J. R. Van Scotter, and R. Otondo, “Recruitment communication media features: Impact on prehire outcomes,” Pers. Psychol., 57( 1), (2004) pp. 143–171. [2] T. Correa, A. W. Hinsley, and H. G. de Zúñiga, “Who interacts on the Web?: The intersection of users’ personality and social media use,” Comput. Human Behav., 26(2), (2010) pp. 247–253. [3] F. A. Carrillat, A. D’Astous, and E. M. Grégoire, “Leveraging social media to enhance recruitment effectiveness. A Facebook experiment,” Internet Res., 24(4), (2014) pp. 474–495. [4] A. Henderson and R. Bowley, “Authentic dialogue? The role of ‘friendship’ in a social media recruitment campaign,” J. Commun. Manag., 14( 3), (2010) pp. 237–257. [5] T. Petersen, I. Saporta, and M. L. Seidel, “Offering a Job: Meritocracy and Social Networks,” Am. J. Sociol., 106(3), (2000) pp. 763–816. [6] P. Cahuc and F. Fontaine, “On the efficiency of job search with social networks,” J. Public Econ. Theory, 11(3), (2009) pp. 411–439. [7] G. Krug and M. Rebien, “Network-Based Job Search. An Analysis of Monetary and Non-Monetary Labor Market Outcomes for the Low-Status Unemployed,” Z. Soziol., 41(4), (2012) pp. 315–333. [8] J. Wahba and Y. Zenou, “Density, social networks and job search methods: Theory and application to Egypt,” J. Dev. Econ., 78(2), (2005) pp. 443–473. [9] A. Behtoui, “Informal Recruitment Methods and Disadvantages of Immigrants in the Swedish Labour Market,” J. Ethn. Migr. Stud., 34(3), (2008) pp. 411–430. [10] R. J. White and A. E. Green, “Opening up or Closing down Opportunities?: The Role of Social Networks and Attachment to Place in Informing Young Peoples’ Attitudes and Access to Training and Employment,” Urban Stud., 48(1), (2011) pp. 41–60. [11] A. E. Green, Y. Li, D. Owen, and M. de Hoyos, “Inequalities in use of the internet for job search: Similarities and contrasts by economic status in Great Britain,” Environ. Plan. A, 44(10), (2012) pp. 2344–2358. [12] I. Nikolaou, “Social Networking Web Sites in Job Search,” Int. J. Sel. Assess., 22(2), (2014) pp. 180–189. [13] M. Galenianos, “Hiring through referrals,” J. Econ. Theory, 152(1), (2014) pp. 304–323. [14] L. Trimble O’Connor, “Ask and you shall receive: Social network contacts’ provision of help during the job search,” Soc. Networks, 35(4), (2013) pp. 593–603. [15] C. Nicodemo and G. A. García, “Job search channels, neighborhood effects, and wages inequality in developing countries: The colombian case,” Dev. Econ., 53(2), (2015) pp. 75–99. [16] I. M. Schmutte, “Job Referral Networks and the Determination of Earnings in Local Labor Markets,” J. Labor Econ., 33(1), (2015) pp. 1–32. [17] Y. Igarashi, “Distributional effects of hiring through networks,” Rev. Econ. Dyn., (20), (2016) pp. 90–110. [18] L. Hensvik and O. N. Skans, “Social Networks, Employee Selection, and Labor Market Outcomes,” J. Labor Econ., 34(4), (2016) pp. 825–867. [19] K. Aten, M. DiRenzo, and D. Shatnawi, “Gender and professional e-networks: Implications of gender heterophily on job search facilitation and outcomes,” Comput. Human Behav., (72), (2017) pp. 470–478. [20] L. Cappellari and K. Tatsiramos, “With a little help from my friends? Quality of social networks, job finding and job match quality,” Eur. Econ. Rev., 78(5240), (2015) pp. 55–75. [21] L. K. Gee, J. Jones, and M. Burke, “Social Networks and Labor Markets: How Strong Ties Relate to Job Finding on Facebook’s Social Network,” J. Labor Econ., 35(2), (2017) pp. 485–518. [22] N. Nistor and I. D. Stanciu, “???Being sexy??? and the labor market: Self-objectification in job search related social networks,” Comput. Human Behav., (69), (2017) pp. 43–53. [23] F. Cingano, A. Rosolia, F. Cingano, and A. Rosolia, “People I Know : Job Search and Social Networks,” J. Labor Econ., 30(2), (2012) pp. 291–332. 77 Students’ Conceptions about Creativity: a Case Study in 3rd Cycle of Basic Education Aldina Rodrigues (1) (1) Universidade de Trás-os-Montes e Alto Douro, UTAD, Portugal. 938454755, aldina_rodrigues@iol.pt 1. Introduction - Over the years, the concept of creativity remains complex, given the variety of meanings that are appear Lubart [1], Starko [2]. However, its approach is fundamental because of importance in society and in the educational context. Citizens and students must use their imaginations in solving situations and challenges, which will be realizable, surely of based on creativity Cornnela and Flores [3], Kaufman and Sternberg [4], Wechsler [5]. Specifically, in the educational context, the development of creativity is crucial according to Van Harpen and Sriraman [6], just right as creativity motivates the student for learning and, influences your school success. So, creativity only needs to be developed "[...] investigation in education is sustained by the purpose it possible for creativity to be present in all students [...] " Pelczer and Rodríguez [7], p. 383. That why, it is essential for teachers to know their students 'conceptions of the concept of creativity, because which have a primordial role in delineating strategies and teaching methodologies that promote students' creative thinking. It is vital that teachers in their professional practice promote creativity by innovating in their teaching methods and strategies so as to encourage students to one significant learning. The present work had as objective to analyze the possible conceptions of the students of the 3rd cycle of basic education, of aged between 12 and 17 years, on the concept of creativity. The term creativity had the origin in the word create (in Latin), whose meaning is to originate, create, elaborate and elaborate Cavalcanti [8] and Sawyer [9]. It should be noted that for Pereira, Mussi and Kanbeen [10] create is give existence, is to come out of nothing, to create combinations that have not yet been established. According to Parolin [11], this term expresses form, gives shape to something new, or even allows to establish, with coherence, new relations coming from human thought, with relation and understanding of phenomena albeit in different format. In of order to search for a more consensual definition for the term creativity, it has in some investigators awakened its investigation. In Haylock [12] study, the development of creativity concretize of when students produce something new for and construct their own meanings. In the early years of basic education, creativity, at these ages, is, as Vygotsky [13] asserts, represented through imagination. So this author alludes in this purpose: “[...] the creative activity of the imagination depends directly on the wealth and of variety of previous experience because this experience provides the material from which the fantasy products are constructed “Vygotsky [13], p. 14-15. Creativity is regarded as something original and imaginary by Sternberg and Lubart [14], and in the perspective of Romo [15] creativity this is results from an imagination that is personal but also individual. According to Cardarello [16], Cardarello and Gariboldi [17] the development of creativity involves taking risks, discover solutions in an imaginative and inventive way by students in the proposed problems. The later Mishra and Henriksen [18] mention that creativity is an end product of human thought, ware present in all individuals, albeit in an unequal way, and therefore there is variability of significance. In follow, creativity must be the object of learning and development in educational context through practice and experience. Concurrently, the teachers to become concerned with their professional practices on the basis of creative teaching Henriksen and Mishra [19]. Thus teachers have to create opportunities that encourage the interest and awakening of students' curiosity. As an example, we highlight the investigation by Hong and Kang [20], with professors from the area of sciences, concluding that the teachers associated the conception of creativity, the novelty and problem solving. In another investigation conducted by Nakano [21] also involving teachers, in the study of the conception of creativity, was considered as being the capacity to create something new. From Martínez [22] point of view creativity continues to be seen as a complex process and formed per two inseparable dimensions: the individual dimension and the social dimension and therefore he says that it is "a complex process [...] that arises in the production of something" new "and" valuable "in particular field of human action, even if it is individual" p. 89. In the educational context, creativity has been the subject of interest and investigation by several investigators in view of the importance these this assumes in teaching Craft, Jeffrey and Leibling [23] Fautley and Savage [24], Oliver, Shaw and Wisdom [25], Sawyer [26] . The promotion of creativity in the classroom context should not be forgotten, as it is considered as a motivation factor for student learning and for school success by Sriraman [27]. To reinforce, in the study by Walia [28] involving students of the 3rd cycle of basic education, specifically of 8th year of schooling, the importance of promoting creativity was highlighted, given the existence of a significant positive correlation between creativity and students school success. Therefore it is essential that creativity be developed in the educational context and integrated into the teaching and learning process. In this way, it becomes pertinent that teachers provide creative classroom environments, inserted in learning contexts that encourage the autonomy and the active participation of students Yelós [29]. Because creativity arises with the awakening of curiosity, it is essential that teachers reflect about on their practices by offering learning contexts that disseminate 78 the students' creativity and involve them in exploration and experimentation with support of their imagination and originality Department for Education and Skills [30]. 2. Experimental - The present investigation had as objective to analyze the possible conceptions of creativity of the students of the 3rd cycle of basic education. The methodology adopted was qualitative, interpretive and involving the case study. Is a chose a methodology of a qualitative nature, due in part to some of its characteristics such as: the direct source of data is the natural environment, in which investigator arrogates to be the instrument of data collection; descriptive data, formed by words or images; the analysis is done in an inductive way, not intending the confirmation of hypotheses previously formulated. But it is certainly the research for specific characteristics in the collected data, relating them and grouping them, in order to contribute to the interpretation of the phenomenon under study by Cohen, Manion and Morrison [31]. The analysis of the data for Bogdan and Biklen [32] is done in a way that: (…) It involves working with data, its organization, division into manipulate units, synthesis, research for patterns, discovery of important aspects what should be learned and the decision about what is to be transmitted to others [32], p.205. As for the interpretative nature of the methodology, this was based on the perspective of Erickson [33] for whom the fundamental fields of interest are nature: of classroom as an organized means for learning; of teaching as an aspect of the learning environment, and the perspectives and meanings of the students. The case study was used because of the one pointed out by Stake [34], intending the understanding of a particular case. The case of this study is multiple and consists of three case studies, Case I, Case II and Case III, of each of the three years of schooling, of the 3rd cycle of basic education, in which each year constitutes in itself a case. Case I was composed of one class of 7th year (defined by A), Case II by two classes of 8th year (defined by B and C) and Case III by two class of 9th year (defined by D and E) from two schools Portuguese’s (named by AG1 and AG2) from northern Portugal. So the three cases are in line with the characteristics of a case study: to explore, to describe, explain and evaluate. The method of data analysis focused on the content analysis of the participants' responses Bardin [35] and the formulation of recursively defined categories of analysis, in view of the objective that was proposed Sampieiri, Colado and Lucio [36]. The categories of analysis are for Esteves [37] considered as: "[...] the operation through which data are classified and reduced after they have been identified as pertinent in order to reconfigure responses to the objectives of the study, becoming categories", p.109. Although the categories of analysis were not pre-defined, they were based on a frame of contextualization that sustained. The construction of the categories of analysis in the present study was done after having classified and reduced the number of responses and the identification of pertinent words or phrases in order to reconfigure responses that could integrate the intended objective by Cohen, Manion and Morrison, [31]. It should be noted that these categories of analysis were in according with the principles of Bardin [35]: homogeneity, Exuberance, exclusivity, objectivity and pertinence. The participants were 80 students, of which 17 were from to Case I, 25 of Case II from school AG1 of the school year 2013/2014 and 35 from Case III, from school AG2, from the 2014/2015 school year. The Case I was composed of a group of eight girls and nine boys, whose ages ranged from 12 to 14 years (mean of 12.4 and a standard deviation of 0.58). The Case II consisted of two groups with 14 (9 girls and 5 boys) and 14 participants (10 girls and four boys), respectively, each aged between 12 and 17 years (mean of 13.3 and standard deviation of 1.2). Of Case III consisted of two groups, one with 19 participants (nine girls and 10 boys) and the other with 16 (seven girls and nine boys), respectively, whose ages ranged from 12 to 15 years (mean 14 years and standard deviation of 0.64). 3. Results – The results obtained in question 7 (seven) of the questionnaire survey: What is creativity for you?, for each of the analyzed analysis categories, are those shown in table I, in the form of absolute frequency and relative percentage (%). Table I. Conceptions of creativity The analysis of the results obtained in Table I, showed the existence of different conceptions about the term creativity on the part of the Case I Case II Case III participants. The conceptions diverge of Case I, for the to the other Categories study cases the Case II and Case III. The Imagination analysis Imagination 53% 25% 26 % category registered a 53% response rate in Case I (7th year) and the Create something new 41% 61 % 69 % description of the analysis category Create something new and and different different had a 61% response rate in Case II and 69 %, in Case III. In the cases remaining, Case II and III, the Imagination category had of a Others 6% 14 % 5% percentage lower of responses, 25% in Case II (8th year) and 26% in Case III (9th year), respectively. This way, the participants in Case I (year of the beginning of the 3rd cycle) added the concept of creativity to the category Imagination and the category Create something new and different registered to a percentage of 41% of answers. The creativity conception this participants is in conformity with the results that were also presented in other studies of Department for Education and Skills [30], Romo [15], Sternberg and Lubart [14], Vygotsky [13]. The results of the present study are similarly reinforced by the study by Acevedo [38], who studied the creativity conception of 25 students between the ages of 16 and 18 years, concluding that 24% of the participants associated creativity to Imagination. In relation to the participants of Cases I and III, the conception of creativity is different, in which, 61% and 69% responded respectively in line with the category Create something new and different. Thus, these results are in line with the conclusions obtained in the investigations of Ervynck [39] and Leikin [40] with secondary school students. The investigation by Martínez 79 [22] also suggested that creativity consists in the production of something "new" and "valuable" in a particular field of human action, p.89. Equally, the investigation carried out by Goswami [41] and Henriksen [18] mention that creativity is the experimentation of something new. To accompany these results, is three images are highlighted, designated by images 1, 2 and 3, according to the objective of this study and represent three written responses given by the participants named P 14, P 5 and P 1, for they are considered analysis categories representative. This is not intended to generalize the results but rather the selection of resolutions (responses) in an intentional way as referenced by Carmo and Ferreira [42]. Image 1. Response given by the participant (P 14) of Case I The previous answer “Creativity is the imagination we have to accomplish the tasks” (P 14), mentions the use of imagination in the performance of tasks, which presupposes the need to developing creativity in context of task-based learning in Kaufman and Sternberg [4]. Image 2. Response given by the participant (P 5) of Case II The previous image says: “For me creativity is having original ideas and creating things (in this case classes) that are somehow motivating and in a way fun” (P. 5) representative of the category of analysis Create something new and different, focused on innovation (novelty or originality) and in environment of the classroom itself for creativity in Alencar [43], Ervynck [39], Henriksen [18], Hong and Kang [44], Leikin [40]. Image 3. Response given by the participant (P 1) of Case III The image 3 translated “They are new ideas, different from the common ones” (P 1) about the analysis category Create something new and different, it turns out that creativity was allied to the emergence of new ideas although different from the existing ones, according to the studies of Goswami [41] and Martínez [22]. 4. Conclusions After analyzing the conceptions of the participants in the three case studies, on the concept of creativity, as the main final considerations is to highlight the divergence of conceptions of Case I for the remaining cases (Case II and III). These results are in line with studies carried out on Vygotsky [13] about conceptions of creativity with students from the first years of schooling, who associated creativity with the imagination, combined with fantasy, by constructing a new reality taking into account their own desires and fantasies. In the investigations of Leikin [40] with secondary school students, the conception of creativity was assumed to be innovation, and Ervynck [39] with adult students, who was view creativity as the ability to create something new and different. The main contribution of the present study are to the study of creativity concepts in students of the 3rd cycle of basic education, in order to improve the number of investigations in this thematic area. Thus, it was also intended to contribute to raising the awareness of the educational community for the development of creativity in the educational context, and the call for the use of creativity in teaching practices of teachers. As a future recommendation, it is important to developed further investigations in this area, with the intention of understanding whether other participants of these years of schooling have the same conceptions or if there are significant differences. 5. References [1] T. Lubart, “Psicologia da criatividade”, Porto Alegre, Artmed, 2007. [2] A. J. Starko, “Creativity in the classroom - schools of curious delight”, New York, Routledge, 2010. [3] A. Cornella y A. Flores, “La alquimia de la innovación”, Barcelona, Deusto, 2007. [4] J.C. Kaufman y R. J. Sternberg, “Cambridge handbook of creativity”, NewYork, Cambridge University Press, 2010. [5] S.M. Wechsler, Revista portuguesa de Psicologia: teoria, investigação e prática, 6(1), (2001) p. 215. [6] X. Van Harpen y B. Sriraman, Educational Studies in Mathematics, 82(2), (2013) p. 201. [7] I. Pelczer y F.G. Rodríguez, The Montana Mathematics Enthusiast, 8(1), (2011) p. 383. [8] J. Cavalcanti, Saber (e) educar, 11(8), (2006) p. 89. [13] L. Vygotsky, Journal of russian and east european psychology, 42(1), (2004), p.7. 80 [14] R.J. Sternberg y T. I. Lubart, “Handbook of creativity”, London, Cambridge University Press, 2000. [15] M. Romo, “Psicología de la creatividad [Psychology of creativity]”, Barcelona, Paidós, 2012. [17] R. Cardarello y A. Gariboldi, “Creativity in pre-school education”, Itália, Sern, 2013. . [18] P. Mishra y D. Henriksen, Tech trends, 58(1), (2014) p. 20. [22] A.M. Martínez, “Ensino e aprendizagem: a subjetividade em foco”, Brasília, 2012. [27] B. Sriraman, “Theories of mathematical learning”, New York, Routledge, 2013. [30] Department for Education and Skills, “The curriculum guidance for the foundation stage”, London, 2000. [31] L. Cohen, L. Manion y K. Morrisson, “Research methods in education (6ª ed.)”, London, Routledge, 2009. [33] F. Erickson, “Handbook of research on teaching”, New York, Macmillan, 1986. [34] R. Stake, “The art of case study research”, California, Sage Publications, 1995 [35] L. Bardin, “Análise de conteúdo”, Lisboa, Edições 70, 1979. [36] R. H. Sampieiri y C. F. Collado, “Metodologia de pesquisa (3.ª ed.)”, São Paulo, McGraw-Hill, 2003. [37] M. Esteves, “Fazer investigação: contributos para a elaboração de dissertações e teses”, Porto, Porto Editora, 2006. [38] G. Acevedo, Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 10, (2012), p. 212. [39] G. Ervynck, “Advanced mathematical thinking”, Dordrecht, Kluwer, 1991. [40] R. Leikin, “Creativity in mathematics and the education of gifted students”, Rotterdam, Sense Publishers, 2009. [41] A. Goswami, “Criatividade para o século 21: uma visão quântica para a expansão do potencial criativo”, São Paulo, Aleph, 2012. [43] E. Alencar y Z. Oliveira, Universal journal of educational research, 4(3), 2016 p. 555. [44] M. Kong y N. Kang, International journal of science and mathematics education, 8(5), 2012, p.821. 81 The aural score as an educational strategy for an integrated pedagogy of arts Marina Buj Corral Estanislau Figueras, 81. 08222-Terrassa (Barcelona). Spain. +34 666 60 66 92 marinabuj@gmail.com 1. Introduction – In the field of artistic education, graphic notation - a type of musical score that employs visual language elements outside the conventional notation system - presents a union point between the artistic and musical teachings, making a contribution for the creation of an integrated pedagogy of the arts. This type of musical writing was developed by avant-garde composers in the decades of the 50s, 60s and 70s of the last century. Examples of these new notations were compiled by John Cage in Notations [1]. At present, graphic notation is still used by a large number of composers and artists, as is reflected in Notations 21, published forty years after Cage’s compendium [2]. Despite the existence of an enormous artistic heritage of works of great conceptual, musical and artistic richness, graphic notation is still unknown in many institutions of artistic and musical education. The present communication aims to transmit an interdisciplinary educational experience developed with students of third cycle of Image 1. Wehinger, R. (1970). Aural university studies: the creation of an “aural score”, a specific type of graphic notation. This score of Ligeti’s Artikulation. experience will provide a pedagogical resource for the integration of the arts, of great value for the understanding of the sound and visual phenomenon as well as for the development of creativity. This educational approach to graphic notation can be adapted to different ages and educational contexts. 2. Experimental –The educational experience presented below has been carried out with students of third cycle studies, during the development of a music postgraduate program. The same experience has been realized in previous occasions with students of visual arts and sound art postgraduate programs. In order to facilitate its transmission, this experience has been structured in four phases. Phase 1: Introduction to graphic notation. First phase of the experience consists of an introduction to graphic notation. This introduction, based mainly on the visualization and listening of different types of graphic scores, will also address subjects such as the definition of “graphic notation”; the contextualization of this phenomenon in an environment of exchange between visual artists and composers; musical changes in the XXth century that lead to the graphic representation of sound; creativity in graphic scores or the dissolution of limits between artistic categories that takes place in these artistic and musical expression. Phase 2: Study of aural scores and analysis of Wehinger’s aural score for Ligeti’s Artikulation. After this generic approach to the phenomenon of graphic notation, the teaching-learning process focuses on the study of aural scores, and, specifically, on the analysis of the aural score created for the musical work Artikulation. [3]. As Schröder (2009) explains: “Aural scores are scores that are produced a posteriori, transcriptions that visualize music graphically and thus enable analytical perception of the music. They were created above all for electroacoustic music, such as György Ligeti’s Artikulation (1958), for which Rainer Wehinger produced a study score in 1970”. (p.3). [4]. Artikulation’s system of symbols is presented to the students. As we can see, different kind of correspondences between graphics and sound are used here: colour is employed to indicate the pitch (high, middle, low) or timbre of the sounds. Comb shapes exhibit noise and points represent impulses. After having understood these correspondences, we proceed to the listening of Ligeti’s piece, while visualising Wehinger’s score. The comparison between graphic symbols and sounds allows the perception of other analogies: first of all, the width of the graphic elements is associated with the duration of the sound; moreover, the ascending or descending curves of the graphics transcribe glissando effects, while the progressive change of their thickness reflects crescendos and decrescendos. Image 2. Wehinger, R. (1970). Artikulation’s system of symbols Additional information on the work Artikulation: Artikulation is a piece of electronic music, composed in 1958 by Hungarian composer György Ligeti. The work has an aural score associated with it created by Rainer Wehinger in 1970 to achieve a visual reading of the work. In words of Levy (2006): “…[Wehinger’s] “listening score” provides valuable information on the composition of this piece as well as a rudimentary introduction to its form”. (p.93).[5]. As Nattiez (1990) explains, “In making the score, Wehinger categorized different families of sonorous effects, and 82 Student 1 Student 2 Student 3 Student 4 Student 5 Student 6 Student 7 Episode 1 Episode 2 Episode 3 Episode 4 Student 8 assigned each family a specific graphic symbol.” (p.81). Nattiez emphasizes the descriptive aspect of this score, as well as its intermediary character in our listening process: Wehinger’s transcription constitutes a descriptive tool, serving as a material Episode 5 representation, a starting point for poietic and esthesic analyses. Once we use the “Hörpartitur” 5 as the basis for an analysis its status is no longer in question, no more so than with the scores of classic tonal works when they are taken as a basis for analysis. They all serve as an anchorage, a benchmark, an intermediary in our designation of sounds. (Nattiez, 1990, p.82). [6]. Phase 3: Creation of the aural score of Óscar Bazan’s Episodios para sintetizador. [7]. After the study of Wehinger’s score, it is proposed to the students the realization of their own aural score, in order to integrate this learning in an experiential way. For this purpose, the electronic work Episodos para sintetizador, by Argentinean composer Óscar Bazán, is chosen. Episodios is composed of sonic materials generated by an analogical synthesizer. The division of the work into different "episodes" facilitates its graphic transcription. Participants are given a template indicating the different episodes of the piece and their duration in seconds. They proceed to create their own aural scores doing a graphic transcription of the different sounds during the listening of the work. Throughout the piece, a distinct sound marks the end of one episode and the beginning of the next. Episode1: Episode2: Episode3: Episode4: Episode5: 0-30” 30-50” 50”-1’5” 1’5”-2’5” 2’5”-2’30” Episode 6: 2’30”-4’57” Tabla I: Template for graphic transcription of Episodios para sintetizador Tabla II: Comparative chart of graphics. Episodes 1-5 Episode 6 Student 1 Student 2 5 “Aural score” 83 Student 3 Student 4 Student 5 Student 6 Student 7 Student 8 Tabla III: Comparative chart of graphics. Episode 6 Phase 4: Visualization of the different aural scores created and collective reflection on the process. The creation of aural scores is followed by the visualization of the results which have been obtained. A space for debate and discussion is opened where students can communicate their own perceptions of sound using their aural scores as a visual support. 3. Results and Discussion - The comparison of the aural scores made by eight different students show that the same sound proposal has lead to the creation of multiple graphics. Graphics are, therefore, a personal interpretation of sound. Despite this, we can find some general similarities between them: In most of them it is possible to see an association between the passage of time and the situation of the graphics on the abscissa axis. In the same way, another association between the height of the sound and the situation of the graphics on the axis of ordinates is perceived. (This association is clearly visible in the episode six). Moreover, short sounds have frequently been represented as dots, which have different shapes. The graphic translation of short sounds in dots reminds us of Kandinsky's statement referring to the temporality of painting: “the point is the minimum temporal form”. (Kandinksy, 1977, p.33). [8]. Beyond the different associations established by students between sound and graphics, which, as we have seen, have a personal character, the exercise of creating an aural score has brought important advantages in other aspects associated with the fact of drawing the sound. Drawing the sonic events has favoured concentration and active listening. It has also facilitated the understanding of the different elements that configure the musical piece as well as its structure, providing a visual support for the communication of sound ideas. Furthermore, the creation of an aural score has made the students integrate in an experiential way the learning and characteristics of this kind of notation. The creation of the aural score of Episodios para sintetizador has also supported the approach to electronic music. 4. Conclusions - Graphic notation and, in particular, the creation of aural scores, constitutes an educational resource of enormous contributions in terms of a deep understanding of sound and visual phenomena. It is also a valid strategy for the creation of an integrated artistic pedagogy aimed at holistic and complete development of students. Regarding multiple intelligences described by Gardner (2006) [9], it is possible to affirm that the fact of relating sound with its graphic representation that takes place in creating an aural score develops both musical and spatial intelligences, assisting global learning. In addition, the association of sound and visual languages represents a mutual aid to the development of both types of intelligences. On the one hand, drawing the sound can bring students who have preferably a spatial intelligence closer to the sound phenomena. On the other hand, the presence of a sound stimulus associated with the exercise of drawing can help to motivate those students that have a musical intelligence to develop their graphic and artistic skills. Drawing the sound also brings benefits as a means of analyzing the musical work and as a support for the description and communication of sound ideas. Furthermore, it stimulates students' creativity and imagination. In this sense, it is important to respect personal associations and ensure the validity of the different visions and parallels established by students. The experience of creating an aural score from a first listening of the musical piece – as has been done here – can be developed through the repetition of the listening as well as reworking on the graphic signs created. It’s an interesting possibility to employ 84 different techniques and artistic materials. This would enable to obtain more complex graphic results, and to deepen the aesthetic and artistic value of the score. The flexibility and versatility of the graphical language makes it possible to adapt the work with graphic notation to different educational contexts and levels of complexity. The richness of this interdisciplinary educational experience based on the association of visual and musical languages, remind us of the statement made by Kandinsky (2003) referring to the artistic education of his time: "Fragmentation must be gradually replaced by association. The "or ... or ..." has to yield to the "and". There should be no more specialized training without a global humanist foundation”. (p.114)[10]. More than a century later, this statement is still valid and encourages the development of an integrated pedagogy of arts. 5. References [1] Cage, J. (1969). Notations. New York: Something Else Press. [2] Sauer, Th. (2009). Notations 21. New York: Mark Batty Publisher. [3] Wehinger, R. and Ligeti, G. (1970). Artikulation: Electronische Musik, eine Hörpartitur. Mainz: Schott. [4] Schröder, Julia H. (2009). Graphic Notation and Musical Graphics. Recuperado de http://mumia.art.pte.hu/mami/tartalom/oktatasi_anyagok/partitura_2014/_cikkek/Graphic%20Notation.pdf [5] Levy, B. R. (2006). The electronic works of György Ligeti and their influence on his later style. Recuperado de file:///C:/Users/usuario/Downloads/umi-umd-3281%20(1).pdf [6] Nattiez, J-J. (1990). Music and Discourse: Toward a Semiology of Music. Princeton, NJ: Princeton University Press. [7] Bazán, Ó. (1973). Episodios para sintetizador. En Panorama de la Música Argentina. Compositores Nacidos Entre 1935 1939. [CD]. Buenos Aires, Argentina: Irco Video S.R.L. (1995). [8] Kandinsky, V. (1977). Punto y línea sobre el plano. Barcelona: Barral Editores. [9] Gardner, H. (2006). Multiple Intelligences: New Horizons in Theory and Practice. New York: Basic Books. [10] Kandinsky, V. (2003). Escritos sobre arte y artistas. Madrid: Editorial Síntesis, S.A. Acknowledgments: Students of Master's Degree in Music as an Interdisciplinary Art. University of Barcelona, Rovira i Virgili University (URV) and the School of Music of Catalonia (ESMUC). 2016 -2017. Scientific CV Marina Buj is a visual artist, musician, lecturer and researcher at the University of Girona (Spain). PhD in Fine Arts at University of Barcelona (Spain) and Master’s Degree in Flute Pedagogy at Conservatory of Music of Granada (Spain). Her academic research focuses on the interaction between visual arts and music, synaesthesia, interdisciplinary artistic works, graphic scores and integrated artistic pedagogy. 85 A Preliminary Study of Computing Students Self-Assessment on a Yes/No Scale M. Hutchison (1) (1) Queen’s University, Belfast. m.hutchison@qub.ac.uk Introduction The wide variation in the students’ prior computer experience and knowledge of students studying for computing degrees some students effectively a blank slate whilst others have considerable exposure to some of the studied topics - can lead to problems. Teaching to the middle of the group risks losing the no experience students and initially boring the more experienced students. In addition, modern students have complicated lives, balancing time between their studies, family commitments and work commitments [1] and are thus not always able to attend all classes. One possible solution is to allow students to regulate their own studies, engaging with the classes and other learning resources that they feel they need to in order to learn the subject matter. For this to be effective, students have to reliably assess what topics require study and which they can in effect skip as they already are capable of them. Prior research into students’ selfassessment [2] has found no consistency of over- or under-estimation. Other research has shown that poor students tend to over-estimate. [3,4]. In all cases, students made a relatively small number of self-assessments (typically one or two) but each assessment was on broad scale (e.g. “what percentage do you think you got correct?”). An alternative approach for selfevaluation, that has received little attention, is to have students assess themselves on a large number of very specific learning outcomes on a much simpler scale such as Yes/No. To investigate this, we have constructed a system that allows students to self-assess their capability on a simple essentially a binary Yes/No scale against a large number of fine grained learning outcomes for a module. As the term progresses students update their record as appropriately. This initial work compares the accuracy of the student self-assessments with their performance in the related questions in the traditional end-of-year examination. Estimated marks, calculated by mapping the learning outcomes to parts of questions in the exam, were found to have a weak correlation to the student performance. Analysing individual learning outcomes, most learning outcomes were correct for over 50% of the students, with more complex learning outcomes having the lower reliability scores. Female students were found to have less reliable scores, mainly due to greater false-negative in their self-assessments. Outcome-based Education Outcome based education has risen in popularity in recent years, especially in subject areas like medicine [5,6]. With outcome based education, the focus is moved from the content of the syllabus being taught to what students should be capable of upon completion of a course. This makes “a clear distinction between the process of acquisition of competences and the tangible demonstration of such competences” [7]. This frees the tutor to decide what learning activities, resources and methods to employ in order for students to develop the expertise required to achieve the outcomes during the course. In turn the learning outcomes help in designing the assessments required for the topics [8]. With the diversity of experiences of computing students some of the students will already have some required capabilities before starting on a course (module). By exposure to finely detailed learning outcomes at the start of course, students would able to identify which areas they are proficient in and may not require much attention from them, and which areas require further study and time in order to achieve what the modules specifies. Each learning outcome would have links to resources (e.g. traditional lectures, laboratory activities, directed reading/viewing, quizzes etc.) which student could access to build their understanding of the topics [9]. This allows students to customise their learning experience to fit their needs as well as those of the course and to develop their self-regulating study skills. Assessing Capability An important aspect of outcome based education is the assessing of whether a student has managed to achieve the competencies required. Halstead-Nussloch et al [10] in their design for a competency based course propose two methods of assessment: • using hackathon/gamejam events where each student (depending on level) in a team has to demonstrate specific proficiencies • pre- and post-tests associated with each competency Rytikova and Boicu [11] allowed students to have an unlimited number of attempts at the quizzes which acted as gateways to the next session. A problem they identified was that students could simply repeat the quiz and just learn the answers. To counteract this a larger pool of questions could be used but would lead to greater workload for the tutor [12]. An alternative to setting assignments such as tests is to allow students to assess themselves. Studies involving self-assessment take different measurements of self-assessment, eg • What mark do you think you got? [13-15] • Where in the class ranking do you believe you are? [14] • Where on a given scale do you think you are for a set of criteria? [3,4,16,17] 86 Falchokov and Boud [2]in an analysis of over 40 self-assessment studies found no consistency of over- or under-estimation but factors that improved the closeness of student and teachers’ marks include subject area (science more reliable than arts) and student level of study (more experienced students were more reliable). More recent studies [3,4,14] have shown a pattern of better students slightly under-estimating their ability whilst poor performing students tend to grossly over-estimate. Some have shown contradictory result, but other factors could be at play such as maturity of the students [17] or unusual assessment tools [15]. Where students are provided with appropriate feedback on their performance, their self-assessment accuracy tends to improved [18,19].Cassidy [20] demonstrated that first year undergraduate students with no training could provide reasonably accurate (within 10 percentage points) estimated marks for an open-ended assignment, in contradiction of Gibbs advice that students require training in order to provide accurate self-assessments [21]. In all studies the participants recorded their self-assessment on a scale with intermediate levels. This study looks at how well students could assess their competency on a simple yes/no scale without guidance. Experimental Participants 66 students (46 male, 20 female) from a second year module on systems administration took part in the study. Four of these students were excluded as they did not answer the exam question used in the study. All 66 students were rewarded with coursework credits for participating the study. The students had little or no direct exposure to UNIX operating systems prior to the module. Materials The students were presented with 205 different fine grained learning outcomes, divided into 17 topics, derived from the module’s lecture and lab materials. For each learning outcome there were four possible states that a student could choose: 1. Yes – this is where a student says they that can do what the learning outcome states 2. Learnt – this is where a student states they can do it now where previously they could not 3. No – here the student is stating that they know that they have not achieved the learning outcome 4. Don’t know – this is when a student is not certain what a learning outcome is about and thus cannot commit to a “yes” or “no” answer. At the end of the module the students sat a three hour exam. Only the first UNIX question covering general UNIX command and concepts was used as part of the study. This question consisted of a number of component questions on the two lowest levels of Bloom’s Taxonomy (remember and understand) and one at the fourth level (analyse). Each of the component parts were mapped to learning outcomes. Procedure The students were presented with the learning outcomes using a simple mobile optimised web-based questionnaire tool. The tool allowed them to record their current level and was available from the fourth week of the UNIX classes until after the exam. The students could access the tool at any time to update their record and there was no requirement for them to record a capability for all 205 learning outcomes. The students were informed that their user identities were encrypted and no-one would trace their records back to them and they should record their capability honestly. Results Calculating predicted marks A predicted mark was calculated for each student by component marks for those components where students answer (either “Yes” or “Learnt”) in the matching example if the three parts of a question were worth 4, 1 student recorded Yes, No and Learnt for the respective then the predicted mark would be 6. Though awarding bias the predicted marks to a higher score, it should not between predicted and awarded marks. The predicted actual performance for each student are plotted in Pearson correlation coefficient indicates a weak predicted and actual marks (r=0.39) awarding the full recorded a positive learning outcome. For and 2 marks, and the learning outcomes full marks is likely to affect the correlation performance and Figure 1. . The relationship between Individual Learning Outcomes Reliability The reliability of each learning outcome was calculated as the fraction of Figure 2. Comparing marks how often the students’ recorded capabilities matched their performances in the matching exam question (i.e. the student said yes and scored some marks, or the student said no and scored 0 marks). Students who did not record a capability level (i.e. left that learning outcome blank) were not counted. Results shown in Figure 2. 87 The average reliability of the learning outcomes for the male students (0.65) was slightly higher compared to the females (0.59), but not significant (t-test, p> 0.05). Figure 3 Learning outcome reliability True and False Results The positive and negative capabilities recorded by students are further divided into whether the statement can be regarded as true or false. A true positive (TP) is where a student claimed they had the capability (“Yes” or “Learnt”) and scored at least one mark in the related exam question component, and a true negative (TN) is where they did not claim the capability (i.e. recorded “No” or “Don’t know”) and scored no marks in the related exam question component. Likewise, where a recorded capability did not match performance (i.e. a positive statement but zero marks or a negative statement but some marks) it was regarded as false. Where a student has not recorded a state (either by their own choice or just not completing all the statements) it was ignored (i.e. it was not included in the counts) The results for the two genders are shown as fractions in Figure 3 so that comparisons can be made between the different sizes of groups. Figure 4 TruePositives, True-Negatives, False-Positives, False-Negatives (top: male; bottom: female) Discussion Comparing the predicted marks with the marks obtained in the exam reflects results reported by other studies [3,4,14] i.e. the better performing students tend to underestimate their results. Figure 1 does show a small number of the better performing students slightly overestimating their mark but this is likely to be an artefact of how the estimated mark was calculated. When the individual learning outcomes are examined for reliability, only three scored more than 0.75. Two of these (LO-178 – move between directories, and LO-275 – use the mv command to rename files) relate to simple commands that students learnt during the first lecture and should have used on a regular basis. LO-178 also recorded no negative responses but did produce a large number of false positives, possibly from students who relied on the GUI than the command line. It was notable that the learning outcome predictions were more accurate for the male students than the female students. However when the sources of unreliability (false-positives and false negatives) are examined it is obvious that the unreliability for the female results came from the false-negatives (i.e. students saying they cannot do something, but in the exam demonstrating that they do know). This matches studies in mathematics that have shown than female students tend to have lower confidence than male students even when the females have better performance. [22,23]. Learning outcome 305 (Describe 3 ways of listing currently processes) seems to produce an unusual result with half the results being false-positives for female students. However as only four female students recorded any capability for LO-305 this result is not well-founded. For nearly all the learning outcomes, the majority of the more accurate Figures are drawn from students correctly recording that they were capable of the learning outcomes. The main driver for unreliability was students incorrectly saying that they not capable of something, the likeliest causes for this are lack of confidence or students not updating their record. The least popular response was true-negative, possible reasons for this include (i) people are less likely to record that they cannot do something in order to maintain their self-image [24], (ii) students who initially recorded a negative later changing to a positive (the historical data shows that 32 different students changed 775 negative records to positive records). 88 Learning outcome 167 (Compare different licenses) stands in stark contrast to all the others. It is the only one that has the highest proportion of students accurately recording that they could not do it, and is also the least reliable learning outcome (0.47). Of all the learning outcomes utilised in this study, it is the only one that is above the bottom three levels of the revised Bloom’s Taxonomy [25,26]. Conclusions Having students self-assess using just the learning outcome text with no guidance is not reliable enough. The next stage of the study is to investigate whether having resources associated with each of the learning outcomes affects the accuracy of the selfassessment and how the student self-assessment changes over the semester and in relation to engagement with the resources. References [1] Jonas GA, Norman CS. Textbook websites: User technology acceptance behaviour. Behav Inf Technol. 2011;30(2):147159. [2] Falchikov N, Boud D. Student Self-Assessment in Higher Education: A Meta-Analysis. Review of Educational Research. 1989(4):395. [3] Boud D, Lawson R, Thompson DG. Does student engagement in self-assessment calibrate their judgement over time? Assessment & Evaluation in Higher Education. 2013;38(8):941-956. [4] Lew MDN, Alwis WAM, Schmidt HG. Accuracy of students' self‐assessment and their beliefs about its utility. Assessment & Evaluation in Higher Education. 2010;35(2):135-156. [5] Harden RM. Outcome-Based Education: the future is today. Med Teach. 2007;29(7):625-629. [6] Davis MH, Amin Z, Grande JP, O’Neill AE, Pawlina W, Viggiano TR, Zuberi R. Case studies in outcome-based education. Med Teach. 2007;29(7):717-722. [7] Werquin P. The missing link to connect education and employment: recognition of non-formal and informal learning outcomes. Journal of Education and Work. 2012;25(3):259-278. [8] Biggs JB, Tang CS. Teaching for quality learning at university :what the student does. 4th ed. Maidenhead: McGrawHill; 2011. [9] Nayak CA, Usha HS, Puttaswamy CT, Maitra S. Teaching methodology for attainment of graduate attributes. MOOC, Innovation and Technology in Education (MITE), 2014 IEEE International Conference on. 2014:250-255. [10] Halstead-Nussloch R, Preston J, Reichgelt H. Improving Student Success Through Personalization and Customization. 2014:77-80. [11] Rytikova I, Boicu M. A Methodology for Personalized Competency-based Learning in Undergraduate Courses. 2014:81-86. [12] Poza-Lujan JL, Calafate CT, Posadas-Yagüe JL, Cano JC. Assessing the Impact of Continuous Evaluation Strategies: Tradeoff Between Student Performance and Instructor Effort. IEEE Transactions on Education. 2016;59(1):17-23. [13] Panadero E, Romero M. To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy. Assessment in Education: Principles, Policy & Practice. 2014;21:133-148. [14] Kruger J, Dunning D. Unskilled and Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments. J Pers Soc Psychol. 1999(6):1121. [15] Fitzgerald JT, White CB, Gruppen LD. A longitudinal study of self-assessment accuracy. Med Educ. 2003;37(7):645. [16] Boud D, Lawson R, Thompson DG. The calibration of student judgement through self-assessment: disruptive effects of assessment patterns. Higher Education Research & Development. 2015;34(1):45-59. [17] Alaoutinen S. Evaluating the effect of learning style and student background on self-assessment accuracy. Computer Science Education. 2012;22(2):175-198. [18] Krajc M, Ortmann A. Are the unskilled really that unaware? An alternative explanation. Journal of Economic Psychology. 2008;29(5):724-738. [19] Ryvkin D, Krajč M, Ortmann A. Are the unskilled doomed to remain unaware? Journal of Economic Psychology. 2012;33(5):1012-1031. [20] Cassidy S. Assessing 'inexperienced' students' ability to self-assess: exploring links with learning style and academic personal control. Assessment & Evaluation in Higher Education. 2007;32(3):313. [21] Gibbs G. Assessing student centred courses. Oxford: Oxford Centre for Staff Development; 1995. [22] Marsh HW, Yeung AS. Longitudinal structural equation models of academic self-concept and achievement: Gender differences in the development of math and English constructs. American Educational Research Journal. 1998;35(4):705738. [23] Storek J, Furnham A. Gender and task confidence as predictors of the Domain-Masculine Intelligence Type (DMIQ) (English). Pers.individ.differ. 2014;69:43-49. [24] Greve W, Wentura D. Immunizing the Self: Self-Concept Stabilization Through Reality-Adaptive Self-Definitions. Personality and Social Psychology Bulletin. 2003;29(1):39-50. [25] Johnson G, Gaspar A, Boyer N, Bennett C, Armitage W. Applying the Revised Bloom's Taxonomy of the Cognitive Domain to Linux System Administration Assessments. J.Comput.Sci.Coll. 2012;28(2):238-247. [26] Krathwohl DR. A Revision of Bloom's Taxonomy: An Overview. Theory Into Practice. 2002;41(4):212-218. 89 21st Century Higher Education: A Shift Towards Feasible Graduate Employment M. Aznar (1), A. Minguez (2), L. C. Pires(3) (1) C/ Rei En Jaume I, nº 2 46470 Catarroja, Valencia (SPAIN) +34 678 240 778 maznar@florida-uni.es (2) Av. Blasco Ibáñez, 55 46021 Valencia (SPAIN) (3) Campus do Cruzeiro - Apartado 128. 5370-202 Mirandela (PORTUGAL) Abstract: The impact of the European economic crisis that recently stroke us all, together with the 21st century concept of industry, are key factors to reveal that higher education institutions must evolve with the new times and adapt their curricula to the present market needs. It is here where teaching methodologies must ensure that students are provided with the required tools to acquire those competences demanded by the new society. We advocate the use of Project-Based Learning, since we strongly believe that its practical learning side is the best way to assist students in acquiring both contents and skills. In order to evidence this claim, an example of best practice will be presented below relating to Mechanical Engineering students. The outcomes can be summarised here as an increase in motivation among all the parties involved in the project work. Keywords – 21st century industry, Project-Based Learning, competence acquisition I. INTRODUCTION Youth unemployment rates are still too significant to be ignored at present, especially in Spain where figures show 40.5% (Eurostat, March 2017). Although the labour market in Spain is increasing its employment trend (+07% compared to March 2016; +2.6% in the industrial sector), youth unemployment is still among the highest in EU together with Greece and Italy. Companies still demand certain competences that young graduates cannot comply with yet, such as commitment, teamwork, foreign languages, or emotional intelligence [1]. On the other hand, companies seek for leaders who can demonstrate such abilities as problem-solving, verbal and written communication, or a strong work ethic, among others [2]. Consequently, the Bologna process has proven to be ineffective for the society’s needs. There is still a gap between university and industry that should be bridged, either through a negotiated learning with a direct involvement of companies [3] or in-company training [4]. From a European perspective, the Erasmus+ programme also stresses the importance of establishing strategic partnership projects in order to foster cooperation between higher education institutions and the business world, as for example the Market Basket Virtual Student Collaboration Model that allows students to collaborate in virtual, multidisciplinary teams on research projects appointed by real SMEs through an online platform. Furthermore, European business representatives also claim “(…). It is enterprises that will drive improvements in the prosperity of European citizens by investing in Europe, generating more growth and creating jobs. (…). The specific needs of SMEs have to be properly taken into account.” [5]. Therefore, the triple helix becomes a must in order to achieve successful employability for new graduates, i.e. higher education institutions, the business community, and education officers. And this may be surely accomplished by focusing on three main areas: professional competences and skills, internationalisation, and academic changes (understood as a new methodological approach) [6]. What seems to be unquestionable is the fact that under-graduate programmes should be developed in a similar way to the Dual systems widely known in the Vocational Training programmes, a claim which is also supported by Portuguese higher education institutions, although the application of the Bologna process is seen from a different perspective, as their labour market figures for youth unemployment (23.3%_Eurostat, March 2017) are not as critical as those aforementioned for Spain. As a participating country of the Bologna process, Portugal has adopted a structured higher education organisation which is very similar to the Spanish one: 1. short cycle, within the 1st cycle or linked to it; 2. 1st cycle, corresponding to the degree; 3. 2nd cycle, corresponding to the master’s degree; and 4. 3rd cycle, corresponding to the PhD studies. Indeed, Bologna brought a change from a system based on standardised knowledge, obtained through standardised processes, to a system based on the acquisition of competences. Moreover, this shift entailed focusing a large portion of the skills acquisition work on the action of the student, in a learning by doing perspective, and with indirect supervision. Despite this change of focus, this approach keeps a distance from the pragmatism of the labour market, lacking a vector of immediacy that would allow a quick familiarisation of the student with the reality of the work context. This situation becomes worse in the case of the short cycle which is oriented towards an immediate integration into the labour market. Thus, an approach based on more agile and flexible processes, capable of providing graduates with tools that will allow them to act towards real scenarios, is needed. This is the basis for a distinct paradigm, where the ability to apply multidisciplinary components, oriented to the resolution of complex, real (or nearly real) problems enables a new teaching approach, very close to the real problems of companies; thus, reconciling the university to the needs presented by companies, giving them specific answers and at the same time, making the future graduates functionally aware of the work fluctuations in business reality. This alignment should provide, in a first phase, a new approach to university programmes, which would contribute decisively to the opening of windows of opportunity and innovation thanks to an inherent improvement in results and a better satisfaction of all stakeholders after its consolidation. In 90 the end, the aim is to incorporate a customisation of graduates by focusing on three vectors whose joint action configures this new oriented training process: 1. concerning curricula, it is possible to define a specific study plan, oriented to the company, which implies the participation of the company in the definition of curricular subjects that directly concern the function for which it intends to contract; 2. business-oriented teaching is included, where the interested companies should integrate the faculty teaching staff in a stipulated percentage; and 3. the work environment, with the expectation that the specific study plan be developed in a distributed form, such as a percentage of 40% initially that would later increase to 80% in the company premises. A real focus on the importance of learning by doing should be a priority so that under-graduates can actually grasp the practical side of the various specialised contents developed in the classroom; and surely, the adult learner should be born in mind, as this is an increasing trend nowadays. Therefore, this paper aims to present an example of best practice developed by Mechanical Engineering students whereby an SME becomes directly involved in the learning process and requires a project to be designed and implemented. In order to understand the importance of such praxis, a description of the Spanish competence profile in engineering will be presented to set the background, since the 21st century profile differs considerably to the one in use in the last century concerning employability. It is for this reason that we advocate the establishment of a profile which is based on five key areas: cognitive, managerial, personal, interpersonal, and physical; all of them supported by five meta-competences: flexibility; positive attitude; social intelligence; critical thinking; and eloquence (i.e. the sum of self-confidence, naturalness, and coherence). The most innovative side of our best practice is that every single subject in every academic year is obligatorily involved in working towards this interdisciplinary project and therefore, students can clearly understand the application of their acquired knowledge. II. PROJECT DESCRIPTION Project-Based Learning (PBL) can surely assist towards graduates’ employability, since unquestionably, this methodology provides students with the competences that determine the level of success when trying to access the labour market in the most favourable conditions. And indeed, applying the technical-professional character of the Vocational Training programmes to the more theoretical curricula at higher education institutions can bridge the gap towards that labour market [7]. In the best practice that will be developed below, PBL has been used to promote transversal competences in students and to motivate them in their engineering studies. Furthermore, this methodology has proven to be one of the best ways to acquire both transversal and specific competences, as it confronts students with hands-on practice that otherwise cannot be achieved by making use of traditional teaching methods [8]. Routines are achieved through the repetition of simple tasks at home, the classroom, etc. In any case, in order to grasp (internalise), it is necessary to turn the learning process into an experience that will make sense to our students. The European Union anticipated in 2004 the founding of a European Higher Education Area (EHEA) that should be coherent, compatible and competitive as well as attractive to both European students and students and faculty from other continents [9]. Moreover, this initiative posed a twofold challenge: on the one hand, a change of mind in universities, teachers, and students was needed; and on the other, a new system was introduced (European Credits Transfer System – ECTS) so as to design curricula with new competences both general and specific [10]. In 2006, in an analysis of the professional competences that the business world requires from graduates, Marzo et al. [11] specified those competences that engineering students must acquire according to companies’ needs, i.e. communication, teamwork, ongoing learning, foreign languages, computing, flexibility, and leadership and innovation. Undoubtedly, there has been a betterment throughout time but there is still much room for improvement. The shift towards quality employment for technical students must be assumed first, by lawmakers, then by higher education institutions, and finally by teachers. Therefore, creating thorough Teaching Guides with a detailed description of transversal and specific competences for every subject in the curricula is not enough. Teachers must become aware that learning by doing should be the methodology on which the various subjects of engineering programmes should be based because students learn better through complete and personal experiences that involve intellectual, emotional and physical aspects. This type of learning has been defined in various ways as Problem-Based Learning, Discovering Learning, Project-Based Learning, or Experiential Learning. What we propose here is a change from a learning system based on teaching assessment to another one based on students’ learning; and a very useful tool is the ideal Competence Profile (called Job Profile Diagram in the area of Human Resources): every student should analysed themselves every semester to see how much has been done and what remains to be done. This profile consists of four competence areas plus one dealing with meta-competences and the 19 skills that engineers should have when finishing their degree are as follows: - Cognitive area: learning and information search. Management area: time management, results orientation, customer orientation, effective planning, multi-skills, and technology. Personal area: self-motivation, discipline, responsibility, innovation, professional interest, perseverance, problem solving, and working under pressure. Interpersonal area: communication, networking, teamwork. 91 Finally, the five meta-competences that under-graduates should develop are: positive attitude, eloquence (understood as a blend of self-confidence, coherence, and naturalness), flexibility, social intelligence, and critical thinking. Concerning the aforementioned engineering project we aim to describe here, this type of methodology was first set off in 2010 at Florida Universitaria coinciding with the implementation of the Bologna process, i.e. the ECTS procedure. It was understood that the best way to develop competences successfully was by involving the syllabi in the PBL methodology. Consequently, all the subjects belonging to every single year in the under-graduate programmes were to take part in developing the various interdisciplinary projects (not only the engineering programmes were involved, but also all the curricula in the institution). This meant that every teacher had to contribute to the implementation of the work project and what is more important, every student as well, since it was not an optional activity and a 25% of every subject was allocated towards the assessment of the project work. The initial stages of this initiative entailed a tremendous amount of work for all the teachers involved, as the collaboration and coordination among the faculty was of paramount importance. On the other hand, introducing students to such a methodology was also considerably complex because they had never been used to working like that before (they preferred having exams instead of developing project work) and above all, they did not accept easily the increase in the work load it meant for them. Although, the reviews gradually improved after achieving the logical experience throughout time, the teachers felt that the topics to work on did not motivate students sufficiently. It is for this reason that the decision was made to start working as a professional higher education institution, i.e. a close and direct link with companies was needed so that students would experience through hands-on practice how the contents developed in the classroom were practically applied in performing real work for a real company. Undoubtedly, interdisciplinarity and teamwork are a must in present industrial processes where the complexity of technical procedures lead to an integration of miscellaneous disciplines [12], and surely, working in a team is one of the most efficient ways to acquire competences. Furthermore, offering students real-life work experience is also one of the main targets of the Erasmus+ programme, which supports strategic partnership projects that would enhance cooperation between industry and education, as for example, the Market Basket Virtual Student Collaboration Model that provides students with the opportunity to collaborate in international multi-disciplinary teams that work on research projects appointed by actual SMEs and which are developed through an online platform [13]. Hence, traditional teaching methodologies have no place in 21st century education. Since the academic year 2014-2015, the Engineering programmes at Florida Universitaria have been collaborating with an SME dealing with innovation in the construction sector. Actually, this company first, contacted and provided the institution with the description of an innovative project they are interested in evolving: a prototype of robotic arm especially designed for reducing costs, maximizing procedures, and optimizing time. This is the task that students (it is compulsory for all students) must carry out. They start working on it already in their first year by undertaking an analysis of the innovation project through different perspectives related to the subjects in the degree syllabus, i.e. Chemistry, Graphic Design, Computing & Applied Computing, Physics, Mathematics, and Materials Science; and finally, elaborate on first design drafts. The end of the project work takes place in the last academic year of the degree whereby students end up creating a prototype thanks to the specific knowledge they have already acquired through the entire degree. In Spain, the present official curriculum for the Mechanical Engineering degree has an evident lack of specific knowledge on the business world. Contents focus on technical topics, thus discarding an insight into company issues which are paramount when developing a professional career and especially, when starting-up a company. Therefore, in order to get first-year students acquainted with the business side of any innovation project, the elective subject Technical English was used to make them carry out research on how SMEs are structured in the industrial sector and why, and how to get funds. In addition, internationalisation cannot be ignored and so, students had to work on how and where to present their project in order to attract potential investors (they had to research on an actual international trade fair and prepare documentation and a presentation in order to finally simulate that presentation). Although a subject dealing with technical English, and only one semester work, is obviously not enough for making thorough research, we believe students should become aware of the importance of getting acquainted with the business side of engineering already from the very beginning of their under-graduate programmes. Moreover, students felt motivated because they were working towards a real event, which is something that often occurs with innovation projects. Once the academic year is over, students must present their work to the company CEO, who will give his opinion and reviews on every proposal. And this is the part that best motivates students, since they feel proud of their achievements, especially in the case of first-year students. Likewise, answering to a challenge of the Portuguese government, among several new learning and teaching approaches and methodologies (Project-Based learning, Serious Games, Gamification, etc.), Instituto Politécnico de Bragança is now migrating some short cycles to PBL aiming a deeply and close connection of those who first enter the market and should be ready to be effective. In this way, students will stay in touch with companies since the very beginning of their training process and will also, maintain and increase that contact according to their study progression, always focused on real situations to solve. This results in several different outputs according to the perspective where they are positioning at. 92 Students confronted with this approach become very motivated, once they actually get down to business, and are able to indirectly acquire skills and really understand why they are performing in a specific way. On the other hand, some resistance from traditional sectors inside the Portuguese academy is still a fact. Offering students a PBL approach has appended an increasing effort of availability from teachers, a new re-arrangement in their interaction, and also, a deeply and proactive effort together with companies. These look forward to problem-solving skills, new and fresh ideas, but for most of them, companies cannot – or do not want – to invest time, as they focus on the “here and now” concept. Consequently, some companies are not willing to receive students that contribute little or nothing at all. Having this in mind, the School of Public Management, Communication and Tourism of the Instituto Politécnico de Bragança has decided to move a step forward into a new subapproach that initially, relies on bringing inside the faculty the challenge or problem the company is confronted with, combining a myriad of diverse possibilities. And this should be applied to both the short and 1st cycles. It is intended to create graduates who incorporate the macro-established objectives for a specific training field during their training process. This must be based on a coordinated action and conformed by pedagogical and technical-scientific requirements; and indeed, attending the norms, regulations and applicable legislation by the action of the entities that regulate the system. However, at the same time, those graduates should be able to conform and incorporate specific technical needs and needs of specific external entities, which will help in the setting-up and definition of the individual specific study plan. Nevertheless, the perspective of a robust pedagogical and scientifically comprehensive training should not be ignored, that endows the graduate (beyond guidance and specialisation) with capabilities of operating in other scenarios within the scientific training area. III. CONCLUSIONS Every year a number of jobs remain vacant in Spain because companies cannot find candidates with the required skills. Evidently, becoming a graduate is not enough nowadays, since this is no longer a distinction status among job candidates; and also, the 21st century industry demands a number of competences that, on many occasions, are not taught in the classroom. For this reason, employers seek for graduates that can understand and master to a certain extent the importance of teamwork, innovation, leadership, critical thinking, or communication. As developed above, Project-Based Learning is considered to be the perfect methodological tool to achieve those competences, as well as applying the specific contents related to the degree. Such a practical learning assignment is certainly positive for all the parties involved: on the one hand, students become highly motivated, since they see the practicality of their studies as well as developing their work for a real company. On the other hand, teachers are also highly satisfied because the outcomes compensate for the hard work. And very important, students carry out their work as the company wishes, and therefore, they fulfil the requirements and comply with the company´s expectations. Thus, they become successful prospective candidates when reaching the labour market in the short term. REFERENCES [1] AEDRH (Spanish Association of Human Resources Managers), EAE Business School, CEOE (Spanish Confederation of Employers’ Organisations), & Human Age Institute. Informe EPYCE 2016: Posiciones y Competencias más Demandadas, March 2017. [2] NACE (National Association of Colleges and Employers). Executive Summary: Career Services Benchmark Survey for Colleges and Universities, March 2016. [3] D. Bravenboer, & S. Lester, “Towards an integrated approach to the recognition of professional competence and academic learning”. Education+ Training, 58(4), (2016) pp. 409-421. [4] G.C. Torino, “The human side of education: the past, present and uncertain future of higher education”. Explorations in Adult Higher Education, 4, (2016) pp. 24-34. [5] BUSINESSEUROPE. “More competitiveness to sustain the social dimension of Europe”, Employers Declaration, 18 January 2017. Retrieved on 20 January 2017 from https://www.businesseurope.eu/publications/more-competitiveness-sustainsocial-dimension-europe-employer-key-messages. [6] P. Alberola, & M. Aznar. “Enhancing employability from an academic perspective”. CIET (Contemporary Issues on Economy & Technology) Conference Proceedings. Split, Croatia. ISBN: 978-953-7220-15-0 (2014). [7] M. Aznar, M. Rubio, J. López, R. Sánchez. “Comparativa de la aplicación de la metodología ABP en Estudios Superiores”. Libro de Actas IV Jornadas de Innovación Docente en la Educación Superior (IDES), Florida Universitaria. Valencia, Spain. ISBN: 978-84-939057-0-5 (2015). [8] M. Aznar, J. Zacarés, J. López, R. Sánchez, J.M. Pastor, & J. Llorca. “Interdisciplinary robotics project for first-year engineering degree students”. Journal of Technology and Science Education (JOTSE), 5(2), (2015) pp. 151-165. [9] P. Monge. “El espacio europeo de educación superior”. Revista de la Facultad de Ciencias Económicas y Sociales, Universidad de los Andes, Venezuela, 9, (2004) pp 42-51. [10] J. González, & R. Wagenaar. Tuning Educational Structures in Europe II. Universities contribution to the Bologne Process. Universities of Deusto & Groningen (2005). 93 [11] M. Marzo, M. Pedraja, & P. Rivera. “Las competencias profesionales demandadas empresas: el caso de los ingenieros”, Revista de Educación, 341, (2006) pp 643-661. [12] M. Aznar, M.L. Martínez, J. Zacarés, A. Ortega, F. González-Espín, J. Lópezmanaged teams: An integrated approach to engineering education”. Proceedings of IEEE (Engineering Education Conference) on Collaborative Learning & New Pedagogic Engineering Education. Marrakesh, Morocco. ISBN: 978-4673-1455-8; ISSN_2165[13] Erasmus+ European Commission. “Boosting students’ employability skills through traineeships and work-based learning”. Erasmus+ Newsletter (April 2017). por las Sánchez. “SelfEDUCON Approaches in 9559 (2012). Erasmus+ Mercedes Aznar is a Ph.D. professor in English for Specific Purposes for the degrees in Mechanical Engineering, Industrial Electronics and Automation Engineering, and Business Administration at Florida Universitaria (Valencia, Spain). She is also the Vice-President of AFEMCUAL (Spanish Association for the promotion of employment and qualifications) and former Vice-President of SPACE (European Association for Higher Education Institutions). She belongs to the Engineering Education Research Group at Florida Universitaria and has published a number of papers related to the importance of fostering employability through academia as well as bridging the gap between the business community and universities in order to make undergraduate programmes establish a balanced content between specialised knowledge and hands-on practice. She has also participated as main researcher in EU-funded projects such as, DIGAS, “Developing innovation agents for SMEs” (Erasmus+ KA2), coordinated by Tietgen Skolen (Denmark); or BIOINNO, “Bio-innovation and entrepreneurship: entrepreneurship in biotechnology” (Lifelong Learning Programme), coordinated by the University of Tuscia (Italy), which was rewarded by the European Commission as the best project in 2016. Andrés Mínguez is a Ph.D. professor in Human Resources at ESIC, Business&Marketing School (Valencia, Spain), and Negotiation at UNIR, Rioja University (Logroño, Spain). He is a founding member and present Board member of (Spanish Association for the promotion of employment and qualifications). His expertise negotiation competences across outdoor training activities. He brings thirty years of personnel manager in companies such as, Mercadona, Price Waterhouse, Alcatel and International AFEMCUAL is focused on experience as a Grupo Gregori. Luís Carlos Pires is a Graduate in Electronics Engineering - Industrial Control at Instituto Superior de Engenharia do Porto, Portugal. In 1999 he received an MSc degree in CIM from Universidade do Minho, Portugal and in 2004 a PhD degree in Production & Systems Engineering by the same university. He is a Coordinator professor at School of Public Management, Communication and Tourism, at the Business and Legal Sciences department, lecturing Logistics, Production Management and Project Management. Currently he is the Dean of the School of Public Management, Communication and Tourism, and 94 President of the scientific and pedagogical councils of the school. Furthermore, he is a full member of the Mountain Research Centre and the Research Unit in Applied Management. His main research interests focus on the study of supporting architectures to virtual enterprise life-cycle and its associated functionality, making the migration to the subject from production to tourism and applying its functionality to education, namely in agile project-based learning, having published several papers on that issue and being a member of several team projects. 95 Análisis y catalogación de las fuentes que definen las competencias demandadas en el campo de la Interacción Persona-Ordenador Raquel Lacuesta (1), Jesús Gallardo (1), Eva Cerezo (2), Sandra Baldassarri (2) (1) (2) E.U. Politécnica de Teruel, Universidad de Zaragoza, Ciudad Escolar, s/n, 44003 Teruel (+34) 978 618 102, lacuesta@unizar.es Escuela de Ingeniería y Arquitectura, Universidad de Zaragoza, María de Luna, 3, 50018 Zaragoza 1. Introducción El campo de la Interacción Persona-Ordenador (IPO) contribuye significativamente al éxito o fracaso de una aplicación interactiva. En ocasiones esta disciplina no tiene la importancia que debería tener en la educación universitaria y sin embargo está demostrado su importancia cada vez más presente en el establecimiento de cuerpos de conocimiento de las Tecnologías de la Información y la Comunicación (TIC). El perfil 9 contemplado en el Libro blanco para el diseño de las titulaciones universitarias en el marco de la economía digital [1] es el de análisis, diseño y desarrollo de interfaces de usabilidad. Este perfil está referido a los sistemas de interacción persona-máquina, los sistemas de interacción persona-robot, los sistemas centrados en usuario y experiencia de usuario, además de las soluciones de interacción transparente: táctil, tangible, a través de gestos, texto, voz, audiovisual, etc. De acuerdo a dicho libro blanco, entre la enumeración de las competencias específicas de formación disciplinar y profesional del área de Tecnología de la Innovación se encuentran entre otras las competencias específicas profesionalizantes cercanas a la interacción persona-ordenador. Existen distintos informes e intentos de estandarizar competencias, niveles de capacitación y definición curricular, muchos de ellos dentro del ámbito de la propia Unión Europea. Así, en este trabajo se propone un análisis y catalogación de diversas fuentes con el objetivo de unificar las competencias demandadas en el ámbito de la Interacción Persona-Ordenador y así poder contribuir a la mejora curricular de las asignaturas de dicho ámbito. 2. Análisis de fuentes En este apartado se van a repasar diferentes fuentes que realizan una catalogación de las competencias a adquirir a la hora de ejercer como profesional de las TIC. Dentro de esas competencias, se hará hincapié en las competencias relacionadas con el ámbito de la Interacción Persona-Ordenador. 2.1. Currículos de ACM y IEEE La principal referencia a la hora de establecer planes de estudios del área de la informática son los trabajos del Joint Task Force on Computing Curricula, un grupo de trabajo formado fundamentalmente por IEEE y ACM que lleva ya bastantes años actualizando los currículos de las distintas ramas de la informática. Esos trabajos han servido como orientación a planes de estudios de informática en todo el mundo. Actualmente, la versión más reciente del documento completo es del año 2005 [2], aunque se publican versiones individuales para las distintas disciplinas. Desde el año 2001, los Computing Curricula que este grupo publica definen cinco disciplinas dentro de la informática. Son las siguientes: Ingeniería de Computadores, Ciencias de la Computación, Sistemas de Información, Tecnologías de Información e Ingeniería del Software. Para cada una de las disciplinas se mantienen currículos actualizados de manera periódica. Esas cinco disciplinas han servido de orientación también a los planes de estudios de Informática en España, de forma que la situación habitual de las titulaciones universitarias del ámbito es encontrarse un Grado en Ingeniería Informática con cinco especializaciones o itinerarios que se corresponden con dichas cinco disciplinas. Concretando ya en el ámbito de la Interacción Persona-Ordenador, esta es una de las áreas de conocimiento que ACM e IEEE reconocen en su documento como presente en las distintas disciplinas de la Informática. Uno de los primeros análisis que los trabajos mencionados hacen con estas áreas de conocimiento es reflejar su importancia en cada una de las cinco disciplinas. Según ese análisis, la IPO tiene un peso sumamente alto en las disciplinas de Tecnologías de Información e Ingeniería del Software, mientras que donde menos peso tiene es en la de Ciencias de la Computación. Aun así, aparece como un área con una cierta relevancia en todas las disciplinas. Pasamos ahora a comentar cómo se refleja el campo de IPO en cada una de las cinco disciplinas de la informática antes comentadas según ACM e IEEE. Comenzamos por el documento referido a la Ingeniería de Computadores, en su versión más reciente de 2016 [3]. Para empezar, es relevante señalar que dentro de las unidades de conocimiento que se incluyen en el currículum propuesto para esta disciplina ha aparecido en versiones anteriores la de Interacción Persona-Ordenador, pero en esta ocasión se ha sustituido dicho término por el de Experiencia de Usuario (UX). Así pues, se podría observar un cierto matiz, ya que la UX se podría considerar como un término específico dentro del amplio campo de IPO. La unidad de UX se ubica dentro del área de conocimiento de Ingeniería de Sistemas y Proyectos, formada por un total de 12 unidades. Los resultados de aprendizaje de dicha unidad de UX incluyen, entre otros: - Definir el significado de la experiencia de usuario y describir la evolución desde los factores humanos hacia el diseño de experiencia de usuario. 96 - Contrastar los aspectos físicos y no físicos del diseño de experiencia de usuario. Enunciar varios estilos de interacción persona-ordenador comunes, y debatir acerca de cómo se puede analizar la interacción humana con sistemas informáticos. - Identificar principios fundamentales para el diseño eficaz de interfaces gráficas de usuario. - Evaluar un sistema interactivo con los criterios adecuados de usabilidad. - Debatir el papel de las tecnologías de visualización en la interacción persona-ordenador. - Explicar la importancia de la psicología social en el diseño de interfaces de usuario. - Etc. De la observación de estos resultados se puede concluir que, aunque a la unidad se le ha renombrado como Experiencia de Usuario, no deja de ser una unidad referida a la Interacción Persona-Ordenador, que abarca numerosos conceptos y aspectos más allá del de la UX. Pasamos ahora a la disciplina de Ciencias de la Computación. A pesar de que, como se ha comentado, a priori se identifica esta como la disciplina donde la IPO tendría menos peso, realmente en el documento de currículum de esta disciplina de 2013 [4] sí que aparece la Interacción Persona-Ordenador como una de las 18 áreas de conocimiento en las que se organiza el cuerpo de conocimiento de esta disciplina. Sí es verdad que aparece con un peso en horas que la ubica como una de las áreas con menos peso dentro de la disciplina. Así, el documento menciona dos unidades a incluir como obligatorias dentro de esta área, que son la de Fundamentos y la de Diseño de Interacción. Junto a ellas aparecen otras unidades que figuran como optativas, que son: Programación de Sistemas Interactivos, Diseño Centrado en el Usuario y Pruebas, Nuevas Tecnologías Interactivas, Métodos estadísticos para IPO, Factores humanos y seguridad, IPO orientada al diseño y Realidad mezclada, aumentada y virtual. Como ejemplo, los resultados de aprendizaje de la primera unidad obligatoria son: - Debatir por qué el desarrollo de software centrado en el usuario es importante. - Enunciar los preceptos básicos de la interacción psicológica y social. - Desarrollar y utilizar un vocabulario conceptual para analizar la interacción humana con el software. - Definir un proceso centrado en el usuario que tenga en cuenta de manera explícita que el usuario no es igual que el desarrollador. - Crear y dirigir una prueba simple de usabilidad para una aplicación existente. Puede por lo tanto observarse cómo la IPO es importante también en este campo, si bien desde un punto de vista más teórico que en otras disciplinas, en la línea de lo que supone la disciplina de Ciencias de la Computación. A continuación trataremos la tercera disciplina contemplada, la de Sistemas de Información. En dicha disciplina la última versión del documento es de 2010 [5], y en él se consideran un total de 18 cursos dentro del currículum, de los cuales 7 aparecen como parte del núcleo del currículum y los otros 11 son cursos opcionales. Dentro de esos 11 aparece un curso relativo a Interacción Persona-Ordenador. Así pues, se reconoce la importancia de la temática dentro de la disciplina, aunque con un papel algo colateral. Algunos resultados de aprendizaje que se especifican para dicho curso son los siguientes: - Diseñar, implementar y evaluar interfaces de manera eficaz. - Entender los conceptos de diferencias entre usuarios, experiencia de usuario y colaboración, así como el cómo diseñar teniendo en cuenta el contexto. - Entender los aspectos básicos de psicología cognitiva que aparecen en IPO. - Interactuar con el proceso de diseño de software para crear interfaces. - Entender el papel de la teoría y los frameworks de IPO. - Aplicar técnicas actuales de evaluación de interfaces. - Etc. Puede verse cómo aparecen varios conceptos ya manejados en las anteriores disciplinas, haciendo énfasis sobre todo en la adecuada gestión de los usuarios y en los dispositivos y la interacción con ellos. Pasamos ahora a la cuarta disciplina, la de Tecnologías de Información. El documento más actualizado de la misma data de 2008 [6]. Como se ha comentado ya, a priori es esta la disciplina en la cual la IPO tiene un mayor peso, algo que trataremos de comprobar a continuación. Para esta disciplina se definen en el currículum un total de 13 áreas de conocimiento, siendo Interacción Persona-Ordenador una de ellas. El número de horas que se estima deberían dedicarse a IPO está, eso sí, algo por debajo de la media del resto de áreas. El área se divide en las unidades de Factores Humanos, Aspectos de IPO en Dominios de Aplicación, Evaluación Centrada en la Persona, Desarrollo de Interfaces Eficaces, Accesibilidad, Tecnologías Emergentes y Computación Centrada en la Persona. De estas unidades, a la que se dedica más tiempo es a la de Factores Humanos, cuyos resultados de aprendizaje, a modo de ejemplo, son los siguientes: - Describir la relación entre principios cognitivos y su aplicación a interfaces y productos. - Explicar términos conceptuales para analizar la interacción humana con productos, como modelo conceptual o realimentación. - Analizar distintas poblaciones de usuarios en lo que se refiere a sus habilidades y características para utilizar productos software y hardware. - Explicar la importancia de las habilidades y características del usuario en la usabilidad de productos. Así pues, es cierto que la IPO tiene un peso importante dentro de esta disciplina, abarcando aspectos muy diversos (desarrollo de interfaces, tecnologías emergentes, etc.), y no focalizándose tanto en aspectos determinados del campo como podría ocurrir en las otras disciplinas. Finalizamos con la quinta y última disciplina, la de Ingeniería del Software, a partir de su documento de currículum de 2014 [7]. En este caso, el grupo de trabajo definió 10 áreas de conocimiento, y como diferencia con el resto de disciplinas, no existe un área específica de IPO. El campo de IPO aparece como una unidad dentro del área de Diseño de Software. Dentro de dicha unidad, se desarrollan los temas centrales de Principios generales de diseño de IPO, Uso de modos y navegación, Técnicas de 97 codificación y diseño visual, Tiempo de respuesta y realimentación, Modalidades de diseño, Localización e internacionalización y Métodos de diseño de IPO. Además de los temas adicionales (no fundamentales) de Modalidades de interfaces, Metáforas y modelos conceptuales y Psicología de IPO. Se trata, como puede verse, de un conjunto de temas que realmente van en una línea diferente a lo que se ha visto en las demás disciplinas, y parece más orientada al desarrollo de software, como parece lógico dado la disciplina de la que se trata. Para finalizar, puede concluirse que los currículos de ACM e IEEE, tomados como referencia en todo el mundo, reflejan la importancia del campo de IPO, y dan una orientación bastante precisa de qué aspectos deben considerarse a la hora de desarrollar un plan de estudios en este ámbito. 2.2. Marco europeo de competencias digitales El Marco europeo de competencias digitales (European e-Competence Framework) [8], desarrollado en el marco del CEN (Comité Europeo de Normalización) es un trabajo que pretende estandarizar un lenguaje común de competencias TIC que puedan ser aplicables en cualquier dominio. El marco se estructura en cuatro dimensiones que reflejan distintos niveles de requisitos de planificación de negocio y de recursos humanos además de guías de dominio del oficio. En la primera dimensión se definen cinco grandes áreas de competencias, definidas a partir de los procesos de negocio en TIC: Planificar, Construir, Ejecutar, Habilitar y Gestionar. En la segunda dimensión, para cada área se define un conjunto de competencias de referencia, haciendo un total de 36 competencias. La tercera dimensión especifica los niveles de adquisición de cada una de las competencias, y finalmente la cuarta relaciona una serie de ejemplos de habilidades relacionadas con las competencias en cuestión. En lo que se refiere a la IPO, no hay una competencia concreta que haga referencia a ella. Ahora bien, posteriormente se verá cómo a nivel europeo se ha tratado de relacionar este marco con el cuerpo de conocimiento definido en el ámbito de los trabajos de la Unión Europea. 2.3. The European Foundational ICT Body of Knowledge A nivel europeo, el trabajo más relevante en cuanto a definición de currículos y cuerpos de conocimiento en TIC es el European Foundational ICT Body of Knowledge [9]. Se trata de un trabajo reciente, de 2015, que define 12 áreas de conocimiento en TIC: Estrategia y gobierno de TIC, Negocio y mercado de TIC, Gestión de proyectos, Gestión de seguridad, Gestión de calidad, Arquitectura, Gestión de datos e información, Integración de redes y sistemas, Diseño y desarrollo de software, Interacción Persona-Ordenador, Pruebas y Gestión de operaciones y servicios. Para cada una de estas áreas, el documento la define, indica los ítems requeridos como conocimiento fundamental, hace referencia al Marco europeo de competencias [8], lista perfiles de trabajo asociados y da ejemplos de cuerpos de conocimiento y programas de formación relacionados. Así pues, la IPO aparece como una de esas áreas que el documento recoge. Como conocimiento fundamental del área, se incluyen los ítems de Modelos y teorías de IPO, Fundamentos de diseño de interacción, IPO en el proceso software, Modelado de interacción rica, Groupware, computación ubicua y realidad aumentada e Hipertexto, multimedia y la WWW. En lo que se refiere a las competencias, y haciendo corresponder estos conceptos con el Marco europeo de competencias del que se habló con anterioridad, las relevantes para IPO son las de Diseño de arquitectura, Diseño de aplicaciones, Innovación, Desarrollo de aplicaciones, Integración de componentes e Identificación de necesidades. Las tres primeras pertenecen al área de Planificar, las dos siguientes a la de Construir y la última a la de Habilitar. Finalmente, cabe mencionar también que los ejemplos de perfiles de trabajo que se incluyen son los de arquitecto de sistemas, desarrollador, especialista en medios digitales, especialista en pruebas y especialista en redes. De esta manera, el valor de este trabajo es que no solo es un cuerpo de conocimiento con especificación de áreas, unidades y contenidos, sino que al hacer el cruce entre todo ello y las competencias digitales establecidas se permite comprobar de una manera más eficiente si realmente se están adquiriendo dichas competencias y en qué grado. 2.3. CBOK (Canadá) Otra de las fuentes que se va a analizar es la “Guide to the Common Body of Knowledge for Computing and IT” [10] elaborada por la Canada’s Association of Information Technology Professionals, una asociación de profesionales de las TIC de Canadá. En dicho documento se trata de recopilar el conocimiento que un profesional de las TIC debe poseer. Este cuerpo de conocimiento está dividido en ocho áreas, y dentro de cada una se definen varios ítems. Además, para cada uno de ellos, se especifica el nivel que se espera debe ser adquirido por un profesional del área, entre vocabulario (el más bajo), comprensión y aplicación (el más alto). Las ocho áreas que define este documento son: (A) Profesionalidad y ética en computación y TIC, (B) Ley y regulaciones referentes a la computación y TIC, (C) Fundamentos matemáticos para computación y TIC, (D) Conocimiento técnico para computación y TIC, (E) Aspectos de calidad para computación y TIC, (F) Conocimiento del proceso para computación y TIC, (G) Conocimiento del negocio para computación y TIC, y (H) Habilidades blandas. Si intentamos analizar en qué competencias de las definidas en el CBOK se trata el campo de la Interacción Persona-Ordenador, podríamos mencionar dos de ellas. La primera es la identificada con el código D2, denominada Uso de ordenadores y sistemas TIC. Su definición hace referencia al uso de herramientas de línea de comandos o con interfaz gráfica con diferentes sistemas operativos, es decir, al uso de cualquier herramienta informática. Esta competencia se exige al nivel de aplicación, es decir, al nivel más alto de exigencia. Esta competencia, lógicamente, podría aplicarse a cualquier perfil del ámbito de la informática. No ocurre así con la E3, denominada Calidad de los factores humanos, que sí es más específica del ámbito de la Interacción Persona-Ordenador. Su definición menciona el diseño de interfaces de usuario, la usabilidad, la ergonomía, la accesibilidad y los métodos de evaluación, entre otros aspectos. Es por lo tanto la competencia que mejor casa con el ámbito de IPO. Su nivel exigido es el de comprensión, con lo cual no se exige total dominio de la misma a los profesionales TIC. Ahora bien, el 98 documento también especifica el nivel de exigencia que debería tenerse para cada competencia en los currículos de tres ámbitos de grados TIC, como son el de Ciencias de la Computación, el de Ingeniería del Software y el de Sistemas de Información o Tecnologías de Información. En el caso de esta competencia, el documento indica que para los dos últimos casos se espera un nivel de aplicación, con lo cual la competencia realmente parece que se espera tenga un peso importante en las titulaciones TIC. 3. Conclusiones del estudio y trabajo futuro A partir del estudio de las fuentes antes mencionadas, se ha elegido un conjunto de resultados de aprendizaje que entendemos es significativo y cubre los aspectos fundamentales que las distintas fuentes estudiadas tratan. Es el siguiente: - Conocer y relacionar los factores humanos relacionados con las interfaces de los Sistemas Interactivos. - Comprender y aplicar las técnicas de análisis, diseño, desarrollo, implementación y evaluación de interfaces de usuario. - Comprender y aplicar los modelos, técnicas y metodologías de interacción hombre-máquina. - Comprender, analizar, aplicar y evaluar los modelos y técnicas de ergonomía y usabilidad. - Conocer los conceptos de accesibilidad y ser capaz de desarrollar interfaces de usuario que cumplan con los requisitos de accesibilidad necesarios. - Conocer las distintas técnicas de visualización y ser capaz de aplicar la técnica adecuada en cada interfaz de usuario. - Ser capaz de llevar a cabo la gestión y dirección de proyectos del ámbito del diseño de interfaces. - Conocer las particularidades de las interfaces de usuario en entornos móviles y ser capaz de aplicarlas a casos reales. - Conocer el concepto de diseño centrado en el usuario y aplicarlo para el desarrollo, evaluación y gestión de aplicaciones. - Conocer los diferentes paradigmas de interacción emergentes y ser capaz de aplicarlos al seleccionar la interfaz más adecuada para un problema y dominio específico. Mediante estos resultados de aprendizaje, entendemos que se cubren las competencias necesarias en el ámbito de IPO, con lo cual dicho conjunto de resultados de aprendizaje podría utilizarse como referencia a la hora de analizar si los alumnos de las asignaturas de IPO en un plan de estudios universitario están adquiriendo las competencias requeridas o no. Así, como siguiente trabajo estamos realizando un estudio a partir de dichas competencias para comprobar si realmente los alumnos las adquieren, en qué asignatura lo hacen y en qué grado lo consiguen. 4. Referencias [1] Ministerio de Industria, Energía y Turismo, “Libro blanco para el diseño de las titulaciones universitarias en el marco de la economía digital”, 2015. [2] The Joint Task Force on Computing Curricula, “Computing Curricula 2005: The Overview Report”, ACM-IEEE, 2005. [3] The Joint Task Force on Computing Curricula, “Computer Engineering Curricula 2016”, ACM-IEEE, 2016. [4] The Joint Task Force on Computing Curricula, “Computer Science Curricula 2013”, ACM-IEEE, 2013. [5] Joint IS 2010 Curriculum Task Force, “IS 2010 – Curriculum Guidelines for Undergraduate Degree Programs in Information Systems”, ACM-AIS, 2010. [6] IT Curriculum Committee, “Information Technology 2008 – Curriculum Guidelines for Undergraduate Degree Programs in Information Technology”, ACM-IEEE, 2008. [7] The Joint Task Force on Computing Curricula, “Software Engineering 2014”, ACM-IEEE, 2014. [8] CEN/TC 428 - Digital competences and ICT Professionalism. www.ecompetences.eu/cen-tc-428/ [9] Comisión Europea, “The European Foundational ICT Body of Knowledge”, 2015. [10] Canada’s Association of Information Technology Professionals, “A guide to the common body of knowledge for computing and IT”, The Canadian Information Processing Society, 2012. 99 How to cultivate college students’ Positive Thinking through the Life Education course? S. H. Chang (1), J. L. Lin (2), D. M. Lin (3) (1) Department of Industrial Education & Technology, National Changhua University of Education, No.1, Jin-De Road, Changhua City 886+47232105; shc@cc.ncue.edu.tw (2) Department of Physics, National Changhua University of Education, No.1, Jin-De Road, Changhua City (3) Department of Industrial Education & Technology, National Changhua University of Education, No.1, Jin-De Road, Changhua City 1. Introduction –Education is the pivot of human beings’ rise and fall. Instruction is the transmission between minds. Subject of education is human. Core significance of knowledge is to trigger students’ original inner learning action. Content of life education aims to instruct students the concepts to cherish life and respect others in order to reinforce their positive thinking behavior. Pekrun, Goetz, Titz, and Perry [1] argued that in the relationship between academic emotion and learning, when individuals’ academic emotion is “positive-activating emotion”, it strengthens learners’ learning. The period of university is the most appropriate stage to explore oneself and seek for self-realization and life significance [2]. Currently, most of research on life education relies on questionnaires or evaluations as the criteria of assessment on course outcome. However, there are limitations. Learning journal, in practice, has become a kind of “qualitative” analytical tool of learning outcome evaluation for educational units or teachers. Nowadays, the society changes rapidly. Since surrounding of life and the environment cannot satisfy individuals’ needs, how to cope with things and future by positive thinking is one of the critical issues in the 21st century. Lightsey [3] demonstrated that positive thinking can predict human beings’ delightful emotion. Positive psychology allows students to recognize the meanings from positive events in life experiences and they thus develop positive thinking in negative events, discover positive significance, cultivate active values and pursue life meaningfulness [4]. Life education is the process to influence life by life and the key is to concern about oneself and others, trigger broadness and wisdom of life and develop value of life by positive energy to accomplish the living goals. Learning journal is learners’ reflection and evaluation on their own learning process. To some degree, it reveals their real learning situation and it can be applied to evaluation on courses. Dewey [5] stated that reflection is the active and constant behavior of in-depth thinking on causal relation of events. The thinking tends to be the solution to problems. Carroll [6] also stated that reflective journal allowed students to assess personal learning, including knowledge, concepts and theories acquired from courses and past and present experiences and thinking. Learning reflective journal can be the communication between students and teachers, reinforce independent learning and lead to meaningful learning experience. Thus, reflective journal strengthens students’ active and continuous metacognition and allows them to construct knowledge, develop personal reflection and evaluation and it can enhance competence to positively solve the problems. With development of information technology, mining technique to extract commercial knowledge from daily transaction data has been widely applied by enterprises. The said technique is classified into data mining (DM) and text mining (TM). Application of text mining emphasizes vocabulary frequency and number of pieces with words. It is employed to large-scale document database and mainly applied to information searching, message screening, event correlation, trend prediction, crime analysis, case tracing, knowledge extraction, knowledge management, assistance of decision-making, etc. Sullivan [7] defined text mining as the measure to extract the characteristics and correlation from great amount of documents to provide specific users with special information. Hence, after school every week, this study invited students to write learning reflective journal in order to recognize students’ learning situations of the courses and reinforce their positive thinking. In addition, by “text mining”, this study analyzed students’ change of positive thinking in weekly reflective journal to absorb their change of learning on life education after studying the course and they thus have competence of positive thinking and are able to acquire positive thinking and concern about life. 2. Experimental - This study applied text mining to university students’ journals before and after life education course and it adopted quasi-experiment to analyze positive thinking change in reflective journals. Research structure of university students’ change of positive thinking is shown in Image 1. 100 Life Course Reflective journal Chinese words S i Emotional Database NTUSD Caculate emotional words Image 1. Example of an image inserted on the text Instructional experiment This study aimed to analyze positive thinking change in students’ weekly reflective journals in the whole semester by text mining. The subjects were 35 students from 7 colleges in elective course “introduction of life education” in general education center of one normal university in central Taiwan. The course was student learning based and it fully respected students’ active participation in discussion, presentation, reflection and practice. Instructional strategy of the course was based on interaction and sharing of group discussion, video watching, performance on stage, reports, vegetable cultivation, harvest, practice of kindness and reflective presentation of good deeds. It combined multiple evaluations of weekly reflection on distant learning website, group report and final process files. The teachers conducted mental interaction and sharing with students through personal practice and experience to touch the students and lead to their active participation, reflection and review to fully recognize the content of the course and practice in daily lives. Chinese word segmenting and sentiment dictionary Tsai [8] developed mmseg4j and segmented the words after comparing the dictionaries. The algorithm includes Simple and Complex analysis. Precision rate of Simple model is 95%, whereas that of Complex model is 98%. In addition, mmseg4j dictionary allows users to expand the professional vocabulary of special fields. Hence, word segmenting system of this study is written by java program and words are segmented by mmseg4j. Ku and Chen [9] constructed National Taiwan University Sentiment Dictionary (NTUSD) and the Sentiment Dictionary, by binary division, classifies emotional words in positive or negative Chinese vocabulary database. It includes 2,810 positive attribute words and 8,276 negative ones. Thus, this study adopted NTUSD [9] as reference to compare students’ positive thinking expression in reflective journals. 3. Results and Discussion - First, the following are the examples of positive thinking change in reflective journals of students in life education course. Among others, reflective journal of the sixth week of student No.1 is below (paragraph retrieved): In this week, I did not go to the school due to the cold. I felt that I was really lucky. Every day, my family asked me if I felt better or if I drank enough water by sending me the messages of line. I realized that my family was my authentic shelter. The classmates’ continuous concern became the key of my recovery. I had nothing to say but being grateful. (由於本周感冒所以沒去上課。這週對我來說讓我深深覺得我是個很幸福的人。每天家人人皆會傳line問我身體有沒有好點，有沒有多喝水等讓我著實感覺到家真的是我們最大的依靠。同學們源源不決的關心也成為我康復最大的強心劑。我想除了感謝，還是感謝。) By text mining proposed by this study, the researcher segmented words in this reflective journal and compared them with NTUSD. There are 5 sentiment words of positive thinking as follows: lucky, concern, become, grateful and grateful. In reflective journal of this week, the student described the physical state and care from family and classmates. However, in the sixteenth week of the course, the student has made significant progress in reflective journal, as shown below (paragraph retrieved) : I called this week the week of gratitude! The wishing activity of our group was Free Hug in NCUE! At the beginning, we did not think of free hug. Originally, we have decided to offer everyone a card of gratitude at the gate of the school in the week of Christmas. In chill winter, we could have felt warm of the holiday. Later, the leader suggested that since we thought of warmness, why not give everyone a hug?.....Fortunately, I give the first hug of Christmas in our group! In this activity, the most significant acquisition is that even though we did not know each other, we could become closer by hugs. The feeling was nice. Thus, for family or friends, whenever we are happy or sad, don’t forget to give them a warm hug at the right time. I think that must be more efficient than words . 101 (我把這週稱作是行動感恩週!我們這組的發願活動是Free Hug in NCUE!起初並沒有想到要free hug。一開始只是想說要在聖誕節那週，到校門口給每個人一張感恩小卡，在寒冬中，也能感受到節慶的溫暖。後來，組長提議說，既然要給溫暖，那何不給大家一個擁抱?.....很幸運的，我成為我們那組的聖誕第一抱!這次的活動，我想最大的收穫即是，就是算彼此間不熟悉，我們也能透過擁抱拉近彼此的距離，那樣的感覺真的很好。所以，不管是家人和朋友，不管是開心或是悲傷的時候，別忘了適時給他們一個溫暖的擁抱，我想那一定勝過千言萬語。) In reflective journal of this week, there were 13 positive sentiment words as follows: gratitude, gratitude, warm, warmness, fortunately, become, many, acquisition, nice, happy, at the right time, warm and more. In reflective journal of this week, the student described the process how they accomplished the wishing activity and what they have acquired. The words were filled with positive thinking vocabulary. This study calculated positive emotion words of reflective journals of 35 students in life education course. Table I shows the change of means of sentiment vocabulary of positive thinking regarding these 35 students in the first and late nine weeks of the semester. According to outcome of t test, after receiving life education course, the students’ positive thinking was significantly reinforced in statistical test. Table I. t test of Students’ emotional change 4. Conclusions - This study explores the change of positive thinking in students’ The first 9 weeks 167.40 35 reflective journals by 89.92 -4.66 .00 text mining. The The rest 9 weeks 243.57 35 research purpose differed from traditional research of life education which mainly analyzed learning outcome by interview and questionnaire. According to research findings, in analysis of emotional change of positive thinking in students’ reflective journals by text mining, upon positive emotion test of reflective journals in the first and late nine weeks, students’ positive thinking emotion is significantly strengthened. The significance of life education is to allow students to more profoundly recognize essence of education and life in order to obtain the competence of positive thinking, learn positive thinking and care about life. By analytical technique of text mining, this study allows the teachers to more easily control students’ learning situations and growth. However, this study still has the limitation. Future research can attempt different measures in Chinese word segmenting. Are sentiment words of positive thinking different from general ones? Future researchers can also consider integrating positive and negative vocabulary to further explore students’ learning obstacles. Number of students Mean Standard deviation t value p value 5. References [1] R. Pekrun, T. Goetz, W. Titz, & R.P. Perry, Academic emotions in student’s self-regulated learning and achievement: A program of qualitative and quantitative research, Edu. Psy. 37(2), (2002) p. 91-105. [2] H.H. Wang, Learning to be a "Person" and a "Teacher" by Asking the Three Fundamental Questions about Life: The Planning and Implementation of Life Education Curriculum for Pre-service Teacher Education, J. Life Edu. 5(2), (2013) p. 67-101. [3] O.R. Lightsey, Thinking positive as a stress-buffer: The role of positive automatic cognitions in depression and happiness, J. Couns. Psychol.41, (1994) p. 325-334. [4] S.C. Kuo, The meaning of positive psychology and it’s application in learning, MingChuan Edu. Electron. J. 2, (2010), p. 56-72. [5] J. Dewey, “How we think: A restatement of the relation of reflective thinking to the education process”, D. C. Heath, M. Chicago, 1933. [6] D.W. Carroll, “Psychology of Language”, Fore Language Teaching and Research Press, Beijing, 1999. [7] D. Sullivan, “Document Warehousing and Text Mining”, Wiley Computer Publishing, Canada, 2001. [8] C.H. Tsai, MMSEG: A word identification system for Mandarin Chinese text based on two variants of the maximum matching algorithm. (technology.chtsai.org/mmseg/, accessed 20 January 2017), 1996. [9] L.W. Ku, H.H. Chen, Mining opinions from the web: beyond relevance retrieval, J. of Am. Soc. Inf. Sci. Tech., 58(12), (2007), p.1838-1850. 102 Mission of new education in the modern world N. Zakharov (1), M. Perfiljeva (2), D. Zakharov (3), V. Sigov (4) (1) Saint-Petersburg State University of Economics , 191023, Russia, Saint-Petersburg, 21, Sadovaya str., +79119605850, znl29@mail.ru (2) Saint-Petersburg University of the Humanities and Social Sciences, 192238, Russia, Saint-Petersburg, 15, Fuchika str., +79626880695, pmb05@list.ru , (3) PF Lesgaft`s National State University of Physical Culture. Sports and Heals, Saint-Petersburg. Saint-Petersburg, 190121, Russia, Saint-Petersburg, 35, Dekabristov str., +79626880693, zdn89@yandex.ru (4) Saint-Petersburg State University of Economics , 191023, Russia, Saint-Petersburg, 21, Sadovaya str., +79217402680, dekanat205@mail.ru 1. Introduction The modern world is the product of the Industrial Revolution of past centuries. As a result, malnutrition, unsanitary conditions, everyday inconveniences have disappeared in the industrial countries as a whole, labor has become much easier and safer, the standard of living has grown, and the living conditions of individuals have become substantially more humane. The industrial revolution has changed not only the conditions of human life. It changed the individual himself. This is due to the fact that the productive work of the Industrial are came to replace the regular work of the Agrarian or Traditional era. It demanded a change in attitude towards work. In a pre-industrial society, a person perceived labor as punishment and he did not have to demand remuneration for work. This was supported by educative and educational systems based on religious concepts of labor ethics, determined by the institution of the church. Everywhere, in different countries, the key principles of the ethics of work were approximately the same. For example, in China, where there were different forms of religious outlook, it was common that labor was understood as a heavy burden that a person must bear, making his own way of life. In India Hinduism and Buddhism offered a reward for conscientious work in the best rebirth in a future life. In the Near and Middle East, North Africa, Europe, where Judaism, Christianity, and Islam prevailed, labor was understood as punishment and atonement for original sin. And as a reward there was eternal bliss, as punishment there was eternal torment. The key principle of the relationship of man to work in Traditional society was the acceptance by man of the priority of duty over personal desire (I must over I want), altruism over selfishness, public over personal. The New Industrial Society, which is replacing the Traditional Industrial Society, required not measured, but productive work. And such work is not possible without personal interest. The personal interest of the employee in the labor result was necessary. The more a worker produced, the more his earnings were. At the same time, productivity and successful earnings depend on the employee's rational attitude toward work. And rationalism as the prevailing form of social thinking could be formed only on condition of the creation of a unified system of primary education. By the beginning of the twentieth century, in all industrialized countries such a system of universal primary education has evolved, i.e. a new social institution has emerged that influences the attitude of man to work. Productive work and rationalism demanded a change in ethical concepts, which were determined by the institutions of the church at the beginning of the Industrial Age. In the 16th-17th centuries, together with the beginning of the Industrial Age, new churches arose: in Europe, Protestantism, in Russia - Old Believers. These new churches have become key institutions of the Industrial Society. They formulated new moral postulates. One of them – work is not a punishment for original sin, but on the contrary, is the means given by the Lord to reveal the main gift of God – the abilities of a person. Only in labor can a man reveal his abilities, only in labor can a man realize himself, i.e. fulfill his main destiny prepared by the Lord. Another postulate – wealth accumulated by labor is not sin. And earnings are an indicator of a person’s social significance, i.e. labor wealth, as a whole, is an indicator of the realization of the divine destiny of the individual. Another important postulate based on the idea of reputation is loyalty to this word. That is, the commitments made to the counterparty are above personal interest, even above life. At the beginning of the Industrial Age, it is the new church that establishes a new labor morale and, under its auspices, creates an institution of primary education. The key principle of man's relationship to work at the beginning of the Industrial age was the contradictory unity of duty and personal desire (I must and I want), rational and attractive, altruism and selfishness, social and personal. This unity was provided by the new church institution. 103 Meanwhile, rational public consciousness supplanted the religious consciousness, and by the beginning of the 20th century the role of any church practically came to naught. And then, not constrained by the constraint due, the main priority of economic life has become a personal interest. From this time the institution of law, but not the church or any other institutions of morality, regulated the behavior of a person, his personal desires. And the key principle became the following: everything that is not forbidden is possible. It is noteworthy that morality replaces law. Therefore, morality is no longer needed. 2. Experimental This is where the serious problem of European society arises. – Personal interest has become an alternative to altruism and debt. In the twentieth century, European society experienced a number of serious shocks. These shocks have served as an incentive for the formation of modern European morality. Modern European morality, or the system of European values, is an attempt to combine personal interest with the public. The main thing in it is human rights, personal freedom. The public is subordinated to the personal and manifested in the formula: the rights and freedom of the individual are limited only by the rights and freedom of another person. This system of values has become the source of two variants of human behavior. The first, in case of violation of your rights by another person, you must retreat so as not to violate the rights of this person. The second way of behavior pushes the person to reject the system of European values and to defend himself. It is the second way that becomes the source of the heroic and selfless behavior of individuals, but also the condition for the emergence of new totalitarian forms in the modern world: neo-fascism, fundamentalism, and so on. The clash of European values and new totalitarian ideas is reminiscent of the "future society" of G. Wells from his "Time Machine". The carriers of European values are very reminiscent of "eloi", and opposed to them – "morlocks." The new information revolution complicates the situation. It changes the world even more than the Industrial one. First, the power of the impact of the word, the information emanating from an individual has multiplied many times. Secondly, in the world of work, the Information Revolution requires an employee to have a predominance of quality over labor productivity [3]. And this implies constant training and high personal responsibility of the person also for the gained knowledge and the scientific discoveries that he has made. All this creates problems. One of them – the desire of man for knowledge, the desire to realize the products of labor created with the help of acquired knowledge, the desire to receive a worthy reward for intellectual work – can be based only on personal interest. While the product itself is a quality product for which the producer is responsible to its purchasers. The creator's personal desire here is at variance with his duty towards the acquirers. A new system of morality should become an adequate regulator of such a contradiction. Since, apparently, the "system of European values" can not resolve these contradictions. The situation is aggravated by the fact that the system of European values, is largely a "cabinet" invention, divorced from real life, and was accepted by the people of Europe, tired of the upheavals of the twentieth century, as a hope for salvation from shocks in the future. It is necessary to pay attention to the fact that effective moral systems were accepted by people not from cabinet rational scientists, but from sincere believers in what they say, charismatic prophets. The people who were inspired by them were ready to behave self-sacrificially, defending the moral norms they had adopted. As soon as the norms were disseminated and accepted by society, an institution of the church appeared immediately, which ensured the existence of a moral system. In general, we note that it is necessary to create an adequate moral system – firstly, an objective need. For today, it is the need to move in the Information Society from the principle of productivity of labor to the principle of quality labor. Another important factor in the modern world is the technology of the influence of information, the influence of the word on people's behavior, which requires adequate ways of regulating this phenomenon. Secondly, it is the charismatic bearers of morality. Thirdly, it is a social institution with means of influencing people's behavior. A social institution that is able to assume the function of the main regulator of the morals of the Information Society exists today and has sufficient authority for the realization of the function of maintaining the moral system. This institute began to form in late Antiquity, when humanity made its first unsuccessful attempt to move into the Industrial age. But it slipped into the barbarous Middle Ages. Later, he clearly manifested himself in the late Middle Ages, when humanity again approached the threshold of the Industrial Society. Already in the Industrial Society it has become one of its important elements. And it became the key pillar of the modern world-the Institute of Vocational Education at the end of the Industrial Age. The Institute of Vocational Education plays another important role. It is this institute, being the focus of the faculty, generates and concentrates in itself those individuals whom we can characterize as charismatic bearers of morality, in this case – teachers. Up to the present time, the Institute of Vocational Education has been fulfilling the securing function of the technocratic world – teaching knowledge, preparing specialists. But the way the professionals will dispose of this knowledge – was beyond the sphere of social responsibility of the Institute of Vocational Education. 104 Today, when the information flow has accelerated and grown in volume the social communication has expanded and intensified [4]. Precisely the faculty is responsible for not only in how successfully the students will learn knowledge, but how, from a moral point of view, they will learn this knowledge and use it responsibly. That is why, the professor should be not only a teacher (a transmitter of knowledge), but also a tutor, in fact, a "charismatic prophet," which forms students a sense of personal responsibility to society for the use and creation of an intellectual product. 3. Results and Discussion The success of the morale of the Information Society is possible. First, its core can be the idea of personal responsibility of a person to other people for information. Secondly, it can be the social encouragement of readiness by a separate individual to protect the sphere of his responsibility. At present, there are social prerequisites. Such a prerequisite is, firstly, the existing system of professional education as a condition for the existence of the Information Society. The system of vocational education is that social institution that can support the system of morality. Secondly, it is the teaching faculty, in which the self-sacrificing charismatic bearers of morals are being formed at present. What does prevent the new system of morality? The predominant moral paradigm: personal gain. It is this paradigm that opposes the idea of personal responsibility. For example, it is impossible to teach students an advertising course and to form at them an idea of personal responsibility for information. As you know, advertising is the art of convincing a buyer to buy a certain product, which may be not necessary for him. This also applies to the discipline of "news journalism", which teaches sensational technology. And also marketing, and public relations and a number of others, containing the technology of mind manipulation. In addition to obstacles, there is a very serious threat. A similar threat was realized more than 1,500 years ago, when the Ancient World technically approached the transition to the Industrial Society, but could not create an adequate moral system. The technical and economic progress of Antiquity liberated the destructive barbarian energy that swept both the great Rome and the great Han, plunging humanity into the dark Middle Ages. Today, humanity has come very close to the Information Age. And just like the one and a half thousand years ago, technical and economic progress, unrestricted by an adequate moral system, gave birth to modern barbarism – terrorism. So it lies on the teachers' colleagues – the responsibility of what awaits our children – a comfortable world or gloomy Middle Ages. 4. Conclusions The prerequisites for the morale system of modern society are ready. Now it is necessary for the teaching community to realize its mission. 5. References [1] Gofen, Anat & Blomqvist, Paula (2014) Parental entrepreneurship in public education: a social force or a policy problem? Journal of Education Policy 29 (4), P. 546-569 [2] Marina Chernoskutova, Natalia Menshenina (2016). GR-technologies as an instrument for the development of the system of supplementary education for children. International Days of Statistics and Economics, Prague , P. 653-662 [3] Mariia Sigova, Inna Kruglova (2016). International standards in vocational education and training for financial services sector to ensure sustainable development and environmental safety/ MATEC Web of Conferences 15. Сер. "15th International Conference "Topical Problems of Architecture, Civil Engineering, Energy Efficiency and Ecology - 2016", TPACEE 2016" 2016. [4] Mariia Sigova (2015). Forming of communication and transfer technologies for criteria development of quality evaluation in educational sphere. Proceedings of the International banking Institute. №11. – P. 7-15 Scientific CV (optional) Nickolay Zakharov, Full-time professor, doctor of sociology sciences. Professor of chair Personnel management Saint-Petersburg State University of Economics. Marina Perfiljeva, Doctor of sociology sciences. professor of chair Conflictology Saint-Petersburg University of the Humanities and Social Sciences. Dmitriy Zakharov, Postgraduate of chair Social and human sciences PF Lesgaft`s National State University of Physical Culture. Sports and Heals, Saint-Petersburg. 105 Vicktor Sigov, Full-time professor, doctor of sociology sciences. Head of the chair of Labor Economics Saint -Petersburg State University of Economics. Topics of scientific research: 1. The problem of corruption in education 2. HR-management 106 Utilization Of Instruction Materials As Tools For Effective Academic Performance Of Students: Implications For Counselling. Dr. (Mrs.) Bukoye, Roseline Olufunke. Dr. (Mrs.) Bukoye, Roseline. Ibrahim Badamasi Babangida University, Department of Counselling Psychology, P.M.B. 11, Lapai, Niger State, Nigeria. 08068725054 and 08053535901 doctorbukoye@gmail.com Introduction Introductions In the modern world today, functional education provides the basic instrument for gainful employment, personality progress, economic prosperity, and development moral built up, and positive interactional relationships; while lack of its signifies ignorance, underdevelopment, maladjustment, crime, poverty, frustration, among others may be unavoidable without functional education no innovative production in modern fields such as science and technology, among others (Idris, 2008). Education is the focal point to a country genuine growth and development for every Nigerian child in whatever moral, mental, emotional, psychological and condition of health, There came the introduction of Universal Basic Education (UBE) by the formal president, Olusegun Obasanjo as adopted System of Education. Universal Basic Education (U.B.E) Programme was launched in September 1999 by the Federal Government of Nigeria, Mainly to provide education for all. Basic education according to James (2009) is the foundation for sustainable lifelong learning. It provides reading, writing and nursery skills, in the Nigeria context, Basic education includes primary, secondary, education for exceptionality, the disadvantaged and for normalizes as well as adult literacy (FRC, 1999). Not only that, the quality of any education system depends very much on the competence, commitment, dedication and motivation of the teachers. It also depends on relevance and quality instructional materials. Education is the tool for quality manpower development and revenue for skills acquisition. However, there could not be the required manpower without academically qualified teachers; and there may not be effective teaching activities without instruction materials up in place. The low quality of education system has its root in the nonavailability of quality and relevant instructional materials of which its non-availability and improper utilization could lead to poor quality education and inadequate performance of teacher in classroom activities. According to Peddy (2010) education is based on the rationale of globalization which is to enhance global productivity and development through the use of appropriate teaching facilities to facilitate the enhancement of teaching-learning objectives. The national policy on education (2008) emphasized that the application of instructional materials in teaching. Learning activities is more knowledge of facts. The teachers, who are to implement the (U.B.E) curriculum, are also expected to use a wide range and quality instructional materials for effective and efficient teaching and learning classroom activities. This ensures that, all the learners have equal opportunities to use their individuals’ talents appropriately and to the fullest. What then is an Instructional Material? Instructional materials are essential tools in learning every subject in the school curriculum. They allow the students to interact with words, symbols and ideas in ways that develop their abilities in reading, listening, solving, viewing, thinking, speaking, writing, using media and technology. 107 According to Faize and Dahan (2011) instructional materials are print and non-print items that are designed to impact information to students in the educational process. Instructional materials include items such as prints, textbooks, magazines, newspapers, slides, pictures, workbooks, electronic media, among others. Instructional materials play a very important role in the teaching-learning process the availabilities of textbook, appropriate chalkboard, Mathematics kits, Science kit, teaching guide, science guide, audio-visual aids, overhead projector, among others are the important instructional materials (Yusuf,2005), However many facilities are missing in approximately almost all secondary schools in the state. According to Raw (2010) the first instructional material is the textbook. Various definitions to textbook emphasize the role of textbook as tool for learning. Textbook is the nucleus to all the learning activities related to a particular curriculum. Textbook plays a vital role in imparting knowledge to the students in the third world countries. From Yusuf (2005) further said that, the next instructional materials are the chalkboard. The chalkboard is the teaching aids that teachers frequently used; particularly during the lectures and discussions. There are different kinds such as, blackboard, maker board, write board, felt board and magic board. The teachers use it in classrooms to write the important words, statement, to draw diagrams, figures and maps. Other prominent instructional material include; mathematics kits. This is usually study kit; it is a box containing a variety of visual aids artistically assembles a displayed pertaining to a single topic (Nichollos, 2000). There are also science kits. Science kit is a study kit for science subjects such as; physics, chemistry, and biology. It includes all the necessary aids useful for the teaching of science subjects like charts, maps, and apparatus, among others. According to Raw (2003), teaching guide as an aid or material is a booklet provided to teachers. It provides guidance to teachers about the matters regarding teaching learning process completely. Raw (2003) also said that Audio-visual aids are the teaching aids use on the teaching learning process. It assists in the teaching-learning process. The use of audio visual aids can be used to encourage teaching and learning activities. It can also help reduce the rate of forgetting .example of this include maps, graph, diagrams. Computer is also be used as an instructional materials and it serves as tool for learning. Faize and Dahan (2011) mentioned map and chart are generally used during lecture and discussions about the relationships of things; like colour clothes among others. Another is the overhead projector. It is a device that projects the small transparencies into large view on the board. Through overhead projector, the students are able to read, look, react and understand the text, graph, picture or anything written or drawn on the transparencies. According to Usman (2011) overhead projectors are becoming common and popular, and are widely used in normal teaching-learning process for example in seminars, workshops, among others. The lists of instructional materials are inexhaustible in line with the teacher’s level of creativity and resourcefulness. Instructional materials play a very important role in the teaching-learning process which include; i. Enhancement of the memory level of the students. ii. To facilitate the teaching-learning process. iii. For the improvement of student rate of accumulation. iv. Serve as tools used by the teachers to correct wrong impression and illustration things that, learners cannot forget easily. v. Assist in giving sense of reality to the body of knowledge under discussions. vi. It gives lessons a personal look and encourages teacher’s creativity. vii. Permit the students and teachers to experience in concrete terms the learning activities that can promote the idea of self-evaluation. viii. It brings about close relationship between the teacher, student and the community as it makes more relevant to true life situation. ix. Facilitate the accomplishment of educational objective. x. Provide a concrete basis for conceptual thinking and reduce meaningful world responses of students making learning more real and permanent. The principle for selecting 108 Instructional materials: According to Ololobou Jacob and Ndazhaga (1999), some of the things the teachers must consider before selecting instructional materials include; • Consideration for the age and abilities of the learner: It is very important for the teacher to put into consideration the age and abilities of his students. If the instructional materials chosen and used are above, it can inhibit learning rather than promoting effective learning. • Instructional materials must be related to the lesson objectives: any instructional material that is not geared towards helping in the achievement of the lesson objectives is not worthy to be used in the lesson. • Currency of information: any instructional materials that is worthy of use in the classroom must contain current information. However, there are some teachers who either due to laziness or ignorance, bring into classroom materials that contains out-dated information, which Can lead to confusion in students. • They should be bold and attractive: it is necessary that any instructional materials to be used by the teacher must be designed in such a way that it is clear to all members of the class to see and read from any distance in the classroom. • The materials used should be harmless: the teachers are encourage to always us instructional materials that are not harmful materials like, snake and scorpion, whether dead or alive, should be avoided because, such can scare the students and some of them may ran out of the class. • The materials should be in good condition: this principle refers mostly to electrical gadgets that the teachers use from time to time. Such as Radio, television, video and projectors must be pretested by the teacher before the lesson. • The instructional materials used should be cheeped relevant: material used for teaching must be found within the community and less costly. Sources of instructional materials according to Onasanya and Omosewo (2011) include improvisation, borrowing ready-made source, and free source, from the community, among others. Statement of the problem: Almost 60% of Nigeria school classroom are overcrowded and 55% of children learn little from teacher due to non-availability of instructional materials. The few schools (35%) with instructional are noticed to be irrelevant and out dated (Alege, 1995). According to Joseph (2001) 52% of schools in most state have classrooms with not enough space for displaying instructional material even where they are over able. In Nigeria, like most developing nations have school with lack of essential materials, facilities and equipment’s, which hinder the smooth and efficient delivery of instruction. This made the teachers and students always find it difficult to appreciate the teaching and learning encounter (Adeyinka, 2002). According to Alege (1995) over 70% of most schools today do not have adequate funds to purchase teaching facilities that enhance teaching learning objectives. Purpose of the study The purpose of this study was to find out the utilization of instructional materials as tools for effective academic performance of students. To find out the level of influence of some variables on the research title. Research questions. 1. Of what use are instructional materials in students academic performance? 2. Are there adequate instructional materials availability in secondary school for teachers utilization. 3. Do the teachers utilize the available between the students in government? Research hypothesis: 1. There is no significant difference between the students in government owned schools and those in private owned schools towards the available of instructional materials in their schools. 2. There is no significant difference between the responses of students in government owned schools and those in private owned schools towards the utilization of instructional materials in their schools. Experimental – Research methodology. Survey research design was consider for this study. 109 A total one hundred (100) students participated in the study, however, 100 students’ questionnaire were used for data collection, one hundred (100) students (20 male and 20 female) were randomly selected in each of the secondary schools considered for the study. A well-structured instrument by experts tagged UIMTFEAPQ desired by the researcher was used for data collection; this instrument has two sections A and B. The reliability of the instrument was confirmed through split half method. The instrument was administered on 20 respondents. All the items on even numbers were scored separately likewise, the scores on the odd items. The two scores were correlated using Pearson r correlation Co-efficient and yielded 0.63 Alpha level of significance, which was confirmed high enough. A four point liker types scale was adopted for rating the items; strongly agree (4) agree=3, Disagree=1, copies of questionnaire were personally administered by the researcher with the assistance of the school heads. The school heads were trained on the procedure for the administration of the instrument. The entire one hundred (100) administered questionnaires were retrieved and analyses. For the purpose of analysis, Frequency Counts and simple percentage were used for demographical data, means and standard deviation were used to confirm the availability and utilization of instructional materials in schools while t-test was used for the formulated hypotheses. And rank order was used to confirm the availability and utilization of instructional materials in schools while Ttest was used for the formulated hypotheses. Results: Table 1: showing distribution of respondents by school and sex. s/no Variables Frequency Percentage School 1 Sapati International School, Ilorin. 20 20% 2 Government Secondary School, Ilorin. 20 20% 3 Goverment Girls’ Day Secondary School, Lapai. 20 20% 4 Baptist Model Secondary School, Lapai. 20 20% 5 Islamic College, Bida. 20 20% Total 100 100% From table 1 every school was equally represented with the same population of 20 (20%) students Table 2 showing distribution of respondents by sex s/no Variable Frequency Percentage 1 Male 50 50% 2 Female 50 50% Total 100 Table 2 also revealed that 50(50%) of males were considered for the study likewise 50(50%) females as well considered. Table 3: showing the mean scores and standard deviation of available instructional materials in government and private owned schools. 110 s/no Instructional materials Government Decisions Private owned Decisions available in my school owned schools schools include; Mean Mean (X) S.D (X) S.D 1 Textbooks 5.16 2.44 Agree 5.65 2.57 Agree 2 Blackboards 5.50 3.01 Agree 3.64 2.31 Agree 3 White boards 2.33 2.02 Disagree 6.86 4.15 Agree 4 Picture maps 2.11 1.52 Disagree 3.50 2.73 Agree 5 News papers 2.01 1.33 Disagree 4.42 2.56 Agree 6 Audio visual materials 2.15 2.01 Disagree 4.45 3.32 Agree 7 Tape recordings 3.01 2.50 Agree 4.33 2.75 Agree 8 Filmstrips 1.77 0.71 Disagree 3.64 2.88 Agree 9 Overhead projectors 1.01 0.31 Disagree 2.28 1.73 Disagree 10 Computers 2.03 1.72 Disagree 3.25 2.43 Agree 11 Televisions 2.03 2.10 Disagree 2.37 2.25 Disagree 12 Mathematics kits 3.11 2.02 Agree 4.67 3.11 Agree 13 Science kits 2.15 1.91 Disagree 4.71 3.03 Agree Table 3: showed the availability of instructional materials in both government and private owned schools. It could be seen in the table that textbooks and blackboards were agreed to, in the two categories of school as available with high means and high standard deviation as seen in items 1 and 2. Also, tape recording and mathematics kits are also responded to as available in the two categories of schools as seen in items 7 and 12. More so, overhead projectors and televisions are the two materials responded not to be available for use as instructional materials in both categories of school. The respondents in the two schools disagreed to their availability as seen in items 9 and 11. It was also revealed from the table that the government schools lack behind in making more instructional materials available for use in their schools as seen in items 3,4,5,6,8,10 and13, while the private schools are better of. Table 4: showing the rate of utilization of available instructional materials in both government and private owned school s/no The rate at Instructional Government Decisions Private owned Decisions materials are utilised owned schools schools available in my school include: Mean Mean (X) S.D (X) S.D 1 Textbooks 3.56 2.25 Highly used 4.81 3.11 Highly used 2 Blackboards 4.07 2.15 Highly used 2.16 2.02 Rearly used 3 White boards 1.01 0.45 Not used 4.25 2.46 Highly used 4 Picture maps 2.18 1.02 Heavlyused 3.56 2.47 highly used 5 News papers 1.24 0.95 Not used 3.01 2.03 Highly used 6 Audio visual materials 2.10 1.00 Not used 2.56 2.07 Used 7 Tape recordings 1.87 1.46 Not used 3.21 2.52 Used 8 Filmstrips 2.14 0.97 Rearly used 2.61 2.14 Used 9 Overhead projectors 1.51 0.11 Not used 2.36 1.77 Used 111 10 Computers 2.29 1.20 Rearly used 3.10 2.27 Used 11 Televisions 1.00 0.17 Not used 2.60 2.00 Used 12 Mathematics kits 4.13 2.31 Highly used 4.51 2.61 Highly used 13 Science kits 2.50 1.09 Used 4.11 2.37 Highly used The data reported on the table 4 showed that items 1,2,12, and 13 (textbooks, blackboard, mathematics kits and science kits) are available in the two categories of schools and are well utilized as responded to by the respondents while the private schools have in their possession white board, picture maps, newspapers, audio-visual materials, tape recordings, filmstrips, computers, televisions, among others and having all adequately utilized as responded to by the respondents and with their means of 4.25, 3.56, 3.01, 2.56, 3.21, 2.61, 3.10 and 2.60 respectively above the accepted mean of 2.50. The government schools failed to even put the few available materials into good utilization as responded by the respondents and as indicated through the means. Hypotheses testing: There is no significant difference in the respondents’ responses towards availability of instructional materials in the government schools and that of private owned schools. Table 5: showing the t-test analysis of responses towards the availability of instructional materials in government and private owned schools. Variable Number Means(x) S.D D.F Calculated t- Critical value t-value Males 50 4.34 3.04 98 3.58 2.0 Females 50 2.01 3.07 In table 5, it is evident that the calculated t-value of 3.58 is greater than the critical t-value of 2.0 at 0.5 alpha level of significance. The conclusion is therefore that, the hypothesis one is hereby rejected. The indication for this was that, both male and females students’ respondent differed in their response towards the availability of instructional materials in government owned schools and the private owned schools. Hypothses 2 There is no significance different between the males and females student in the utilization of instructional materials in both government and private owned schools. Table 6: showing t-test analysis of male and female students’ responses towards the utilization of instructional materials in both government and private owned schools. Variable Number Means/(x) S.D DF Cal. T-value Critical tvalue Males 50 6.11 2.45 98 2.36 2.0 Females 50 3.33 1.55 Table 6 revealed the calculate t-value of 2.36 to be greater than the critical t-value of 2.0 the will hypothesis is therefore rejected. The indication for this was that, both male and female student respondents were insignificant in their response towards the utilization of instructional materials in schools. Discussion Of Findings The finding of the study revealed that, textbooks, blackboards, tape recordings and mathematics kits are the most available instructional materials in both categories of schools; despite that the, private owned schools made more instructional materials available for teachers use than the government owned schools. These include, white board, pictures, maps, newspapers, audio-visual materials, tape recordings, computers, mathematics kits and science kits. 112 It was also shown that the private owned schools also made effective utilization of the available instructional materials for teaching and learning effectiveness for the enhancement of educational objectives. This was not the case in government owned schools. No wonder, more failures in public schools than private owned schools as emphasized by Hassan (1995). The findings also revealed insignificant difference between the male and female student respondents towards the availability of enough and relevant materials for teachers used in both private and government owned schools. It was found that, the students in private owned schools confirmed availability of varieties of instructional materials in schools, which was not the case in government owned schools. The findings was in support of Alege (2012) who affirmed that instructional materials for the implementation of the UBE programme especially, in public schools were inadequate hence, serious negative effects on students’ academic performance. The finding was also in support of Ukoha (2009) who pointed out that. The teachers are however, confronted with the problem of non-availability and inadequacy of instructional materials. The hypothesis two, revealed rejection of the hypothesis. That is, the respondents differed in their responses toward the utilization of the available instructional materials in schools. The reason for the differed responses might be because, the students in private owned schools vividly confirmed the utilization of these materials by their teachers during the teaching and learning activities in their classes, more so, they noticed the positive impacts of these teaching materials in their academic performance, which was not all that noticed in public schools. The findings was in support of Protocol (2011) who said that, various studies revealed the poor utilization of instructional materials in secondary schools and most schools in the country. This has many times led to poor performance of students in schools. Instructional materials add elements of reality by providing concrete examples and meaning to learning. Conclusion Of The Findings From the findings, the following conclusions are reached; There are not sufficient and relevant instructional materials in schools especially government schools. As such the teachers could not perform their duties as efficient as possible. Only the private owned schools were attested making good. Utilization of the available instructional materials. This to some extent has helped the students to create meanings in what they been thought. This was not the case in government schools. The few available instructional materials were not judiciously utilized; this rightly prevent the objectives of education to be adequately attained. Both the students in government and private owned schools deferred in their responses to availability of instructional materials in their schools. Also insignificant difference was observed between the male and female students in the two categories of schools to utilization of instructional materials in their various schools. Counselling Implications The purpose of counseling is to provide assistance towards the attainment of educational, vocational and personalsocial objectives. As such, the counsellors could assist the teachers through programmes like seminars, workshops and sensitization talks on the importance of instructional materials in teaching-learning objectives. Such programmes could assist the teachers on how every teaching material could be effectively utilized in class room activitys. The Counselling Associateon of Nigeria (CASSON) should encourage the government on the need for provision of relevant and quality materials for schools in the federation. This will go a long way to reduce the increased students’ poor performance. Recommendation In the light of the findings of this research, the following recommendations are preferred. • The government through the federal and State Ministry of Education, should set up monitoring and encourage the use for instructional materials by every teacher while teaching. • The government should release enough money to all schools in the federation for the purchase of enough relevant and quality instructional materials for use. 113 • • Since the students need to make themselves and what they acquire relevant to global community, enough computers and e-learning facilities are very essential in all schools in the federation. Fieldtrip or excursion must be regular exercise for every student for them to get familiar with what happens outside their environments. References Adeyinka, J. (2002) Teachers’ perception of the effects and use of learning materials: materials. unpublished teaching Alega, B. A. (1995) Production, utilization and students perception of media resource – A case study of kwara state college of education, Oro, an unpublished, M.Ed, research project, university of Ibadan, Ibadan. Faize, and Dahan M. A. (2011) effects of the availability and use of instructional materials on performance of students in Punjab (Pavaratan) in Euro journal publishing lected http:www.eurojournals.com/MEFE.htm. academic in FRC, (1999) Federal Research sCouncil of Nigeria. Idris, A (2008) human resources and use of materials in classroom situations, University of Ilorin press. Hassan, T. (1995) Understanding research in education. Lagos: Merrifield publishing company education ltd. James, D.R. (2002) Instructional media and technologies for learning (7th edition). Ohio; education, inc., 286-299. Pearson Joseph, S. (2001) Audio visual aids and the applications. Unpublished thesis. University of lagos. Pg, 20-25. Medayese, F.J. (2010) Teaching aids: A panacea for effective instructional delivery, retrieved www.google.com on 2nd October, 2011. from Nwoji, J.R. (2000) Evaluating the use of learning resources for primary science education: learners: 40th annual conference proceedings of STAN, 245-249. implications for internet Onasanya, S.A (2011) Effect of improvised and standard instructional materials of secondary school students academic performance in physics in Ilorin, Nigeria. Singapore Journal of Scientific Research, I (1) 68-76. Proctor, L.F, (1983) Student teaches utilization of instructional media. Doctoral dissertation University. Indiana Ukoha, U.A, and Ukoha E. (2009) Utilization of instructional materials among vocational teachers in the teaching of vocational subjects in primary schools in Obudu local government areas. Journal of research in curriculum and teaching. 4(1) 342-354. Umar, M.D (1996). The effects of school physical facilities and location on academic school pupils. A qualitative study of Ningi. Unpublished M. Ed, thesis. Unijos. achievement of primary Yesufu, I.M. (1986) Education and manpower development: the Nigerian case. University of Convocation lecture. Maiduguri 114 115 HEALTH EDUCATION: DEVELOPING LEARNING ENVIRONMENTS IN ELEMENTARY SCHOOL K. O’Hara (1), D. Esteves (1,3), P. Pinheiro (2), R. Brás (1,3) (1) (2) (3) Sports Science Department, Universidade Beira Interior, Portugal +351917733487, ohara@ubi.pt Management and Economics Department & NECE, Universidade Beira Interior, Portugal, pgp@ubi.pt Research Centre in Sports Sciences, Health Sciences and Human Development, Portugal destesves@ubi.pt, rmmb@ubi.pt 1. Introduction – Obesity has substantially increased over the past 20 years: worldwide obesity has more than doubled since 1980. World Health Organization (WHO) reports, on it fact sheet on Obesity and overweight (2016) that in 2014, more than 1.9 billion adults were overweight and 600 million obese. Children are not immune: 41 million under the age of 5 were overweight or obese in 2014 [1]. Childhood obesity is associated with an increased risk of type 2 diabetes, hypertension, heart disease, stroke, asthma and cancer [2,3,4]. It is also associated to decreased self-esteem depressive symptoms, since obese children are subjected to teasing and discrimination and may be socially excluded [5,6]. Much adult health behavior, such as eating habits and physical activity patterns are established during childhood and adolescence [7,8], so the prevalence of child obesity is a disturbing trend. Consequently, more than two thirds of children 10 years and older who are obese will become obese adults [9]. Schools have been a popular setting for the implementation of such interventions, since (1) they offer continuous contact with children during their formative years; (2) school infrastructure and physical environment may influence physical activity patterns of children; (3) schools are a good way of implementing public health interventions and polices and (4) curricula and personnel have great potential to positively influence child health and behavior [10,11,12,13,14]. School based interventions on childhood obesity is essential because (a) enhance learning and provide social benefits, (b) enhance health during critical periods of growth and maturation, (c) lower the risk for chronic diseases in adulthood, and (d) help to establish healthy behavior at an early age that will lead to lifelong healthy habits [15]. Recent literature about schoolbased obesity prevention interventions [9,16,17,18] showed that the programs focus mainly on (1) dietary habits, (2) family habits, involvement and education; (3) evaluation of body mass index, (4) decreasing body mass index and (5) healthy lifestyle education. This last objective (5) has been accomplished using different approaches, such as formal classroom sessions where teachers are encouraged to discuss the importance of physical activity [19] video sessions to aid in healthy lifestyle education [20], computer-tailored model of intervention [21] incorporated videos pertaining to body image and poster collages within the physical education class setting [22], quizzes, flash cards, and craftwork [23]. In spite of this multiplicity of approaches, systematic reviews indicate that, at best, behavioral and nutrition interventions in schools have limited success in preventing weight gain in children [9,16,17,18, 24]. Considering this limited success, this exploratory study is based on knowledge management and learning theories which state that in order to change attitudes, habits, patterns and behavior, the individual must not only have a theoretical knowledge, but also the capacity to act, to integrate knowledge and to change his way of action. Beckman [25] states that a learning process based on practical situations promotes the transfer of theoretical knowledge to practical knowledge, recognizable in actions, such as better complex problem solving and the changing of action patterns. Today learning is not merely a question of resources, finances, material or technology, items which although important, will not in themselves solve teaching problems. How to supply a wider range of competences for children to be well prepared for a future at all levels is one of the main questions of educational process [26,27,28]. Therefore, learning is about modifying individual representations rather than the result of a process of “stacking” information/knowledge. A representation is not just the outcome i.e. that which the student verbalizes, writes, draws, plays or does, but the underlying neuronal structure from which these actions originate [29,30]. Improving students' ability to link knowledge with real life practice, through enhancing children's ability to think critically by way of making observations, posing questions, drawing up hypotheses, planning and carrying out investigations, analysing data and therefore improving their decision making is in fact the challenge [25,28,31]. This can be achieved by developing a learning environment that (a) should encouraging curiosity, (b) being perceived by students as relevant to their personal goals, (c) is challenging, (d) stimulating team work (e) uses technological equipment for students motivation and (f) demonstrating how simple scientific concepts can improve everyday activities [30,31]. In these exploratory study we propose the constructing of a learning environment for Caloric Balance, as a main subject to prevent childhood obesity. In our perspective, healthy lifestyle education regarding eating habits and physical activity patterns must be achieved by involving not only the “traditional” learning strategies, but consider the use of practical situations and problem learning methodology. Students should explore firstly their current conceptions, engage in activities and challenges to support a shift in their way of looking at things [25,30,31]. Since there is non-reference of using different learning strategies and the caloric balance content as a mean to prevent obesity, the aim of this study is to evaluate two school-based interventions, theoretical and practical approach, concerning the caloric balance content. 116 2. Experimental - 114 children (aged 7 - 9 y), from an elementary school, were selected and randomly assigned to two groups (group A, n= 57; group B n=57). One group was exposed to a practical approach (PA) whereas another group was exposed to a theoretical approach (TA). All children know how to read in other to complete a survey. The protocol was approved by the University of Beira Interior Research Ethics Boards and the Portuguese Government Educational Ministry. Parents were informed and gave their permission for the student’s participation. All theoretical and practical tasks started with a question based on simple real-world experiences and built in a way that children were conducted to think, to encourage curiosity, to motivate problem solving. The introductory purpose for each task gives the clue to the concept that will be introduced. This purpose is complete enough to present the goal, but does not give away the “mystery” of the results. There is an element of surprise in each task that guarantees fun and competition. To ensure content and face validity, all questions were reviewed by an expert panel of professors and researchers not involved in the study. The board consisted of 3 sports scientist’s researchers, 1 expert researcher on market studies survey development and 1 expert researcher on knowledge management. To guarantee clarity, comprehension and time to complete all items, the survey was reviewed by 2 experts and 15 children of same age interval that did not participate in the investigation. The questions (Q) were divided in 3 main categories, where Q1 and Q2 match children’s ability to define the Concept, questions Q3 and Q4 shows the capacity of children to choose and combine different possibilities, i.e., Knowledge and Q5 and Q6 illustrate the ability to integrate different aspects of the learning knowledge, i.e, Integration. Theoretical Approach (TA) started with questions about the concept definitions, their significance, how they could be quantified and changed. They were also presented in order to create interaction between children and research teams trying to adjust children´s concept comprehension level. Introductory questions were “Can we have the same energy from all types of food?” and “Can we eat without being fat?”. The task design considerer the concepts of acquisition and understanding, applicability and relevance in children’s common life. During the classes, different material (video records, movies, smart board) was used to illustrate the concepts. Practical Approach (PA) - Daily task questions were used to establish the children’s knowledge level. The main questions were “Can we have the same energy from all types of food?” and “Can we eat without being fat?”. Tasks design involved two different procedures. Task 1 (CB1) - “Eating without being fat”. The aim was to show that calories are fundamental in supplying energy to the organism but if they are not completely used up they contribute to weight increase. Each pair of students received a card with a food type. First, they had to identify the quantity of calories of this food type (using video information) and then define the effort that they have to make to burn the excess calories, in proportion to the amount of effort needed to complete the task. They were then asked to complete a circuit with more or less difficulties (by the type of obstacles, travel distance), depending on the number of calories per effort. Task 2 (CB2) - “Looking for the good fat cell”. The aim was to show that there are various types of fat cells (good and bad) and their consequent implications on the functioning of the organism. To transmit this knowledge researchers created a circuit that combined speed, travel distance, balance and skill accuracy. To transmit the notion of bad fat cells, the children's ability to complete the circuit with mobility was decreased by adding weight to their limbs and by using uncomfortable clothes. For the notion of good cells, they played normally without any constrains. The games began with each pair receiving a card with a food type and then they had to complete the circuit. Considering the key Physical Activity and Health recommendations, tasks were performed with moderate-to-vigorous intensity, including vigorous-intensity aerobic activities with the aim of improving bone density and muscle strength, using body weight transportation. This was controlled by using a heart rate monitor (Polar Rs100). The data was analysed using descriptive statistics and a two-by-two contingency table for which the Pearson chi-square was calculated for the examination of group differences. A p ≤ 0.05 was considered as significant. The data were analysed using the software Statistical Package for the Social Sciences (SPSS, 21 ). 3. Results and Discussion - The comparison between TA and PA was analysed through the quantification of the correct answers in the questionnaire of different categories of questions. TA shows better performance on all types of questions with exception of integration knowledge questions, where PA had a better performance (Figure 1). No significant differences were observed between groups. For the concept question group, focusing on caloric balance, analyzing the relationship between both approaches (PA, TA) and school grade, it is possible to observe a higher percentage of TA correct answers, with the exception of 3rd grade (Figure 2). Using Pearson chi-square analysis, significant differences were observed in 4 questions between groups (Q1p=.00, χ2= 20,562; Q2ap=.07, χ2=7,292; Q2bp=.00, χ2=25,391; Q2ep=.00, χ2=25,595) (Figure 3). When TA and PA show significant differences, TA performs better (more correct answers), with the exception of Q2. Probably this fact happens because that question appeals to a different kind of reasoning involving not so intuitive concepts. For example, every child knows that exercising burns calories but it is not so obvious that the same happens when you sleep. 117 On knowledge questions group, results show higher percentage of TA correct answers in most of the questions. However, for one question (Q3c) there is a statistically difference between groups (χ2=12,222; p=.00). For Integrative questions group PA and TA no significant difference was observed, but PA had a better performance than TA (Figure 4). Nevertheless, a peculiar result is observed in 2nd grade, TA presenting a better correct percentage. This fact disrupts any interpretations when analysing question results per se. A possible explanation concerns the experimental protocol application. Despite the teacher’s preparation for questionnaire application, in 2nd grade class it was necessary to remind the teacher not to help students in completing the survey. Probably this eventual additional information given by the teacher may have contributed to helping students achieve better results. Despite of no statistical difference between TA and PA approach, TA group seems to perform better in both Concept and Knowledge types of questions. A possible explanation for this is that formal learning benefits from a more declarative knowledge predominantly based on memory work, encoding, storing, and explicitly recalling Figure 2.1.Global Percentage of correct each between question PA categories Figure percentage (%) ofanswer correct for answers and TA information [33]. when comparing TA and PA . for Concept questions group (Q1 and Q2) Another possible argument is that children involved in practical situations (PA), because these are new and very attractive, have trouble concentrating at the beginning of the class. Also the PA approach is very different from the typical learning instruction pattern, [34,35] they are used to following and may cause, at the beginning, an unproductive learning process [27,36]. However, PA seemed to provide more correct answers whenever they had to make knowledge interpretation and integration. This fact is in agreement with literature findings. Children will benefit when exposed to a learning process Figure 3: Percentage (%) of correct answers for each Concept questions constructed with the premises of developing group (Q and Q2), when comparing PA and TA. (*) mean that for a p<.05 the ability to make decisions and solve problems using several bodies of knowledge situated in a real life context [28,29,30,31,33]. Literature states that learning by solving real problems is more challenging and enjoyable than facing conventional instructional approaches [9,13,17,37]. This can be stimulated by enhancing an intrinsic interest in a subject [38]. If we feel, therefore we learn due to the connections between emotions, social function and decision making [39]. Results point for the necessity of integrate theoretical and practical knowledge in other to have a more effective obesity program. Children's effective learning should (1) have a supportive and productive environment and (2) an environment that promotes independence, interdependence and self-motivation. Physical activity and health are recognized as an important Figure 4. Global class percentage (%) of correct answers between PA and means to helping children and youths attain a TA for Concept questions group (Q5 and Q6) healthy emotional, social and physical well-being [22]. In fact, encouraging physical activity in children and adolescents is often viewed as an effective health promotion and obesity prevention strategy [6,9,13,14,17,19,20]. Most children and adults know that being overweight or obese is bad for their health, that physical activity and good nutrition is important for lifespan. The problem is how to encourage the perception of how this healthy behavior is relevant to their lives. A fundamental tenet of conceptual change approaches is that it is not enough simply to ‘relate’ the importance of this behavior, but one must work with students to explore firstly their current conceptions, and engage in activities and challenges to support a shift in their way of looking at things [27,31,34,35]. From this exploratory study, it seems clear that the engagement of children with meaningful learning is not a matter of specific program curriculum content but rather an integrative and multidisciplinary one applied with a proper learning strategy. 4. Conclusions - These findings toward with research, that learning would be optimized if children were involved in real-life and meaningful problem-based activities. Results link that for a specific type of knowledge when children are faced by practical or theoretical s situations, they develop the capacity to understand different constrains, and adapt their actions while looking for the best window of possibilities to solve the problem, since they score more correct answers that those children exposed to merely theoretical situations. They can be not only physical (e.g., taking the right posture), but behavioral (e.g., communicating effectively) and cognitive (e.g., making effective decisions). 118 Considering that physical activity levels decline between ages 8 and 15, creating tasks where they have to acquire knowledge to solve different problems can also contribute to promoting physical activity. 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Introduction – A common theme emerged in the study of learner autonomy in language education is that autonomy develops motivation that leads to successful learning. Hence, Knowles' claim that “there is convincing evidence that people who take the initiative in learning learn more things and learn better than do people who sit at the feet of teachers, passively waiting to be taught... They enter into learning more purposefully and with greater motivation” [1: 14], sets foundation for the another claim that a motivated learner is by definition an autonomous learner [2; 3]. However, the relationship of motivation and autonomy was found debated over the stance what precedes other. An understanding of mutual link would educate the teachers who have a potential of bringing change and introducing learner autonomy (LA). Present study intends to address this gap with a particular attention to traditional educational practices in Pakistan by exploring teachers’ beliefs about the disposition of link between LA and learner motivation and the prospects of LA promotion following strategies to enhance motivation in Pakistani traditional classrooms. Research showed a great inclination to the role of autonomy in maintaining intrinsic motivation in studies of classroom learning and goes back in 1980s with works of Ryan, Deci, Grolnick etc. In an early study, Deci et al. [4] examined teachers’ attitudes towards autonomy versus control and effects of those attitudes on their students. They hypothesized that autonomy supportive teachers inspire learners’ confidence and motivation, unlikely to controlling teachers. Teachers who supported learners’ initiatives and minimized external controls like rewards were taken as autonomy supportive. Motivation of 610 learners was measured through a survey after 8 weeks of classes. Findings revealed that learners in the class of an autonomy-supportive teacher were found more curious, independent in making efforts and candidate for challenges as compared to learners in the class of autonomy-controlling teachers. Therefore, level of learner engagement seemed to be associated with autonomy supportive teachers. Another study by Ryan and Grolnick [5] showed similar findings. They studied perceptions of elementary school learners about their teachers and classroom using an instrument devised by deCharms [6]. Findings showed that students who perceived their classroom as autonomy-controlling were less motivated than those who reported their classroom as autonomy-supportive. Learners were also involved in writing descriptive stories about their classroom that led to portrayal of an active learner-teacher interaction by learners with an autonomy-supportive teacher and classroom. On the other hand, learners who had experiences of autonomy controlling teachers and classroom depicted authoritarian teachers and passive learners. Research showed that autonomy-controlled classroom is detrimental for conceptual and creative processing in learning with loss of learner initiation [7; 8]. It was also established that autonomy support works well and cannot be limited to particular behaviour. Stefanou et al. [9] categorized autonomy as organizational, procedural and cognitive and studied autonomy-supportive teaching in school learners of 5th and 6th grade classes taught by teachers with different ways of autonomy support. Findings revealed that among these three behaviours though learners were found comfortable with organizational autonomy support and procedural autonomy support yet cognitive autonomy support was realised the most desirable as it “may foster a more enduring psychological investment in deep-level thinking” [ibid: 97]. Learners’ engagement was reported more at cognitive level than at other two levels of organization and process. Oxbrow and Juarez [10] studied relation of motivation, strategy training and learner autonomy with 23 first year university Spanish speaking students studying English language. Type of motivation and strategy use of learners were measured before training and results showed a higher extrinsic motivation in learners whereas compensation strategy was reported deficient in direct group while affective strategy in indirect group. Reported deficient strategies were focussed in training. An increase in intrinsic motivation was found in post-training survey. Learners also reported an increase in the use of all strategies including earlier deficient ones. It can be concluded here that strategy training affects motivation to enable learners to become autonomous and an increase in intrinsic motivation leads to expansion in strategy use or vice-versa. Besides strategy training, following learners’ preferences also enhance motivation. A recent study by Jang et al. [11] showed that when learners’ preferences were considered in an autonomy-supportive teaching, it increased conceptual learning. On the other hand, it was also believed that motivation was one of the prerequisites for learners to become ready to devote necessary time for a successful learning [12]. Littlewood [13] explicitly linked motivation as an essential condition for a learner to become autonomous when he considers learner willingness and ability to take responsibility ‘at the core of autonomy’ (p. 427). As attitudes translate into practices, so he considered motivation an essential precursor of autonomy. Hence, Spratt et al [14] rightly suggested that a direct engagement of learners into autonomy training may not bring fruit; teacher could do better by working initially on learner motivation. Above studies show a strong relationship of LA and learner motivation through debate over whether it is motivation that is essential for LA promotion or it is autonomy that may lead to motivation. Present study explored the nature of relationship between LA and motivation and prospects of LA in Pakistan through asking the following research questions. 1. How do English teachers perceive the relation between LA and learner motivation? 2. What is the viability of promoting LA through motivating Pakistani learners according to English teachers? 121 2. Methods – Research question led researchers to follow an interpretive paradigm with a qualitative approach. Case study was considered the most appropriate strategy of enquiry to uncover the meaning English teachers attached to LA-motivation link and its feasibility in Pakistan. Through convenience sampling, sixteen regular teachers from four universities of province Punjab were selected. Teachers’ beliefs were gathered through semi-structured interviews while their practices were recorded through classroom observations. Collected data were analysed following an inductive approach of constant comparison [15]. A thematic analysis involved initial and focused coding as Bailey [16] which were reduced into themes. Researchers kept coding open intentionally with no pre-decided set to reflect the reality as was perceived by both respondents and researchers. Strategies like verifying transcription by participants and triangulation were employed to achieve trustworthiness as was suggested by Lincoln and Guba [17]. Present study contributed into existing knowledge theoretically, methodologically and contextually. Unlike previous studies, present study explored the nature of dialogue on the relationship of learner motivation and LA and put forward the stance and understanding of Pakistani teachers. Also this work contributed through its use of classobservations which reflected the present situation and future viability of LA through motivating learners in Asian contexts. 3. Results and Discussion - The results revealed that all participants viewed a strong relation of LA with learner motivation. However, unlike previous research’s disposition towards potential of LA to promote motivation, a majority of participants of present study think otherwise as shown in Table 1. Table I. Relationship between LA and learner motivation Type of relation Motivation precedes Autonomy Autonomy precedes motivation Illustration “motivated students could look after their needs in better way as compared to the demotivated students or those students simply who are not motivated any way” MI “You can take the horse to water but it won’t help until it is thirsty”. RJ “if you give them a proper environment where they can use their language in a natural way … they would develop positive attitude towards language learning environment and that positive attitude would help them develop their ideal self and develop positive attitude towards language learning community and that would help them develop their integrative motivation towards language” MA Motivation was reported as a prerequisite of LA as FM termed it a “foundation”, while AP called it “an ingredient” (AP). Others like JJ and SB labelled it as a “stimulus” and an “elixir” respectively. Motivation was considered a foundation for EFL learning. In similar vein, if a learner lacks a desire to learn, no matter how much qualified and competent a teacher is, he would be failed to make learner to learn. Like earlier researchers [2; 3], participants’ emphasis on learners’ ‘will to learn’ or on their self-efficacy highlights motivation as pre-requisite of autonomous learning as was heralded by Spolsky [12] and Littlewood [13] where latter explicitly placed learners’ willingness “at the core of the notion of autonomy” (p. 427) and pronounced that learners’ “willingness depends both on the motivation and the confidence to take responsibility for the choices required” (p.428). Motivation in a learner leads him/her to overcome shyness and have confidence and courage to take initiative and take the responsibility of learning process. Hence, a motivated learner would be an autonomous learner. Conversely, the view point that autonomy turns a learner motivated and guarantees effective learning is backed by Knowles’ claim [1]. Later, an extensive literature including studies of Ryan and Grolnick [5], Stefanou et al. [9], Oxbrow and Juarez [10] and Borg and Busaidi’s study [18] supported the view that an autonomy support is rewarding in terms of learner motivation. It was established that autonomy contributes into EFL learning positively and Borg and Busaidi related success in language acquisition to autonomous learners who were more motivated. They concluded that lack of motivation in Omani learners was due to their lack of exposure to autonomous learning. However, Spratt et al. [14] found it quite debateable to decide precisely whether it is autonomy that needs motivation or motivation that requires LA. This study highlights participants’ disposition towards considering motivation as a seed that an autonomy supportive setting can water as Spolsky [12] held motivation as a ‘good reason’ to invest time in learning a language and it also explains why, how much and how long a learner feels the need to put effort [19]. An autonomous learning environment, therefore, activate and accelerate learners’ motivation that must be there as a form of ‘seed’ or ‘thirst’. Such awareness about the foundation or base would be, in fact, helpful to direct Pakistani teachers’ classroom pedagogy in creating autonomy-supportive learning environment. It guides to next step of understanding potential classroom strategies to develop learner motivation to achieve the target of LA. Teachers’ Strategies In response to second research question, participants suggested a number of strategies (as illustrated in Table 2) that teachers can employ to develop learner motivation in order to make them autonomous. Table 2. Teacher strategies to develop LA through motivation Type of relation Communicating rationale of programme Having a positive attitude towards learners Considering learners’ preferences Being innovative in the use of different resources and methods Helping learners in becoming confident Providing virtual environment Illustration “if the teacher makes his learner aware of the utilization or the benefits the learner would get or can get while learning a second language then it's the first motivation for him.” FM “(if teacher) does not encourage remarks from students or students who are challenging his arguments for example, then that person (learner) with autonomy would be checking his autonomy all the time that ‘okay should i say it in front of this person” SM “to figure whether a certain motivation technique is suitable for specific learner”. FM “bringing changes in the class means something new every other day or two, the student would love to come to the class because they have an element of surprise in class”. IG “I need to make them feel comfortable. The very first thing is not to tell them what is the verb (but) ‘yes, you don’t know the language but you can know it” MN “virtual world may help the learners to express and share their personal views in a free environment, where there is no check, no threat, no torture” SJ 122 The most useful strategy for participants was communicating the aims and outcomes with learners is in line with Reeve et al.’s [20] stance as he believed that providing a rationale of a course can not only engage learners at the very initial stage but also resolve the issue of motivation that wears off if learners are assigned a task they are not interested in. Hence, informing about the utility of programme would justify learners’ investment of efforts. Also, equally important is the provision of an environment of trust and confidence while making learner feel that he owns his learning and he should have control over the process of learning, SB called it a “sense of ownership”. Some participants suggested considering learners’ interests and preferences echoes Reeve et al.’s [21] recommendation of designing class activities according to learners’ inner resources. A recent support for this idea came through empirical study of Jang et al. [11] when treatment group exhibited greater conceptual learning when provided by autonomy-supportive teaching style where instructor followed learners’ preferences. Researchers [5; 21] compared attitude of autonomy supportive teachers and teachers with controlling approach and found that positive and autonomy supportive attitude resulted in greater engagement and higher intrinsic motivation in learners. It is well established that self-direction is related to intrinsic motivation whereas extrinsic motivation is claimed to be short-lived [6] and empirically proved by studies like Deci et al. [4], Ryan and Grolnick [5], and Oxbrow and Juarez [10]. However, besides above suggestions which encourage internal locus of causality, few participants suggested making learners motivated through external rewards. It can be argued well here that researchers’ inclination towards intrinsic motivation should not blind the reader from benefits of extrinsic motivation. Pakistani learners were found motivated for external rewards of learning language, for instance, securing job and status and it can be contended here that such external motivating resources may act as predominant possibility when our learners lack desire to learn language skills. It can be inferred here that external regulators used with a sense of autonomy can activate competency and may result in reactive autonomy as was pronounced by Littlewood [22]. Teachers’ practices- Teachers practices were found quite traditional as asking learners to follow a pre-determined text-book and teacher-prepared task without letting learners understand the rationale behind. Perhaps this was the reason that learners were not found engaged in the class. Teachers did not use any innovative technique or try to make the most of available resources like multimedia. Teachers’ suggestion of using providing virtual environment appeared to be a desire rather than teachers’ effort. In classes where teachers employed group-work, learners were forced to join group made by teachers. Though teacher explained it as an effort to bring students out of their comfort zone, yet as learners were observed doing task independently, it can be inferred if learners were given an opportunity to join a group of their choice, they might well be motivated to work interdependently. In one class, despite the fact that teacher was young and a recent graduate from the same institute, quite serious and formal attitude was observed with learners where KN used humour once that was also pungent. The very first sentence uttered by her after coming to class was, “I have your responses and I will return them by the end of the period so that you suffer for a while”. Again, “I thought it was pretty obvious but then at your level, may be its not”, sounds little discouraging and quite contrary to an autonomy-supportive teacher who should be empathic and non-judgmental [23]. Another participant, AP, was found appreciating the learner-respondent once during his lecture and thrice he appreciated various learners during activity using “good effort”, “good”, and “very good”. He encouraged for more responses from different learners. Another way of motivation was found in his comparing responses from two different learners and asking learners to choose the best. A competency was encouraged along with interdependence. Other than these, no instance of motivation was observed related to reflection and decision making. Present study revealed that Pakistani teachers consider motivation as an essential first step to LA promotion and suggested strategies teachers can apply to make learners motivated in order to develop LA, hence, their practices showed a dismal picture where psychological dimension of LA, the most critical from learners’ point of view [18] was found completely ignored. 4. Conclusions – Present study investigated English teachers’ beliefs about LA and motivation. Learner motivation was believed the first step towards LA promotion; however, teachers’ support for motivating learners was not found in harmony with their practices. Therefore, study implies that LA can be a realistic goal in Pakistani education system if teachers implement the strategies that they considered of critical significance. The only thing teachers require is autonomy to manipulate various resources and incentives to motivate teachers themselves. Present study was qualitative and, hence, beneficial to uncover problems and reasons that can guide educational authorities to move in right direction; however, it recommends future researchers to conduct experimental studies to show the true link between LA and motivation. Present study encountered challenges regarding getting consent for observations in all universities and given our experience, we argue that long-term observation would be difficult to carry out. 5. References [1] M. S. Knowles, “Self -directed learning: A guide for learners and teachers”. Chicago: Association Press, 1975. [2] S.G. Paris, E. R. Oka, Children’s Reading strategies, Metacognition and Motivation. Developmental Review, 6, (1986) p. 25-56. [3] S. Cotterall, Key variables in language learning: what do learners believe about them? System, 27(4), (1999) p. 493-513. http://dx.doi.org/10.1016/S0346-251X(99)00047-0 [4] E. L. Deci, A. J. Schwatz, L. Sheinman, R. M. Ryan, An instrument to assess adults’ orientation toward control versus autonomy with children: Reflections on intrinsic motivation and perceived competence. Journal of Educational Psychology, 73, (1981) p. 642–650. http://dx.doi.org/10.1037/0022-0663.73.5.642 [5] R. M. Ryan, W. S. Grolnick, Origins and pawns in the classroom: Self-report and projective assessments of individual differences in children’s perceptions. Journal of Personality and Social Psychology, 50, (1986) p. 550–558. [6] R. deCharms, “Personal causation”. New York: Academic Press, 1968. [7] C. Benware, E. L. Deci, Quality of learning with an active versus passive motivational set. American Educational Research Journal, 21, (1984) 755–765. [8] W. S. Grolnick, R. M. Ryan, Autonomy in children's learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, (1987) p. 890-898. [9] C. R. Stefanou, K. C. Perencevich, M. Di Cintio, J. C. Turner, Supporting autonomy in the classroom: Ways teachers 123 encourage student decision making and ownership. Educational Psychologist, 39 (2), (2004) p. 97-110. [10] G. Oxbrow, C. R. Juárez, Language learning motivation and learner autonomy: Bridging the gap. Revista Canaria De Estudios Ingleses, 61, (2010) p. 57-72 [11] H. Jang, J. Reeve, M. Halusic, A new autonomy-supportive way of teaching that increases conceptual Learning: Teaching in students’ preferred ways. Journal of Experimental Education, 84 (4), (2016) p. 686-701. . [12] B. Spolsky, Conditions for L2 learning. Oxford, Oxford University Press, 1989. [13] W.T. Littlewood, Autonomy: An anatomy and a framework. System, 24, (1996) p. 427–35. [14] M. Spratt, G. Humphreys, V. Chan, Autonomy and motivation: which comes first? Language Teaching Research, 6 (3), (2002) p. 245-266. http://dx.doi.org/10.1191/1362168802lr106oa [15] J. W. Creswell, "Research Design: Qualitative, quantitative, and mixed methods approaches” (2nd Ed). Thousand Oaks, CA, SAGE Publications, 2003. [16] C. A. Bailey, “A Guide to Qualitative Field Research” (2nd ed.). Pine Forge Press, Thousand Oaks, 2007. https://dx.doi.org/10.4135/9781412983204 [17] Y. S. Lincoln, E. G. Guba, “Naturalistic inquiry”. Beverly Hills, CA, Sage, 1985 [18] S. Borg, S. Al-Busaidi, Teachers’ beliefs and practices regarding learner autonomy. ELT Journal, 66 (3), (2012) p. 283292. http://dx.doi.org/10.1093/elt/ccro65 [19] Z. Dornyei, “Motivational strategies in the language classroom”. Cambridge, Cambridge university press, 2001. [20] J. Reeve, H. Jang, P. Hardre, M. Omura, Providing a rationale in an autonomy-supportive way as a motivational strategy to motivate others during an uninteresting activity. Motivation and Emotion, 26, (2002) p. 183-207. [21] J. Reeve, G. Nix, D. Hamm, Testing models of the experience of self-determination in intrinsic motivation and the conundrum of choice. Journal of Educational Psychology, 95, (2003) p. 375–392. http://dx.doi.org/10.1037/00220663.95.2.375 [22] W. Littlewood, Defining and developing autonomy in East Asian contexts. Applied linguistics, 20(1), (1999) p.71- 94. [23] P. Voller, Does the teacher have a role in autonomous language learning. In P.Benson & P. Voller (Eds.), “Autonomy and independence in language learning” (pp. 98-113). New York, Longman, 1997. 124 Regenerative Didactic Waves and the Role of Inherited Irrationality: Challenges for Vice Chancellors in University Governance in Pakistan N. Khan(1), N. Abas(2)*, M. S. Saleem(3) (1) Department of Electrical Engineering, COMSATS Institute of Information Technology, Islamabad, Pakisan nasrullahk@yahoo.com (2) Department of Electrical Engineering, University of Gujrat, Hafiz Hayat Campus, Gujrat, Pakistan +923005879115, naeemkalair@uog.edu.pk (3) Department of Electrical Engineering, University of Management and Technology, Sialkot Campus, Sialkot. Pakistan muhammad.shoaib@skt.umt.edu.pk Abstract This paper intends to examine existing educational practices, beliefs in Pakistani Universities. It discusses the present situation of higher education in developing countries like Pakistan, the causes that hinder the smooth process of knowledge creation and dissemination, irrationalities rooted in society and role of university leadership in keeping status-quo. Incumbent education internationalization strategies and academic entrepreneurial policies for the sustainable development are examined in the light of appalling ground realities. Fundamental causes include pricey education, lack of uniformity in curricula all over the country, lack of focus on practical education, misaligned priorities, rife poverty, rampant fees, business slant and simulation research practices, racial bigotry and political interferences in recruitments. The study indicates that academic leadership plays a decisive role in promoting higher education. Vice Chancellor (VC), with a significant position, needs to be an extraordinary individual with exceptional capabilities. The study implies that selection of VC deserves great attention. Besides, it encourages to regulate fee, recruit talented local teachers, enforce uniform curricula, impart technical education in collaboration with local industries and raise local education standards. It offers future researchers to test present analysis empirically. 1. Introduction – "Education is the most powerful weapon which you can use to change the world" (Nelson Mandela) and so is the power of the hands that create and spread it. The potential of the role of Higher Education and leadership has never been realized in the dissemination of knowledge and country development. Our poor people have no true representation in federal and provincial assemblies, and the Vice Chancellors (VC's) are appointed on the political basis to support education privatization policies [1]. Vice Chancellors selection criteria are based on management experience instead of academic credentials. Management experience means in Pakistan how well an executive can do corruption in harmony with corrupt incumbents [2]. As long as the Vice Chancellors in universities and executives in national organizations are not chosen on merit there is no hope of any positive change. Regenerative waves of academic entrepreneurial policies eventually become the victim of their irrationalities. 1.1-Present Situation and role of irrationalities An examination of present educational culture highlights incongruent and irrational practices. Firstly, our literacy rate is 50% as 50% population lives below the poverty line. The literacy rate is high in urban areas and low in the countryside which are the home of 70% population. Education privatization, internationalization and entrepreneurial policies are focused on corporate culture [3]. Advisers propose to recruit internationally educated faculty which is a bolt out of blue sky. Expensive education business has brought the 200 million people down to their knees. We have 52 million 5-16 years old children out of whom 25 million are out of school due to high education fees [4]. Academic entrepreneurial culture is nice, but superstructures cannot be built in the air, they need foundations and middle infrastructures. Academic entrepreneurship in a nation with 50% literacy rate is a false premise with phony promises. A widely held view is to ask university managers and leaders for steering in the right direction. Those who yearn for executive jobs in universities by definition do not qualify for it. Poverty and education are implicitly interlinked entities, but luxurious smart schools are not the answer. Pricey education would drive the nation into a deep dark well without any exit window. Millions of children unable to pay the school fees might reach madrassas funded by Islamic countries; 10% of these madrassas were speculated to be involved in extremism activities. Besides, lack of opportunities in job market drives some of the graduates to terror groups who use them to deploy communication technologies in suicide and remote control bomb explosions as discussed in our earlier work [1]. Higher secondary schools in Punjab, KPK and Baluchistan retain 44 to 48% of students enrolled. We are facing an unprecedented human crisis of 25 million children who cannot afford pricey education. It is an alarming situation under which expensive education business is mandate to nowhere whereas the height of irrationality is that our Chief Minister Sind and Punjab are more concerned with buying helicopter and Metro/ bullet train projects respectively [5]. Our 25 million children (13%) are out of school as they cannot pay the hefty fees, but the government is spending billions of rupees to provide laptops to elite students in universities who can afford to pay tens of thousands fees. Public and private sector universities and colleges spend millions on advertisements and social events, but none of them affords to spend a few thousand on research facilities. It is akin to American USAID scholarship program under which the need/merit-based financial grants are given to those students whose parents have an 125 annual income less than 35000 Rupees. Parents with a monthly income of Rs. 15000 Pak Rupees cannot afford to pay school and college fees to enable their children to reach university to avail USAID scholarship. Insular administrators reroute the grants to their race students to complete the formality [6]. Secondly, there no three schools which have similar courses and fee structures. Business, nationalism and religion focused educations in private, public and religious schools are leading youth to different directions. If we continue teaching A for assets, B for budget, C for command, E for economy, G for government, S for state and T for treasury to elite children in private English medium schools; alph for anar (pomegranate), bae for bakri (goat), pae for punkha (fan) and lam for lota (utensil) in Urdu medium public schools; and alph for Allah (God), bae for bismillah (begin with name of Allah), tae for talwar (sword), sae for sawab (reward), geem for jihad (Holy war) or Janat (heaven) and zae for zakat (Alms) in religious Madrasas then they will grow with different mindsets. Our education system reflects the 3D perspective of utter failure. Incoherent Arabic, English and Urdu education systems with rambling syllabi pull and push students in opposite directions as depicted in Fig.1. Image 1. An epitome of the gainsay education system Thirdly, private colleges stopped giving students exposure to laboratory work over one decade ago, and universities purchased simulation software and simulators instead of imparting practical experience. Strangely university professors churn out 600 research papers and there is no hardware proof of any research. If the research work was done without any experimental setup, then it is theoretical science, not the engineering. All software research without hardware is mandated to nowhere. Eight education boards in Punjab have decided to restart practical exam for 9th class with effect from 2015 [6]. Private schools do not conduct practical (lab work) work nor demand students complete practical copies. Schools get information of practical from educational boards somehow to help prepare students few days before the practical exam. They distribute solved notebooks of laboratory work among students to complete overnight. Private school networks are destroying the education system by saving money out of experiments. Fourthly, even if someone manages to obtain the degree, he cannot get a job due to racial discrimination in public service departments including universities. The government has started appointing loyal junior officers to higher posts as bureaucrats used to do in the past. Inherited politicians and dual national bureaucrats are the root-cause of most corrupt practices. People are not aware of the outcome of privatization process, but they worry when the corrupt politicians and bureaucrats trumpet privatization, globalization, and internationalization. They bring their kith and kin as foreign consultants on fat salaries. Extremism in our society might not be any imported evil it could be the logical consequence of our biased policies and practices. Our incumbents straddle across religious and racial spheres. An ideological state with nukes facing widespread corruption, racial bias and extremism cannot have any place on the planet [7]. Consequent to corrupt practices of appointing Vice Chancellors and chief executives in academic institutions the knowledge-based economy movement has already ceased [8]. If we continue to remain wangled to wharfs of a dissolute racial bias then we are waiting for lightning which would never strike. 3. Role of Vice Chancellors – A Vice Chancellor (VC) is the chief academic and administrative officer at any university. VC's core function is to provide leadership, academic and administrative to the whole of the university and securing funds to allow the delivery of the academic mission, aims and objectives. In addition to everyday job he also carries out certain ceremonial and civic duties. When it comes to the functions of a vice chancellor Asian Universities, focus on the powers and duties whilst European Universities focus on the role and responsibilities. Of course, both phrases "powers and duties" and "role and responsibilities" mean the same but leave impressions of "Imperialism and Slavery" on reader's mind. Our words reveal whatever we hide in hearts. Words "Powers" and "Duties" are extreme words reflecting inherited slavery. Indo-Pak executives struggle hard for executive posts and then exercise every sub-clause to avail the opportunity. A Vice Chancellor's position means different to different incumbents in East and West. Asians Vice Chancellors look to Western Universities for collaborations to upgrade their ranks, but they look to Asian Universities to monitor their state of the art and earn money. Western universities have started dual and joint degree programs with Asian universities to make money using their internationally recognized names. It is necessary to revisit the role and responsibilities of our Vice Chancellors in modern times. Appointment of the Vice Chancellors to five universities is another test for Punjab government. Selection Board awards 60 marks to applicants on merit rest 40 marks are given on racial and political basis. The forefront impediment to research in Pakistan is zero tolerance for dissidents. Low level of research in Pakistani Universities may be attributed to the absence of requisite research environment and prevalence of an egocentric culture which discourages independent and critical thinking [9]. A Vice Chancellor, as part of the Chancellor's Office, provides executive leadership in assisting the Chancellor Office in planning, developing, organizing, directing and controlling academic programs, policies, procedures and guidelines. The Vice 126 Chancellor oversees academic planning, academic programs review, and curriculum development according to national research priorities. He supervises deans and directors in evaluating and approving their recommendations for faculty hiring, promotion and tenure. A Vice Chancellor oversees budget preparation for the academic programs, allocates funds and manages resources to achieve academic goals and objectives. He provides leadership in creating and maintaining academic standards and policies. He serves as chief advisor to the Chancellor (President or Governors). A Vice Chancellor has a team of appropriate professional Administrators, Directors, Deans, Chair Persons and Head of Departments for his assistance. A successful Vice Chancellor maintains significant contact with Administrators, Directors and Deans through Board of Governors, Syndicates and Academic Council meetings. Chair Persons, Deans and Vice Chancellors convene Board of Studies (BOS), Board of Faculty (BOF) and Academic Council Meetings. Academic matters, such as fresh courses, new administrative issues, or innovatory proposals, initiated by the Heads of Departments are deliberated in BOS meetings, reviewed in BOF meetings, overviewed in Academic Council or Syndicate meetings and approved in Board of Governors (BOG) or Senate meetings. University Senate, Senate House or Regent House (University of Cambridge UK), Faculty Senate (USA) or BOG is the supreme body in some universities which is the ultimate academic authority. Academic Senate or BOG consists of deans, directors, professors, public representatives and student members. Senate or BOG meetings are open to the general public by senators participate actively. Senate or BOG meeting is convened by Chairman Senate or Executive Director and chaired by the Chancellor [10]. The Vice Chancellor can convene meetings of committees, bodies and authorities whenever he considers necessary. He can speak at any forum but has no right to vote. It is Vice chancellor's duty to ensure that Government Directives, Provisions of Act, Statutes, Ordinance and Regulations are being observed in decisions of authorities, bodies and committees. He supervises the recommendations of Selection Board on the observance of merit in recruitments and promotions. He can undo decisions of authorities, bodies and committees inconsistent with the Act, Statutes or Regulations. The Vice Chancellor can take any decision during the emergency but is bound to communicate its justification to the Chancellor or University Management Council. The Vice Chancellor is the appointing and disciplinary authority for teachers, yet if his decision affects any teacher, then a notice with reasonable time must be given to the victim to appeal to the Management Council. The Vice Chancellor has right to initiate inspection of any person, body, building, laboratory, library, workshop and equipment at University or affiliated college if the matter relates to finance of university. In the case of Non-Profit Organizations the Vice Chancellor or Rector performs his functions by the general policy guidelines laid down by Board of Governors (BOG). These guidelines must be accessible to the general public through the internet. Non-Government Organizations running universities in developing countries often hide these guidelines and modify the sentences according to their needs in court cases. Members of BOG are appointed on the racial basis to maintain their absolute majority. This ethnic majority only recommends like-minded fellows to sustain their absolute monopoly. This language, race and religion based cartelism is also visible in public sector universities and the government institutes [11]. The Chancellor is a political figurehead in commonwealth countries but a chief executive in other nations. Universities having a large number of affiliated colleges may employ Vice Chancellors for them. The Chancellor and Vice Chancellor's jobs mean different things to different incumbents. Role and responsibilities of Vice Chancellors are recognized but the part they play does reflect their mindsets. There is danger in being purely a chief executive as at heart it is all about teaching and research. Universities have grown regarding their economy, yet they are a long way from being an academic cottage industry. Universities are cash rich institutes, but their major focus is to prepare skilled human resources to bring social change. Community respects institutes of higher learning, but if you see the deep dark march of follies, then you will quickly realize that people of similar sects and races are visible on all key posts. Shmshad Ahmed, Ex-Foreign Secretary, in his article (Dunya News, 5 November 2014) on Renaissance of Pakistan has explicitly pointed out undercurrents against ethnic and racial priorities which are more visible in universities. To ride through merit barrier, the bureaucracy fixes 60 marks for real unchallengeable credentials and 40 scores for interviews which are often the cause of ethnic decisions. If it becomes unavoidable to employ any out of cloud expert due to professional reasons then his/her salary is fixed at the abject minimum with the verbal promise to increase later due to one or other reasons. They use performance-based criterion to justify his/her low salary giving abundant emoluments to their incompetent people. It is sad to note some of the Vice Chancellors have granted salaries in the range of 0.5 to 0.7 million to junior professors and 0.2 to 0.35 million salaries to senior far more experience professors on ethnic grounds [11]. Those who fail to compete on merit are appointed with even higher salaries on management posts. A few Vice Chancellors have been noticed awarding foreign scholarships to their own race fellows and barring others to undertake higher education even at their expenses in local universities. They grant brand new cars to their executives and force the actual professors to park their private vehicles outside the campus. The executives come in chauffer driven official cars at 9 to 10 am and leave at 5 pm forcing others to come at 830am and go home at 9pm. Courts give no justice as they use the official money to hire expensive lawyers to knock down complainants. BOG or Senate is competent authority to hear complaints against the Vice Chancellors, but this conglomerate is even worse in attitude. I feel cold on the mindset which is driving the education sector. Industrialists convene interviews to shortlist private institute executive to appoint as vice chancellors in public sector universities. Media says "education" will bring the social and economic change but cult executives are intended to enforce corporate culture. Many anchors, journalists and writers also help racists to accomplish their campaign. They grant scholarships on ethnic grounds to fortify their own race under strategic policies. I see many states promoting their own communities within the state. We could not transform ourselves into a single united nation in 67 years due to these pathetic practices which continue to date. It is time to fix the millennium development goals. To keep the social fabric intact it was time to transform education for sustainable development which moving to privatization. You cannot ask a criminal to pay you money to take advice for abandoning the kidnapping or target killing profession. Education is light with which you see good and bad. An illiterate person is a blind man who needs societal support to see. There is no dispute on the importance of the commercial 127 entrepreneurship in the socioeconomic development of society, but education business would limit the access of actors who play the live drama. Universities have been incubation center of innovations not business. Business institutes and networks tried to apply the entrepreneurial academic model in Pakistan, but it failed due to racial and corrupt practices. Forget the evil and investigate the cause, what practices do not allow the proven ideas succeed in Pakistan. 4. Conclusions – An intense examination of irrational educational practices and the role of leadership leads researchers to conclude that unless drastic changes are made, a devastating societal image retains. It is time to develop uniform curriculum, facilities and examination standards in public and private institutes of all provinces. Uniform education system can override the sectarian factions and class differences. Academic entrepreneurial policy in universities is a good idea but education privatization in 50% literacy rate state may lead nowhere. Appointments of executives of private universities as vice chancellors in public sector universities to expedite the education privatization must be discouraged. Academic revolution can be based on truly entrepreneurial institute with financial support from business communities. Industry is reluctant to supply subvention due to racial appointments of incompetent professors. Xenophobic advisers do gnat knowledge based economy stories without realizing that superstructures cannot be built in air. Schools constitute the founding and intermediate structure on which remotely visible university superstructure can be built. Priorities must be redefined and direction of action must be readjusted. Despite pouring billions on laptops for elite students, 25 million poor students begging on crossroads must be provided with an access to free education. Oligarchies may live to tell the tale but biased societies cannot survive. Study alarms that if we continue to be foisted to the moorings of decadent racial systems then nothing can stop us becoming a botched state. 5. References 1. Khan N. Abas N, "Smart Crime science and Shabby Control Technologies," VFAST Trans. Educ. Soc. Sci. 6, 55– 71 (2015). 2. S. R. Tauqir, S. S. Hussain, and S. M. Azhar, "The Role of Vice Chancellors to Promote Higher Education in Pakistan : A Critical," South Asian J. Manag. Sci. 8, 46–59 (2014). 3. A. Zolfaghari, M. S. Sabran, and A. Zolfaghari, "Internationalization of higher education: Challenges, strategies, policies and programs," US-China Educ. Rev. 6, 1–9 (2009). 4. W. P. Review, "Pakistan Population (2017) - World Population Review," http://worldpopulationreview.com/countries/pakistan-population/. 5. G. Punjab, "Chief Minister e-Youth Initiative," http://www.youth.punjab.gov.pk/freelaptops.aspx. 6. HEC, "USAID-funded Merit and Needs-Based Scholarship Program," http://hec.gov.pk/english/scholarshipsgrants/Pages/International Scholarships/Pak-USAID Merit and Needs Based Scholarship Program/Introduction.aspx. 7. S. A. Khan, "Pakistan: A vanishing state - The Express Tribune," The Express tribune (April 1, 2013). 8. M. Ashfaq, "Appointment criteria for vice chancellors to be relaxed - Newspaper - DAWN.COM," DAWN News (September 12, 2015). 9. N. A. Jafarey, "Why Pakistan lags behind in research - SciDev.Net," http://www.scidev.net/global/r-d/opinion/whypakistan-lags-behind-in-research.html. 10. A. A. Khwaja, Management and Governance (Federal/Provincial Roles and Responsibilities; HEI Managers Appointment, Autonomy and Accountability) (2016). 11. E. Tan and Y. Sharma, "University World News," http://www.universityworldnews.com/article.php?story=20130717110401762. 128 Innovación en el Espacio Europeo de Educación Superior (EEES): la Docencia en Inglés. Un Caso de Estudio en la Universidad de Extremadura M. Mercedes Galan - Ladero (1), M. Isabel Sanchez – Hernandez (1) Facultad de Ciencias Económicas y Empresariales – Universidad de Extremadura Avda. Elvas, s/n. 06006 Badajoz (Spain) Phone: (+34) 924 289300 ext. 86524 Email: mgalan@unex.es 1. Introducción El Espacio Europeo de Educación Superior (EEES), implantado hace ya una década en la Comunidad Europea, tenía como objetivo, entre otros, cambiar el concepto de Universidad y buscar una cohesión del sistema universitario europeo, homogeneizando la duración de los Grados y Posgrados, de manera que se favoreciera el reconocimiento de los títulos universitarios en todo el Espacio Europeo y se fomentara así, realmente, la movilidad de profesionales en Europa. Por otra parte, el EEES también ha incrementado la competencia entre las Universidades europeas por atraer y captar alumnos. Esto ha llevado, entre otros aspectos, a utilizar el inglés como lengua académica común, de manera que la falta de dominio de la lengua local no sea un impedimento para estudiar en la Universidad europea que un estudiante desee. En el caso particular de las Facultades de Ciencias Económicas y Empresariales, y las Escuelas de Negocios, esta tendencia se ha visto reforzada por el hecho de que el inglés es el idioma de los negocios. Esto ha llevado a la impartición de diversos cursos y asignaturas en inglés (tanto a nivel de Grado como de Posgrado), llegando incluso a ofrecerse toda la docencia (titulaciones completas) en ese idioma. En el caso de la Universidad de Extremadura (UEx), también se ha querido sumar a esta tendencia generalizada, por lo que, desde hace ya varios años, se vienen impartiendo distintos cursos (principalmente, del Servicio de Orientación y Formación Docente – SOFD) dirigidos a impartir docencia en inglés. Pero ha sido en los últimos años cuando la UEx ha intensificado su proceso de internacionalización y ha fomentado y ha animado a los profesores a impartir su docencia en inglés. En el caso específico de la Facultad de Ciencias Económicas y Empresariales, se ha tomado este proceso con un gran interés e ilusión, y se ha diseñado un programa específico para los profesores de este Centro, con el objetivo de llegar a impartir un grado en ADE íntegramente en inglés. Así, en el curso 2015/2016 se ofreció una asignatura en inglés, y en el curso 2016/2017 se han ofrecido 4. Está previsto que, para el próximo curso 2017/2018 se impartan algunas más. En este trabajo se va a relatar la experiencia en una de estas asignaturas, Dirección Comercial II, que ha empezado a impartirse en inglés por primera vez en el curso académico actual. 2. Experiencia de la enseñanza en inglés de la asignatura Dirección Comercial II Como se ha indicado en el epígrafe anterior, esta asignatura, Dirección Comercial II (optativa de 4º ADE), se ha comenzado a impartir en inglés en el curso 2016/2017. Se ha elegido esta asignatura por distintas razones: - La profesora de la asignatura se ofreció voluntariamente para participar en el proyecto piloto. - La profesora reunía los requisitos exigidos en ese momento por la UEx y la Facultad (acreditación B2 por la Escuela Oficial de Idiomas) y el visto bueno de los profesores de inglés del proyecto piloto de la Facultad, así como del equipo decanal y del Departamento. - Era una asignatura de ADE y tenía 2 grupos (la normativa de la UEx exige que, al menos, un grupo de la titulación se imparta en español). Se garantizaba, por tanto, la docencia en español de la asignatura. Una vez impartida la asignatura en inglés, por primera vez en el curso académico 2016/2017, se pueden analizar los puntos positivos y menos positivos que se han detectado. 129 Entre los puntos más positivos, destacan los siguientes: - Se ha fomentado y animado a los profesores a que mejoren su nivel de inglés, para poder ofrecer la docencia en ese idioma. Los docentes han tenido un gran interés y se han esforzado mucho, para impartir las clases en inglés de la mejor forma posible. - Se ha favorecido la internacionalización de la UEx. Se ha difundido la docencia en inglés entre las Universidades que tienen acuerdo con la UEx, tanto europeas (programa Erasmus, principalmente) como del resto del mundo. - Los alumnos han estado motivados y se han “soltado” a la hora de hablar en inglés. - La UEx, bien a través de los cursos del SOFD, o bien a través de otros proyectos, se ha involucrado en la preparación de los profesores ofreciendo cursos de inglés, en colaboración con el Instituto de Lenguas Modernas (ILM). - El material para el estudio de la asignatura (libros, principalmente) se puede encontrar tanto en inglés como en español, por lo que en caso de duda (con alguna palabra o expresión) se puede consultar y comparar tanto la versión en inglés como la versión en español, ambas disponibles a través de la biblioteca electrónica de la UEx. Entre los puntos menos positivos, se pueden resaltar los siguientes: - Respecto a los alumnos, muchos han tenido miedo a dar clase íntegramente en inglés y no se han “arriesgado”. Además, no tenían suficientes incentivos para matricularse en una asignatura que les iba a hacer estudiar y trabajar más. Al ser sólo una asignatura optativa de 4º de ADE la que se impartía en inglés, no les servía para justificar el requisito de tener un nivel B1 en una lengua extranjera, necesario para obtener el Grado en Administración y Dirección de Empresas, ni les reconocía ningún nivel de inglés por cursarla. Sólo 1 alumno de matrícula ordinaria se ha animado a cursarla este curso (el resto, han sido alumnos extranjeros de intercambios, bien Erasmus o bien Intercampus). El grupo ha sido reducido: sólo 10 alumnos matriculados en la asignatura. - Los efectos de la implantación de docencia en inglés no son inmediatos. Habrá que esperar, al menos dos años, para ver la evolución en el número de alumnos que vienen a la UEx y/o que quieren cursar asignaturas en esta lengua. - La escasez de recursos: los profesores han estado muy solos en esta aventura, sin personal de apoyo permanente que les pudieran resolver dudas concretas o cuestiones específicas que han ido surgiendo a lo largo del cuatrimestre. Tampoco han contado con profesionales que revisaran el material de clase en inglés, para confirmar que todo estaba correctamente redactado, sin faltas ortográficas. - Mínimo reconocimiento académico a los profesores que se han unido al proyecto (sólo un reconocimiento de 1,5 créditos adicionales, pero que sólo computaban al profesor y no al Departamento). Eso ha provocado un cierto malestar en el Departamento, al estar ya su carga docente por encima del 100%. Al menos en el primer año, en el que un profesor prepara todo el material e imparte en inglés una asignatura “nueva”, debería existir un reconocimiento mayor de su trabajo. - No se han creado grupos adicionales para la docencia en inglés, por lo que se ha generado un gran desequilibrio numérico entre los alumnos matriculados en el grupo de inglés y en el grupo de español. Esto ha afectado, de alguna manera, a la calidad de la docencia, puesto que no es lo mismo trabajar con un grupo de 10 alumnos que con uno de 60 - 70. La profesora ha tenido que asumir esa descompensación entre grupos. 3. Conclusión. La valoración realizada tras esta primera experiencia es netamente positiva. A pesar de los aspectos comentados en el trabajo que deberían corregirse y/o mejorarse, la conclusión a la que llegamos es que debemos seguir trabajando y mejorando la oferta de docencia en inglés, tanto en cantidad (número de asignaturas ofertadas) como en calidad (dominio correcto de la lengua inglesa), y tanto en la UEx en general como en la Facultad de Ciencias Económicas y Empresariales en particular, para ser competitivos en el EEES y tener una dimensión realmente internacional. 4. References [1] M.I. Sánchez – Hernández; M.M. Galán – Ladero; C. Galera – Casquet; y Gallardo Vázquez, Dolores. Reflections about the integration of Corporate Social Responsibility in Business Studies in the European Higher Education Context. Actas del VII Congreso Internacional de Marketing Público y No Lucrativo. Valencia, 2008. 130 Innovación en el Espacio Europeo de Educación Superior (EEES): la Docencia en Inglés. Un Caso de Estudio en la Universidad de Extremadura M. Mercedes Galan - Ladero (1), M. Isabel Sanchez – Hernandez (2) Facultad de Ciencias Económicas y Empresariales – Universidad de Extremadura Avda. Elvas, s/n. 06006 Badajoz (Spain) Phone: (+34) 924 289300 ext. 86524 Email: mgalan@unex.es 1. Introducción El Espacio Europeo de Educación Superior (EEES), implantado hace ya una década en la Comunidad Europea, tenía como objetivo, entre otros, cambiar el concepto de Universidad y buscar una cohesión del sistema universitario europeo, homogeneizando la duración de los Grados y Posgrados, de manera que se favoreciera el reconocimiento de los títulos universitarios en todo el Espacio Europeo y se fomentara así, realmente, la movilidad de profesionales en Europa. Por otra parte, el EEES también ha incrementado la competencia entre las Universidades europeas por atraer y captar alumnos. Esto ha llevado, entre otros aspectos, a utilizar el inglés como lengua académica común, de manera que la falta de dominio de la lengua local no sea un impedimento para estudiar en la Universidad europea que un estudiante desee. En el caso particular de las Facultades de Ciencias Económicas y Empresariales, y las Escuelas de Negocios, esta tendencia se ha visto reforzada por el hecho de que el inglés es el idioma de los negocios. Esto ha llevado a la impartición de diversos cursos y asignaturas en inglés (tanto a nivel de Grado como de Posgrado), llegando incluso a ofrecerse toda la docencia (titulaciones completas) en ese idioma. En el caso de la Universidad de Extremadura (UEx), también se ha querido sumar a esta tendencia generalizada, por lo que, desde hace ya varios años, se vienen impartiendo distintos cursos (principalmente, del Servicio de Orientación y Formación Docente – SOFD) dirigidos a impartir docencia en inglés. Pero ha sido en los últimos años cuando la UEx ha intensificado su proceso de internacionalización y ha fomentado y ha animado a los profesores a impartir su docencia en inglés. En el caso específico de la Facultad de Ciencias Económicas y Empresariales, se ha tomado este proceso con un gran interés e ilusión, y se ha diseñado un programa específico para los profesores de este Centro, con el objetivo de llegar a impartir un grado en ADE íntegramente en inglés. Así, en el curso 2015/2016 se ofreció una asignatura en inglés, y en el curso 2016/2017 se han ofrecido 4. Está previsto que, para el próximo curso 2017/2018 se impartan algunas más. En este trabajo se va a relatar la experiencia en una de estas asignaturas, Dirección Comercial II, que ha empezado a impartirse en inglés por primera vez en el curso académico actual. 2. Experiencia de la enseñanza en inglés de la asignatura Dirección Comercial II Como se ha indicado en el epígrafe anterior, esta asignatura, Dirección Comercial II (optativa de 4º ADE), se ha comenzado a impartir en inglés en el curso 2016/2017. Se ha elegido esta asignatura por distintas razones: - La profesora de la asignatura se ofreció voluntariamente para participar en el proyecto piloto. - La profesora reunía los requisitos exigidos en ese momento por la UEx y la Facultad (acreditación B2 por la Escuela Oficial de Idiomas) y el visto bueno de los profesores de inglés del proyecto piloto de la Facultad, así como del equipo decanal y del Departamento. - Era una asignatura de ADE y tenía 2 grupos (la normativa de la UEx exige que, al menos, un grupo de la titulación se imparta en español). Se garantizaba, por tanto, la docencia en español de la asignatura. Una vez impartida la asignatura en inglés, por primera vez en el curso académico 2016/2017, se pueden analizar los puntos positivos y menos positivos que se han detectado. 131 Entre los puntos más positivos, destacan los siguientes: - Se ha fomentado y animado a los profesores a que mejoren su nivel de inglés, para poder ofrecer la docencia en ese idioma. Los docentes han tenido un gran interés y se han esforzado mucho, para impartir las clases en inglés de la mejor forma posible. - Se ha favorecido la internacionalización de la UEx. Se ha difundido la docencia en inglés entre las Universidades que tienen acuerdo con la UEx, tanto europeas (programa Erasmus, principalmente) como del resto del mundo. - Los alumnos han estado motivados y se han “soltado” a la hora de hablar en inglés. - La UEx, bien a través de los cursos del SOFD, o bien a través de otros proyectos, se ha involucrado en la preparación de los profesores ofreciendo cursos de inglés, en colaboración con el Instituto de Lenguas Modernas (ILM). - El material para el estudio de la asignatura (libros, principalmente) se puede encontrar tanto en inglés como en español, por lo que en caso de duda (con alguna palabra o expresión) se puede consultar y comparar tanto la versión en inglés como la versión en español, ambas disponibles a través de la biblioteca electrónica de la UEx. Entre los puntos menos positivos, se pueden resaltar los siguientes: - Respecto a los alumnos, muchos han tenido miedo a dar clase íntegramente en inglés y no se han “arriesgado”. Además, no tenían suficientes incentivos para matricularse en una asignatura que les iba a hacer estudiar y trabajar más. Al ser sólo una asignatura optativa de 4º de ADE la que se impartía en inglés, no les servía para justificar el requisito de tener un nivel B1 en una lengua extranjera, necesario para obtener el Grado en Administración y Dirección de Empresas, ni les reconocía ningún nivel de inglés por cursarla. Sólo 1 alumno de matrícula ordinaria se ha animado a cursarla este curso (el resto, han sido alumnos extranjeros de intercambios, bien Erasmus o bien Intercampus). El grupo ha sido reducido: sólo 10 alumnos matriculados en la asignatura. - Los efectos de la implantación de docencia en inglés no son inmediatos. Habrá que esperar, al menos dos años, para ver la evolución en el número de alumnos que vienen a la UEx y/o que quieren cursar asignaturas en esta lengua. - La escasez de recursos: los profesores han estado muy solos en esta aventura, sin personal de apoyo permanente que les pudieran resolver dudas concretas o cuestiones específicas que han ido surgiendo a lo largo del cuatrimestre. Tampoco han contado con profesionales que revisaran el material de clase en inglés, para confirmar que todo estaba correctamente redactado, sin faltas ortográficas. - Mínimo reconocimiento académico a los profesores que se han unido al proyecto (sólo un reconocimiento de 1,5 créditos adicionales, pero que sólo computaban al profesor y no al Departamento). Eso ha provocado un cierto malestar en el Departamento, al estar ya su carga docente por encima del 100%. Al menos en el primer año, en el que un profesor prepara todo el material e imparte en inglés una asignatura “nueva”, debería existir un reconocimiento mayor de su trabajo. - No se han creado grupos adicionales para la docencia en inglés, por lo que se ha generado un gran desequilibrio numérico entre los alumnos matriculados en el grupo de inglés y en el grupo de español. Esto ha afectado, de alguna manera, a la calidad de la docencia, puesto que no es lo mismo trabajar con un grupo de 10 alumnos que con uno de 60 - 70. La profesora ha tenido que asumir esa descompensación entre grupos. 3. Conclusión. La valoración realizada tras esta primera experiencia es netamente positiva. A pesar de los aspectos comentados en el trabajo que deberían corregirse y/o mejorarse, la conclusión a la que llegamos es que debemos seguir trabajando y mejorando la oferta de docencia en inglés, tanto en cantidad (número de asignaturas ofertadas) como en calidad (dominio correcto de la lengua inglesa), y tanto en la UEx en general como en la Facultad de Ciencias Económicas y Empresariales en particular, para ser competitivos en el EEES y tener una dimensión realmente internacional. 4. References [1] M.I. Sánchez – Hernández; M.M. Galán – Ladero; C. Galera – Casquet; y Gallardo Vázquez, Dolores. Reflections about the integration of Corporate Social Responsibility in Business Studies in the European Higher Education Context. Actas del VII Congreso Internacional de Marketing Público y No Lucrativo. Valencia, 2008. 132 EXPERIENCIA EN EL EMPLEO DE PLATAFORMAS - En base a una visión formativa de futuro en las ingenierías Guerra (1), L. Sánchez (2), A. Holguera (3) (1) Alicia Guerra Guerra 927-257238 aguerra@unex.es (2) Lyda Sánchez de Gómez 927-257982 lydasan@unex.es (3) Almudena Holguera Palacios 616140888 almholguera@gmail.com 1. Introducción – Se está reclamando una nueva visión de Universidad. Entre los fundamentos de esta afirmación, destacamos los hechos siguientes: -Una sociedad en plena transformación que ya exige unas organizaciones gestionadas de forma más transparente y ética. -Los requerimientos por parte de organismos, pronunciamientos y foros internacionales de prestigio de una Universidad alternativa más actual, amplia e integradora cuya misión sea favorecer el desarrollo permanente de sus alumnos y egresados como ciudadanos globales y responsables. -Recientes informes que emanan de reputados encuentros y estudios que, en los inicios de esta Cuarta Revolución Industrial, prevén la necesidad por parte de las organizaciones de (a) una formación en valores –será la revolución de los valores- que coloque el crecimiento económico al servicio de la persona, (b) acompañada, mucho más que en el actual EEES, del desarrollo de capacidades y habilidades nuevas y rápidamente cambiantes de tipo social tales como la inteligencia emocional, la persuasión, la colaboración o la coordinación –soft skills- que permitan al profesional seguir contando con ofertas de trabajo de forma sostenida en el tiempo [1, 2]. Esto provocará la demanda por parte de las organizaciones –empresas incluidas- de nuevos perfiles profesionales, rápidamente cambiantes, ahora o recientemente inexistentes. Por parte del empleado, cada vez trabajará más con objetivos de desarrollo personal aplicados a los proyectos realizados en su trabajo. ¿Y el rol de los centros educativos? La única opción posible será la de practicar una formación muy de corte transversal alineada con este conjunto de necesidades que irán surgiendo en las organizaciones. Anticipando este escenario social y laboral, diseñamos e implementamos una dinámica formativa, con la intención de que se integre en el plan docente, con un doble objetivo: lograr la sensibilización real del alumno de los Grados en Ingeniería Informática de la Escuela Politécnica (UEX) relacionada con su competencia transversal más vinculada a la práctica de valores cívicos (Preocupación por el desarrollo humano y compromiso social, Nivel 1), al tiempo que hacerlo desarrollando un conjunto de habilidades sociales orientadas a que estos inminentes profesionales continúen siendo competitivos en los futuros mercados laborales: entre otras, el pensamiento crítico y socioambiental, creatividad, gestión de personas, colaboración y coordinación, inteligencia emocional, orientación a servicios, negociación y flexibilidad cognitiva [3]. Todo ello en un contexto educativo de ingenieros informáticos. En definitiva, se trata de una actividad de innovación educativa que, además de inculcar al alumno su sentir solidario con los problemas sociales –lo que encierra en sí mismo un valor- por la vía de la proactividad informática ante las deficiencias de la sociedad, intenta mejorar la empleabilidad de estos inminentes profesionales al contribuir a esa formación dinámica y volátil que se espera (Tabla I). A-Educación basada en la ética cívica B-Formación fundamentada en el desarrollo intenso de capacidades-habilidades blandas (soft skills) y rápidamente cambiantes Tabla I. Objetivos de la acción docente Interiorizar una cultura profesional basada en la ética: visualizar las posibilidades de atender los retos sociales con soluciones informáticas (empowerment). Desarrollar no sólo capacidades actuales de gestión de organizaciones, sino aquellas que ya comienzan a exigirse, al tiempo que asimilar la aceleración con la que éstas pueden ir cambiando 2. Metodología – Para esta dinámica de innovación docente escogemos la metodología Design Thinking [4, 5] y los métodos de Creatividad e Innovación social [4] (Imagen 1). 133 Imagen 1. Métodos elegidos para implementar la metodología En relación con ella, seleccionamos para cada una de sus fases las que consideramos las técnicas más eficaces [6] de acuerdo con las características de cada una de ellas (Tabla II). Tabla II. Características de Design Thinking, fases y técnicas elegidas Características Selección de técnicas Fases Técnica Empatía EMPATIZAR MAPA DE ACTORES Trabajo en equipo DEFINIR PERFIL USUARIO Prototipo IDEAR CO-CREACIÓN Lúdico PROTOTIPAR PROTOTIPO EN IMÁGENES Gran contenido visual y plástico: VERIFICAR PROTOTIPADO DE LA EXPERIENCIA una imagen vale más que mil palabras La actividad concreta para ello consistió en grabar un vídeo participativo de los alumnos y profesores de la asignatura (conjuntamente ambos Grados en Ingeniería Informática), y lanzarlo a continuación por redes sociales, concienciador de la necesidad de orientar la enseñanza informática a la solución de retos sociales. El vídeo, de una duración de 3,26 m., consta de dos bloques principales: (A) Formulación de la pregunta “Ingenieros informáticos: ¿¡para qué!?”, a modo de presentación del tema que sigue. (B) Desarrollo del tema: 5 minivídeos consecutivos que abordan cinco ámbitos de actuación de la informática con potencial de atender importantes retos sociales existentes. Se trata de: Informática y (1) Cooperación al desarrollo, y (2) Educación generalizada, y (3) Inclusión social, y (4) Telemedicina, y (5) Protección ambiental. Las escenas se diseñaron a partir de imágenes temáticas localizadas adaptándolas al contexto educativo universitario y al formato vídeo. En ello cooperó decisivamente el Director del Aula de Danza de la Universidad de Extremadura, así como en la edición del vídeo, un voluntario entregado a nuestro proyecto. La labor de grabación y edición resultó no sólo compleja, sino determinante del resultado: una grabación que equilibra el mensaje sensibilizador del impacto social de la informática con la calidad creativa y artística. A continuación, se colgó en YouTube. Su difusión a través de las redes sociales del centro refería el motivo y tema del vídeo, así como el vínculo para su visualización: https://www.youtube.com/watch?v=cvVp5AJnu-c En cuanto a la planificación y organización de la actividad docente (Tabla III), sólo aparentemente rápida, dada su naturaleza, su condición de primera edición de esta experiencia y que los alumnos no disponen de excesivo tiempo, resultó finalmente más laboriosa de lo previsto. Pero la satisfacción por el resultado compensó el esfuerzo. COMPONENTES Tabla III. Elementos de la planificación y organización docente EJECUCIÓN 134 CRITERIOS Clave en la iniciativa: motivación ACTITUD ELECCIÓN Vídeo de sensibilización sobre las intervenciones informáticas en la sociedad y medio ambiente y coloquio posterior con ONG elegida Proceso creativo en sí y con un carácter de innovación social (Imagen 1) Actividad muy relacionada con la generación del alumnado y su titulación. Esto reforzado al lanzar el vídeo por redes sociales Técnicas (Tabla II): Co-creación con el alumnado: envían propuestas de temas concretos y composición (foro virtual) Aparición en los títulos de crédito del vídeo de los nombres de todos los alumnos participantes, asignados a cada uno de los microvídeos en los que participan Efecto divulgador por varias redes sociales, en especial YouTube, además de aparecer los títulos de crédito en inglés para globalizar el impacto de la iniciativa EQUIPO DE TRABAJO Diversidad: enriquece la actividad Núcleo organizador: desde inicio al final Persona/s conocedoras de actividades similares: guía/n el proceso Unión de los alumnos de ambos Grados Participación artística del Director del Aula de Danza de la Universidad de Extremadura Participación resto miembros del equipo de trabajo: profesores de la asignatura, alumnos voluntarios de la titulación conocedores de grabación y edición de vídeos Profesores de la asignatura Director del Aula de Danza de la Universidad de Extremadura ONG vinculada a las ingenierías Voluntarios en grabación y edición de vídeos ESPACIO Que contextualice de forma adecuada el tema Amplio Aula espaciosa del centro Luminoso Paredes libres Inspirador MATERIALES Refuercen el mensaje y su contexto Cámara de vídeo Material informático: portátiles, impresoras, móviles, proyectores, prototipo electrónico, sillas de ruedas, muletas, pañuelos, macetas y otro material vario Material vinculado al tema concreto: escena de retos sociales (proyectada), imágenes del tema, … 3. Resultados y Discusión – Tras la planificación, organización y ejecución de la actividad, confirmamos el éxito alcanzado entre los alumnos –principales destinatarios-, al tiempo que en la misma sociedad a raíz de la visibilidad del mensaje proporcionada por las redes. Finalmente, decidimos aplicar una sintética gestión del conocimiento con vistas a la realización de futuras ediciones de experiencias de objetivo y contenido similares. 4. Conclusiones – A la necesidad de adaptar los objetivos y metodologías docentes, innovadoras por las razones referidas, debe unirse la elección de dinámicas formativas los más idóneas posible para el perfil del alumnado destinatario. Nuestra gratitud para todos aquellos participantes en esta actividad. 135 5. Referencias [1] WEF, The Future of Jobs. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. 46º Foro Económico Mundial de Davos (Worl Economic Forum): Dominando la Cuarta Revolución Industrial. Davos-Klosters (2016). [2] Human Age Institute, Soft Skills 4 Talent. Fundación Human Age Institute (2016). [3] MG, Business & Talent Paper #1. El futuro del Empleo. ManpowerGroup (2016). [4] I. Capdevila, How Can City Labs Enhance the Citizens’ Motivation in Different Types of Innovation Activities? In Aiello, M. y McFarland, D. (Eds.), Social Informatics (pp. 64-71). SocInfo 2014 International Workshops Barcelona, Spain, November 10 (2014). [5] E. Hirshman, Technology: Reshaping economy and educational goals. Educasereview, january/february, 8-9 (2016). [6] García, R., Wert, A., y Zuinq http://designthinking.es/home/index.php Studio, Design Thinking en español (2016) Descarga 5/11/2016: 136 En base a una visión formativa de futuro en las ingenierías A. Guerra (1), L. Sánchez (2), A. Holguera (3) (1) Alicia Guerra Guerra 927-257238 aguerra@unex.es (2) Lyda Sánchez de Gómez 927-257982 lydasan@unex.es (3) Almudena Holguera Palacios 616140888 almholguera@gmail.com 1. Introducción – Se está reclamando una nueva visión de Universidad. Entre los fundamentos de esta afirmación, destacamos los hechos siguientes: -Una sociedad en plena transformación que ya exige unas organizaciones gestionadas de forma más transparente y ética. -Los requerimientos por parte de organismos, pronunciamientos y foros internacionales de prestigio de una Universidad alternativa más actual, amplia e integradora cuya misión sea favorecer el desarrollo permanente de sus alumnos y egresados como ciudadanos globales y responsables. -Recientes informes que emanan de reputados encuentros y estudios que, en los inicios de esta Cuarta Revolución Industrial, prevén la necesidad por parte de las organizaciones de (a) una formación en valores –será la revolución de los valores- que coloque el crecimiento económico al servicio de la persona, (b) acompañada, mucho más que en el actual EEES, del desarrollo de capacidades y habilidades nuevas y rápidamente cambiantes de tipo social tales como la inteligencia emocional, la persuasión, la colaboración o la coordinación –soft skills- que permitan al profesional seguir contando con ofertas de trabajo de forma sostenida en el tiempo [1, 2]. Esto provocará la demanda por parte de las organizaciones –empresas incluidas- de nuevos perfiles profesionales, rápidamente cambiantes, ahora o recientemente inexistentes. Por parte del empleado, cada vez trabajará más con objetivos de desarrollo personal aplicados a los proyectos realizados en su trabajo. ¿Y el rol de los centros educativos? La única opción posible será la de practicar una formación muy de corte transversal alineada con este conjunto de necesidades que irán surgiendo en las organizaciones. Anticipando este escenario social y laboral, diseñamos e implementamos una dinámica formativa, con la intención de que se integre en el plan docente, con un doble objetivo: lograr la sensibilización real del alumno de los Grados en Ingeniería Informática de la Escuela Politécnica (UEX) relacionada con su competencia transversal más vinculada a la práctica de valores cívicos (Preocupación por el desarrollo humano y compromiso social, Nivel 1), al tiempo que hacerlo desarrollando un conjunto de habilidades sociales orientadas a que estos inminentes profesionales continúen siendo competitivos en los futuros mercados laborales: entre otras, el pensamiento crítico y socioambiental, creatividad, gestión de personas, colaboración y coordinación, inteligencia emocional, orientación a servicios, negociación y flexibilidad cognitiva [3]. Todo ello en un contexto educativo de ingenieros informáticos. En definitiva, se trata de una actividad de innovación educativa que, además de inculcar al alumno su sentir solidario con los problemas sociales –lo que encierra en sí mismo un valor- por la vía de la proactividad informática ante las deficiencias de la sociedad, intenta mejorar la empleabilidad de estos inminentes profesionales al contribuir a esa formación dinámica y volátil que se espera (Tabla I). A-Educación basada en la ética cívica B-Formación fundamentada en el desarrollo intenso de capacidades-habilidades blandas (soft skills) y rápidamente cambiantes Tabla I. Objetivos de la acción docente Interiorizar una cultura profesional basada en la ética: visualizar las posibilidades de atender los retos sociales con soluciones informáticas (empowerment). Desarrollar no sólo capacidades actuales de gestión de organizaciones, sino aquellas que ya comienzan a exigirse, al tiempo que asimilar la aceleración con la que éstas pueden ir cambiando 2. Metodología – Para esta dinámica de innovación docente escogemos la metodología Design Thinking [4, 5] y los métodos de Creatividad e Innovación social [4] (Imagen 1). 137 Imagen 1. Métodos elegidos para implementar la metodología En relación con ella, seleccionamos para cada una de sus fases las que consideramos las técnicas más eficaces [6] de acuerdo con las características de cada una de ellas (Tabla II). Tabla II. Características de Design Thinking, fases y técnicas elegidas Características Selección de técnicas Fases Técnica Empatía EMPATIZAR MAPA DE ACTORES Trabajo en equipo DEFINIR PERFIL USUARIO Prototipo IDEAR CO-CREACIÓN Lúdico PROTOTIPAR PROTOTIPO EN IMÁGENES Gran contenido visual y plástico: VERIFICAR PROTOTIPADO DE LA EXPERIENCIA una imagen vale más que mil palabras La actividad concreta para ello consistió en grabar un vídeo participativo de los alumnos y profesores de la asignatura (conjuntamente ambos Grados en Ingeniería Informática), y lanzarlo a continuación por redes sociales, concienciador de la necesidad de orientar la enseñanza informática a la solución de retos sociales. El vídeo, de una duración de 3,26 m., consta de dos bloques principales: (A) Formulación de la pregunta “Ingenieros informáticos: ¿¡para qué!?”, a modo de presentación del tema que sigue. (B) Desarrollo del tema: 5 minivídeos consecutivos que abordan cinco ámbitos de actuación de la informática con potencial de atender importantes retos sociales existentes. Se trata de: Informática y (1) Cooperación al desarrollo, y (2) Educación generalizada, y (3) Inclusión social, y (4) Telemedicina, y (5) Protección ambiental. Las escenas se diseñaron a partir de imágenes temáticas localizadas adaptándolas al contexto educativo universitario y al formato vídeo. En ello cooperó decisivamente el Director del Aula de Danza de la Universidad de Extremadura, así como en la edición del vídeo, un voluntario entregado a nuestro proyecto. La labor de grabación y edición resultó no sólo compleja, sino determinante del resultado: una grabación que equilibra el mensaje sensibilizador del impacto social de la informática con la calidad creativa y artística. A continuación, se colgó en YouTube. Su difusión a través de las redes sociales del centro refería el motivo y tema del vídeo, así como el vínculo para su visualización: https://www.youtube.com/watch?v=cvVp5AJnu-c En cuanto a la planificación y organización de la actividad docente (Tabla III), sólo aparentemente rápida, dada su naturaleza, su condición de primera edición de esta experiencia y que los alumnos no disponen de excesivo tiempo, resultó finalmente más laboriosa de lo previsto. Pero la satisfacción por el resultado compensó el esfuerzo. COMPONENTES Tabla III. Elementos de la planificación y organización docente EJECUCIÓN 138 CRITERIOS Clave en la iniciativa: motivación ACTITUD ELECCIÓN Vídeo de sensibilización sobre las intervenciones informáticas en la sociedad y medio ambiente y coloquio posterior con ONG elegida Proceso creativo en sí y con un carácter de innovación social (Imagen 1) Actividad muy relacionada con la generación del alumnado y su titulación. Esto reforzado al lanzar el vídeo por redes sociales Técnicas (Tabla II): Co-creación con el alumnado: envían propuestas de temas concretos y composición (foro virtual) Aparición en los títulos de crédito del vídeo de los nombres de todos los alumnos participantes, asignados a cada uno de los microvídeos en los que participan Efecto divulgador por varias redes sociales, en especial YouTube, además de aparecer los títulos de crédito en inglés para globalizar el impacto de la iniciativa EQUIPO DE TRABAJO Diversidad: enriquece la actividad Núcleo organizador: desde inicio al final Persona/s conocedoras de actividades similares: guía/n el proceso Unión de los alumnos de ambos Grados Participación artística del Director del Aula de Danza de la Universidad de Extremadura Participación resto miembros del equipo de trabajo: profesores de la asignatura, alumnos voluntarios de la titulación conocedores de grabación y edición de vídeos Profesores de la asignatura Director del Aula de Danza de la Universidad de Extremadura ONG vinculada a las ingenierías Voluntarios en grabación y edición de vídeos ESPACIO Que contextualice de forma adecuada el tema Amplio Aula espaciosa del centro Luminoso Paredes libres Inspirador MATERIALES Refuercen el mensaje y su contexto Cámara de vídeo Material informático: portátiles, impresoras, móviles, proyectores, prototipo electrónico, sillas de ruedas, muletas, pañuelos, macetas y otro material vario Material vinculado al tema concreto: escena de retos sociales (proyectada), imágenes del tema, … 3. Resultados y Discusión – Tras la planificación, organización y ejecución de la actividad, confirmamos el éxito alcanzado entre los alumnos –principales destinatarios-, al tiempo que en la misma sociedad a raíz de la visibilidad del mensaje proporcionada por las redes. Finalmente, decidimos aplicar una sintética gestión del conocimiento con vistas a la realización de futuras ediciones de experiencias de objetivo y contenido similares. 4. Conclusiones – A la necesidad de adaptar los objetivos y metodologías docentes, innovadoras por las razones referidas, debe unirse la elección de dinámicas formativas los más idóneas posible para el perfil del alumnado destinatario. Nuestra gratitud para todos aquellos participantes en esta actividad. 139 5. Referencias [1] WEF, The Future of Jobs. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. 46º Foro Económico Mundial de Davos (Worl Economic Forum): Dominando la Cuarta Revolución Industrial. Davos-Klosters (2016). [2] Human Age Institute, Soft Skills 4 Talent. Fundación Human Age Institute (2016). [3] MG, Business & Talent Paper #1. El futuro del Empleo. ManpowerGroup (2016). [4] I. Capdevila, How Can City Labs Enhance the Citizens’ Motivation in Different Types of Innovation Activities? In Aiello, M. y McFarland, D. (Eds.), Social Informatics (pp. 64-71). SocInfo 2014 International Workshops Barcelona, Spain, November 10 (2014). [5] E. Hirshman, Technology: Reshaping economy and educational goals. Educasereview, january/february, 8-9 (2016). [6] García, R., Wert, A., y Zuinq http://designthinking.es/home/index.php Studio, Design Thinking en español (2016) Descarga 5/11/2016: 140 EPÚBLICA ARGENTINA University-employer cooperation in teaching students of communications majors A. Chechulin (1), E. Kaverina (2), E. Kozlova (3), S. Shelonaev (4) (1) Saint Petersburg State University, 191014, Russia, Saint Petersburg, Mayakovskogo street, 25-10, +7 921 903 06 61, chechulindom@yandex.ru (2) Saint Petersburg State University, 199155, Russia, Saint Petersburg, Korablestroiteley street, 44-2-483, +7 921 904 33 92, kaverina_elena@mail.ru (3) Saint Petersburg State University, 196605, Russia, Saint Petersburg, Pushkin, Vyacheslava Shishkova street, 16-57, +7 921 094 27 03, lena.kozlova1@gmail.com (4) Saint Petersburg State University of Industrial Technologies and Design, 191186, Russia, Saint Petersburg, Bolshaya Morskaya street, 18, +7 812 570 25 54, shelonaev@mail.ru Key words: Employer, labor market, education, University-employer cooperation, communication specialties. 1. Introduction The article examines specifics of employers’ (representatives of the sphere) participation in training of students of communications majors, such as advertising, public relations, and journalism. Such cooperation is caused by the necessity of maintaining university education quality and reducing the gap between education and practice. By definition, education is a social construction based on a theoretical model [1] and the whole educational sphere is characterized by academicism and conservatism, which make it inherently different from the dynamic market field. Whereas the academic world values hard skills, inlcuding those helping the learning process, the most, the working environment pays more attention to generic competences and soft skills, focusing on autonomy, the efficient use of time, document writing and the use of technology [2]. Thus, a topical issue raises: how to integrate practitioners, teachers, and students of communications majors into one professional field. The problem appears to be especially relevant in the communications industry where creativity, which is based on a strong grounding in a discipline and an ability to break out of it, is one of the key competencies [3]. The hypothesis of the given research states that organization of university–employer cooperation, search of various forms of partnership, and creation of institutional formats and their legitimization in the educational area are solutions of this problem. An evident solution for increase of quality of teaching applied communications disciplines is engaging teachers with their own practical experience in the given field to educational activities, as well as creation of conditions for parallel regular work of such teachers in business organizations and participation in expert specialized activities and certain projects. The writing team has been observing such experience in several universities throughout 15 years. We believe that teachers of applied disciplines must have integrated knowledge uniting both theoretical and practical aspects. Such characteristics will allow them to teach not just disciplines but competences, or situated skills, connecting knowledge with specific situations and allowing to apply what has been learned to different contexts [4]. Another significant solution of the problem is engaging representatives of the sphere in the educational process. It can be productive. Practitioners know their subject well, study real business objectives, with students and help to analyze examples from certain companies’ practice. At that, a number of difficulties arise: representatives of the sphere cannot read lecture courses during the whole semester on a regular basis; they are not always willing to work adhering to corporate university requirements; they are not ready to spend their time on development of teaching materials, which accompany the educational process. Therefore, it is necessary to search for various flexible forms of cooperation. In contrast to universities in many other countries, in Russian Federation there is a state educational standard determines the main contents of an educational program, volume and professional competencies. Students of communications majors studying at university must receive an academic knowledge set, master theoretical foundations and applied skills of communications work; prepare and defend a graduate degree work which theme and defense order are also regulated by the state standard. The demand for professional training, exceeding traditional scenarios, grows [5]. At the same time, the state educational standard, being the result of wide public compromise and a rigid bureaucratic binding document, remains and contributes to the gap between practice and education. This research is dedicated to studying possible ways of effective cooperation between academics and practitioners, analysis of university—employer cooperation forms, and identification of productive cooperation formats. 141 2. Experimental As a platform for research activity, two state universities with educational majors in communicational field were chosen. The choice of these universities is based on the fact that one of them – Saint Petersburg State University – is a federal university with expanded powers in organization of educational process within state policy of universities’ segregation in the Russian Federation [6]. Another one – Saint Petersburg State University of Industrial Technologies and Design – does not have such independence in organization of educational process. During the research, particular attention was paid to studying forms of university—employer cooperation which contributes to increase of professional competencies of communications majors’ students. In the course of research, the following forms of cooperation with employers, used by both universities, were recorded. 1) Involving representatives of media sphere into discussion and reviewing of a number of significant documents, defining educational process: the State educational standard; Teaching plan of an educational program; Teaching complexes of certain disciplines; Program and contents of students’ internship; Program of comprehensive final examination; Statement on the final qualifying work. 2) Creation of the State examination committee composed with prevailing representation of employers, including appointment of a field representative as the committee (members of the committee were meant to listen to the defense of bachelors and masters’ graduate qualifying works and make a decision on their marks). 3) Reviewing of practice-oriented graduate qualifying works by representatives of media industry. 4) Determination of graduate qualifying works’ subjects. 5) Determination of students’ research work direction and forms. 6) Holding professional workshops of media industry representatives based on training media centers and in student editorial offices. 7) Providing opportunities for educational training, professional, creative, working, and pre-degree internships; organization of hands-on training based on training media centres. In Saint Petersburg State University, there are special additional forms of cooperation with representatives of the field. 1) Graduates’ Association was established in Saint Petersburg State University. The idea of making such public organization drew upon European and American experience of university and professional community cooperation. Students of communication majors take part in this project as members of the organizing committee, which allows them to get relevant professional skills over the course of work and communication practicing specialists. Thus, Graduates’ Association becomes a place of internship and direct contacts with employers. As pointed out in policy documents, Graduates’ Association is the basis for effective cooperation of graduates, students, SPBU, and employers. One of the key aims of Graduates’ Association is to help students realize their professional and career objectives and employers – to find employees corresponding aims and requirements of modern business. 2) GR club as a form of university and expert community cooperation was established with the active participation of High School of Journalism and Mass Communications, which is a structure department of Saint Petersburg State University. This format became the first regional platform to unite experts in Government Relations, government, business and academia representatives. Importance of cooperation is understood and acknowledged by participation of such major employers, as General Motors, Gazprom Neft, “Megafon” telecom operator, Bosch and Siemens Home Appliances Group, the Legislative Assembly of Saint Petersburg, the Agency of Strategic Initiatives, and the Chamber of Commerce and Industry of Leningrad. Students’ participation in open events of GR club allows them to get relevant professional information and establish direct personal contacts with employers. 3) Career Day has been held in Saint Petersburg State University twice a year since 2016 in experimental form. Over the course of this event, around 2,000 students and entrants get a unique opportunity to communicate with representatives of the biggest Russian and world companies. More than 40 various leading companies, scientific institutions, government and executive authorities take part in the event. Employees of participating organizations advise students on all the issues, tell them about the ways to apply for an internship, and offer job vacancies. This event can be also used as a form of extended university— employer cooperation, once students of communication majors are integrated into work of organization committee, involved in the process of holding and managing this event. In this approach, the event becomes a place of getting relevant practical skills and direct professional communication with employers. 4) Advertisers’ club as a form of cooperation with representatives of the field has existed since 2000. Sessions of the Club are open and are held in High School of Journalism and Mass Communications (a structure department of Saint Petersburg State University). Speeches of communication sphere's key experts, relevant analytics of the market, and specialists’ discussions – 142 all these allow students to plunge into profession, integrating theoretical knowledge to modern practical experience. Advertisers’ club gathers successful specialists, promoting various companies, for a discussion. Advertisers’ Club is a professional community that can bring initiatives to the projects of legislative norms of advertising market regulation and discuss ethical issues. Students’ participation in work of Advertisers’ Club significantly pushes the boundaries of the understanding of professional activity. 3. Results and Discussion In the course of the survey, forms of cooperation between university and representatives of the field were revealed. These forms are the same both for a federal university with high level of independence and for a standard university. A tendency to actively engage representatives of the field in university educational process for students of communication majors has been stated. This cooperation is realized in the following forms: discussion of educational standard and educational plans; engaging representatives of media industry in committees, executing final assessment and evaluating graduates’ training; reviewing of graduate qualifying works; participation in compiling questions and tasks for final assessment of graduates; determination of graduate qualifying works’ subject; determination of students’ research work direction and forms; providing opportunities for educational training, professional, creative, working, and pre-degree internships; holding handson training based on training media centres. Innovative forms of cooperation with employers realized by SPBU (GR club, Advertisers’ club, and Career Day) are aimed at both promising positioning of federal university students in the communication industry segment and development of professional competencies of students – future students in the field of communication. Establishment of the State examination committee consisting of only industry representatives led to a controversial discussion in the university environment. Critics concerned commissioned employers lacking knowledge of certain requirements of the state standard; their weak knowledge of academic definitions; absence of educational experience with students; overstated expectations of deep applied knowledge from students. As a result of the discussion, now final committees in Saint Petersburg State University include 75% of external practicing experts and 25% of staff professors. The following institutional forms received appreciation as platforms for professors and external practicing experts cooperation, communication and experience exchange environment – GR club, Advertisers’ club, and Graduates’ Association. 4. Conclusions 1. The main hypothesis on productivity of university and industry representatives cooperation was confirmed. Authors believe that regular cooperation between universities and employers is critical. It is necessary to search optimal institutional forms of cooperation for each case – both in the form of a dialogue and in the form of real institutional involvement into educational process. 2. The research showed that various form of university and industry representatives cooperation work productively on institutionalization of communication professions, contributing to development of loyal attitude towards these forms of professional activity among public audiences. 3. Students’ integration in professional cooperation brings constructive results for industry representatives as well. It is important bilateral communication, benefitting to both sides. Modern students, belonging to Generation Z, have fresh look and free digital thinking; they are capable of making non-standard and effective marketing ideas and creative concepts that will be interesting for industry representatives. 4. Forms of university and representatives of the field cooperation, described in the research, can be infused into educational process of other universities and are correlated with projected level of university innovations in keeping with specifics of communication majors [7]. Given forms of cooperation may become useful experience and examples of organizing cooperation for other universities. 5. References [1] Pons, J.P. Higher Education and the Knowledge Society. Information and Digital Competencies. International Journal of Educational Technology in Higher Education, 2010, Volume 7, Number 2, Page 6 [2] Garcia, M.G., López, C.B., Molina, E.C., Casas. E.E., & Morales, Y.A.R. Development and evaluation of the team work skill in university contexts. Are virtual environments effective? International Journal of Educational Technology in Higher Education, 2016, Volume 13, Number 1, Page 1 143 [3] Pons, J.P. Higher Education and the Knowledge Society. Information and Digital Competencies. International Journal of Educational Technology in Higher Education, 2010, Volume 7, Number 2, Page 6 [4] Pons, J.P. Higher Education and the Knowledge Society. Information and Digital Competencies. International Journal of Educational Technology in Higher Education, 2010, Volume 7, Number 2, Page 6 [5] Fernández, J. T. Professionalisation of Teaching in Universities: Implications from a Training Perspective. International Journal of Educational Technology in Higher Education, 2013, Volume 10, Number 1, Page 345 [6] Blass, E., Hayward, P. Innovation in higher education; will there be a role for “the academe/university” in 2025? European Journal of Futures Research, 2014, 2:41 [7] Dezhina I., Etzkowitz H. Path dependence and novelties in Russian innovation, Triple Helix, A Journal of UniversityIndustry-Government Innovation and Entrepreneurship, 2016, 3:11 Scientific CV Alexey Chechulin, full-time professor of Saint Petersburg State University, School of Journalism & Mass Communications. Topics of scientific research: 1. communications theory; 2. philosophical anthropology. 144 Ambient scent and evaluation of a class: educational innovation with scent F. I. Vega-Gómez (1), O. R. González López (2) , M. Buenadicha (3) (1) Universidad de Extremadura 924289250; fvegagomez@unex.es 1. Introduction – The socio-economic changes and their vertiginous and formidable influence in the markets, have led to a products’ saturation and an excess of supply, that produces in the consumer a demand of differentiation of what they look for to buy, focusing more and more on the reception of a holistic buying experience 1,2 , against a simple acquisition of a good or service. In this new scenario, it is vital to transfer and increase the vision of the marketing and the elements that they use, in order to be able to influence the consumers' senses, making the environments more desirable and memorable 3 and giving them a complete experience 1,2. In this way, a new type of marketing arises, with the intention of accommodating the pretensions and needs of the new consumer, trying to create complete experiences that result in a total satisfaction of them, both during the purchase process, during previous moments and in the memory of it, area that has been denominated sensorial marketing4-14, as part of a broader experience known as experiential marketing 2,15-17. This branch known as sensory marketing has been defined by several authors, highlighting the definitions of Schmitt (1999) and Krishna (2012), who define it as what "appeals to the senses with the aim of creating sensory experiences through sight , ear, touch, taste and smell and can be used to differentiate companies and products, to motivate customers and add value to products” 2 or as" marketing that engages consumers to through their senses and affects their perceptions, judgments and behaviours" 5. It can therefore be concluded from the two definitions given that this area of marketing, developed during the last twenty years, has as aim the manipulation of the variables that affect the senses, to offer a better experience 18, ie to influence the judgments, perceptions and decisions of the consumer, as well as the behaviours, like the Cognitive Persuasion Model (PKM) says and its relation to the product through the five senses 19. In recent years, the role of sensorial marketing has gradually been gaining presence and getting the gallons to position as an advantageous tool with which it manages to attract and gain the advantage of customers, and with which optimizes the experience of the consumer’s perceptions about the purchase, their perceptions of the quality and the idea about the product 5,20-22 . In this new branch of marketing, olfactory marketing is considered one of the best elements to influence in the consumers’ evaluations and behaviours, in spite of being one of the least studies tools 23-31. However, olfaction is the most influence sense in consumers’ decisions and evaluations 32,33, being the most primitive and more related sense to the limbic system 34 and being able to differentiate up to 10,000 different scents 35 encoded by more than 1,000 genes receptors, despite human difficulties to adequately differentiate some scents 36,37. The perception of an active scents by the hippocampus and amygdala 38,39 to a greater degree than, for example, sight 40 , improving memory and visual ability 41. To have an adequate influence on the consumer's feelings, scents must comply several premises, such as the presence of a scent 42-46, an adequate pleasure 44,47,48 and intensity 45 and congruency, defined as the relation between scent and product or ambient 42,43,48-50. Olfactory marketing, have been used in several ambient to influence the consumers’ evaluation, such a hospital 51, restaurants 52,53 , dental clinics 54, hotels 5,8,14,55, casinos 56, and to safety feeling while driving a vehicle in a simulated environment 57. If we refer specifically to the study of the evaluation of environments and services, we can conclude that an adequate and congruent scent influences the evaluation and perception of consumers 58, Highlighting the experiment carried out by Knasko et al. (1990), showing that a scented room is better evaluated than an odourless and extendable conclusion when it comes to the evaluation of a service 59. But its use in educational settings is testimonial 60,61 and the other cases refer only as a pretest to a main study, not as a measurement of the evaluation of classrooms and classes nor as educational innovation. For this reason, this study is so important, in order to applicate this new branch in educative ambient, measuring students' assessments and perceptions. For this, we consider that the results of the studies in profitable ambient could be extrapolated to the academic field and apply olfactory marketing techniques to be carried out in the classrooms of schools and colleges in order to improve the performance and evaluations of students. 2. Experimental -. This experiment was carried out according with psychological technique S-O-R (Stimulus-OrganismResponse), which can explain the effect that a certain scent can cause on consumer behaviour, having been widely used and discussed in the field of olfactory marketing 62-64. This paradigm proposed by Craik (1973) and later developed by Mehrabian and Rusell (1974) proposes that nature is a stimulus (S) containing signals that affect the internal evaluation The individuals (O) and this generates behaviours of acceptance or rejection (R) 65,66. Gulas and Bloch adapted this marketing paradigm in 1995 introducing important variables in the olfactory aspect such as olfactory acuity or congruence 67. During the duration of 2 different classes were exposed two documentaries in each of them, with the intention of reducing the influence of the teacher’s performance and the different motivation of him during each day. During the view, a scent was spread during the class, vanilla, that relaxes and increases satisfaction and pleasure 38-42, more time in store43 and affects the perception of time 40,44 and the other was the control group. This scent was spread with an electronic machine provided by the company Ambiseint SL, who acted as consultant in the intensity of it, depending of the dimension of the class. 145 Before watching the documentaries, the students were asked to complete a self-administrated questionnaire 42, where they were asked about the evaluation of the class and classroom through thirteen items, such as attraction, relaxing, comfort, joyfulness, opening sensation, colourful, ambient, stimulation, suitability, liveliness, bright, motivation and pleasantness. During this experiment the blinds were lowered to avoid the influence of the light, the same temperature was maintained, the duration times of the experiment were measured and the class was always cleaned the same person and under the same conditions. Likewise, the interviewers were trained not to direct questions or wear perfume. We try with this experiment, to transpose the methodology of influence in behaviour of the mentioned S-O-R model to the educational field. 3. Results and Discussion The data is composed by 52 undergraduate Business students, from Universidad de Extremadura. 32 of them were exposed to vanilla scent, being 20 of them the control group. The masculinity rate of the group was 36,5%. The average age of the group was 21 years. Test T for two samples assuming equal variances Media Variance Observations Grouped Variance Hypothetical difference of means Degrees of freedom Statistical t P(T<=t) one tail Critical Value t (one tail) P(T<=t) two tails Critical Value t (two tails) Variable 1 Variable 2 4,36666667 4,80729167 0,51994802 0,57327447 20 32 0,55301042 0 50 2,07869511 0,02139826 1,67590503 0,04279652 2,00855911 As it can be seen in the table, the assessment of the environment, composed of the 13 items discussed, maintains a significant difference of means between the control group and the group that was exposed to the scent, which implies the rejection that both means are equal, or what is the same, it is accepted that there is a significant influence of smell in the evaluation of students, so that the smell increases the assessment of the environment in the educational environment. 4. Conclusions The present study makes an important practical application in two areas, for educational managers and for marketing managers. From the point of view of the educational managers, the fact that smell, among others, becomes an influential variable for the students’ evaluation is important, both for the ability of the olfactory environment to increase the satisfaction and recommendation, turning students into prescriptors of the school and the subject, as well as from the point of view of behaviour. For marketing managers, this study corroborates the importance of creating different and unique experiences to improve client evaluation, as well as to make their behaviour change, since this improvement in the evaluation leads to behavioural changes, such as demonstrated by the S-O-R model. From a scientific point of view, this study broadens the vision of olfactory marketing, until now very focused on the commercial aspect, and demonstrates that its applications can be very diverse in areas that are not considered purely commercial, as in the educational field, used Until now by researchers as a laboratory where they perform prestest, rather than areas where they study the influence of olfactory marketing. This study presents several limitations, especially in the field of the number of scents used and the number of students involved. In future experiments we will expand the number of scents used and the number of classes and students, as well as a greater number of items for the study of the evaluation of the students, in order to study the influence of relaxing and arousal scents and to make this study more representative. 5. References 1. Agnoli L, Capitello R, Begalli D. Behind intention and behaviour: Factors influencing wine consumption in a novice market. 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Buenadicha Mateos(3) (1) Universidad de Extremadura 924289250; fvegagomez@unex.es 1. Introduction – The main objective of this paper is to study, since the perspective of the Stimulus-Organism-Response (SO-R), the influence of scents on the aspect of the students’ evaluation about the classes and the reduction of school truancy. The socioeconomic changes produced in recent years have resulted in the emergence of a new branch of marketing, called sensory marketing, which seeks to influence consumer feelings, perceptions and behaviour through the senses, being defined by several authors, highlighting the descriptions of Schmitt (1999) and Krishna (2012), who define it as what "appeals to the senses with the aim of creating sensory experiences through sight , ear, touch, taste and smell and can be used to differentiate companies and products, to motivate customers and add value to products "1 or as" marketing that engages consumers to through their senses and affects their perceptions, judgments and behaviours. "2. Within the sensory marketing, stands out in a special way for its scarce study and its enormous influence the olfactory marketing 3-9, that is the one that tries to influence the consumers through the sense of the smell 10, affecting approximately the 75% of the emotions experienced by a person on a daily basis 11,12. In order for the scent having an adequate influence on the consumers or on the people to which it is exposed, it must comply with four fundamental aspects, namely, the presence 13-17, which is pleasant and pleasant 15,18,19 and a congruence with the product 13,14,19-21. But olfactory marketing is not only a tool to get money, however is a tool that is developed in the non-lucrative scopes. It is shown as a necessary social tool, whose contributions to the non-profit sphere can and should be important, in addition to being known by the great public, ethical question of great relevance. Within the social and non-profit domain, the smell has been used in aspects such as the influence scent has on pedestrians, making them more likely to collaborate by helping a lady who dropped a packet of handkerchiefs or gloves in 22, as well as to measure the increase of collaboration in environments that can be classified as labour ambient in the presence of a pleasant smell 23. Other research shows that scents makes humans more likely to offer their help in an altruistic and participatory way 24 and helps them concentrate and achieve better results in areas as diverse as careers 25, and the use of a strip under the nose to athletes with peppermint scent or as driving in a simulated lemon-scented environment 26, as well as in the experiment which shows that people attending a museum are more reminiscent of exhibitions after years of exposure to scent 27 or in the evaluation of museums or art 28,29 and bookstores 10. In this way, we think that scent could have a positive influence on students' perceptions, and modify their behaviour, increasing the intention to return to class or recommending it, identifying such intentions as a reduction of school truancy. This intention is identified as the real action, according to “Theory Planned Behaviour” which postulates that the intention of an action is the best indicator to measure the actual action itself, since this intention determines the behaviour 30-32. 2. Experimental – The experiment was carry out according with psychological technique S-O-R (Stimulus-OrganismResponse) developed by Mehrabian & Russell (1974), which can explain the effect that a certain scent can cause on consumer behaviour, having been widely used and discussed in the field of olfactory marketing 33-35. This paradigm proposed by Craik (1973) and later developed by Mehrabian and Rusell (1974) proposes that ambient is a stimulus (S) containing signals that affect the internal evaluation the individuals (O) and this generates behaviours of acceptance or rejection (R) 36. Gulas and Bloch adapted this marketing paradigm in 1995 introducing important variables in the olfactory aspect such as olfactory acuity or congruence 37. During the duration of 2 different classes they were exposed two documentaries in each of them, with the intention of reducing the influence of the teacher’s performance and the different motivation of him during each day. During the view, a scent was spread, vanilla, that relaxes and increases satisfaction and pleasure 38-42, more time in store43 and affects the perception of time 40,44 , with the intention of measure the influence of this scent comparing with a control group. This scent was spread with an electronic machine provided by the company Ambiseint SL, who acted as consultant in the intensity of it, depending of the dimension of the classroom. During these experiments the blinds were lowered to avoid the influence of the light, the same temperature was maintained with the control of central heating, the duration times of the experiment was measured and the class was always cleaned by the same person and under the same conditions. Likewise, the interviewers were trained not to direct questions or wear perfume, and to answer the doubts correctly. Before watching the documentaries, the students were requested to complete a self-administrated questionnaire13, where they were asked about their intentions in various ways, with the objective of creating an index about the intention of coming again to class. In this index we measure the intention to revisit the class, the probability of recommendation the classroom and the 149 subject and the perceived effort, this last item by the perceived time and the difficult to understand the videos, all this in a 7 point Likert scale. We try with this experiment, to transpose the methodology of influence in behaviour of the mentioned S-O-R model to the educational field. 3. Results and Discussion – The data is composed by 52 undergraduate Business students, from Universidad de Extremadura; 32 of them were exposed to vanilla scent, being 20 of them the control group. The masculinity rate of the group was 36,5% and the age average 21 years. Table 1: ANOVA Suma de cuadrados RecClass RecSubj ReviClass Effort Temp Between groups Media gl cuadrática 6,581 1 6,581 Inside Groups 65,169 50 1,303 Total 71,750 51 3,233 1 3,233 Inside Groups 26,825 50 ,536 Total 30,058 51 3,556 1 3,556 Inside Groups 79,675 50 1,593 Total 83,231 51 1,908 1 1,908 Inside Groups 61,106 50 1,222 Total 63,014 51 437,556 1 437,556 Inside Groups 5252,734 50 105,055 Total 5690,290 51 Between groups Between groups Between groups Between groups F Sig. 5,049 ,029 6,026 ,018 2,231 ,142 1,561 ,217 4,165 ,047 As it can be seen in the significance data resulting from Table 1, of the five items considered to create the rate of reduction of school absenteeism or truancy, three of them present significantly higher averages in the presence of the smell, such as the recommendation of the class to friends and/or colleagues, the recommendation of the subject to colleagues and friends and the perception of time, which in this case is significantly lower in the case of presence of smell than in the absence of the same. By contrast, the items perceived effort and possibility of revisit and recommendation of the classroom, do not present significant changes in the means between the group that was exposed to the smell and the control group. In this case is important to note that both videos were played in English and this is an important variable, because in this case, the influence of the students’ level of English could be more influent than scent or another variable. The comfort of classroom is also affected by more variables that are beyond the control of the researcher, which is why we must take these rejections with caution. 4. Conclusions With this data, we can postulate that an adequate ambient scent can have a positive influence in the intention of students to return to class once and again, that is the same, scent could help us to reduce truancy. This study makes several contributions, both from the practical point of view, and from the theoretical point of view. From the practical point of view, this experiment reaches important conclusions for managers of educational and training centres and for marketing managers. The fact that smell, among others, becomes an influential variable in the behaviour of the client, in this case the students, implies that they can become prescribers of the school and the subject, increasing brand loyalty and reducing school absenteeism. For marketing managers, this study corroborates the importance of creating different and unique experiences for the improvement of the service rendered, by recommending that its behaviour be modified, as shown by the S-O-R model. From a scientific point of view, this study broadens the vision of olfactory marketing, until now very focused on the commercial aspect, and demonstrates that its applications can be very diverse in areas that are not considered purely commercial, as in the educational field, used Until now by researchers as a laboratory where to perform prestest, instead of areas where to study the influence of olfactory marketing on the perceptions and behaviours of students. 150 This study presents several limitations, especially in the field of the number of scents used and the number of students involved. In future experiments we will expand the number of scents used and the number of classes and students, as well as a greater number of items for the study of the evaluation of the students, in order to study the influence of relaxing and arousal scents and to make this study more representative. In the case of the study of intention to revisit the classroom, it is necessary to take into consideration that the evaluated classroom is not the classroom that the students usually use, but it is a computer classroom, less comfortable, therefore, that the classrooms used assiduously, reason that can have an influence on the Meaning of that item. Likewise, perceived effort, which does not show differences of significant means, can be influenced by the fact that the videos have been projected in English, a fact that may affect that the greatest influence on the perceived effort is due to the level of this language for each student, more than any other reason of environment. 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Email: lmurillo@unex.es (2) (3) Department of Business, University of Extremadura, Badajoz, Spain. Avenida de Elvas s/n. 06006 Badajoz, Spain. Phone: +34 924289300 ext. 86527. Email: jangel@unex.es Department of Economics, University of Extremadura, Cáceres, Spain. Avenida de la Universidad s/n. 10071 Cáceres, Spain. Phone: +34 924289300 ext. 51423. Email: anagodoycaballero@unex.es INTRODUCTION The way in which lectures are delivered in Higher Education is changing, moving from a teacher-centred paradigm to a studentcentred one. Flipped learning (Lage et al., 2000) is one of these new student-centred approaches. Differently to the traditional lectures, flipping the classroom implies that those activities that are normally developed inside the classroom are now taking place outside it and vice versa. The concept of flipped classroom was popularised by Bergman and Sams (2012). Since then many authors have used this terminology defining it as an approach in which the place where the different tasks are performed changes, so that students watch the lectures in their time outside the class, while in class they do the activities that have traditionally been considered homework focusing on the parts of the material where they are having trouble (Bates and Galloway, 2012; Roach, 2014; Love et al., 2014; Hung, 2015, O´Flaherty and Phillips, 2015). However, flipping the classroom does not only imply a rearrangement of activities, it also refers to the presence of active learning elements both inside the class, such as the resolution of problems in groups, and outside the class, such as answering questionnaires and practical exercises (Bishop and Vergeler, 2013; Moravec et al., 2010). All this, combined with timely feedback so that essential concepts can be clarified (Roehl et al., 2013) and the use of technology which has a crucial role in the process of moving the lecture outside the classroom and developing more practical activities inside the classroom (Strayer, 2012; Berrett, 2012; Butt, 2014). Using all those elements that the literature has considered as essential, we have developed a flipped learning experience in a Higher Education setting. In this paper, we present the main features of this innovative and successful flipped learning initiative designed to enhance the development of students’ knowledge, skills and engagement. In order to achieve that objective, we have structured the paper as it follows. In the next section, we present the main characteristics of our experience. Following that, we show our results in terms of how students have benefited from this new approach. Finally, our last section concludes the paper. EXPERIMENTAL In this section we present the details characterising the experience carried out at the Faculty of Business and Economics in the University of Extremadura (Spain) in the academic year 2014-2015. The teaching-learning experience consisted of four basic pillars: (a) out-of-class activities, (b) feedback, (c) in-class activities, and (d) the use of technology. In the out-of-class activities, before the study of each of the subject’s topics, students had access to a series of YouTube video tutorials with the main content. The number of videos varied between 3 and 6 depending on the topic and they lasted for an average of 5 minutes. The videos were made available by the teacher in the online platform Blendspace. Students were given between four and five days to watch and summarise them, and answer an online questionnaire about their main contents. The summary had to be uploaded to the virtual learning environment (VLE) system and its completion was required to be able to participate in other activities implemented in class. The online questionnaire, located in Google Drive and accessible to students through the VLE system, contained information related to the students, the device they had used to complete it, aspects of the topic they had found the easiest and most difficult to understand, the first question that they wanted the teacher to clarify in class, and the time devoted to watch the videos and complete the questionnaire. Students spent, in general, between 70 and 80 minutes per topic in the out-of-class activities, of which 40-45 minutes were devoted to watch the videos and 30-35 minutes to fill in the online questionnaires. After collecting all the information related to the questionnaires, the instructor commented in class the feedback received and following a just-in-time teaching approach (Camp et al., 2010) re-designed all his learning and teaching activity based on students’ comments, so that more time could be devoted to those concepts identified as the most complex. The lecturer spent between 20 and 30 minutes at the beginning of each topic to provide students with the appropriate feedback. 153 Finally, the in-class activities changed the traditional teacher-centred learning methodology by a set of student-centred learning activities (Bishop and Vergeler, 2013; O'Flaherty and Phillips, 2015) such the cooperative co-creation of on-line questionnaires, intervention in on-line social events, participation in gamification activities and the resolution of videoquestionnaires. The development of all these activities was supported by a virtual learning community located in Google+, where students and the lecturer could share additional resources, ask and solve doubts, publish relevant news, and co-evaluate the resolution of problems and practical exercises from other colleagues. These activities were focused on the students’ selflearning ability and on the development of a series of competences especially relevant for Business Administration and Management students. RESULTS AND DISCUSSION Participants referred to 160 students enrolled in the Macroeconomics module taught in the two existing groups of the Degree in Business Administration and Management and in the Dual Degree in Business Administration and Management and Law. Out of them, 87 (54.38%) were female while the remaining 73 (45.62%) were male. Participants attended more than 80% of the sessions in the term. The lecturer in charge of the development of the experience was the same in the three groups in order to minimise the effect of the “unobserved teacher characteristic in the students’ academic performance” (Rockoff, 2004; Rivkin et al., 2005). As mentioned in the previous section, the teaching-learning experience consisted of four pillars: out-of-class activities, feedback, in-class activities and technology. Students reported their level of agreement or disagreement with these four elements by answering a 7-point Likert scale survey from which we obtained 112 valid responses. Regarding the out-of-class activities, we asked them about the availability of video-tutorials in order to gain a good understanding of the module contents and of online questionnaires so that the comprehension of the contents could be checked before attending the corresponding lectures. As seen from the figures shown in Table 1, nearly most of the students agreed on the availability of such material. With reference to the feedback, we analysed whether the results of the online questionnaires had been commented in class, and had been used to identify the most difficult aspects and to devote more time to them. As seen from Table 1 most students agreed that the instructor had given the appropriate feedback so that they could maximise the benefits from the teachinglearning experience carried out. For the in-class activities, we assessed whether a series of elements that are considered essential for the success of the flipped learning initiative had been present in class. Those activities, shown in Table 1, refer to the development of self-learning activities and whether they had facilitated the acquisition of competences; both of which students considered had been adequately developed in our experience, showing percentages of agreement over 80. Finally, we asked students whether the teaching-learning process had been enhanced by the use of technology, such as mobile devices, cloud services and social networks, obtaining in all cases high levels of agreement. Table 1. Students’ level of agreement with the development of flipped learning experience Disagreement N (%) Availability of video-tutorials 6 (5.36) Out-of-class activities Availability of on-line questionnaires 4 (3.57) The results of the online questionnaires have been 24 (21.43) commented The online questionnaires have been used to Feedback 11 (9.82) identified the most difficult aspects The online questionnaires have been used to devote 12 (10.72) more time to difficult aspects Self-learning activities have been developed in class 6 (5.36) In-class activities In-class activities have facilitated the acquisition of 4 (3.57) competences The teaching-learning process has been enhanced by 15 (13.39) the use of mobile devices (laptops, tablets…) The teaching-learning process has been enhanced by Technology 16 (14.28) the use of cloud services (YouTube, Blendspace, …) The teaching-learning process has been enhanced by 14 (12.50) the use of social networks (Google+) Source: Prepared by authors Indifferent N (%) 8 (7.14) 9 (8.04) Agreement N (%) 98 (87.50) 99 (88.39) 16 (14.29) 72 (64.28) 12 (10.72) 89 (79.46) 18 (16.07) 82 (73.22) 15 (13.39) 91 (81.25) 18 (16.07) 90 (80.36) 11 (9.82) 86 (76.79) 15 (13.39) 81 (72.33) 15 (13.39) 83 (74.11) We also studied the impact that the flipped learning methodology had on knowledge, skills and engagement. Concerning elements related to the knowledge acquired, we asked students to report whether they agreed on that the experience had helped them understand the contents or prepare the final exam. As seen from the data presented in Figure 1, more than 60% of surveyed students agreed on the fact that they were able to gain a better understanding of the contents taught (66.07%), and to better prepare for the final exam (61.61%). Figure 1. Impact of the flipped learning methodology on knowledge, skills and engagement 154 100% Knowledge 90% Skills Engagement 80.03% 80% 70% 66.07% 60% 61.61% 67.85% 66.07% 64.20% 61.61% 64.29% 65.18% analysis synthesis follow the module 53.57% 50% 40% 30% 20% 10% 0% understand prepare final contents exam work in groups listen others' self-learning apply opinions knowledge into practice involve in module Source: Prepared by authors With regard to the impact on skills, we explored how the methodology enhanced a series of skills such as working in groups, listening to other’s opinions, applying knowledge into practice, self-learning, and the ability to analyse the contents and synthesise the materials. In a similar vein to the previous case, we found a wide majority of students considering that the flipped learning experience helped them develop such skills. Figure 1 shows the proportion of students acknowledging that the new teaching approach helped them to improve the skills investigated. As seen from the figure, according to students, the skills with the highest improvement were the ability to work in groups (66.07%) as well as the self-learning ability (67.85%). In relation to engagement, 65.18% of students agreed that the experience had helped them follow the module easily, and a wide majority of them (80.36%) agreed that the innovative flipped learning experience implemented made them being more involved with the subject. Finally, we investigated students’ levels of satisfaction with a series of aspects related to the module taught, among which we included: the subject’s content, the number of assignments and practical exercises, the teaching-learning method, the instructor, and the module overall evaluation. We have represented the proportion of satisfied and dissatisfied students, and of those who are indifferent, in the graph depicted in Figure 2. Figure 2. Levels of satisfaction with different elements of the flipped learning experience 6,25% 18,75% 24,11% 19,64% 16,96% 18,75% 58,93% 61,61% 75,00% contents 4,46% 15,18% 9,82% 12,50% 80,36% 77,68% number of teaching-learning lecturer assigments method Satisfied Students Neither satisfied nor dissatisfied students Source: Prepared by authors module Not satisfied students As shown in the above figure, the wide majority of students were satisfied with the flipped learning experience carried out, with almost 78% of them finding the whole module adequate. The lowest proportion of satisfied students was found when asked about the number of assignments and practical exercises, while the highest proportion was found in relation to satisfaction with the lecturer. Furthermore, we asked them whether this methodology was preferred to the methodology used in other modules of the corresponding degree, finding that 64.29% of them prefer this new teaching approach. CONCLUSIONS The paper has presented an innovative and successful flipped learning experience carried out with the aim of enabling the development of students’ knowledge, skills and engagement in a Higher Education setting. Specifically the experience has been implemented in the Macroeconomic module taught in the Degree in Business Administration and Management and in the Dual Degree in Business Administration and Management and Law existing at the Faculty of Business and Economics in the University of Extremadura (Spain). 155 The teaching-learning experience consisted of four basic pillars: (a) out-of-class activities, (b) feedback, (c) in-class activities, and (d) technology. In the out-of-class activities, students accessed to a series of YouTube video tutorials about the main contents of the module which were made available in the online platform Blendspace. They answered a questionnaire, located in Google Drive, about the content of the topic watched. After collecting all the information related to the questionnaires, the instructor commented in class the feedback received from students and following a just-in-time teaching approach (Camp et al., 2010; Novak et al., 1999) re-designed all his learning and teaching activity according to their comments. The in-class activities changed the traditional teacher-centred learning methodology by a set of student-centred learning activities (Bishop and Vergeler, 2013; O'Flaherty and Phillips, 2015) supported by a virtual learning community located in Google+. These activities included the cooperative co-creation of on-line questionnaires, intervention in on-line social events, participation in gamification activities and the resolution of video-questionnaires. Students agreed that the experience was appropriately developed and were satisfied with all the elements of it. They also would prefer this methodology to be implemented in the rest of modules of their corresponding degrees. Furthermore, the flipped learning model improved the students’ knowledge, skills and engagement. REFERENCES Bates, S. and Galloway, R. (2012). The inverted classroom in a large enrolment introductory physics course: a case study. http://www2.ph.ed.ac.uk/~rgallowa/Bates_Galloway.pdf. Date of last consultation 05/06/2017. Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Industrial Society for Technology in Education and ASCD eds. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12, pp. 1-14. Bishop, J.L. and Verleger, M.A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA, 30 (9). Butt, A. (2014). Student views on the use of a flipped classroom approach: Evidence from Australia. Business Education & Accreditation, 6 (1), p. 33-43. Camp, M.E., Middendorf, J. and Sullivan, C.S. (2010), “Using Just-in-Time Teaching to Motivate Student Learning” in Justin-Time Teaching: Across the Disciplines, Across the Academy, Simkins S, and Maier M (Eds.), Sterling, VA: Stylus Publishing. Hung, H.T. (2015). Flipping the classroom for English language learners to foster active learning. Computer Assisted Language Learning, 28 (1), pp. 81-96. Lage, M.J., Platt, G.J. and Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The Journal of Economic Education, 31 (1), pp. 30-43. Love, B., Hodge, A., Grandgenett, N. and Swift, A.W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45 (3), pp. 317-324. Moravec, M., Williams, A., Aguilar-Roca, N. and O'Dowd, D.K. (2010). Learn before lecture: a strategy that improves learning outcomes in a large introductory biology class. CBE-Life Sciences Education, 9 (4), pp. 473-481. 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Journal of Family and Consumer Sciences, 105 (2), pp. 44. 156 Strayer, J.F. (2012). How learning in an inverted classroom influences cooperation, innovation and task orientation. Learning Environments Research, 15 (2), pp. 171-193. 157 Cel. 54 9 11 54913078 director@iua.edu.ar Gamification in Higher Education: A Creative and Technological Proposal L.R. Murillo-Zamorano(1), J.A. López-Sánchez(2), A.L. Godoy-Caballero(3) (1) Department of Economics, University of Extremadura, Badajoz, Spain. Avenida de Elvas s/n. 06006 Badajoz, Spain. Phone: +34 924289300 ext. 89197. Email: lmurillo@unex.es (2) Department of Business, University of Extremadura, Badajoz, Spain. Avenida de Elvas s/n. 06006 Badajoz, Spain. Phone: +34 924289300 ext. 86527. Email: jangel@unex.es (3) Department of Economics, University of Extremadura, Cáceres, Spain. Avenida de la Universidad s/n. 10071 Cáceres, Spain. Phone: +34 924289300 ext. 51423. Email: anagodoycaballero@unex.es INTRODUCTION Traditionally, there has been a gap between what students have learnt and the competences they have acquired in the university and what companies have required when hiring new employees (Moore and Morton, 2017; Harvey, 2000). The European Higher Education Area (EHEA) awards students with an active role in their own learning so that they can acquire a series of competences that will make them more employable when leaving the university. In this context, the better the abilities acquired by the graduated, the higher their level of employability (Schmidt and Gibbs, 2009; Quintana et al., 2016). Despite having identified so, many universities continue using traditional learning methodologies focused on the lecturer rather than on the student, hindering with that the development of competences and abilities required in the workplace (Chaudhry and Rasool, 2012). A movement towards innovative student-centred learning procedures could contribute to a better acquisition of the competences and knowledge that companies would consider essential and so the success and consolidation of EHEA. The flipped learning methodology (Lage et al., 2000; Bergman and Sams, 2012) is one of these new student-centred approaches. Flipping the classroom implies that those activities that are normally developed inside the classroom are now taking place outside it and vice versa, all this together with the use of the appropriate technology (Strayer, 2012; Berrett, 2012; Butt, 2014; Huang et al., 2017; Elmaadaway, 2017) and the existence of the adequate feedback so that the essential concepts can be clarified (Roehl et al., 2013; Elmaadaway, 2017). Flipping the classroom has multiple advantages; however, it requires students to make higher efforts as their workload will be increased (He et al., 2016). Additionally, the high level of interaction demanded for the success of the flipped classroom implies that students are continuously motivated, something that it is not always achieved. A possible solution for that may be the use of interactive dynamics and the reward of the efforts and results by obtaining awards that indicate the achievement of certain levels (Yildirim, 2017). This implies the use of game elements within the teaching-learning process, something that it is known as Gamification. Gamification consists of applying the basic elements of a game to a non-gaming setting in order to solve problems and motivate students, making the learning process more enjoyable (Kapp, 2012; Azmi and Singh, 2015). Considering all the aforementioned arguments, we present the development of a flipped learning experience together with gamification in a Higher Education setting. This new approach will help students to improve their competences and knowledge. In order to achieve that objective, we have structured the paper as it follows. In the next section, we present the main characteristics of our experience. Then, we show the impact of such experience on students’ acquisition of competences and knowledge, and compare these students with those who learnt under a flipped learning approach but without gamification. Finally, we highlight the major findings of the study in the concluding section. EXPERIMENTAL In this section, we describe in detail the aspects characterising the learning experience, which was implemented in the Macroeconomic module at the Faculty of Business and Economics in the University of Extremadura (Spain) during the academic year 2016-2017. As mentioned in the introduction, we combined flipped learning with gamification in order to enhance the teaching-learning process. Three classes participated in the initiative, all of them belonging to the degree in Business Administration and Management, which was developed in four gamification sessions (each of them in the corresponding class) and a final activity in which the participants were the best teams of every class. In every gamification session, students worked with part of the module material and applied a methodology that enhanced the development of competences such as the ability to work in teams, the ability to listen to their classmates’ opinions, the selflearning ability, the ability to apply knowledge into practice, and the abilities to analyse and synthetize the module material. Before the beginning of the first session, students were divided into working teams. They would belong to that team during the development of the complete experience and, therefore, committing themselves to attend to all the lectures so that their 158 team would not be disqualified. They also had to choose a name for the team and the attire to be used as the identification of the group. Furthermore, students were not only active participants in the experience; they also played an important role in the elaboration of the material that would be used in every session. This material includes some badges that students designed and that would be given at the end of every gamification session depending on how they had performed that day. They also participated in the design of a leaderboards where the scores of each team would be reflected and which was updated at the end of each session. We now move to the explanation of the activities developed in the four gamification sessions, which included a series of challenges between students and with the instructor. Every session started with the students grouped in their corresponding working teams with a minimum of three members so that the gamification session could be developed adequately. Having checked that, the instructor explained the aims pursued that day and the competences that at the end of it the students would have achieved. He also specified the contents to work about in each of the specific sessions so that experts in each of the elements to be treated could be identified. Every expert within each one of the working teams, worked on its own in order to prepare a series of multiple-choice questions with a specific format to be used later on. After that, experts from different working teams worked together in groups of experts. The number of groups of experts varied from one class to another as the size of them varied. The aim of these groups of experts was to select the best questions they had brought to the group and to identify whether any conceptual mistake had been made. After having completed those tasks every student went back to their corresponding working groups in order to elaborate a questionnaire which would contain questions from all the materials studied in the corresponding gamification session. The questionnaires were created in the kahoot platform, which required a specified format and extension. Once they were ready, the lecturer organised a competition by pairs of teams in which each of them answered the opponent’s kahoot questionnaire and was awarded a final mark which was updated on the leaderboard. Before the end of the session, the entire class played a kahoot organised by the lecturer in which students participated individually but the scores were computed for the whole group and the winning group received some marks to be added to the final mark obtained in the module at the end of the term. Furthermore, after finishing the four sessions, the best teams in each class participated in a final gamification activity, so the best team could be identified. In the development of each of the sessions previously described, we paid attention to the time devoted to the different activities so that it could be maintained across the 3 groups in order to minimise any biases that the differences between them could include. In addition to this, at the end of the experience, students completed a questionnaire reflecting their opinions about it, and which results have been presented in the following section. RESULTS AND DISCUSSION In this section, we show the results obtained from our experience. First of all, we present its impact on the acquisition of competences and, secondly, on the acquisition of technical contents related to the subject. A total of 70 students answered the questionnaire capturing their opinions about the learning experience carried out. The high level of interaction required resulted in attendance rates over 80%. At the end of the term, we asked students whether they thought the gamification experience implemented in a flipped learning context had helped them enhancing a series of competences: the ability to work in groups, the ability to listen to others’ opinions, the self-learning ability, the ability to apply of knowledge into practice, the ability to analyse the material, and the ability to synthetize it. Students reported their level of agreement or disagreement with each of these competences on a 7-point Likert scale where higher scores indicated higher levels of agreement. We have represented the proportion of students stating that the experience had helped them improve those abilities in the graph shown in Figure 1 below. As seen from the figure, the wide majority of students agreed that implementing a gamification learning approach in class enhances the competences previously pointed out. Figure 1. Proportion of students indicating that the gamification experience helped them improve a series of competences Source: Prepared by authors 159 We compared these figures with the ones obtained in a flipped learning experience carried out in the academic year 2014-2015 with the students of the Business Administration and Management degree who had been enrolled in the Macroeconomic module. The only difference between them was that the experience of the latter group did not include any kind of gamification activity, but it was also carried out following the same flipped learning approach. At the end of the term, students answered a questionnaire presenting the same characteristics than the one delivered in the current year. Answers to that questionnaire were used to perform an ANOVA with the aim of identifying statistically significant differences between both groups of students. Table 1 shows the mean values obtained for each of the variables included in the analysis in both groups, as well as the results of the ANOVA. Table 1. Results of the ANOVA for the analysis of the competences acquired Flipped classroom + Gamification Mean (SD) Ability to work in groups 5.89 (1.25) Ability to listen to others opinions 5.91 (1.25) Self-learning ability 5.61 (1.18) Ability to apply knowledge into practice 5.63 (1.21) Ability of analysis 5.61 (1.18) Ability of synthesis 5.61 (1.15) * p < 0.05 ** p < 0.01 n.s.: non-significant Source: Prepared by authors Flipped classroom only Mean (SD) 4.77 (1.56) 4.50 (1.48) 5.13 (1.39) 4.91 (1.54) 4.80 (1.36) 4.90 (1.39) ANOVA Sig. 0.000 0.000 0.028 0.003 0.000 0.001 ** ** * ** ** ** As seen from the above table, according to students, the flipped learning approach that included the gamification activities helped them developing the competences considered to a better extent than the experience solely consisting of flipping the classroom, being these differences statistically significant in all the cases studied as indicated by the results of the ANOVA and, therefore, highlighting the gamification ability to enhance students’ competences. We were also interested in examining whether the improvement seen was also translated into more objective performance measures such as the final mark students get after having sat the final exam. The exam consisted of a multiple choice test and the final mark ranged from 0 to 10. A total of 97 students attended the final exam, from which 56.7% (55 students) passed, obtaining 12 (12.37%) of them marks over 7 points, as shown in Figure 2. Figure 2. Proportion of students by score obtained in the final exam Source: Prepared by authors In addition, we compared these results to the ones obtained in the academic year 2014-2015, when we developed a similar experience but without the elements related to gamification. Table 2 shows the average marks of each of the groups considered in the analysis, indicating that the benefits that students got with the gamification were also reflected in their final marks, which improved from 4.46 to 5.07. We analysed whether these differences in the final marks were statistically significant by means of an ANOVA, obtaining positive results towards the impact of gamification on the final marks. Table 2. Results of the ANOVA for the analysis of the final marks Flipped classroom + Gamification Mean (SD) Fail, n (%) Pass, n (%) Mean (SD) 5.07 (1.61) 42 (43.3%) 55 (56.7%) 4.46 (1.77) * p < 0.05 ** p < 0.01 n.s.: non-significant Source: Prepared by authors Flipped classroom only Fail, n (%) 51 (60.0%) Pass, n (%) 34 (40.0%) ANOVA Sig. 0.017 * We also analysed the proportion of students who failed and passed under both approaches. As reported by Table 2, the initiative did not only enhance students’ final marks, it also helped them to pass the exam, being the proportion of students passing greater when the flipped classroom is developed in combination with gamification (56.7% vs. 40.0%). CONCLUSIONS Our paper has presented an innovative and successful experience combining flipped learning with a gamification approach in order to develop a series of competences and to acquire the necessary technical contents required in the workplace. The 160 experience has been implemented in the Macroeconomic lectures at the Faculty of Business and Economics in the University of Extremadura (Spain) during the academic year 2016-2017. Three classes participated in this initiative, which consisted of four gamification sessions in which students worked with part of the module material and entered in competition with their classmates and with the lecturer. In every session students acquired a series of competences such as: the ability to work in teams, listen to their classmates’ opinions, and apply knowledge into practice, among others. At the end of each competition, students were awarded a final mark which was updated after every gamification session. The best teams in the three classes participated in a final gamification activity. The innovative gamification experience carried out in Higher Education helped students to develop a series of competences as well as to acquire the appropriate knowledge. These results were statistically significantly better than those obtained when compared with a flipped learning approach without the inclusion of any gamification activity. REFERENCES Azmi, M.A. and Singh, D. (2015). Schoolcube: Gamification for learning management system through microsoft sharepoint. International Journal of Computer Games Technology, pp. 9. Bergmann, J. and Sams, A. (2012). Flip your classroom: Reach every student in every class every day. Industrial Society for Technology in Education and ASCD eds. Berrett, D. (2012). How ‘flipping’ the classroom can improve the traditional lecture. The chronicle of higher education, 12, pp. 1-14. Butt, A. (2014). 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Introduction There are both internal and external factors concerning Higher Education Institutions (HEIs) that impact on the quality of academic life of students (QALS). Satisfaction with overall HEI services is one important internal factor, whereas the global environment is a relevant external factor. Students are identified as the primary customers in HEIs [1]. HEIs are pressed by their stakeholders to follow standards of excellence in educational provision services with the objective of ensuring that students are satisfied [2]. Satisfaction can be described as a general attitude of customers towards a service provider or as an emotional reaction to the difference between what customers anticipate and what they receive in terms of quality of service delivered [3]. HEIs’ services can be classified as a function of the educational provision [4, 5]. Existing studies are in agreement that educational service quality is related to students’ satisfaction [6]. Some studies highlight that satisfaction with the educational provision services significantly influences QALS [7]. The greater the satisfaction with the educational provision in HEIs (e.g., teaching staff, teaching methods, atmosphere in the classroom, student workload, academic services, reputation and academic diversity), the greater QALS [4, 5]. Recently, QALS has been subject to analysis in different studies [3, 7–9], standing out among them [10–13]. Understanding the complexities of QALS has become essential for HEIs to plan their spending more efficiently [8]. Quality of life has also been related to the environment where individuals are inserted [14]. Therefore, studying the effect of the environment surrounding the students, in this case geographical population density, can provide an important tool for HEIs and municipalities where HEIs are inserted, aiming to develop strategic partnerships to attract more and better students, and other individuals, especially in areas with a lower and older population less. The objective of this article is to understand what factors connected to educational provision are more related to QALS, and if this relationship differs according to the population density of HEIs’ location. The present research is innovative in the sense that until now the role played by HEI location has been neglected in analyses concerning distinct relationships between satisfaction and QALS. 3. Satisfaction and QALS Student satisfaction is influenced not only by academic quality, but also by the HEIs’ services [15]. Yu and Lee [12] argue that student satisfaction is more linked to educational provision and infrastructure than to administrative services. HEI services can be classified as a function of the educational provision [4], [5, 16]. Recently QALS has been associated with the satisfaction of HEI students [3, 9, 12, 13]. According to [10], QALS can be assessed in terms of feelings of overall satisfaction with the student’s experience of university life. Sirgy et al. [10, 11] revealed that different levels of satisfaction with HEI services, including educational provision, have a significant influence on QALS. In addition, QALS is influenced by various factors related to the teaching supply of university services, i.e., the greater the satisfaction with the educational provision in university life (for example, teaching staff, teaching methods, atmosphere in the classroom, student workload, academic services, reputation and academic diversity), the greater the satisfaction with QALS [4, 5, 16]. This gives rise to the following hypothesis: H1: Satisfaction with overall educational provision has a positive influence on QALS. 4. QALS and environment The relationship between quality of life and the environment has become an important subject in recent decades, giving rise to several studies [17], [14]. There is a close relationship between quality of life and the environment [18, 19]. Competition from other institutions, both nationally and internationally, for bright students motivates colleges to better understand students’ experiences in the college environment [8]. Research on personal well-being emphasizes the relationship between community environmental factors and personal factors [20]. Population density in a community is related to quality of life as proposed earlier for psychological health and disorder [21]. So population density is an external community factor that can influence, or 162 not, QALS. Until now the role played by HEI location has been neglected in the analyses concerning distinct relationships between satisfaction and QALS, so studying whether QALS differs between different geographical areas with different population density is an innovative subject. Considering the above, it raises the following hypothesis: H2: QALS differs between different geographical areas with different population density. 2. Methodology The sample was collected in March 2013, in Portuguese public HEIs which are permanent members of CRUP – Council Portuguese University Rectors. 726 subjects participated in the study, but 7 questionnaires were eliminated because they were not fully completed. The final sample corresponds to 719 students, 482 (67%) females and 237 (33%) males. A selected specification of a structural model (SEM-PLS) is tested in order to assess the impact of satisfaction with educational provision on QALS; By making use of a PLS multigroup analysis (PLS-MGA) it is also analysed which results of the two distinct groups: students studying in HEIs located in higher density regions (Group 1); and students studying in HEIs located in lower density regions (Group 2) are more relevant. Satisfaction with educational provision was measured through: Quality of educational supply (SATEP1); Expectations (SATEP2); Quality of lecturers’ teaching and knowledge (SATEP3); Teaching method (SATEP4); Class environment (SATEP5); Timetable (SATEP6); Subject’s degree of difficulty (SATEP7) [12, 10]. QALS was calculated as following: QALS = [cognitive QALS + affective QALS]/2 = [determinants of satisfaction with HEI life + (Positive Emotions - Negative Emotions)]/2. Cognitive QAL: sum of the need for satisfaction in seven categories: (i) health and safety; (ii) family and economics; (iii) socialization; (iv) self-esteem; (v) updating; (vi) knowledge; and (vii) aesthetics. Affective QAL: resorted to the scale by Diener et al. [22], making some adjustments. PE = Positive emotions experienced in the domain of university life: enthusiastic; interested; determined; lively; inspired; alert; active; strong; proud; and attentive. NE = Negative emotions experienced in the domain of university life: afraid; bored; anxious; nervous, ashamed, guilty, irritated and hostile [12, 13, 22]. Model estimation follows a two-stage process involving different assessments of the measuring model and the structural model, examining the reliability and validity of the measures according to certain criteria associated with the specification of the model of formative and reflective measurement, and the assessment of estimates of the structural model. Based on the results estimated, it was concluded that the model presents indicators of validity, allowing the hypotheses formed to be tested. Models for the complete group and the two other groups created, are presented below in Figures 3, 4 and 5. Figure 1. Complete model and respective weights Figure 2. Group 1 model and respective weights 163 Figure 3. Group 2 model and respective weights 3. Results and Discussion Considering the estimated values of the coefficients, P values and corresponding t-values a good adjustment was found of the data used in estimating the complete model and in testing the hypotheses studied, concerning the structural relationships presented in Table 1. Table 1. Robustness of the coefficients and level of significance of structural relationships of the complete model Structural relationships Educational Provision -> Satisfaction Satisfaction -> QALS Legend: Path coefficients P values t-value 0.822† 0.000 56,501*** 0,519† 0.000 17.063*** † = Robustness of the coefficient because the value obtained is above 0.2. *** = level of significance 1% (=>2.58) Given the results observed, H1 is not rejected. The results reveal that educational provision has a positive influence on satisfaction (0.822) and satisfaction has a positive and significant influence on QALS (0.519). «Quality of lecturers’ teaching and knowledge» (0.591) and «Subject’s degree of difficulty» (0.250) are the most significant indicators of educational provision. Table 2 shows the results for PLS-MGA. Table 2. Structural relationships and confidence intervals between satisfaction with Educational Provision and QALS in Group 1 and Group 2 Group 1 Original Sample (O) 0.822*** Sample Mean (M) 0.827 Standard Deviation (STDEV) 0.016 Group 2 0.825*** 0.829 Group 1 0.505*** Group 2 0.526*** Path Coefficients Model Educational Provision -> Satisfaction Satisfaction -> QALS T Statistics (|O/STDEV|) P Values Confidence intervals 0.016 0.000 [0.785, 0.455] 0.033 0.033 0.000 [0.852, 0.589] 0.525 0.034 0.034 0.000 [0.737, 0.873] 0.504 0.064 0.064 0.000 [0.366, 0.617] n = 5000 subsamples: * p < .05; ** p < .01; ***p < .001; significant (two-tailed t Student) Regarding the PLS-MGA, we find statistically significant differences in both groups, that is, the fact that the HEIs are located in an area of lower population density fosters the relationship between satisfaction with educational provision and QALS. Therefore, H2 is not rejected. The results indicate that Group 2 is more satisfied and has better QALS than Group 1, which means that the fact that the regions have lower population density makes students feel more satisfied and have a better QALS. 4. Conclusions The empirical evidence obtained provides lines of action for HEI managers, in order to improve the efficient allocation of resources and to improve their cooperation with local policies and governments. Students’ satisfaction with educational provision significantly impacts on QALS. The evidence also suggests that HEIs need to prioritize future actions to improve some educational provision, since «Class environment» and «Timetable» are revealed to be less significant variables, and are opportunites for improvement. Regarding the external environment, it is stated that students studying in low density regions have a better QALS. Environmental factors such as beauty, fresh air, noise, fumes, congestion, space, municipal facilities and others are associated with quality of life [17]. Thus, it is assumed that HEIs in lower density areas benefit more positively from some of those aspects. Regional and local governments should take advantage of this result, fostering cooperative relationships and joint investment programs established with HEIs located in those regions. HEIs and municipalities, together, must explore which factors are associated with QALS and take advantage of them. They should cooperate, for example, in carrying out a swat analysis to find out students’ preferences in terms of environment. Trying to ameliorate negative factors can attract students, and other individuals, to the region, combat desertification in lower density regions, and contribute generally to the well-being of the whole population. 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Introducción – La enseñanza de la Expresión Gráfica tiene como principal reto vencer la dificultad que muchos alumnos presentan en relación a la visión espacial y que requiere, en el marco del EEES, la aplicación de nuevas metodologías docentes y nuevos procesos de aprendizaje [1]. En el Centro Universitario de la Defensa en la Escuela Naval Militar de Marín (CUD-ENM), que imparte el Grado de Ingeniería Mecánica a los futuros Oficiales de la armada española, los alumnos de primer año cursan la asignatura de Expresión Gráfica. La competencia específica de la titulación a la que contribuye esta asignatura es: “CE5- Capacidad de visión espacial y conocimiento de las técnicas de representación gráfica, tanto por métodos tradicionales de geometría métrica y geometría descriptiva, como mediante las aplicaciones de diseño asistido por ordenador” [2]. Sin embargo, según los planes de estudios de la educación secundaria en España, no todos los alumnos que acceden al grado han cursado previamente asignaturas de dibujo técnico. Es por ello que, frecuentemente, los alumnos muestran dificultades para la comprensión de esta asignatura y, especialmente, dificultades relativas a la visión espacial. De las distintas capacidades que el alumno debe adquirir, una de las más exigentes es la generación de planos de piezas. Se requiere que sea capaz de generar planos con diferentes vistas de las piezas, sujetas a las normas vigentes y suficientes para trasmitir al observador de las mismas una información completa y unívoca [3] que le permita reconstruir mentalmente el objeto. La elaboración de esta documentación pone a prueba, con resultados no siempre satisfactorios, la capacidad del alumno de visualización y comprensión de su geometría tridimensional, paso previo a la generación de la documentación que recoja las diversas vistas y su correcta representación. Plasmar sobre un dibujo de forma bidimensional una realidad con tres dimensiones resulta, en muchas ocasiones, una tarea costosa para el alumno. Cuando la representación de una pieza incluye la necesidad de detallar cómo es su geometría interior, la dificultad aumenta significativamente. Más allá del conocimiento de las convenciones correspondientes a este tipo de representación (tipos de línea a emplear) y las herramientas disponibles para ello (cortes, secciones, etc.), la elección de las vistas más adecuadas se muestra como el reto más exigente. La experiencia en los 5 cursos completos de existencia de esta titulación ha llevado a plantear el interés de implementar mejoras en el proceso de aprendizaje que permitan al alumno adquirir mejor y más rápidamente esta capacidad. La impresión 3D ha mostrado en los últimos años su capacidad para poner al alcance de la comunidad educativa un procedimiento versátil y relativamente económico de fabricación [4], lo que provoca que esté siendo una de las tecnologías que con más fuerza se está incorporando al ámbito educativo y, previsiblemente, seguirá haciéndolo en los próximos años [5]. En el campo de la enseñanza de la Expresión Gráfica no es nuevo el uso de la impresión 3D, si bien usualmente se emplea para la generación de modelos físicos a partir de modelos virtuales generados por los alumnos [6, 7] y, del mismo modo, se ha empleado con el deseo fundamental de fomentar la competencia creativa [8]. Sin embargo, en esta experiencia se ha procedido de manera inversa. Este trabajo pretende analizar la posibilidad de emplear técnicas de fabricación aditiva, la impresión 3D, para facilitar el aprendizaje del alumno al posibilitar la construcción de diferentes versiones seccionadas de las piezas propuestas para su representación. El objetivo es facilitar la comprensión por parte del alumno de la información que permite visualizar cada corte, con un coste reducido y una rápida disponibilidad. 2. Experimental – Dentro de la asignatura de Expresión Gráfica, en el bloque dedicado a la normalización es habitual plantear al alumno la realización de planos de distintas piezas. Para ello, en el CUD, se ha dispuesto de una pequeña colección de piezas metálicas, con elementos comunes en la industria: orificios de diámetros variables, redondeos, chaflanes, nervios, roscas, etc. Estas piezas se han venido empleando en los primeros 5 años de funcionamiento del Centro. Las dificultades mostradas por algunos alumnos para asimilar su geometría y elegir las vistas que mejor permitan definirla condujeron a que, durante el primer cuatrimestre del curso 2016/17, se pusiera en marcha esta experiencia. Inicialmente se planteó combinar el uso de las piezas que venían empleándose hasta el momento con el de versiones seccionadas de las mismas. El uso de estas versiones permitiría, a priori, facilitar el análisis de la utilidad de las diferentes secciones que de la pieza cabría realizar. 166 La primera dificultad a abordar fue el hecho de que se disponía de un único ejemplar de cada pieza, por lo que generar modelos seccionados a partir de los existentes podría llevar a su inutilización. Al cortar las piezas originales, el material desechado provocaría que el montaje de las dos o más partes no fuese correcto, dificultando el manejo de la pieza completa. Por otra parte, existía interés por disponer de cada pieza cortada de distintas maneras, para analizar las ventajas e inconvenientes de cada una, e incluso permitir al alumno proponer otros posibles cortes a realizar. Se mostró así necesario disponer de más unidades de las piezas. Al ser éstas de procedencia desconocida, su adquisición no era viable, pero no se deseaba sustituirlas por otras distintas ya que las existentes se mostraron adecuadas durante los cursos previos. La solución adoptada, para la obtención de nuevas piezas seccionadas, pasó por la realización de un proceso de ingeniería inversa a partir de los elementos existentes. Las dificultades que Tabla I. Parámetros de impresión presentaba la utilización del único scanner 3D disponible, con resultados deficientes en otros trabajos anteriores, desaconsejaba su empleo en este caso y el coste de externalizar la adquisición de Valor las geometrías no estaba justificado. Por estos motivos se optó Parámetro por realizar el modelado manual de las piezas con ayuda del Altura de capa 0.1 mm calibre o pie de rey como elemento básico de medida. La baja exigencia en cuanto a la precisión de la reproducción Espesor de pared 1.2 mm facilitó la tarea. Los modelos tridimensionales fueron confeccionados Espesor de pared inferior y superior 0.6 mm mediante el uso del CAD 3D paramétrico Siemens NX, por ser éste Densidad de relleno 20 % el software empleado en el Centro. La relativa sencillez de las geometrías a modelar permitiría haber realizado esta tarea con Velocidad de impresión 50 mm/s cualquier otro software de modelado 3D. Una vez se dispone de los modelos virtuales, basta exportarlos a formato STL Temperatura de impresión 220 ºC para poder ser tratados para su fabricación. En este caso, y Flujo 100 % puesto que ya se disponía de las piezas enteras, no se requirió la fabricación de los modelos según la geometría original. Para la obtención de modelos seccionados, se realizaron nuevas variantes de los modelos virtuales generados en el paso anterior. Cuando la pieza era propicia para ello se realizaron diferentes versiones correspondientes a su corte por distintos planos. Se generaron nuevos archivos de pieza, añadiendo una nueva operación de sustracción de material a las piezas modeladas inicialmente, y se obtuvieron los correspondientes archivos en formato STL para su impresión. Estos nuevos modelos fueron los empleados para la fabricación. El proceso se puede ver esquemáticamente en la Imagen 1. La fabricación de modelos tridimensionales generados con software CAD puede realizarse de diferentes maneras. Es posible generar los planos para su fabricación manual mediante técnicas de mecanizado, realizar un mecanizado mediante herramientas CNC o recurrir a técnicas de fabricación aditiva. En nuestro caso se recurrió a la impresión 3D, por su bajo coste y tiempo de procesado. Se empleó una impresora BQ Witbox, capaz de reproducir piezas de hasta 297x210x200 mm en PLA. La elección de este material estuvo forzada por las capacidades de la máquina disponible y se mostró adecuada por la resistencia del material y bajo coste de adquisición. El ABS se descartó para la impresión 3D ya que no puede imprimirse con máquinas que no dispongan de cama caliente, como es el caso de la Witbox. El PLA o ácido poliláctico posee unas prestaciones mecánicas similares a las del ABS, empleado para la fabricación industrial de diferentes productos de consumo, si bien resulta algo más frágil. Se empleó filamento de PLA de 1,75 mm de diámetro. Para lograr un buen acabado a la vez que un tiempo de impresión ajustado, se emplearon los parámetros de impresión mostrados en la Tabla I, definidos mediante el software Cura. Las tareas de modelado y fabricación de las piezas fueron realizadas por el profesorado de la asignatura. 167 Para la realización de ejercicios por parte de los alumnos se facilitó a éstos un conjunto de piezas para su análisis. Tras el mismo, los alumnos propusieron aquellos planos de corte que consideraron oportunos. A continuación se les facilitaron las piezas seccionadas, de manera que pudieran ver el efecto del corte por los planos propuestos y valorar la información que dichos cortes aportaban sobre la geometría interna de la pieza. Como resultado de esta práctica, los alumnos debían generar los planos de las piezas incluyendo las vistas y cortes elegidos para su despiece. Para la acotación de dichas piezas, los alumnos emplearon un calibre, conocido también como pie de rey. Por último, el plano de despiece debía incluir también un cuadro de rotulación o cajetín con la escala de representación. 3. Resultados y Discusión – El empleo de las seccionadas, obtenidas mediante la impresión útil para facilitar la tarea de compresión de su parte de los alumnos, reduciendo el tiempo asimilar la geometría de las piezas y mejorando planos generados. Los tiempos de análisis de las redujeron de manera general respecto a otros mejoraron los trazados resultantes al permitir a observar las consecuencias de la elección de una de sección previamente a su trazado. La primera actividad realizada por los alumnos piezas impresas fue la ejecución de un ejercicio debían realizar los planos de la pieza inicialmente en su versión original. Tras estudiar alumnos propusieron los planos de sección que convenientes y se prepararon y suministraron las correspondientes. En la Imagen 2 vemos un original y dos posibles secciones de la misma. detalle y tomar medidas de la pieza seccionada deseos, cada alumno realizó los planos correspondientes. La Imagen 3 se corresponde realizado por uno de los alumnos en el que se pieza mostrada en la Imagen 1 seccionada mediante diametral que pasa por el eje de uno de los simultáneamente, por el nervio opuesto a él. pieza impresa el alumno ha identificado partes a rayar del dibujo, discriminando la correspondiente al corte del nervio, y ha podido de los orificios con mayor facilidad mediante el calibre. Finalmente, se evaluó el interés y aprendizaje alumnos mediante una encuesta (Imagen 4) mismos. En concreto, la encuesta se realizó a suspensos en primera convocatoria (14 los 73 matriculados en la materia). Se utilizó cinco niveles de respuesta, donde “1=nada, 4=bastante y 5=mucho”. Las valoraciones de presentan en la Imagen 5. De los 14 alumnos ellos indican no haber cursado contenidos de la previamente a su incorporación al grado. En cuestión de “indique su habilidad para la visión alumnos con conocimientos previos se valores de 2=poco (2), 3=algo (3) y 4=bastante los alumnos sin conocimientos previos se niveles más altos 2=poco (1), 3=algo (5), 5=mucho (1). En lo que respecta a la cuestión práctica le ha resultado de utilidad para mejorar espacial”, los alumnos con conocimientos mostrado una tendencia más dispar, ya que marcó uno de los niveles de respuesta a nivel 5=mucho con 2 representaciones. Sin alumnos sin conocimientos previos han aceptación e interés a la práctica desarrollada, representación de 7 alumnos en el nivel alumno en el nivel 3=algo. piezas 3D, se mostró geometría por necesario para la calidad de los piezas se cursos y los alumnos u otra alternativa con ayuda de las en clase en que suministrada la pieza, los consideraron piezas ejemplo de pieza Tras analizar en según sus con el ejercicio representa la Imagen 3. Ejemplo de planos generados por un alumno Imagen 4. Encuesta de valoración realizada a los alumnos un plano orificios y, Con ayuda de la claramente las superficie tomar medidas empleo del por parte de los planteada a los los alumnos alumnos frente a una escala con 2=poco, 3=algo, las cuestiones se encuestados, 8 de materia cuanto a la espacial”, los concentran en los (1) mientras que concentran en los 4=bastante (1) y de “valore si la su visión previos han cada alumno excepción del embargo, los mostrado una gran con una 4=bastante y 1 168 Para esta primera experiencia se fabricaron un total de 4 piezas distintas, tal y como se recoge en la Tabla II, correspondientes a 3 modelos, uno de ellos con dos alternativas de sección. En todos los casos se realizó la impresión con los parámetros de la Tabla I, correspondientes al conjunto de parámetros (perfil de impresión) de calidad media de los ofrecidos por el fabricante de la impresora. Este nivel de calidad se mostró suficiente para el uso a que se dedicaron las piezas, permitiendo que el tiempo de impresión no se elevase exageradamente. El porcentaje de relleno (20%) demostró ofrecer la resistencia necesaria para la manipulación por parte de los alumnos sin sufrir desperfectos. El coste en material (PLA) de realización de las piezas, que iban de los 31 g a los 55g con los parámetros de impresión indicados, y considerando el coste de unos 20 € por kg de material, resulta entre los 0,62 y los 1,10 €. El tiempo de realización de cada una de ellas, en el entorno de 2 a 4 horas con los parámetros de impresión elegidos, con una máquina que consume menos de 500 W, situarían el coste energético por pieza en unos 0,15 – 0,23 € aproximadamente en la actualidad. En cuanto a la amortización de la impresora, variaría mucho según el modelo elegido, ya que las piezas fabricadas podrían haber sido realizadas en cualquier impresora doméstica con preciso actualmente a partir de unos 200 €, por los 1600 € de la Witbox. La vida útil de estas máquinas es difícil de estimar. 4. Conclusiones La impresión 3D se ha mostrado como una herramienta útil Tiempo de impresión Peso Piezas para la generación de una gran variedad de piezas 31 g 2h 27 minutos seccionadas, según los deseos de los alumnos, a un coste reducido y con un tiempo de disponibilidad 27 g 1h 57 minutos razonable. La disponibilidad de las piezas seccionadas según distintas opciones 47 g 3h 32 minutos permitió a los alumnos contrastar la idoneidad de las diferentes 55 g 4 h 16 minutos opciones y mejorar su elección previa al trazado, así como la calidad del mismo. La aceptación por parte de los alumnos fue elevada, tal y como muestran los resultados de la encuesta realizada. El coste por pieza se mantiene en el entorno de 1 – 1,5 € por unidad y el tiempo de fabricación ronda las dos horas para piezas de tamaño medio (unos 10 cm de dimensión máxima). El reducido coste permite realizar múltiples variantes para cada pieza y poder ofrecer con gran probabilidad al alumno la opción de corte que éste elija de manera inmediata, sin esperas. Tabla II. Piezas impresas 5. Referencias [1] Carolina Álvarez-Caldas et al., Aplicación interactiva para la docencia de los fundamentos del sistema diédrico, X Congreso Iberoamericano de Ingeniería Mecánica, Oporto (2010). [2] BOE de 20 de febrero de 2009, Orden CIN/351/2009, de 9 de febrero, por la que se establecen los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio de la profesión de Ingeniero Técnico Industrial. [3] Pedro P. Company et al., Dibujo Normalizado.Servicio de publicaciones de la Universidad Politécnica de Valencia (1997). [4] Norena Martín Dorta, Prototipado Digital, Fabricación e Impresión 3D. Talleres Prácticos. Bubok Publishing S.L. La Laguna (2014). [5] Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium. [6] FJ Rodríguez Méndez, JM García Gago, Impresión 3D en las asignaturas de Expresión Gráfica del Grado de Arquitectura Técnica, Memoria ID-0247. Memorias de Innovación Docente, 2015-2016 Universidad de Salamanca (2016). [7] Saorín, J. L., de la Torre-Cantero, J., Melián, D., Meier, C., & Rivero, D. (2015a). Blokify: Juego de modelado e impresión 3D en tableta digital para el aprendizaje de vistas normalizadas y perspectiva. Digital Education Review, (27), 105-121. [8] Bonet, A.; Meier, C.; Saorín, J.L.; de la Torre, J.; Carbonell, C. (2017): Tecnologías de diseño y fabricación digital de bajo coste para el fomento de la competencia creativa. Arte, Individuo y Sociedad, 29 (1) 89-104. 169 170 Disadvantaged contexts schools: The MUS-E® Programme. Experiencias de escaneado e impresión 3D en enseñanza de ingeniería C. Casqueiro, M. Solla, R. Maceiras, V. Alfonsin Centro Universitario de la Defensa Escuela Naval Militar, Pza. España, s/n, 36920 Marín Pontevedra +34 986 804 935 – ccasqueiro@cud.uvigo.es 1. Introducción – La irrupción de la impresión 3D en ámbitos industriales y domésticos se ha mostrado como un proceso imparable en los últimos años [1,2]. El empleo de otras tecnologías de carácter también novedoso, como el escaneado tridimensional con el objeto de adquirir geometrías que, tras ser tratadas adecuadamente, puedan imprimirse es un complemento a priori ideal en este escenario. Juntas, ambas tecnologías dan un enorme impulso a la ingeniería inversa, facilitándola e incrementando sus capacidades. El escaneado permite obtener geometrías con cierta facilidad, permitiendo su tratamiento posterior con diferentes herramientas como pueden ser programas que permiten simular el comportamiento estructural, térmico o electromagnético entre otros. La impresión 3D por su parte ha supuesto una revolución en el prototipado, haciéndolo accesible a un público mucho más amplio al reducir coste y dificultad técnica. La enseñanza de la Ingeniería Mecánica resulta un campo idóneo para la implementación de ambas técnicas con el doble objeto de, por una parte, acercar al alumno a tecnologías productivas que son ya una realidad y, por otra, dar soporte mediante el empleo de la ingeniería inversa al aprendizaje en distintas materias que se ven beneficiadas de la posibilidad de fabricar aquellos elementos que el alumno diseñe e incluso probar su funcionalidad. Escaneado e impresión 3d son técnicas relativamente recientes. Puede considerarse que la impresión 3D nace en 1986 de la mano de Carl Deckard y Joe Beaman, ambos investigadores de la Universidad de Texas (EEUU), al crear la primera impresora por sinterizado mediante laser [3]. Las modernas impresoras 3D de tipo FDM (Fused Deposition Modeling) que depositan material fundido capa a capa, sobre una base a partir del hilo procedente de una bobina de alimentación, tienen su origen en 1989 en el desarrollo de Scott Crump [4] fundador de la empresa Stratasys y que patenta este tipo de máquina en 1992, y empieza su comercialización. Fue a finales de 2006 cuando la liberación de la patente permitió el auge de las impresoras 3D tal y como hoy las conocemos. Esta difusión y la reducción de precios que conlleva, en una tecnología de por si más barata, han permitido expandir el uso de este tipo de fabricación alcanzando incluso el entorno doméstico. En todo caso, su difusión aun dista de estar universalizada y el 40 % de las máquinas se encuentran en Estados Unidos mientras Alemania y Japón le siguen con un 10%, China representa un 8,7% y Corea del Sur un 3% [2]. Si bien es frecuente incluir a las impresoras 3D dentro de las máquinas de prototipado rápido [5], puede considerarse también este tipo de fabricación una tecnología productiva. Existen ya en el mercado diferentes productos comerciales realizados con esta técnica de fabricación, como pueden ser distintos elementos del escáner Cyclop de Bq al que nos referiremos también en este texto. Podría hablarse en el contexto productivo de fabricación rápida, que la Asociación Española de Rapid Manufacturing (ASERM) define de manera amplia como «el conjunto de técnicas, tecnologías y métodos que permiten la fabricación rápida, flexible y competitiva de piezas, ya sean prototipos, moldes, matrices o productos finales, directamente a partir de información digital» [6]. Se trata en todo caso de fabricación aditiva, donde el material se añade en la localización necesaria, como contraposición a las técnicas de arranque de material (como el torneado o el fresado). Esto hace que se trate de un sistema de producción limpio, sin apenas residuos, y relativamente económico. Por su parte, el escaneado tridimensional es en general un sistema de adquisición de geometrías adecuado para la construcción de un modelo virtual de las mismas a partir de la obtención de una nube de puntos posicionados respecto de un sistema de referencia. Dentro de los distintos tipos de escaneado 3D podemos distinguir principalmente los sistemas que precisan del contacto con la pieza a escanear y aquellos que prescinden de este contacto. Dentro de estos últimos encontramos el escaneado por triangulación láser, que consiste en la captura con una cámara del haz láser proyectado y que rebota en la pieza [7]. Escaneado por triangulación láser e impresión 3D mediante máquina FDM conforman hoy en día un binomio de gran utilidad en tareas de ingeniería inversa, relacionadas con diferentes elementos desde mecánicos [7] a arquitectónicos [8] entre otros. 2. Experimentos de impresión y escaneado en el ámbito educativo – Este trabajo narra las experiencias realizadas en el ámbito de la enseñanza del Grado de Ingeniería Mecánica, en el Centro Universitario de la Defensa (CUD) en la Escuela Naval Militar, en relación a la adquisición de imágenes para su tratamiento y generación de modelos tridimensionales y la impresión 171 posterior de estos o de variantes realizadas a partir de ellos, o de piezas completamente diseñadas por los alumnos, en el desarrollo de distintas asignaturas y la realización de trabajos fin de grado. La impresora Tabla I. Trabajos realizados empleada en todos los casos Trabajo Descripción Uso de Uso de fue la Witbox de impresión 3D escaneado 3D la firma española BQ. Se NO 1. Creación de piezas para soporte SI Adquisición de la geometría de piezas existentes a la enseñanza en Expresión Gráfica empleadas como apoyo a la enseñanza y fabricación trata de una de nuevos modelos modificados. impresora orientada al 2. Uso de técnicas de impresión 3D SI SI Exploración de las capacidades de la impresión y mercado para sustitución de piezas en el FUSA escaneado 3D con dispositivos domésticos. Trabajo doméstico, HK G36-E fin de grado. capaz de 3. Diseño, fabricación y puesta en SI NO Fabricación de piezas para el prototipo de la imprimir marcha de una Plataforma Stewart plataforma. Trabajo fin de grado. principalmente para simulación con filamento 4. Diseño de chasis para micro SI NO Fabricación de piezas para el prototipo del de ácido cuadricóptero apto para fabricación multicóptero. Trabajo fin de grado. poliláctico mediante impresión 3D 5. Estudio de las propiedades SI NO Fabricación de probetas para ensayos de tracción e (PLA) de 1,75 mecánicas de materiales compuestos impacto. Análisis de las prestaciones de distintos mm de de grafeno en la impresión 3D. materiales empleables para la impresión 3D. Trabajo diámetro. Aplicaciones en Defensa. fin de grado. Carece de base 6. Fabricación de piezas para ensayos SI NO Fabricación de piezas para el ensayo de propiedades de fluidodinámica. fluidodinámicas de diferentes geometrías. Apoyo a calefactada lo trabajo fin de grado. que impide la 7. Desarrollo de plataforma para SI NO Adaptación de impresora 3D doméstica a su uso impresión en impresión remota en 3D remoto para integración en laboratorio docente. determinados Trabajo fin de grado. materiales como el ABS o el HIPS. El tamaño máximo imprimible es de 297x210x200 mm con una resolución de capa desde 50 micras y velocidad de impresión de hasta 80 mm/s, siendo el diámetro de boquilla de 0,4 mm, todo ello según datos del fabricante [9]. Para la impresión se emplearon en todos los casos los “perfiles de impresión” (conjuntos de parámetros de configuración de la impresora) facilitados por el fabricante en su página web, para emplear con Cura 15.04, correspondientes a calidad baja, media, alta y muy alta. La única excepción fue la impresión con PLA+grafeno para la que se emplearon los parámetros recomendados por el fabricante del hilo (Imagen 1). Se comprobó que en la mayor parte de los casos este último penalizaba en exceso el tiempo de impresión sin ofrecer resultados de la misma significativamente ventajosos salvo el aspecto visual. El escáner elegido fue el Ciclop, también del fabricante BQ, combinado con el software Horus (Imagen 2). Dicho escaner consta de dos emisores laser y una cámara que recoge los haces de luz que iluminan la pieza. Este modelo tiene todas la mayor parte de su estructura fabricada mediante impresión 3d y las piezas se encuentran disponibles para su descarga de manera que el propietario puede reponerlas en caso de deterioro o incluso modificarlas. La captura de imágenes se realiza mediante una webcam logitech integrada en el escáner. Como complemento de este escáner el fabricante recomienda el uso de Meshlab, software opensource, para el tratamiento de las nubes de puntos. El listado de los trabajos realizados hasta el momento en Imagen 2 Resultado de scaneado de pieza de fusil HK G36 mediante el CUD se muestra en la Tabla I, junto con una breve descripción de los mismos. Se han abordado trabajos cuyo objeto era el aprendizaje por parte del alumno del proceso de ingeniería inversa y las capacidades que ofrecen los medios disponibles (proyecto 2), trabajos cuyo objeto fue la fabricación de productos finales (1, 3, 4, 6) incluso para el análisis de sus propiedades mecánicas según el material de impresión elegido (5), así como un análisis de las alternativas para el control de manera remota de la impresora y su implementación (7). 3. Limitaciones del escaneado e impresión 3D– La realización de los trabajos citados ha permitido conocer algunas limitaciones de los procesos y, particularmente, de los dispositivos empleados para su ejecución. 172 Solamente en uno de los casos relatados se empleó el escáner, obteniéndose resultados muy negativos. El modelo elegido se mostró muy sensible a todo tipo de factores: luz ambiente, características del material de la pieza a escanear (color, brillo), parámetros de escaneado (ajustes de la cámara). Los resultados del escaneado se mostraron muy deficientes y lejanos a la realidad (Imagen 2). Así, no fue posible generar correctamente ninguno de los modelos deseados y hubo de emplearse el modelado 3D mediante software CAD para poder imprimir posteriormente las piezas. En cuanto a la impresión, las experiencias fueron mucho más satisfactorias. Los resultados de impresión de piezas que no requerían una calidad dimensional significativa fueron muy favorables. Solamente las piezas del trabajo fin de grado de diseño y montaje de un cuadricóptero se vieron perjudicadas por un ajuste entre piezas algo deficiente, si bien esto no impidió el ensamblaje de las mismas tras un pequeño retoque, con herramientas manuales, de algunas partes (Imagen 3). Sin embargo, el montaje de la plataforma Stewart, que también requería acoplar distintas piezas entre si, pero menos exigente respecto de la calidad dimensional debido a su diseño, no requirió de operaciones de acabado. Las piezas restantes, destinadas a un uso aislado sin interactuar con otras piezas, resultaron plenamente satisfactorias y válidas para cumplir su misión. Aquellas piezas que requirieron de ciertas prestaciones estructurales se mostraron suficientemente resistentes, si bien se mostró necesario elegir adecuadamente la orientación de la pieza para su impresión de manera que la adherencia entre capas, el factor más limitante en las prestaciones mecánicas, no resulte significativo. Para ello es conveniente conocer los esfuerzos que va a soportar la pieza y su dirección. En todo caso, para lograr una buena impresión se ha mostrado decisivo un buen calibrado de la base, ya que esta máquina no dispone de esta función automatizada, y un buen cuidado y limpieza del extrusor y hot end para evitar impresiones defectuosas en las que se aprecie falta de material y aspecto hueco o poroso (Imagen 4). Se comprobó como la impresión con materiales distintos del recomendado, aunque fuesen teóricamente compatibles, puede resultar problemático. Así ocurrió al imprimir probetas para ensayos de tracción con PLA que llevaba mezclado grafeno (Imagen 1), resultando que el material obstruía con facilidad el extrusor, impidiendo obtener piezas completamente satisfactorias. Uno de los inconvenientes del uso de impresoras de tipo doméstico en el ámbito educativo es la incapacidad de la mayor parte de estas máquinas, y entre ellas la Witbox, para ser controladas de manera remota. Así, el manejo por parte de diferentes profesores o, incluso, alumnos, se ve limitado por el acceso a un ordenador al que se conecte la impresora o, alternativamente, la introducción de una tarjeta SD en la misma con el archivo de impresión (en formato GCODE) generado a partir del modelo CAD mediante el software específico (Cura, en nuestro caso). Con objeto de eludir estas limitaciones se planteó un trabajo fin de grado, dentro de la titulación de Ingeniería Mecánica impartida en el Centro, que analizó las alternativas existentes y finalmente implementó sobre la Witbox la más adecuada para las necesidades, mediante el uso de una Raspberry Pi y el software Octoprint, incorporando distintos elementos como cámara web para seguir la impresión, sensores de luz para iluminar la impresora en caso de necesidad por parte de la cámara, sensor de temperatura ambiente y ventilador para mantener esta en rangos adecuados dentro de la impresora (Imagen 5), sensor de falta de filamento o sistema de envío de avisos a teléfonos móviles mediante Telegram. Desde la realización de este trabajo el Centro dispone de una máquina a la que es posible acceder remotamente tanto para ordenar la ejecución de una pieza como para monitorizar el proceso de fabricación. 4. Conclusiones – A lo largo de los distintos trabajos que se recogen en esta comunicación se han realizado tareas de escaneado de geometrías de distintas complejidades, se ha analizado la viabilidad del uso de estas geometrías para la obtención de modelos tridimensionales adecuados para Imagen 5. sistema de control de temperatura dentro de la impresora la impresión con el modelado y se ha comparado el rendimiento de la aplicación de esta técnica con el clásico modelado mediante software CAD 3D paramétrico. Los resultados obtenidos con el escáner Ciclop y el software Meshlab fueron decepcionantes y por este motivo no se ha empleado en trabajos posteriores. Se ha comprobado como el escaneado 173 tridimensional con dispositivos de bajo coste tienen difícil acomodo en el ámbito educativo por requerir una puesta a punto y unos procedimientos de ejecución muy exigentes y con elevada influencia sobre el resultado final. Asimismo, se han realizado tareas de impresión con distintas finalidades, desde la obtención de piezas con funcionalidad meramente visual hasta la fabricación de piezas con ciertas exigencias estructurales y destinadas a ser ensambladas entre si para realizar conjuntos de cierta complejidad. Se ha analizado la importancia del proceso de definición de los parámetros de impresión en el resultado final de la misma. Se ha comprobado como, manteniendo las recomendaciones del fabricante, las dificultades de la impresión son escasas y permiten la incorporación exitosa de la impresora 3D al ámbito educativo. El coste contenido de los dispositivos orientados al mercado doméstico permite la adopción de esta tecnología en campo de la enseñanza. Se ha mostrado también como las distintas alternativas existentes en el mercado permiten implementar el acceso remoto al dispositivo de impresión, lo que se ha mostrado especialmente útil en la realización de algunos de los trabajos referidos. El uso del escáner tridimensional y la impresora 3D de bajo coste en diferentes casos reales, con distintas necesidades finales, han permitido obtener una completa retroalimentación acerca de las capacidades actuales de estos dispositivos como herramienta de coste contenido en el ámbito de la ingeniería, mostrar sus carencias principales y avanzar en las soluciones a las mismas así como identificar aquellos campos idóneos para su empleo en la enseñanza de la Ingeniería Mecánica y la manera en que implementarlo. El uso del escaneado tridimensional con equipos de bajo coste se ha mostrado como una técnica limitada y no utilizable en la totalidad de los casos mientras la impresión ha ofrecido resultados mucho más satisfactorios aun con limitaciones técnicas que dificultan su uso generalizado. 5. Referencias [1] M. K. Hod Lipson, La revolución de la impresión 3D, Indianápolis: John Wiley & Sons, Inc, 2013. [2] Wholers, “3D Printing and Additive Manufacturing State of the Industry Annual Worldwide Progress,” 2015. [3] M. K. Hod Lipson, La revolución de la impresión 3D, Indianápolis: John Wiley & Sons, Inc, 2013. [4] M. P.Groover, Fundamentos de manufactura moderna, McGraw-Hill Interamericana, 2007. [5] I. Gibson, D. W. Rosen y B. Stucker, Additive Manufacturing Technologies. Rapid Prototyping to Direct Digital Manufacturing, Nueva York, 2010. [6] «Asociación Española de Rapid Manufacturing,» Disponible: http://www.aserm.net/. [Útimo acceso: 23 Enero 2017]. [7] Parras, D. et al., Use of 3d scanning and reverse engineering for the prototyping of mechanical parts, 20th International Congress on Project Management and Engineering. Cartagena, 13-15th July 2016. [8] Mañana-Borrazás, P., Paz, A. R., & Blanco-Rotea, R. (2008). Una experiencia en la aplicación del Láser Escáner 3D a los procesos de documentación y análisis del Patrimonio Construido: su aplicación a Santa Eulalia de Bóeda (Lugo) y San Fiz de Solovio (Santiago de Compostela). Arqueología de la Arquitectura, 2008, no 5, p. 15-32. [9] BQ Witbox. Guía rápida. Disponible en www.bq.com. 174 El impacto del WhatsApp en el ámbito educativo aplicado en un curso de Física I de la Carrera de Ingeniería Alicia. Corsini (1), Ema. Aveleyra (2), Ricardo. Minniti(3) (1) Av. Paseo Colón 850, Buenos Aires, Argentina. +54 11 5285 0803 acorsini@fi.uba.ar (2)) Av. Gral. Las Heras 2214, Buenos Aires. Av. Montes de Oca 1120, Buenos Aires. (3) 1. Introducción - El presente trabajo expone el diseño, implementación y primeros resultados de una estrategia de innovación metodológica aplicada como piloto en un curso de Física básica de la Facultad de Ingeniería en Buenos Aires. Se considera que el principal objetivo en la enseñanza de la Física es, a través de una adecuada trasposición didáctica, generar instancias metodológicas adecuadas para el tratamiento de los diferentes temas. La enseñanza creativa se está convirtiendo en un punto fundamental para diseñar experiencias de aprendizaje enriquecedoras. Una de estas estrategias innovadoras en la enseñanza es mediante la aplicación de una herramienta que es muy usada para la comunicación en la actualidad, como es el WhatsApp. Las sociedades actuales van modificando muy rápidamente sus costumbres, ejemplo de ello es el avance que realizan los periódicos en la forma de informar a sus lectores. El diario “El País” de España, de una larga tradición en la transmisión de información, presenta en el año 1996 su edición digital mediante internet, con el transcurso del tiempo comienza a publicar pequeños videos y actualmente al igual que el diario La Nación de la República Argentina consta de un canal que transmite la información. Utilizar la tecnología para conectar a la comunidad educativa, es todo un desafío frente a las nuevas generaciones. Los estudiantes tienen una rapidez de cambio muy importante, frente a las herramientas utilizadas. Es fácil darse cuenta que las aplicaciones modernas, no duran mucho tiempo, pues transcurrido un período esa aplicación deja de tener la motivación original. Siendo WhatsApp una aplicación para teléfonos inteligentes, nacida en agosto de 2009; consiste en un sistema de mensajería instantánea y gratuita, que permite compartir fotos e información. La posibilidad de crear grupos, genera en la comunidad educativa una posibilidad de comunicación del docente hacia los educandos muy activa. Siendo ésta una gran herramienta de comunicación. 2. Experimental - ¿Cómo pueden usarse estas tecnologías dentro del aula y mejorar la comunicación y el aprendizaje de los alumnos? Las investigaciones previas sobre las dificultades de aprendizaje en los temas de física básica, han sido consideradas como base para desarrollar la siguiente propuesta educativa. A la hora de encontrar recursos que sirvan a esta experiencia se utiliza como herramienta el WhatsApp. Siendo un elemento disparador para el desarrollo de la clase, donde todos los alumnos se sienten partícipes, aún cuando no hablen en voz alta. Ya que les llegó a cada uno de ellos la comunicación personalizada. Es notorio la curiosidad que les despierta este tipo de trabajo, que aún no siendo obligatorio ellos deciden anotarse para formar parte del grupo, porque consideran que es interesante. Y transcurrido las primeras clases, los alumnos que aún no se habían anotado, piden que se los agregue para formar parte del grupo.Esta herramienta aparece en el entorno del adolescente, como una de las primeras formas de comunicación entre ellos. Sin embargo, en la clase lo utilizan para poder participar de la problemática planteada observando la infografía, pictograma, o esquema. La utilización de dicha herramienta es mono-dirigido; o sea la información parte del docente, implementándose de la siguiente forma. El día anterior a la clase presencial se envía una infografía, pictograma o simplemente una imagen explicativa con una situación que provoque en el estudiante un acercamiento a lo que será el desarrollo de la clase presencial del día posterior. Habitualmente estas situaciones intentan acercar al estudiante al modelo físico a través de un contexto real. Esto facilita la motivación y, la reflexión antes de la clase y su mejor aprovechamiento. Esta innovación se integra con el uso de una plataforma de b-learning a través de la cual se acercan diferentes materiales educativos a los estudiantes. En dicha plataforma, los alumnos interactúan según las distintas actividades propuestas. 3. Resultados y Discusión - La motivación es un reto importante a tener en cuenta, pues facilita el acercamiento con futuro conocimiento. Se observa que los estudiantes, de acuerdo a su participación en clase, se encuentran cómodos con el uso de infografías (algo rápido que llega a sus manos en menos de 24 horas antes de la clase). Se ha realizado una encuesta sobre el uso de esta herramienta y los resultados muestran que tuvo una muy buena aceptación. Frente a las preguntas formuladas sobre el uso de esta herramienta en ciclos anteriores, mencionamos algunas de ellas: - “les había resultado interesante pero además hubieran querido que no fuera solo mono-dirigido” 175 - “aportó innovación a la clase, aún cuando no resolví todos los cuestionarios que enviaron” “me pareció interesante trabajar de esa manera” “me sirvió cuando no podía asistir a clase, porque sabía cómo empezaba la misma” “no siempre los miraba” “está bueno que se repita en otros cursos” “me permitía pensar tranquilo la situación planteada” La siguiente tabla muestra los resultados obtenidos a través de la encuesta que se observa a continuación, la misma fue desarrollada con un grupo de 70 alumnos de Física I, en el primer cuatrimestre del 2017 Asp ecto q ue i n fl u ye n e n el u so d e l W ha t s Ap p ¿Considera que fue un elemento motivador para el inicio de cada clase? ¿Considera que fue suficiente la cantidad de WhatsApp (Wsp) enviados para cada clase (una sola imagen)? ¿Considera que la profundidad con la cual se trató el contenido de cada WhatsApp fue el apropiado para iniciar su estudio? ¿Le dedicó tiempo a la lectura y análisis de cada WhatsApp (antes de la clase)? ¿Intentó resolver las situaciones problemáticas planteadas c /WhatsApp? 1 2 3 4 5 (%SI) 77 % (%NO) 23 % 96 % 4% 79 % 21 % 69 % 62 % 31 % 38 % Los comentarios realizados por los alumnos de este período son los siguientes: - “es muy buena la idea de trabajar así” - “siempre los leía pero no resolvía, cuando empecé a resolver me sirvió” - “se podría agregar fórmulas, o ‘trucos’ de cómo resolver los problemas” - “Considero una herramienta interesante que le aporta a las clases, sin embargo siento que a veces se le dedica mucho tiempo de la clase” - “se nota que el curso está orientado a ayudar al alumno” - “no me da el tiempo, y muchas veces, aunque está bueno es difícil hacerme los horarios” Dentro del cuatrimestre que demanda el desarrollo de la asignatura, se ha implementado un primer período donde se ha utilizado la herramienta en cuestión. Se puede inferir que el aprendizaje móvil permite obtener resultados positivos, con un sentimiento de satisfacción por parte de los alumnos al recibir en forma individual la información antes mencionada. Esto les ha permitido identificar oportunidades y enfrentar desafíos, los cuales seguramente se seguirán presentando en los futuros cursos. Una vez finalizada esta primera etapa de aprendizaje móvil, el desarrollo de las clases subsiguientes fue sin el uso del WhatsApp como canal de comunicación unidireccional para el envío de información motivadora y disparadora del tema a desarrollar. Los alumnos sintieron nostalgia por no trabajar más con la información que se les brindara vía WhatsApp. Realmente se pudo detectar que el estudiante se conectaba, para trabajar con una situación problemática, de acuerdo al tiempo que necesitara. La educación no se entiende como exclusivamente limitada al aprendizaje en entornos formales. Esta aplicación del WhatsApp en un curso de física así lo demuestra. 4. Conclusiones - Se está transitando una etapa de investigación, aplicando esta herramienta, y se han obtenido los siguientes resultados: - Los estudiantes intentan proponer una respuesta a la problemática planteada. Se los puede observar, al iniciar la clase, interactuando sobre la problemática o infografía enviada, además de hacerlo con otros estudiantes. El 20% de los estudiantes consulta en textos (con alguna de las presentaciones) para informarse sobre la temática, ya que inicialmente la falta de conocimientos previos no les permite contestar esos interrogantes. Esta situación es muy ventajosa para el aprovechamiento de la clase presencial. De estos resultados se derivan las siguientes conclusiones: - - - 1) La integración de las TIC (Tecnologías de la Información y Comunicación) en la educación, adecuadamente aplicada y sistemáticamente estudiada, constituye una herramienta potencial para el desarrollo del aprendizaje de los estudiantes. 2) En este trabajo se muestra la importancia que tiene el uso de los dispositivos móviles como Herramienta de Aprendizaje. 3) La herramienta fue utilizada por estudiantes y docentes de un curso de la asignatura de Física I, donde todos los educandos expresaron su satisfacción al poder interactuar con una problemática en particular; estimulando la exploración, el aprendizaje autónomo, el pensamiento reflexivo y crítico. Dentro de las TIC, el Aprendizaje Móvil representa un poderoso vehículo para mejorar el aprendizaje. Por ende, los dispositivos móviles forman parte esencial de ese vehículo. 176 5. Referencias [1] Corsini Alicia; Cami María Teresa; Minniti, Ricardo (2016). "Ambientes virtuales de aprendizaje en educación superior: una experiencia en modalidad Blended Learning". Actas del Congreso Virtual Avances en Tecnologías, Innovación y Desafíos de la Educación Superior (ATIDES 2016), pp 15 – 23 Madrid. [2] Corsini Alicia B.; Cami María Teresa; Minniti Ricardo C.; Corsini Armando L (2016)."Propuestas educativas de aprendizaje en modalidad Blended Learning para la Educación Superior". La tecnología en la educación.V Congreso Internacional de Educación y Aprendizaje, pp 175-178, Madrid. [3] Tedesco Juan Carlos (2000). Educar en la sociedad del conocimiento. Fondo de Cultura Económica de Argentina. Buenos Aires. [4] Otero Castelló, M Dolores. A propósito de la telefonía móvil. Una reflexión desde la perspectiva de la psicología individual y social, https://www.ull.es/publicaciones/latina/2002/latina47febrero/4705otero.htm Recuperado el 26 de abril de 2017. [5] Shuler Carly; Winters Niall; West Mark (2013). The future of mobile learning. Implications for policy makers and planners. UNESCO. [6] Aveleyra Ema; Proyetti Melisa; Vega Fabiana (2015). Evolución y Categorización del Diseño de Materiales Educativos para Cursos de Ciencias con Modalidad Mixta en la Universidad. Memorias del XVIII Internacional EDUTEC. [7] Aveleyra Ema; Chiabrando Laura (2012). “Ayuda pedagógica mediante entornos virtuales de aprendizaje para la formación del ingeniero”. Memorias del Congreso World Engineering Education Forum – Educación en ingeniería para el desarrollo sostenible y la inclusión social. http://www.weef2012.edu.ar/papersFinal/information.php?doc=31, pp. 1-9. Corsini, Alicia Beatriz Lic. Investigación Operativa – Profesora de Física – Especialización en Docencia Universitaria Participa en Proyectos de Investigación como integrante: Investigador en formación – Docente Universitaria de varias Facultades de Ingeniería, Universidad Nacional de Buenos Aires; Universidad Tecnológica Nacional; Universidad Católica Argentina. Todos los cargos (Asociada / Adjunta) en la materia Física I – Los dos últimos trabajos presentados fueron en: V Congreso Internacional de Educación y Aprendizaje (Madrid) y Congreso ATIDES 2016 – Evaluador Académico de los artículos presentados en “Formación del Ingeniero para el Desarrollo Sostenible-FIDS” del Congreso Mundial y Exposición – Ingeniería 2010 Argentina Aveleyra, Ema Elena Profesora de Matemática y Física. Especialista en Informática Educativa. Diplomada Universitaria en Diseño y Gestión de Proyectos de E-learning y Educación a Distancia. Magíster en Gestión de Proyectos Educativos. Profesora Adjunta en la asignatura Física I, Facultad de Ingeniería de la UBA y Profesora Adjunta en la asignatura Álgebra, Facultad de Ciencias Económicas de la UBA. Docente en la Maestría lnterdisciplinaria en Estudios sobre Servicios de Comunicación Audiovisual, y de varios cursos de posgrado en la Universidad de Buenos Aires. Directora del Centro de Educación a Distancia y del Laboratorio de Entornos Virtuales de Aprendizaje (Facultad de Ingeniería-UBA). Investigadora categorizada. Directora de proyectos de investigación y docencia. Autora de varios trabajos sobre investigación educativa, particularmente en informática aplicada a la educación. Minniti, Ricardo Carmelo Ingeniero Mecánico, especializado en automatización industrial, egresado de la Universidad de Buenos Aires (UBA), exProfesor (Adjunto) de Física 1 y Jefe de Trabajos prácticos en las asignaturas de Sistemas hidráulicos y Neumáticos en la Facultad de Ingeniería (UBA), Jefe de Trabajos prácticos en el Ciclo Básico Común (UBA) y Profesor Titular de las asignaturas Automatismos neumáticos y electroneumáticos (carrera de Técnico Superior en Automatización y Robótica) en la Universidad Tecnológica Nacional (UTN). El último trabajo presentado fue en el V Congreso Internacional de Educación y Aprendizaje (Madrid) y Congreso ATIDES 2016. En el ámbito profesional, actúo como consultor de empresas en el área de automatización. 177 Montserrat Rincón Asensio (1), Javier Cabello Sánchez(2). Design, implementation and evolution of PBL approach based on scientific congress model I. Agirre(1) , J. Requies, V.L. Barrio (1) Escuela de Ingeniería de Bilbao (UPV/EHU), Alameda Urkijo s/n. 48013 Bilbao (Spain) Phone.: +34 94 601 3986, e-mail: ion.agirre@ehu.eus Abstract Introduction – Traditional education has focused on the development of knowledge based on the figure of the lecturer, with students acting as passive agents [1,2]. However, the new design of bachelor’s degrees in their adaptation to the European Higher Education Area (EHEA) provides new possibilities. Within these new scenarios, the more distinguishing element with respect to the previous system is the student’s role, whereby the current one is more active, making the individual the main architect of their own learning. For this purpose more active methodologies are required. Thus, this work covers the development and evolution of a Project-Based Learning methodology used on the course “Unit Operations in Environmental Engineering”, within Environmental Engineering. Experimental - After the initial design and implementation of this methodology in the 2012/13 academic year, different modifications were adopted in the following three years. The students receive a certain scenario and a question generator. In order to solve the given scenario some different activities (some in small groups, some other individual) were programmed: brainstorming, participatory master lectures, jigsaw puzzles, problem resolutions in groups, tutorials, technical visit to companies, peer to peer evaluations…. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. Although the scenario has been slightly changed every academic year, the goal was the design of scrubbers to minimize the emission of one specific pollutant in a power plant. Finally, the students have to present the developed project using a poster. Poster preparation implies the encapsulation of a long work carried out during 8 weeks in a small place so they learn how to synthesize this information. Moreover, they also learn presenting this information to their peers, the lecturer and an additional guest lecturer with expertise in the field Results and Discussion - The results obtained show that working in small teams (cooperative work) enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as PBL, in small groups has certain specific characteristics. The simultaneous implementation in two different groups of 10 students each one has been studied. Such small groups are more heterogeneous since the presence of two highly motivated students or not can vary the whole group’s attitude and academic results. The feedback of students is collected by an anonymous questionnaire and they find positive this methodology, although some of them think that it involves too much work. In general they think that they learn more in this new way. The poster presentation makes them to feel nervous as they do not have the support of more detailed data as in a Power Point presentation and due to the questions coming from the peers and the unknown lecturer. 4. Conclusions - The obtained results show that cooperative learning in small groups within a PBL can enhance the self – learning capacities and can increase the academic records. Moreover, poster kind presentations help them to train skills like oral information transmission and information sinthesization. 178 1. Introducción La implantación del Espacio Europeo de Educación Superior (EEES) supone un gran cambio no solo para los estados miembros de la Unión, sino también para las propias universidades y los docentes que participan en ellas. Las propias universidades se han tenido o se están teniendo que adaptar a este nuevo escenario siendo necesarios una serie de cambios que afectan a todos los estamentos de la universidad. El Espacio Europeo de Educación Superior (EEES) demanda la búsqueda de alternativas concretas a la transmisión unidireccional del conocimiento: el alumnado tiene que asumir el protagonismo y la implicación en la enseñanza-aprendizaje que corresponde al sujeto principal del proceso. En este nuevo marco, el profesor diseña espacios de aprendizaje y guía el proceso de adquisición de conocimientos y habilidades del alumnado [3,4]. ¿Por qué se pretende un aprendizaje más autónomo en el que el alumnado sea el actor principal del proceso? Hoy en día la evolución de la tecnología es mucho más rápida que antaño. Si alrededor de 1700 una tecnología dada tenía validez para dos generaciones, hoy en día puede haber hasta 4 saltos tecnológicos dentro de una única generación [5]. Esto quiere decir que la tecnología o los métodos que aprenda un alumno en la universidad estarán casi obsoletos nada más salir de ella y que tendrá que aprender a usar nuevas tecnologías o métodos. Por este motivo, uno de los objetivos del nuevo modelo de enseñanza-aprendizaje es mejorar la preparación del alumnado para que pueda responder eficientemente a los cambios que se produzcan en los entornos social y profesional [6]. Además de todo esto, hay ciertas evidencias que muestran que las clases expositivas tradicionales no son del todo eficaces: • La atención en una clase expositiva cae a partir de los veinte minutos • Se recuerda muy poco de lo que se oye • El estudiante tiene que volver a estudiar lo que se ha expuesto en el aula, suponiendo que ha estado atendiendo. Si no lo ha hecho, se enfrenta por primera vez al tema fuera del aula, no durante la exposición, habiendo tomado apuntes de parte de lo expuesto, por lo que no se ha avanzado gran cosa con la exposición. Por todo ello, una manera de hacer frente a esta realidad es mediante el empleo de metodologías activas. Las metodologías activas son un conjunto de oportunidades y condiciones organizadas de manera sistemática e intencional que se ofrecen a los estudiantes, para promover el aprendizaje de constructivo, autónomo, cooperativo y contextualizado en el mundo real y profesional, para el desarrollo de competencias [7], siendo el Aprendizaje Basado en Proyectos (PBL) una de las metodologías más interesantes en el ámbito de la ingeniería. Es una metodología en la que se pide a los alumnos que, en pequeños grupos, planifiquen, creen y evalúen un proyecto que responda a las necesidades planteadas en una determinada situación [8], y de este modo deduzcan cuales son sus necesidades de aprendizaje. El profesor Felder [9–14] fue uno de los pioneneros en aplicar este tipo de metodologías en el campo de la Ingeniería Química, que junto al área de conocimiento de las Tecnologías Ambientales, es el principal área de conocimiento de la asignatura a estudio (Operaciones Básicas en Ingeniería Ambiental, Grado en Ingeniería Ambiental) en este artículo. De esta forma, durante el curso académico 12/13 se implementó por primera vez la metodología PBL que se ha ido modificando/mejorando en los sucesivos cursos académicos. Así, este artículo explica el desarrollo y la evoluación del PBL en la citada asignatura. 2. Contexto de la asignatura La asignatura “Operaciones Básicas en Ingeniería Ambiental” está enmarcada en el 3er curso del “Grado en Ingeniería Ambiental” que se imparte en la Escuela de Ingeniería de Bilbao – Universidad el País Vasco (UPV/EHU), tiene carácter obligatorio y consta de 6 ECTS repartidos en 15 semanas. La metodología PBL se ha aplicado durante las primeras ocho semanas del curso (3 ECTS). En esta asignatura se analizan las bases ingenieriles que permitan conocer, comprender y diseñar las principales operaciones y tratamientos a aplicar en la Ingeniería Ambiental. Así, las competencias más importantes a desarrollar por el alumnado son: • Capacidad para el análisis, diseño, simulación y optimización de procesos y sistemas con relevancia ambiental, tanto naturales como artificiales • Conocimientos y capacidad para participar en el diseño, proyecto y ejecución de soluciones de ingeniería a problemas ambientales, incluyendo la evaluación de estrategias alternativas y criterios de control y seguridad. • Conocimientos sobre balances de materia y energía, biotecnología, transferencia de materia, operaciones de separación, ingeniería de la reacción química y biológica, diseño de reactores, y valorización y transformación de materias primas y recursos energéticos. • Conocimientos de diseño y gestión de procedimientos de experimentación aplicada, y modelado de fenómenos y sistemas en el ámbito de la ingeniería ambiental, sistemas con flujo de fluidos, transmisión de calor, operaciones de transferencia de materia, cinética de las reacciones químicas y reactores químicos y biológicos. • Conocimientos básicos y aplicación de tecnologías medioambientales y sostenibilidad, y de evaluación y corrección del impacto ambiental de las actividades humanas. 179 3. Metodología y actividades En cuanto a la metodología a emplear, la docencia de esta asignatura se ha dividido en 2 grandes bloques: por un lado, durante las 8 primeras semanas del cuatrimestre se emplea la metodología de Aprendizaje Basado en Proyectos (PBL) mientras que las restantes 7 semanas se utiliza una metodología más tradicional. Con esta metodología los alumnos tienen que trabajar en equipo desde el principio y desarrollar un proyecto que solucione la situación presentada planificando la actuación, distribuyendo tareas, investigando, analizando los contextos involucrados, desarrollando el plan establecido, evaluando las posibles consecuencias, previendo los éxitos, etc. De este modo, se planteará un mismo proyecto abierto a todos los grupos en el cual se les pide que analicen el funcionamiento de una planta de combustión así como ver qué posibilidades existen para minimizar las emisiones manteniendo la potencia de la central. Cabe decir que para evitar la transferencia de información de un curso a otro, este escenario se ha ido particularizado hacia una central de carbón o una central de ciclo combinado etc. Para resolver este proyecto los alumnos tienen que utilizar distintas fuentes de información como son los libros que se encuentran en la biblioteca, apuntes preparados por el profesor, artículos de investigación o las propias visitsa a las centrales que se realizan al principio de la asignatura (semana 2 o 3). De este modo, el PBL exige en todo momento que el alumno esté activo, interactuando con sus compañeros, contrastando opiniones, ideas, teorías, aplicaciones para llegar a consensos fundamentados y justificados, etc. La reflexión sobre el conocimiento con el fin de generar nuevo conocimiento es un eje central de esta metodología. Para que la resolución de dicho escenario llegue a buen puerto y los alumnos vayan adquiriendo los resultados de aprendizaje, se han ido programando diferentes actividades a lo largo de las 8 semanas que dura el PBL: brainstorming, puzles, lectura y búsqueda de información individual, tutorías entre iguales, puesta en común y la resolución de ejercicios en equipo, foros, corrección y evaluación entre grupos, control de mínimos, visitas a la central, prácticas de laboratorio, presentaciones mediante power point y mediante poster, … Además de todas estas actividades, se han llevado a cabo otra serie de actividades/acciones para detectar posibles disfuncionalidades en el correcto funcionamiento de cada uno de los grupos: firma de un contrato, auto y co-evaluaciones etc. Burocracia La Figura 1 muestra la relación existente entre las actividades arriba descritas y los diferentes tipos de entregables: actividades para desarrollar conceptos, entregables relacionados con el control del funcionamiento interno de los grupos, entregables para profundizar en los conceptos y los entregables directamente relacionados con el desarrollo del escenario planteado en el proyecto. Anexo V Anexo VI Actas de reuniones Contrato Anexo IV Anexo V Anexo VI Actas de reuniones Desarrollo de conceptos APRENDIZAJE BASADO EN PROYECTOS Desarrollo del proyecto Profundización de conceptos Actividades 2º Entr. 1er Entr. Actividades Actividades 3er Entr. 6º Entr. 4º Entr. Balances de Materia 5º Entr. Balances de Energía Activid. 7º Entr. 8º Entr. & Presentación Transferencia de materia, equilibrio de fases y absorción Fig 1. Relación entre los diferentes tipos de entregables y actividades 4. Resultados y discusión En general, la retroalimentación recibida durante los cuatro cursos académicos hay sido bastante positiva en cuanto a la atmósfera de trabajo y los resultados de aprendizaje obtenidos. La mayoría de las actividades programadas han resultado satisfactorias y ha mejorado sustancialmente la relación entre el docente y el alumnado pudiendo guiarles adecuadamente a lo largo del proceso y no se han detectado graves disfuncionalidades en el trabajo en grupo. Uno de los aspectos más positivos de la implementación del PBL es que los estudiantes han tenido que aprender a adoptar deciciones. Están acostumbrados s resolver problemas cerrados mientras que un PBL tiene que establecer sus abjetivos, decidir qué parámetros tienen que fijar y cuales calcular haciendo uso de bibliografía y de los datos que hayan podido recabar en la 180 visita a la planta. Al tener estudiado el proceso antes de realizar la vista, los alumnos saben qué datos necesitan, lo que hace de la vista una actividad mucho más enriquecedora. En el curso académico 14/15 la metodología se implementó en dos diferentes grupos de 10 alumnos cada una impartido en 2 idiomas diferentes (euskera y español). Ambos grupos pertenecían al mismo grado, mismo curso, se llevaron a cabo las mismas actividades, se realizaron con el mismo profesor con dos horas de diferencia etc, pero los resultados obtenidos fueron muy diferentes entre sí. Las actividades realizadas en uno de los grupos fueron mucho más fluidas y con mayor participación. Una importante conclusión es que para obtener un buen resultado y que los alumnos aprendan es muy importante el tipo de estudiantes o la motivación que tengan, más si cabe en grupos tan pequeños, ya que el hecho de que haya un par de estudiantes altamente motivados pueden influir positivamente en el resto de la clase. A lo largo del PBL cada grupo ha tenido que realizar dos presentaciones, uno con la ayuda de diapositivas y la otra mediante un poster; es decir, se han simulado las dos tipos de presentaciones más típicas que se realizan en congresos de investigación. La preparación de un poster en comparación con las diapositvas les conlleva realizar el ejercicio de tener que resumir un extenso trabajo y plasmarlo en un espacio reducido, mientras que en las diapositivas pueden plasmar con más detalle cada uno de los aspectos a presentar. En los cuatro cursos que se ha implementado este tipo de presentaciones se ha observado que los alumnos tienen una mayor seguridad cuando disponen el apoyo de las diapositivas, tanto a la hora de la exposición como a la hora de tener que responder preguntas de sus compañeros ya que pueden tener preparadas diapositivas extra de apoyo. Al finalizar el PBL se ha pasado una encuesta al alumnado para tener su feedback y ver qué opinión tienen respecto a su proceso de aprendizaje (ver Tabla 1). Por lo general, se ha observado que los alumnos tienen una opinión positiva con respecto a la metodología, mostrando una mayor motivación y desarrollado las competencias de una manera más eficiente. La única pega observada es la queja por algunos de ellos por el alto volumen de trabajo que ello conlleva. Con toda esta información, se ha ido optimizando la carga de trabajo disminuyendo estas quejas, y cuando se les pregunta si en el caso de poder elegir esta metodología en vez de la tradicional, más del 75% de ellos se decanta por el PBL. Valoración del proyecto Curso 14/15 G1 G2 12/13 13/14 No satisfactorio 0% 0% 0% Satisfactorio 50% 8% Muy satisfactorio 50% Altamente satisfactorio 0% Incremento de motivación 14/15 G1 G2 15/16 12/13 13/14 0% 0% 25% 0% 0% 12% 30% 8% 25% 17% 84% 63% 50% 50% 50% 8% 25% 20% 42% 0% Autoaprendizaje 14/15 G1 G2 15/16 12/13 13/14 15/16 10% 0% 0% 0% 0% 0% 0% 37% 30% 0% 0% 0% 25% 10% 0% 75% 38% 50% 50% 100% 100% 63% 40% 83% 8,% 25% 10% 50% 0% 0% 12% 50% 17% Tabla 1. Resultados de las encuestas realizadas al alumnado en torno el PBL realizado 4. Conclusiones La motivación de los estudiantes con este tipo de metodología es mayor que la que muestran al utilizar metodologías más tradicionales aunque la actitud del alumnado presente en un aula es clave para lograr satisfactoriamente los resultados de aprendizaje pretendidos. Además de las competencias más relacionadas con la temática de la asignatura, los alumnos desarrollan otras capacidades como el trabajo cooperativo, redacción de informes y presentaciones orales, observándose que se sientes más cómodos cuando tienen que realizar presentaciones con la ayuda de diapositivas en vez de mediante un póster. 5. References [1] [2] [3] [4] [5] [6] D. Efstratia, Procedia - Soc. Behav. Sci. 152 (2014) 1256–1260. Ó. Mas Torelló, Rev. Currículum Y Form. Del Profr. 3 (2011) 195–211. F. Cheong, J. Inf. Technol. Educ. 7 (2008) 47–60. H.S. Barrows, Bringing Probl. Learn. to High. Educ. Theory Pract. 1996 (1996) 3–12. P. Scholtes, The Leader’s Handbook: Making Things Happen, Getting Things Done, 1st ed., McGraw Hill, New York, 1998. E.G. Gascón, M.D. De Juan, J.F.P. Azor, F.J.S. Sánchez, A. Kanther, U.M. Hernández, Rev. Investig. Educ. 28 (2010) 171–194. 181 [7] [8] [9] [10] [11] [12] [13] [14] C. Hmelo-Silver, Educ. Psychol. Rev. 16 (2004) 235–266. N.R. Ergül, E.K. Kargın, Procedia - Soc. Behav. Sci. 136 (2014) 537–541. R.M. Felder, R. Brent, Cooperative Learning in Technical Courses: Procedures, Pitfalls and Payoffs, 1994. R.M. Felder, J. Chem. Educ. 73 (1996) 832. M.J. Prince, R.M. Felder, J. Eng. Educ. 95 (2006) 123–138. R.E. Slavin, in:, Int. Encycl. Educ., ACS Symposium Series, 2010, pp. 177–183. L.G. Bullard, R.M. Felder, Chem. Eng. Educ. 41 (2007) 93–100. L.G. Bullard, R.M. Felder, Chem. Eng. Educ. 41 (2007) 167–176. 182 La investigación educativa desde la vertiente cualitativa Pedro Corcho Sánchez Facultad de Formación del Profesorado. Universidad de Extremadura. Grupo de Investigación CIBERDIDACT 927257000 – pecorcho@unex.es 1. Introducción. Hoy en día, el uso de los ordenadores forma parte de prácticamente todo proyecto de investigación educativa, ya sea como procesador de textos, como herramienta para almacenar y organizar materiales o como instrumento para conducir el análisis. Siendo esto así para el mundo de la investigación en general, no lo es menos para la investigación cualitativa. Anguera (2008:151, 2010) afirma que “el empleo conjunto de la metodología cualitativa y de la cuantitativa, dado que se interesa por el proceso y el resultado, potencia la vigorización mutua de los dos tipos de procedimientos, y facilita la triangulación a través de operaciones convergentes”. Desde el punto de vista metodológico, como indican Hernández y otros (2014), el siglo XX se inició con un enfoque predominante, el cuantitativo, y terminó con dos enfoques principales: cuantitativo y cualitativo. El siglo XXI comenzó con una tercera orientación con los enfoques mixtos y aboga por métodos y modelos mixtos El software para el análisis cualitativo es una herramienta que nos facilita la larga tarea de reducir los datos obtenidos en el proceso de investigación dentro de un paradigma cualitativo. La mayor parte de las investigaciones cualitativas generan una buena cantidad de material escrito, transcripciones de entrevistas, de grupos focales, de observaciones y otras fuentes (grabaciones de audio, vídeo, imágenes, etc.). Una vez que tenemos recogida nuestra información, la primera tarea es intentar darle sentido y ese es el propósito del software WebQDA que utilizamos dentro del Grupo de Investigación Ciberdidact de la Universidad de Extremadura. A diferencia de los paquetes de análisis estadístico usados en ciencias sociales (por ejemplo SPSS), el software para Análisis de Datos Cualitativos no analiza los datos obtenidos de las investigaciones cualitativas. Aunque el software nos facilita mucho la investigación cualitativa, es importante recalcar que es la persona que realiza el estudio la responsable del análisis y la interpretación de la información. Los programas son útiles para el trabajo analítico, pero no realizan por sí mismos el análisis de los datos. 2. Los CAQDAS en Investigación Cualitativa. Por CAQDAS (Computer Assisted Qualitative Data Analysis) denominamos el software que se emplea en el análisis cualitativo de datos. Los Caqdas son programas que permiten a los investigadores cualitativos, de cualquier disciplina, ordenar los documentos que deseen analizar (bien sean textos, grabaciones de sonido, grabaciones de vídeo, fotografías o imágenes, en fin, cualquier documento susceptible de análisis cualitativo), de la forma que consideren más adecuada. El investigador introduce sus documentos en el programa y empieza su labor; el programa le facilita tareas como el cruce de categorías (si las hay), el ordenamiento adecuado y fácil acceso a documentos, la creación de documentos en los cuales el investigador consigna permanentemente sus reflexiones sobre el análisis y, especialmente, la visualización del proceso de análisis (Arcila y Said, 2011). Estás herramientas han evolucionado de manera exponencial desde los años ochenta hasta hoy en día. En parte gracias al CAQDAS Networking Project, promovido por la Universidad de Surrey del Reino Unido, y como señala Cisneros (2011) han sido diferentes grupos universitarios los que han desarrollado este tipo de software como ayuda a la investigación cualitativa. Destacan: Melbourne (NVivo) en Australia; Boston (HyperResearch) y Colorado (Ethnograph) en Estados Unidos; Berlín (Atlas.ti), Marburgo (MAXqda) y Tübingen (AQUAD) en Alemania. Las características que un software CAQDAS deben tener son (Cisneros, C. 2011): • • • Facilidad de integración. Este rasgo es relevante pues integra parte de la sofisticación tecnológica proporcionada por los avances recientes en computación con la experiencia del investigador. ¿Cuál es la práctica previa del investigador como estudioso de datos cualitativos y cómo es su experiencia con computadoras? De gran importancia son también el lenguaje, la lógica y la presentación del software. Tipos de datos. La primera distinción importante aquí es en torno al formato. Si se trata de datos textuales, actualmente el formato *.rtf es el más utilizado, aunque algunas versiones recientes de CAQDAS soportan texto en formato pdf). Si se trata de datos multimedia, sea en formato gráfico, de audio o de video, cada programa tiene capacidades diferentes. Aunque el formato *.rtf es recomendable, es oportuno recordar que es posible trabajar también en archivos de texto en formatos más simples como *.txt y *.doc. Es también interesante la opción de organizar los ficheros de fuentes en carpetas para tener acceso de forma ordenada a los datos. Leer y revisar texto. En las fases iniciales del análisis es importante leer y revisar el texto, marcando lo que consideremos más importante sin estar vinculado a códigos específicos. 183 • • • • La búsqueda de texto es posible en casi todos los programas CAQDAS y cada uno de ellos ofrece opciones diferentes para trabajar con los resultados, sea para codificar, guardar y explorar el contexto, exportar a otros programas e incluso para hacer análisis cuantitativo de contenido. Escritura de memos. Hacer memos es central en algunos enfoques de investigación cualitativa. Sea que pensemos en investigación narrativa, fenomenología, teoría fundamentada, etnografía o estudios de caso, por ejemplo, hacer notas analíticas juega un rol diferente en cada uno de ellos, aunque un rasgo común a todos es que no se niega su relevancia tanto para llevar un registro del curso de la investigación como para el ordenamiento y clarificación de las ideas y conceptos. Categorización. El análisis de datos cualitativos consiste en categorizar datos en códigos. El proceso de creación y manejo del libro de códigos, la forma en que se aplican los códigos, su forma de representarse, la facilidad de su revisión, ajuste y recuperación es otro criterio importante para la selección. La forma en que el programa proporciona respuesta a la pregunta ¿dónde guarde esa nota o comentario? es también vital para la selección del programa. Si se requiere, por ejemplo, realizar el examen minucioso de todos los memos vinculados a un código y la forma en que cada software brinda respuesta a esa necesidad. O si deseo visualizar las relaciones establecidas entre códigos y combinaciones de códigos con o sin los comentarios o notas escritas. El libro de códigos ha de ser fácilmente accesible y ha de permitir cambiar nombres, tener a la vista las definiciones y permitir trabajar sobre los códigos mismos. La apariencia de cada programa es diferente en relación con este elemento y las soluciones para presentar la lista de códigos cuando se está aplicando a texto o a otro tipo de datos son diferentes. Análisis. La computación cualitativa permite reorganizar los datos de la investigación de diversas maneras. Cada programa tiene capacidades diferentes para clasificar y filtrar los segmentos codificados, para usar códigos relacionados, evaluar combinaciones de códigos, elaborar mapas conceptuales e interactuar con datos demográficos, por ejemplo. La exploración de todos los elementos del proyecto es sumamente sencilla y accesible pues ellos se pueden ordenar y clasificar, solo con un clic, de acuerdo a criterios como fecha de creación, autor, alfabéticamente, por cantidad de pasajes, segmentos o citas codificadas. El uso de filtros también es recomendable para afinar la clasificación y el examen minucioso, por ejemplo de memos o comentarios. Datos cuantitativos. Todos los programas permiten importar-exportar datos cuantitativos en la forma de tablas. Se pueden importar atributos o variables demográficas para comparar como difieren los grupos de documentos agrupados por tales atributos o variables con relación al sistema de códigos o a códigos en particular. En nuestra investigación, hemos utilizado el software WebQDA que verifica todas las propiedades descritas anteriormente. Desarrollado por la Universidad de Aveiro y la empresa Ludomedia, con este programa podemos codificar y trabajar de una manera muy práctica y con un proceso de aprendizaje en el manejo del software muy corto en el tiempo. En el programa tenemos almacenado todo el material recopilado en nuestra investigación (o enlazado a un alojamiento externo), en diferentes formatos (texto, imágenes, audio o vídeo), podemos acceder a ellos desde cualquier lugar, ya que el software no necesita instalación en el ordenador, y de forma colaborativa es decir, varios investigadores desde distintos puntos geográficos diferentes pueden acceder al proyecto alojado en WebQDA y trabajar sobre él, lo que nos va a permitir diferentes puntos de vista de la investigación. Con este software, el investigador puede editar, ver, interconectar y organizar los documentos. Al mismo tiempo puede crear categorías, codificar, gestionar, filtrar, buscar e interrogar a los datos con el fin de responder a las preguntas que surgen en su investigación. 3. Experiencia realizada. Se ha creado un foro en una plataforma LMS como es Moodle, en el que han participado los asistentes a un taller de formación de la Universidad de Extremadura (UEx), precisamente sobre WebQDA, y en él se han recogido sus opiniones sobre la preferencia de lectura en libros impresos o en libros digitales. Tras una fase inicial de reflexión y consulta bibliográfica del tema que queremos tratar, hemos concretado nuestras preguntas de investigación, para reducir y describir las actividades que se desarrollan (Cubo, S y Luengo, R., 2011): generación de hipótesis, definición operativa de variables y selección de instrumentos y del método de recogida de datos. A continuación se ha realizado un análisis en WebQDA de las opiniones de los participantes, comparándola con expertos y con aportaciones recogidas de Internet en formato imagen y vídeo. La capacidad del software para trabajar con ficheros alojados en YouTube nos ha permitido tener opiniones de expertos en el tema, que han sido analizadas a través de WebQDA. Una vez recogidas todas las fuentes en el proyecto creado dentro de WebQDA, se procedió a crear las categorías (denominadas códigos en WebQDA), las cuales se realizaron con Códigos en Árbol. Los Códigos en Árbol son las herramientas que posee webQDA para la codificación interpretativa y permiten la jerarquización en Códigos y sub-Códigos con la profundidad deseada o necesaria. De este modo, el sistema codificado a través de Códigos en Árbol puede ser considerado como el “sistema nervioso central” que conecta las fuentes, la codificación y la Consulta, dando sentido interpretativo y “respuestas” a las preguntas de investigación del proyecto. Como su nombre indica, los Códigos en Árbol organizan tópicos aglutinadores de ideas en un sistema de “ramificado”, es decir, un sistema jerárquico con enlaces entre los Códigos. El proceso seguido para la recogida y el análisis de los datos se recoge en la figura 1: 184 Reco Reduc ción de los datos: Catego rizació ny codific ación Figura 4: Proceso de Análisis Cualitativo. (Miles y Huberman, 1994). Como hemos comentado, todo el proceso de análisis lo podemos realizar dentro de nuestro proyecto, incluso con imágenes o vídeos de mucho peso que tengamos alojadas en otros servidores (Youtube, Vimeo, etc.). Una vez realizados los análisis, podemos exportar todos nuestros resultados a una hoja de cálculo (Excel) o a un documento en formato pdf. 4. Resultados. La utilización de un software de análisis cualitativo (WebQDA) permite ayudar en la primera definición de las categorías / sub-categorías, de forma independiente y más allá del camino que se determine para la definición de las categorías, sean emergentes de los datos (categorías empíricas, inferenciales) o a través del referencial teórico, el investigador puede realizar la búsqueda “palabras más frecuentes” y, después de eso, la construcción de categorías de análisis. Con este taller, hemos pretendido despertar el interés de los profesores de la UEx participantes de las posibilidades del análisis cualitativo en el mundo educativo. Desde áreas de conocimiento tan diversas como Sociología, Antropología, Didáctica de la Lengua y la Literatura, Didáctica de las Matemáticas y otras más, se han incorporado al uso de los CAQDAS gracias a un software tan versátil y de fácil aprendizaje como es WebQDA. 5. Conclusiones. La posibilidad de analizar, sin necesidad de instalar el programa en un ordenador, a través de la red, nos abre un abanico de posibilidades para trabajar de forma colaborativa (el análisis de los datos no está centralizado en una sola persona) y se “amplían las posibilidades de comunicación entre miembros del grupo de investigación en la definición de las dimensiones de análisis (categorización, codificación y recodificación) fundamentales para la construcción de síntesis y del análisis” (Costa, Linhares, & Souza, 2014) además de multidisciplinar, que asegura la competencia en realización de proyectos en los que se requieran la aportación de distintos especialistas. Trabajar con fotografía, video y datos provenientes del trabajo de campo, en todos sus sentidos, permite visualizar desde perspectivas varias los hallazgos. Incluso capacita para fortalecer estrategias de comprensión de los procesos estudiados (Cisneros, 2011). El empleo de este programa en investigación cualitativa, proporciona un ahorro significativo de tiempo, así como una gestión más ágil de la información, permitiendo trabajar con un volumen de datos muy grandes (Vicente, M.; Monclús, B., 2012). 6. Bibliografía. 185 [1] Anguera, M.T. (2008). Metodologías cualitativas: características, procesos y aplicaciones. En Verdugo Alonso, M. Á., Crespo, M., Badia Corbella, M., & Arias, B. (2012). Metodología en la investigación sobre discapacidad. Introducción al uso de las ecuaciones estructurales. VI simposio científico SAID, 2008. Salamanca, 5 y 6 de junio de 2008. [2] Anguera, M.T. (2010) Complementariedad metodológica en la investigación en psicología: del enfrentamiento al continuum. Jornadas de Psicología intervención psicológica en problemas sociales Universidad Pontificia de Salamanca. [3] Arcila, C. y Said, E. (2011). “E-Investigación en Comunicación. ¿Cómo re-configurar los estudios en las ciencias sociales y humanas ante el reto de la e-ciencia?”. Presentado en el III Congreso Internacional Latina de Comunicación Social. 7 de diciembre de 2011 (La Laguna, Tenerife). [4] Cisneros-Puebla, C. (2011) Análisis cualitativo asistido por computadora. Teoría e investigación. México: UAM-M.A. Porrúa [5] Coffey, A. y Atkinson, P. (1996). Making sense of qualitative data. London. Sage Publications. [6] Costa, A. P., Linhares, R., & Souza, F. N. de. (2014). Possibilidades de Análise Qualitativa no webQDA e colaboração entre pesquisadores em educação em comunicação. In R. Linhares, S. de L. Ferreira, & F. T. Borges (Eds.), Infoinclusão e as possibilidades de ensinar e aprender (pp. 205–215). Universidade Tiradentes, Aracaju – Brasil: Editora da Universidade Federal da Bahia. [7] Fielding, N. y Lee, R. (1998). Computer analysis and qualitative research. London: Sage Publications. [8] González, T. y Cano, A. (2010). Los softwares como recurso de apoyo al procesamiento y organización de los datos cualitativos. En: Nure Investigación, 47. [9] Hernández, R.; Fernández, C. Y Baptista, P. (2014). Metodología de la Investigación (6ª Edic). México: McGrall Hill. [10] López F. (2002). El Análisis de contenido como método de investigación. XXI. Revista de educación, ISSN-e 1575-0345, Nº 4, 2002 (Ejemplar dedicado a: Investigación educativa), págs. 167-180. [11] Sanchez, M.C. (2014). La dicotomía cualitativo-cuantitativo: posibilidades de integración y diseños mixtos. Revista Campo Abierto. Universidad de Extremadura. [12] Seale, C. (2000). Using Computers to Analysis Qualitative Data. En: David Silverman (ed.), Doing Qualitative Research: A Practical Handbook. Londres: Sage Publications, pp. 154-174. [13] Vicente-Mariño, V. y Monclús, B.(2012) Herramientas informáticas para el análisis cualitativo de la imagen audiovisual. Nuevos recursos para la investigación en comunicación. En: III Congreso Internacional Asociación Española de Investigación de la Comunicación. Tarragona, 18-20 Enero. 186 (1) Departamento de Ciencias de la Educación de la Universidad de Extremadura. Facultad de Intergenerational and methodological innovation program. Heritage and historical memory of the city of Badajoz (1931-1975) Ignacio Chato-Gonzalo1, María Méndez-Suárez2, Magdalena López-Pérez3, Daniel Patón-Domínguez4, Matías Hidalgo-Sánchez5 1 Jaranda High School, Era Nueva Street, S/N, 10450, Jarandilla de la Vera, Cáceres. Phone: 691879138. iIgnacio.chato.g@gmail.com 2 Area of Plastic Expression. Faculty of Education. UEx. Badajoz. 3 Area of English Didactics. Faculty of Education. UEx. Badajoz. 4 Area of Ecology. Faculty of Science. UEx. Badajoz. 5 Area of Cell Biology. Faculty of Science. UEx. Badajoz. 1. Introduction The demographic aging of the advanced societies is observed with a high level of concern, since it puts us in alert on the problems and challenges supposing for the maintenance of the public services that we enjoy and the sustenance of our wellbeing state. This reality hardly allows us to consider the great increase of older adults as a resource of an enormous social and educational value. The increase of life expectancy and the improvement of the health status of older adults, as well as the widespread cultural extension of the active aging paradigm, make this segment of the population become a social vector with broad potential. The development of the principle of a “society for all ages” should not be limited to the recognition of a right, but should aim to give special attention to the collective of older citizens. For this, it is essential to establish open spaces where relationships between different generations are effective and where joint action between different ages is allowed. In this direction, the intergenerational programs are directed, with the extended horizon of building centres and communities in which not only the same space is shared, but also in those that are effective the interactions between the elders and other segments of the population [16-5]. In the university space, the progressive incorporation of the elderly is opening new perspectives and challenges in the definition of the objectives and services that this institution should provide in the 21st century society. Its success and consolidation, with a constant growth in the number of students and their years of permanence in the specific programs that the different universities have been establishing, has provided a meritorious educational, socializing and relational offer for this group [153-4]. But older or experienced universities, as they are called, have not yet come to take advantage of all the possibilities and resources offered by their growing presence on university campuses. Attention to the competences that they have to develop and the adoption of active methodologies in their formation should turn them into agents promoting values and strategies in different social and educational areas, giving priority areas such as participation, volunteering and social intervention. It must be a line of action beginning at the university itself, using intergenerational programs as catalysts for methodological renewal, through the development and implementation of joint projects with young students of different degrees, interdisciplinary and involving different areas. It must be a process of university opening that will turn it into a true intergenerational centre, transforming the current “universities of older” into “universities with older”, which means full integration into the classroom, participating in all the curricula offered, beyond the specific programs that are going on today. These have been the principles and objectives which have guided the intergenerational project carried out in the Faculty of Education of the University of Extremadura –within the Innovation Program of the SOFD–scheduled in two training actions throughout the academic year 2016/2017 [8]. The second intervention –with students of the 2nd year, enrolled in the subject of Didactics of Social Sciences– has been held in three weekly sessions during the months of April and May. This program called “Presences, absences” has had as a learning scene the historical and cultural heritage of the city of Badajoz throughout the period 1931-1978, including the stages of the Second Republic, the Civil War, Francoism and Transition [1]. This thematic axis is intimately connected with the vital experiences of the elderly and contains an intense emotional load, what has provided the project with an added value, having as source of information and basis of the contents the “life histories” of the participants themselves [12-14-6]. It was also intended to give a social projection to the work done, both in the field of the recovery of historical memory and in the conservation of cultural heritage, issues of special relevance and debate in public opinion, which helped to contextualize the learnings and to promote ethical and citizen attitudes and values, within the perspective of LearningService [13-10]. This was the learning scene on which we put into action other objectives of the program: the methodological renewal, which is especially significant in the Degree of Education, and the training of future teachers. The training budgets we develop are those that come to be defined as project-based learning (PBL), which aims at inductive, functional, contextualized, and competence learnings in which students become the knowledge builders and the protagonists of the processes which are carried out, oriented towards the elaboration of products and the proposal and resolution of certain problems. All this has been develop through teamwork, including the two groups of subjects, youngsters from the Degree and those from the university of older, 187 all acting as mentors, in a double direction, and contributing their abilities, experiences and the necessary emotional substrate [17-18-7]. 2. Experimental Among the different objectives of the intergenerational program and the PBL of which it takes part, the main objective was to continue strengthening the connection and coordination spaces between the two groups of subjects (young and old), introducing the participants in the process of innovation and application of active methodologies. It was also sought to contribute to the change of the respective perceptions and attitudes among the generations of young and old, as well as the vision about aging, and to influence the importance of the dimensions associated with relational, emotional and citizen competences. The final product focused on the processes to be developed, consisted on the mapping of the historical memory of the city of Badajoz. An interactive map through the “Google Maps” application where they were to locate the different places of historical memory identified in each of the stages treated. The places of memory on the map had to include a current photograph and a historical image reflecting the persistence or absence of the building, monument or space in question, as well as any rewritings that might have occurred in terms of its uses. Also, a brief text emphasizing its historical and patrimonial meaning, highlighting the sense acquired in the collective memory and with respect to the different ideological and cultural identities. In order to carry out this purpose, seven working teams were formed, among which the nineteen thematic areas that formed the research were distributed (Table I). After the initial session, in which the program was presented to the participants, the following sessions were oriented to teamwork and technical guidance for the use of the application. Table I. Thematic icons and fields used in the interactive map Cartography of the historical memory of the city of Badajoz. Thematic fields and research lines. 13. Control / surveillance / police / army. 1. Violence / conflict / confrontation. 7. Institutions / departments / agencies. 14. Insurgency / rebellion / opposition / revolution. 2. Imprisonment / prosecution / detention. 8. Meeting / demonstration. 15. Economics / work / occupation. 3. Murders / death / burial. 9. Laws / reforms / plans / programs. 16. Religion / rituals. 4. Ideological and political symbols. 10. Infrastructure / works / constructions. 17. Woman / feminism. 5. Characters / leaders / referents. 11. Urbanism / housing. 18. Education / culture. 6. Organizations / associations / parties / unions. 12. Government / power / command. 19. Beneficence / assistance / health 3. Results and Discussion Throughout the development of the intergenerational program, a number of questionnaires have been used for its evaluation, having been aimed at assessing their impact, mainly in the field of youth perceptions towards the elderly and aging, but also of the elderly towards the young boys. For this purpose, we have used, on the one hand, the “Questionnaire on Negative Stereotypes towards Old Age” -CENVE- [2-9]. The results of this questionnaire (Table II) provide a significant difference on the basis of age. This means that young people showed less empathy towards the older than the older towards the youngsters. The data of the surveys were transferred to a numerical code following the following scale: 0 = Strongly Disagree 1 = Strongly Disagree 2 = Fairly Agree 3 = Strongly agree Table II. CENVE results due to the age difference Age NMDS1 -0.283 NMDS2 0.325 NMDS3 0.902 r2 0.19 Pr(>r) 0,001 *** On the other hand, another questionnaire was designed: “Attitudes and Emotions towards the Elderly”, which expands and complements CENVE information with a total of 80 items distributed in four fields: attitudes, emotions, sensations/feelings and assessment of interventions [11]. The surveys were transferred to a matrix where the variables were the questions and the cases surveyed, being the population of 51 subjects. This matrix was subjected to Redundancy Analysis (RA). As a second matrix, all the factors related to each respondent were introduced: age, gender, grade, number of living grandparents, previous participation in these programs, etc. Non-significant factors were added as effects to be removed in the multivariate analysis. The AR was therefore partial and the output was tested in its significance by ANOVA, as well as in the visual exploration of the first four multivariate axes. The Redundancy Analysis was significant in explaining the observed variability (Table III), that is, the factors that adjusted significantly with the first four axes of variation were: the number of living grandparents, 188 previous participation in these programs, having completed the older program (effect) and the gender of the respondent (Table IV and V). Table III. Pr (>F) = most significant variable Model Residual Df Variance F Pr(>F) 4 42 4.8088 31.4365 1.6062 0.001 *** Table IV. Percentage of variance explained by the model with respect to the residual by ANOVA. Df: degrees of freedom. ***: p-value <0.001 Canonical variables Course RDA1 -0.54468 RDA2 0.81006 RDA3 0.20173 RDA4 -0.08021 Age -0.35262 -0.23484 0.78953 -0.44402 Number of grandparents 0.53514 -0.71442 0.36612 -0.26304 Living with grandparents -0.27402 0.33540 0.88864 0.15078 Frequency grandparents 0.39184 -0.61285 -0.68495 0.04148 Participation in intergenerational programs -0.56815 0.14787 0.18029 0.78920 r2 0.080 0 0.000 0 0.459 7 0.044 4 0.051 4 0.343 7 p-value 0.445 ns 1.000 ns 0.001 *** 0.702 ns 0.644 ns 0.001 *** Table V. Correlation (r2) and p-value of the four multivariate axes (RDA1 to RDA4) with respect to the numerical canonical variables. ***: p-value <0.001; Ns: non-significant Canonical variables Effect Faculty Degree Gender r2 Pr(>r) 0.130 0.025 0.000 0.099 0.001 *** 0.953 ns 1.000 ns 0.001 *** Intermediate products were developed at different rates, advancing mainly in the process of searching, selecting and collecting information, in which the elderly were the main contribution. The best results were obtained in the relational field, obtaining an easy, fast and intense interaction between the two groups. In any case, both processes and products constituted a means to achieve the goals and objectives proposed. 3. Conclusions For both adults and youngsters, their incorporation into active methodologies, project-centered learning and collaborative work have provided a new motivating scene and have led to a rethinking of their formative dynamics and inertia. As for the mode and extent to which the intergenerational program has contributed to the transformation of the perceptions that young and old have among themselves, as well as the image that both have on the aging, it is evident in the results. There is no doubt about the importance of the program as a catalyst in changing one’s attitudes, as well as its action and influence on other dimensions of emotional competence, which are driven by these shared experiences between generations. The data obtained in the questionnaires reveal that of all the observed variables, those which are more significant in the results are: the number of living grandparents, that is to say, those students who still have living grandparents, and maintain a more or less close relationship with them, show a high empathy and very positive attitudes towards the elderly; previous participation in other intergenerational programs, as those having them have had very positive emotions and feelings; sex in relation to the number of living grandparents: those with more grandparents (men and women) respond differently and finally, the variable effect. This variable is the most interesting in the sense of being able to know what effect it has on young students to interact with the elderly, if their perceptions, feelings and emotions change after having worked and collaborated with the elderly through the intergenerational PBL program. The data obtained show that the program actually stimulates, encourages these emotions and favours empathy between the two age groups. In this way, intergenerational programs are effective strategies for the improvement of prejudices and negative perceptions towards the elderly and about aging. They contribute to the development of emotional, social and civic competences; favour the realization of strategies of active aging and generate motivating and affective environments for the development of joint formative activities. On the other hand, it is essential to learn in competences in the university space by means of active methodologies, oriented to the realization of multidisciplinary projects, related to contextualized situations and problems, through the PBL and the ApS. Work on topics related to life experiences of the elderly –educational, work, family, social, etc.– favours several cognitive and emotional dimensions and generates added value to their experiences. Therefore, the future ideal university framework would be the progressive implementation of the intergenerational programs in the programming of the subjects of the Degrees, incorporating them in the habitual educational activities as well as in the 189 programming of the University of older, working in the analysis and evaluation of the competences that older people must train and reach in the 21st century. References: [1]Aguilar-Fernández, P. (2006). Presencia y ausencia de la guerra civil y del franquismo en la democracia española: reflexiones en torno a la articulación y ruptura del ‘pacto de silencio, Godicheau, F y Aróstegui, J. (eds.), Guerra Civil: mito y memoria, Marcial Pons. [2]Blanca, M.J., Sánchez, C., Trianes, M.V. (2005). Cuestionarios de evaluación de estereotipos negativos hacia la vejez, Revista Multidisciplinar de Gerontología, 15 (4), 212-221. [3]Blázquez-Entonado, F. (2002), Los mayores, nuevos alumnos de la universidad, Revista Interuniversitaria de Formación del Profesorado, 45, 89-105. [4]Blázquez Entonado, F. (2005), Educación de Adultos. El Programa de Mayores de la Universidad de Extremadura, Revista de Estudios Extremeños, 61 (3), 1009-1076. [5]Delgado, C. R., Calero, C. G., González, H. (2016), Potencialidad de los espacios públicos abiertos para las relaciones intergeneracionales. Un estudio de caso en la ciudad de Santa Cruz de Tenerife (Canarias, España), Documents d’Anàlisi Geogràfica, 62 (1) [6]González, M. (2006), Apuntes para un método de análisis mnemónico intergeneracional sobre la Guerra Civil, Hispania Nova, 6, 1-19. [7]Kolmos, A. (2004), Estrategias para desarrollar currículos basados en la formulación de problemas y organizados en base a proyectos, Educar, 33, 77-96. [8]Méndez-Suárez, M., Chato-Gonzalo, I., Patón-Domínguez, D. e Hidalgo-Sánchez, M. (2017), Proyecto de innovación docente. Programa de convivencia intergeneracional y aprendizaje basado en proyectos (ABP) de la UEX, Actas del VI Congreso Internacional de Educación Artística y Visual. Arte, Educación y Patrimonio en el Siglo XXI, Badajoz. [9]Menéndez, S., Cuevas-Toro, A.M., Pérez-Padilla, J., Lorence, B. (2016), Evaluación de los estereotipos negativos hacia la vejez en jóvenes y adultos, Revista Española de Geriatría y Gerontología, XXX. [10]Páez, M., Puig, J. (2013), La reflexión en el aprendizaje-servicio, Revista internacional de educación para la justicia social, 2 (2), 1-20. [11]Patón-Domínguez, D., Chato-Gonzalo, I., Méndez-Suárez, M. e Hidalgo-Sánchez, M. (2017), Optimización de los test educativos mediante escalamiento multidimensional no-métrico. Actas del VI Congreso Internacional de Educación Artística y Visual. Arte, Educación y Patrimonio en el Siglo XXI, Badajoz. [12]Pujadas, J. (2000). El método biográfico y los géneros de la memoria, Revista de Antropología Social, 9, 127-158. [13]Puig, J., Gijón, M., Martín, X., Rubio, L. (2010). Aprendizaje-servicio y Educación para la Ciudadanía, Revista de Educación. Nº extraordinario, 45-67. [14]Sanz-Hernández, A., (2005), El método biográfico en investigación social: potencialidades y imitaciones de las fuentes orales y los documentos personales, Asclepio,57(1), 1-17. [15]Sánchez, M. (2002), Los programas universitarios para mayores: propósitos, razones y motivos, Pedagogía social y programas intergeneracionales: educación de personas mayores, Ediciones Aljibe. [16]Sánchez, M. (2007), Programas intergeneracionales. Hacia una sociedad para todas las edades. Colección Estudios Sociales, Obra Social de la Fundación “La Caixa”. [17]Sola, C. (2006). Fundamentos de la técnica didáctica ABP, Aprendizqje basado en problemas: de la teoría a la práctica. Recuperado de http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S0185-26982006000100007 [18]Sola, C. (2016), De la técnica ABP: de la solución a la prevención de problemas, Transatlántica de Educación, 14 y 15, 99-113. 190 ducación. Av. de Elvas, s/n. 06006, Badajoz, Spain. PROGRAMA DE JUEGOS COOPERATIVOS EN LA ADAPTACIÓN DE ALUMNOS CON NECESIDADES EDUCTIVAS DERIVADAS DE LA DISCAPACIDAD INTELECTUAL. Lic. Marcelo Mario Acevedo DNI 18380838 - Martin Malharro 2011 - Glew - Buenos Aires – Argentina. Tel 1557131806 - kegusram@yahoo.com.ar Introducción En el sistema Educativo de la República Argentina y dentro de la Educación Pública Sistemática, existen: Escuelas de Educación Común, con alumnos/as denominados convencionales y las Escuelas de Educación Especial, que albergan alumnos/as con Necesidades Educativas derivadas de diferentes discapacidades a saber, del orden motor, del orden sensorial y del orden intelectual. La evaluación y caracterización de los alumnos/as que presentan algún tipo de dificultades dentro de sus trayectorias educativas, son realizadas por los Equipos Técnicos que los servicios tienen y en la mayoría de los casos, las derivaciones de un servicio a otro, se realizan cuando estos consideran conveniente, porque, los alumnos/as no alcanzan las condiciones necesarias para proseguir sus trayectos en las Escuelas Comunes con un servicio de integración o inclusión, dándose en los primeros años de la escolarización, esto es, de la Educación Inicial o de la Educación Primaria Básica hacia las Escuelas de Educación Especial, siempre y cuando exista autorización, aceptación y consentimiento de los responsables del alumno/a. Al efectivizarse la inclusión de estos alumnos/as, en los servicios de Educación Especial, este inicia un período de adaptación, esta nueva realidad, presenta un cambio sustancial, en su vida escolar, en su vida de relación, no sólo de orden geográfico, sino en muchos aspectos que lo contextualizan en un ambiente nuevo, el cual deberá adoptar y convivir, nuevos compañeros, nuevos maestros y con una carga social importante sobre todo si esta derivación se efectúa en años adelantados del trayecto educativo y donde el apego a grupos de pertenencia, forma parte fundamental de su desarrollo social relacional; generalmente los servicio de Educación Común son de 4 (cuatro) horas, siendo de 8 (ocho) horas el de la Educación Especial, este sería otro de los factores a considerar. En las circunstancias ut supra detalladas, los procesos de implementación de configuraciones de apoyo que los servicios de Educación Especial implementan para cada uno de los casos, se ven demorados o perjudicados, debido a problemas de adaptación, obstaculizando formas nuevas de trabajo, afectando en tiempo y calidad el beneficio que brinda este tipo de servicios. El presente trabajo tiene como objetivo mediante la implementación de un Programa de Juegos Cooperativos [1] , reducir el tiempo no productivo en la etapa de adaptación de los alumnos/as con Necesidades Educativas Derivadas de la Discapacidad intelectual que son de Escuelas de Educación Básica, a las Escuelas de Educación Especial [2] a fin de optimizar y acelerar la implementación de los Proyectos Pedagógicos Individuales, atendiendo prioritariamente a las necesidades de cada alumno/a; describir las conductas desarrolladas a lo largo de cada juego; generar un clima de colaboración y apoyo; comparar el nivel de participación de los alumnos/as durante el desarrollo de cada juego del programa de trabajo; describir características generales de los alumnos/as a los efectos de realizar el seguimiento de su evolución. Como objetivos específicos: que el alumno/a; logre valorar capacidades y habilidades presentes; apropiarse de estrategias de colaboración para la resolución de problemas grupales y colaborar conforme a la necesidad que requiera la actividad a realizar. 191 Con bases en los Diseños Curriculares del Nivel Primario vigentes para la Provincia de Buenos Aires y en concordancia con el Modelo Social de Discapacidad [3] que plantea desde su perspectiva, que “ la discapacidad es en realidad un hecho social en el que las características del sujeto tienen tan sólo relevancia en la medida en que evidencian la capacidad o incapacidad del medio social para dar respuesta a las necesidades derivadas de sus déficits ”; es decir la Discapacidad Intelectual desde esta perspectiva, no existe en sentido absoluto, es interactiva y es el reflejo de una situación concreta; es fluida y cambiante; depende de las limitaciones funcionales de la persona y los apoyos disponibles en el ambiente. El cómo una persona con discapacidad intelectual se ve a sí misma y se define, está condicionado por los significados construidos a nivel social. En la construcción del presente trabajo, partiendo del Modelo Social de Discapacidad, y de las Necesidades Educativas derivadas, se toma de la Modalidad de Educación Física y de ella un contenido, el “Juego como una de las principales herramientas al servicio de la educación, haciendo foco principalmente en los Juegos Cooperativos “ las actividades lúdicas cooperativas son las que demandan de los jugadores una forma de actuación orientada hacia el grupo, en la que cada participante colabora con los demás para la consecución de un fin común”[1] , se destacan cuatro características: todos los participantes aspiran a un fin en común; todos ganan si se consigue la finalidad y todos pierden en caso contrario; los jugadores compiten con elementos no humanos del juego, en lugar de competir entre ellos y los participantes combinan sus diferentes habilidades uniendo sus esfuerzos para conseguir la finalidad del juego. Durante mucho tiempo se ha considerado el aprendizaje como el resultado de la interacción entre profesor y alumno/a, pero en los últimos años la Educación Física está prestando una mayor atención al valor educativo que subyace de la relación entre los alumnos/as. Las interacciones entre los alumnos/as son muy variadas dentro de las clases de Educación Física y suele llevar implícito un alto grado de implicancia motriz, cognitiva, afectiva y social. En relación al termino “adaptación”, en este caso, se toma no como un antecesor del proceso de integración o inclusión, sino como la cualidad de acomodarse a una situación determinada, como una primera sensación de bienestar o comodidad, como lo nuevo, como lo extraño, con lo desafiante; si bien el hombre es un ser eminentemente adaptativo, hay elementos que influyen en esta capacidad de adaptación, estos elementos son: la curiosidad, el instinto de supervivencia, el afán de superación, y de manera muy especial la inteligencia, sobre esta base se plantea el presente trabajo y su relevancia. Experimental: El programa de juegos cooperativos que se emplea, contiene las siguientes características: Número de Juegos: poca cantidad de juegos, 8 (ocho) considerando que dicha cantidad es la mínima a emplear en 8 (ocho) semanas de duración. Cantidad de participantes: se emplea una cantidad justa de entre 8 (ocho) y 10 (diez) participantes, siendo este el número empleado en las clases de Educación Física en la Escuela de Educación Especial. Duración de cada juego: en relación a la duración de los juegos, se establece utilizar aquellos cuya duración no excediera los 20 minutos, considerándolos de corta duración, esto evitaría perder la atención de los participantes. Materiales: los materiales a utilizar son de poca cantidad, con la finalidad de no crear dispersión; grandes y lentos, para facilitar cualquier tipo de manipulación, el tamaño de los objetos podrá reducirse a medida que los vayan dominando, aumentando así paralelamente, la velocidad de ejecución. La Normativa: las explicaciones de los juegos deben ser muy generales, teniendo apoyaturas constantes a lo largo de la ejecución con normativas adaptadas. La Táctica: El juego deberá presentarse con pocas decisiones a tomar. Se tendrá que dejar un tiempo considerable para pensar la respuesta y será mejor que conlleve una decisión-respuesta a cada situación. Las Habilidades: presentaremos siempre de entrada, habilidades muy sencillas que, poco a poco, irán aumentando en dificultad según el nivel y grado de ejecución de los participantes. Otras Orientaciones Didácticas: Para lograr una buena comunicación con los Alumnos/as con Necesidades Educativas derivadas de la Discapacidad Intelectual será fundamental el saber transmitir la información, debiendo utilizar para ello un lenguaje claro, sencillo y comprensible. Tendremos que saber esperar o que responder o al menos intentar responder a las situaciones planteadas. 192 Resultados: Los resultados que se obtienen varían según determinadas características que presentan los alumnos/as y estas, están relacionadas con la característica de cada uno, para una mejor comprensión la observación se centra en determinadas variables que se usan como lista de comprobación: Nivel de Interés por el Juego: Hacia el inicio del juego, se observa en general, que no hay preocupación por el juego, los participantes se focalizan en observar el entorno y a los demás compañeros, generando un juego propio, y esperan las indicaciones para retomar el juego, en los juegos planteados en el medio del plan, se puede observar, que empiezan a incluirse en algunas acciones del juego, inquietud por resolver algunas situaciones. Hacia el final de esta etapa, se evidencia un mayor interés, debido a que el desarrollo del juego se orienta hacia la tarea cooperativa, principio fundamental de los Juegos Cooperativos, esta situación de interés y de ayuda generó en el grupo una reacción, que le abrió la posibilidad de valorar el aporte de cada uno de los integrantes. Al finalizar el plan se puede observar la preocupación por atender y anticiparse a la decisión de empezar a actuar en la resolución del problema planteado, se reduce al mínimo la intervención del docente. Participación en el Juego: En la primera parte del plan, se observa una creciente participación, en forma tímida y casi negándose por voluntad propia, accediendo después de la insistencia del grupo; en la parte media del plan, ya se ve una soltura que anima a que los movimientos de cada uno se funden en el grupo, forman estrategias pero todavía no equiparan acciones ni fuerzas, enfocándose más en los demás grupos, para actuar por imitación; en la fase final, se puede ver una participación de la totalidad de los integrantes del grupo, equiparando fuerza y esfuerzos, lentificando y acelerando, decidiendo y obedeciendo, no preocupándose por el resultado, sino porque todos lleguen juntos. Cooperación: El grado de cooperación, va creciendo lentamente durante los 4 (cuatro) primeros juegos, en este período, los juegos se resuelven por la insistencia de uno o dos participantes, el resto, se deja llevar, en algunos casos provocando el enojo del grupo, hacia la mitad del Plan, ya se aúnan esfuerzos y se alinean los intereses, disminuyen las tensiones y cada uno puede diferenciar distintas características de los integrantes, que son usadas para la resolución del problema, se ve entusiasmo y preocupación por ayudar a los demás. “A través de la participación activa en el juego, el alumno/a explora, experimenta sensaciones, observa modelos de actuación y descubre lo que de satisfactorio e insatisfactorio hay en la cooperación con los demás” [1] Conclusiones: Los resultados arrojados en este trabajo, a lo largo de la realización de los 8 (ocho) juegos, posibilitó arribar a la siguiente conclusión: la implementación de un Programa de juegos Cooperativos genera conductas sociales y motrices que favorecen la adaptación de alumnos/as con Necesidades Educativas derivadas de las Discapacidad Intelectual proveniente de Escuela Comunes, en la etapa de integración a la Escuela de Educación Especial, permitiendo reducir los tiempos en cuanto instancias productivas de trabajo para el inicio de tareas especificas por parte de los Equipos Técnicos intervinientes, generar predisposición y permeabilidad hacia experiencias nuevas con maestros y pares, valorar sus capacidades y reconocer las capacidades de los demás, confiar en propias acciones y colaborar en acciones conjuntas que le provocan satisfacción y disfrute. Referencias: 1 Cilla, Omeñaca R., Ruiz Omeñaca J.V., Juegos Cooperativos y Educación Física, Ed. Paidotribo, España, 2007 3º Edición. 2 Marcelo M. Acevedo, Juegos Cooperativos en alumnos con Retardo mental en etapa de integración. Efectos. Tesis. Universidad de Flores. Buenos Aires - Argentina. 2002. 3 Consejo federal de Educación Modalidad Educación Especial, Modelo social de la Discapacidad, Resolución CFE 105/10. Buenos Aires - Argentina. 2010. Curriculum Vitae Universidad de Lomas de Zamora – Facultad de Ciencias Sociales - Buenos. Aires - Argentina Licenciado en Relaciones Públicas – En curso. 193 Universidad de Lomas de Zamora – Facultad de Ciencias Sociales - Buenos. Aires - Argentina Técnico Universitario en Relaciones Públicas - Año 2016. Universidad de Flores - Facultad de Actividad Física y Deporte - Buenos. Aires - Argentina Licenciado en Actividad Física y Deporte - Año 2002. Instituto Superior de Formación Docente Nº 18 - Buenos. Aires - Argentina Profesor Nacional en Educación Física – 1990. Maestro Especializado en Educación Física Nivel Inicial, Primario y Educación Especial. – 1989. 194 Las dimensiones comunicativas del arte y su asimilación mediante actividades vinculadas a Pinterest The communicative dimensions of art and its assimilation through activities linked to Pinterest P. López Raso Universidad Francisco de Vitoria Ctra. M-515 de Pozuelo a Majadahonda, km. 1,800 28223 Pozuelo de Alarcón (Madrid) SPAIN Tel.: +34-91-3511566 e-mail: p.lopez@ufv.es ABSTRACT: Un problema al que se enfrenta el docente que trabaja con materias relacionadas con arte e historia del arte, suele ser la incomprensión que las manifestaciones del arte actual generan entre el alumnado. Sin entrar a valorar las causas, esta comunicación propone un modelo pedagógico de comprensión del arte contemporáneo a partir de la clasificación de los diferentes niveles en los que el arte opera sobre la persona. La propuesta de esta clasificación debe ir acompañada de una actividad que además de impulsar su asimilación por parte del alumno, motive a éste -con confianza y espíritu lúdico- a clasificar cualquiera de las imágenes de la historia. Tal actividad precisaría de la utilización de PINTEREST, y básicamente consistiría en que los alumnos tendrían que elaborar sus propios paneles de imágenes por equipos, vinculados al concepto propuesto por el profesor en relación a las tres dimensiones comunicativas estudiadas. El objetivo sería desarrollar en el alumno una capacitación analítica frente a la tradicional memorística en su relación con la imagen, poniendo a éste en el centro de la experiencia del arte, que ya no sería pasiva, sino activa, pues sería él, el que propondría una consideración de la imagen desde la creatividad y criterio que implica la búsqueda y clasificación. Al publicarlo en una red social como Pinterest, se facilitaría además la difusión de la comprensión de las obras, lo que promovería además de un sano debate, la apertura a la experiencia estética de todos los participantes. 1. Introducción - Si el alumno asume que descifrar una obra artística le puede transmitir éxtasis elevador, impacto purificador o transfiguración de lo cotidiano, entenderá que el placer de exponerse a la cosa creada supone un encontrarse consigo mismo –en su intrincada complejidad- y con el mundo mediante la diversidad emociones e ideas que nos provoca tal aventura. Así, las tres dimensiones comunicativas del arte –los tres grados de la experiencia que proponemos- desde las que analizar una creación visual, serían: - Arte como ÉXTASIS: experimentamos deleite, la elevación hacia el perfecto e incontaminado mundo de las ideas platónicas. Mediante lo bello particular de las formas accedemos la belleza, entendida como trascendental. Produce un placer desinteresado de carácter espiritual y tradicionalmente se asocia al canon clásico occidental armónico-apolíneo. - Arte como CATARSIS: propuesta aristotélica que demuestra que el arte también puede ser desasosiego, inquietud, e incluso desagrado ante una expresión de denuncia o testimonio desgarrador. Punza al alumno en sus emociones, y a la vez en su conciencia, obligándole a llevar a cabo una reflexión crítica como respuesta a lo contemplado, una auténtica purificación tras una provocación. - Arte como TRANSFIGURACIÓN DE LO COTIDIANO: este tercer ámbito (en el que opera la Cultura Visual de Imágenes) agruparía al amplio abanico de expresiones contenidas entre los extremos del éxtasis y la catarsis. Las propuestas de esta formulación se caracterizan por trabajar con materiales y conceptos comunes que forman parte de la existencia convencional de las personas, siendo la utilidad, el disfrute de lo inmediato, o la reflexión de lo ordinario, su sentido último y en la que también se puede obtener una particular experiencia estética. Es precisamente en lo cotidiano-ordinario donde el artista puede demostrar la tradicional capacidad atribuida al arte: la de transformar la realidad. La belleza y el asombro pueden desarrollarse en forma de objeto seriado, prenda de moda o spot publicitario. Balenciaga, la existencia de museos vinculados al diseño o la creatividad audiovisual que se despliega en un contexto de altísima competencia por reclamar la atención de los usuarios digitales, son ejemplos que demuestran que la genialidad puede manifestarse más allá de los procedimientos y circuitos convencionalmente reconocidos como artísticos [1]. 195 ÉXTASIS CATARSIS TRANSFIGURACIÓN DE LO COTIDIANO Image. 1 Image. 2 Image. 3 TIZIANO (1538) Damien HIRST (1991) Flaminio BERTONI (1955) 2. Fundamentación - La premisa La imposibilidad física de la muerte en la Citroën DS Tiburón necesaria desde la que se debe partir para experimentar los diferentes niveles comunicativos propuestos es asumir la naturaleza simbólica del arte, su sentido metafórico que plantea que lo que vemos no es necesariamente lo que significa; distinguir entre denotación y connotación deja claro que lo que observamos presenta una apariencia, pero en realidad cumple con el propósito de un artista, aquello que se presenta para ser contemplado porta necesariamente una intención de comunicar algo acerca de algo. La ontología del arte propuesta por Arthur Danto puede ser de gran ayuda para asumir unos pilares sobre los que apoyarnos para asimilar las dimensiones comunicativas del arte: - El arte es siempre sobre algo, que representa. También expresa la actitud o punto de vista del artista con respecto a aquello de que trata. Consigue esto mediante la metáfora. La representación y expresión metafóricas dependen siempre de un contexto histórico. Los contenidos de la representación y de la expresión artística están básicamente constituidos por la interpretación. [2] Aunque aparentemente el diseño, y por tanto la transfiguración de lo cotidiano esté excluida de esta ontología, lo cierto es que no es así, pues el origen mismo de las artes aplicadas demuestra que el hombre cuando creaba un objeto, esperaba de éste algo más que su mera función utilitaria. La mente simbólica del homo sapiens nunca ha podido evitar introducir en todo lo que produce un elemento significativo, una clara intención connotativa. Como si el diseñador más que algo que hacer, tuviera algo que decir: “El arte y la técnica son inseparables; unas veces influyen mutuamente sobre sí y otras simplemente ejercen un efecto simultáneo sobre el trabajador o el usuario. De tal modo que, incluso en algunas de las primeras herramientas o armas del paleolítico, cuando el material se prestaba a los fines de la expresión simbólica, vemos tallas, rayados o grabados de un género que no hacen nada por perfeccionar la obra en cuestión.” [3] La singularidad de lo creado toca a la persona a distintos niveles, y ésta, sorprendida, experimenta como instrumento fascinado la afloración de ciertas notas que desconocía de sí misma. Visualizar simultáneamente iconos de la cultura que pueden representar la diversidad de los registros descritos, demostraría al incrédulo el amplio horizonte de experiencias a las que queda expuesto cuando se somete sin prejuicio y ojos nuevos a lo expuesto. La venus de Tiziano, el tiburón de Hirst y el de Bertoni tienen en común su naturaleza depredadora y su agresiva presencia. La venus de Urbino (1538) ejemplificaría la experiencia de éxtasis ante lo bello clásico (Image.1), un homenaje al tradicional canon griego en las carnes de la que se sabe poderosa por sus encantos, mientras que el famoso y controvertido tiburón de Damien Hirst (La imposibilidad física de la muerte en la mente de alguien vivo, 1991) sometería al alumno a un cierto estupor ante la ruptura de lo que considera convencionalmente como reglas del buen arte y ante el escandaloso precio por el que se vendió la pieza (Image.2). Pero a la vez, esta escenificación en formol, debería enfrentarlo a una provocadora catarsis a partir de un tema tabú en la sociedad hedonista en la que vivimos: la muerte. El automóvil Citroen DS Tiburón diseñado por Flaminio Bertoni en 1955 demostraría por su parte como desde el diseño se puede transformar lo útil-necesario en algo bello y fascinante que vive y se mueve sobre ruedas más allá del museo, más allá de su mera utilidad y finalidad como negocio (Image.3). Los escualos producidos por la cultura occidental que aquí se reúnen como ejemplos de las tres dimensiones comunicativas del arte, exhiben claramente la amplitud de emociones y provocación al que el arte puede someter al alumno desde ámbitos absolutamente dispares, transmitiendo a la vez –más allá de su impactante presencia- que algo los une y relaciona. 196 ÉXTASIS CATARSIS TRANSFIGURACIÓN DE LO COTIDIANO Image. 4 Image. 5 Image. 6 Jacques Louis DAVID (1800) René MAGRITTE (1951) LE CORBUSIER, (1928) Madame Recamier P JEANNERET Ch PERRIAND Otro ejemplo de imágenes relacionadas formalmente, pero que reclaman miradas distintas, sería la protagonizada por la chaise longue a lo largo de la historia, que en el ámbito cultural propicia todo un juego polisémico que va de la gravedad de lo ilustre y elegante de la dama parisina retratada por Jacques Louis David en 1800 (Image.4), al chiste visual propiciado por René Magritte (Image.5) que trata de desacralizar la tradicional honorabilidad del arte académico, proponiendo desde el surrealismo una invitación al alumno a ver en sus obras un subconsciente felizmente liberado, que expresa desde la ironía la superación de un canon dictado. La dama de David es buen ejemplo de ese arte elevado y académico que en el XIX tenía a la belleza clásica por objetivo fundamental. La inteligente ironía que consigue Magritte al introducir a esta misma dama en un ataúd, no solo pone a prueba las convicciones culturales más profundas e inviolables que todos poseemos, tiene la suprema capacidad de arrancar una sonrisa y a la vez una reflexión acerca de su sentido: el debate sobre la inmutabilidad del canon de belleza. En línea con ambas damas (monumental de David y sepultada por Magritte) podemos contemplar el objeto que reconforta a ambas (Image.6): ese mueble histórico que recoge a los cuerpos en una suspensión relajante y que a la vez los muestra en pose elegante y oferente. Es la moderna chaise longue LC4, creada por Le Corbusier en colaboración con Jeanneret y Perriand en 1928. Una sofisticada pieza realizada en aluminio y piel de potro, que demuestra que los enseres domésticos pueden trascender su función convirtiéndose en esculturas bellas, independientemente de que porten cuerpo alguno. Transforma el espacio que la contiene, expresando con elegancia minimalista que las cosas que nos rodean bien pueden invitarnos a una mirada de feliz asombro estético. Éxtasis, catarsis y transfiguración de lo cotidiano, comparten el más famoso y antiguo efecto conocido del arte sobre los hombres, citado incluso por Platón: el asombro. Un asombro que debemos en todo caso relacionar con algo que le ocurre a cualquier espectador ante un hallazgo, ante un descubrimiento-desocultamiento, que no es otro que el de ser consciente de ser testigo privilegiado de la verdad. El asombro es un efecto que experimenta aquel que se expone a la belleza o a lo provocación, o incluso a lo novedoso-original que aparece en el existir diario gracias a la muchas veces oculta labor de diseñadores y creativos del ocio y entretenimiento. El asombro es la manifestación de una cierta iluminación, cuya causa es la de entender de manera lúcida que frente a lo contemplado surge el sentido cierto y auténtico; que somos testigos de la verdad de las cosas mediante ese conocimiento connatural que es la intuición. Y se obra la transformación de lo real-ordinario, esa a la que Heidegger relaciona con la esencia misma del arte, que consistiría en su famoso ponerse en obra la verdad: Todo arte, al posibilitar que se haga presente la verdad del ente en cuanto tal, es en esencia poesía. La esencia del arte, sobre la que se asientan la obra de arte y el artista, es el ponerse en obra la verdad. Merced a esta esencia poetizadora del arte, sucede que éste hace surgir en medio de los entes un lugar abierto (un punto de confluencia) en cuya apertura todo es distinto de lo ordinario. [4] Introducir el ámbito de Transfiguración de lo cotidiano, trata de evitar tradicionales formulaciones que contemplan solo dos ámbitos extremos tradicionales: el arte como deleite y el arte como conmoción (Freeland [5], Tatarkiewicz, [6]). Añadir este tercer ámbito supone introducir una realidad: la Cultura Visual de Masas donde encuentran su asiento manifestaciones tan esenciales y reconocidas dentro de la creación actual como el diseño en todos sus ámbitos, o creaciones audiovisuales de difusión masiva que deben ser también reconocidas como parte de la cultura contemporánea. Una de las claves para contribuir a la sensibilización del alumno debe residir en ampliar el espectro de la experiencia estética, en apoyar la vieja aspiración moderna de acabar con las barreras entre el arte y la vida para que la sociedad disfrute de la citada experiencia en su existencia ordinaria y no solo en los templos culturales del arte-espectáculo. ¿No nos introducen en una experiencia estética las soluciones prácticas para la vida cotidiana que la Bauhaus propuso el siglo pasado?. Como afirma Heskett, el diseño sirve a nuestras necesidades pero también da sentido a nuestras vidas [7]. Erwin Panofsky defiende la posibilidad del encuentro con lo estético también en aquello que entendemos como práctico y útil, una experiencia de transfiguración de lo cotidiano: Ahora bien, ¿qué es una obra de arte?. No siempre se crea una obra de arte con el propósito exclusivo de que suministre un placer dado o, para emplear una expresión más culta, con el fin de que sea estéticamente experimentada. La afirmación de Poussin de que «la fin de l'art est la délectation» fue revolucionaria, pues los escritores anteriores habían insistido siempre en que el arte, aunque deleitable, era también en cierto modo útil. Pero una obra de arte siempre tiene una significación estética (que no debe confundirse con el valor estético): ya obedezca o no a una finalidad práctica, ya sea buena o mala, reclama ser estéticamente experimentada. [8] 197 3. Sentido de la propuesta - Las dimensiones comunicativas propuestas no deben entenderse como opuestas; más bien son extremos de una misma experiencia: la del asombro que ilumina al alumno de forma diversa, como diversa es la propia naturaleza humana, a la que responde esta clasificación abierta e integradora. En este sentido, Éxtasis-Catarsis– Transfiguración de lo cotidiano no renuncian a la belleza –el gran prejuicio contra el arte actual- más bien la clasifican para que el alumno entienda que la bello se puede dar a distintos niveles y en diferente grado. No rechaza la belleza clásica, pero sí asume que la belleza –como el ser para Aristóteles- se expresa de diferentes modos. Que el hombre está hecho para la belleza, y que antropológicamente podemos afirmar que el hombre está necesitado de ella, debe ser reconocido, y ciertamente en el arte más actual se pueden encontrar ciertos valores de belleza que contribuyen al éxtasis que nos mejora y perfecciona. En realidad la propuesta de entender la diversidad de niveles de comunicación del arte, es entender precisamente que la belleza puede encontrarse con las personas no solo en las galerías y museos; los creadores contemporáneos aspiran a propiciar ese encuentro también desde esa tercera dimensión comunicativa que denominamos Transfiguración de lo cotidiano. Anna Calvera supo reunir a un excelente elenco de especialistas del diseño para reflexionar en torno a lo bello de las cosas, a partir de una hipótesis: existen muchos elementos compartidos entre el discurso de la estética y el discurso del diseño y que se apoyan perfectamente el uno en el otro [9]. Leer esta obra supone entender la íntima relación que el hombre tiene con la belleza, pues de hecho está presente hasta en la creación del objeto más simple y ordinario. Lo que propone el diseño como arte aplicado al mundo es precisamente que debemos estar abiertos al asombro de nuevas soluciones en lo funcional, y en general a todo aquello que llega a nuestros ojos por los numerosos canales de la comunicación/distribución contemporánea. No tiene sentido poner en cuestión hoy en día el valor artístico del diseño, que demuestra que la belleza puede estar esperándonos no solo en el museo, también en cotidiana forma de silla o automóvil. La experiencia estética depende de nuestra mirada, y no sólo de la obra contemplada, por lo que aquellos objetos y creaciones más prácticas, que aplican el arte a la vida, y que propician esa Transfiguración de lo cotidiano, deben ser entendidos como merecedores también de esa experiencia estética: Es posible experimentar todo objeto, natural o fabricado por el hombre, desde un punto de vista estético. Hacemos esto, para decirlo del modo más sencillo posible, cuando nos limitamos a mirarlo (o a escucharlo) sin referirlo, ni intelectual ni emocionalmente, a nada que sea ajeno a él mismo. Cuando se mira un árbol desde la perspectiva de un carpintero, se asociarán con él los varios usos que de su madera puedan hacerse, y si es un ornitólogo quien lo contempla, a éste se le ocurrirá pensar en la clase de aves que en él puedan construir su nido. Quien en una carrera de caballos observa al animal por el que ha apostado, por fuerza asociará su actuación con el deseo de que gane. Sólo aquel que se abandone simplemente y por completo al objeto de su percepción lo experimentará estéticamente. [10] La propuesta pedagógica de la comprensión de los niveles comunicativos del arte pasa necesariamente por una aplicación práctica del modelo propuesto, para que los alumnos pongan a prueba su capacidad de analizar y clasificar cada una de las imágenes producidas por la cultura encajándolas en sus distintos ámbitos a partir de una determinada propuesta de búsqueda. Más allá de los ejemplos que ilustran las tres dimensiones, y que partían de un aspecto formal común para exhibir la paradoja de similar aspecto/distinta intención (el tiburón, Madame Recamier…) la dinámica a proponer entre los alumnos no sería la de buscar esa analogía formal, sino que ellos a partir de un concepto propuesto por el profesor, como por ejemplo “familia”, buscaran imágenes a través de la historia del arte y de los medios de masas que citando directa o indirectamente a esa apariencia visual, encajaran en las distintas dimensiones. En este sentido el concepto de familia en lo relativo a Éxtasis podría ser ejemplificado con Las Meninas de Velázquez (Image.7). La dimensión relativa a Catarsis podría ser representada con las fotografías de Bruce Davidson de familias en riesgo de exclusión social en el Bronx del siglo pasado (Image.8). Lo relativo a la Transfiguración de lo cotidiano podría estar representado por una determinada línea de electrodomésticos que nos remitieran a una época contemporánea en búsqueda del concepto de confort y de calidad de vida familiar, o un interior en el que el alumno entienda que ciertas creaciones humanas –desde el diseño de interiores- contribuyen a consolidad ese poderoso vínculo que es la familia (Image.9). Image.7. VELÁZQUEZ, D. Las Meninas (1656). Museo del Prado. Image. 8. DAVIDSON, B. Family in front of wedding photo. Magnum Photos (1966) Image. 9. Interior rústico en casaydiseño:http://casaydiseno. com/cocina/cocinas-rusticascon toque artistico html El alumno tendría que compartir su actividad en Pinterest para mostrar públicamente la tríada de imágenes en su correspondiente panel, que recibiría las críticas, observaciones y aportaciones de sus compañeros, así como del resto de la 198 comunidad Pinterest interesada en profundizar en el hecho artístico. El alumno tendría que hacer comentarios breves pero que contextualizaran y dotaran de sentido a cada imagen en relación con la intención con las que fueron concebidas por su autor, y/o con la lectura que de ellas hace la sociedad. 4. Conclusión - El interés de la propuesta reside en el desarrollo de aspectos que contribuyen a formar al alumno integralmente, colocándole en el centro de la experiencia del arte. Cuando busca e interroga imágenes en diferentes portales y plataformas, entiende que debe hacer una lectura de la imagen a diferentes niveles: el racional, el sensual, el espiritual… y comprende también que cursar una asignatura como Historia del Arte puede conducirle –como afirmaba G.C. Argan- a ampliar su experiencia de la realidad, sensibilizándole para la apreciación del arte, y despertando en él una curiosidad intelectual y un juicio crítico fundamentado para el resto de asignaturas de su vida. 5. Referencias y notas [1] Arthur Danto en su obra La transfiguración del lugar común, medita sobre cómo un objeto cotidiano puede convertirse en obra de arte, desde la reflexión que le provocan las obras de Duchamp o Warhol y su controvertida “indiscernibilidad”. La Transfiguración que aquí se propone es la opuesta, pues no hay descontextualización posible en un objeto original creado en el diseño, éste adquiere valor no porque sea exponible en museo, sino porque adquiere ese valor desde su función original y en el espacio cotidiano, consiguiendo que el espacio y la situación ordinaria se vuelva extraordinaria. A. Danto, The Transfiguration of the Commonplace: A Philosophy of Art. Harvard University Press, 1981 [2] M. Rollins, “Arthur C. Danto” en Murray, C. (ed.) Pensadores clave sobre el arte: el siglo XX. Madrid, Cátedra, 2006, p. 105. [3] L. Mumford, Arte y Técnica. Logroño: Pepitas de Calabaza Ed., 2014, p. 97 [4] M. Heidegger, Vom Ursprung des Kunstwerkes en Holzwege. Frankfurt: Klostermann, 1957, p. 59. en López Quintás, A. Para comprender la experiencia estética y su poder formativo. Estella: Ed. Verbo Divino, 1991, p.196. [5] Freeland, C. ¿Pero es esto arte?. Una introducción a la teoría del arte. Madrid: Cátedra, 2003. [6] Tatarkiewicz, W. Historia de seis ideas. Madrid: Tecnos/Alianza, 2002, p.37. [7] Heskett, J. El diseño en la vida cotidiana. Barcelona: G. Gili, 2008, p. 7. [8] Panofsky, E. La historia del arte en cuanto a disciplina humanística en El significado de las artes visuales. Madrid: Alianza Editorial, 1998, p. 26. [9] Calvera, A. (Ed.) De lo bello de las cosas. Materiales para una estética del diseño. Barcelona: G. Gili, 2007, p. 14. [10] Panofsky, E. La historia del arte en cuanto a disciplina humanística en El significado de las artes visuales. Madrid: Alianza Editorial, 1998, p. 27, 28. 199 (2) Departamento de Matemáticas de la Universidad de Extremadura. Facultad de Ciencias. Using Veegram as a New Tool in Biology Learning Utami, Aprillyana Dwi1 (1) University College London, Institute of Education. +447459211253 and a.utami.16@ucl.ac.uk Abstract Nowadays, Instagram is one of the popular social media. Teacher also can use Instagram as a new media to communicate with students. Teacher can ask the students to post a homework in Instagram, namely practicum homework. In doing this work, teacher can ask students to upload their practicum report using Vee diagram as the template of the report to Instagram so the teacher can assess students’ work from Instagram. Vee diagram is a tool that can help students understand the structure of knowledge and the process of understanding the concepts of knowledge. Vee diagram is developed in 1977 by D. Bob Gowin, Professor of Philosophy of Education, to help students learn the construction of knowledge. Vee diagram has conceptual side (thinking) and methodological side (work). Both sides actively interact with each other during the use of focus or research questions. Both sides of Vee diagram emphasise two aspects of interdependent science learning, namely the theory (thinking) and practice (doing) The parts of Vee diagram represent the theory of constructivism in the acquisition of knowledge. Vee diagram relates the findings of laboratory activities to the concepts and related theories so students can build their own knowledge structures. The use of Vee diagrams in biology learning can help students appropriately build their knowledge structures. Vee diagram consists of several components, namely focus question, theories and principles, concepts list, events and objects, notes, data and data transformations, knowledge claims and experimental claims. The use of Vee diagrams is influential in biology learning, in terms of student learning outcomes and students’ retention. This paper used literature review as a methodology to explore the use of Instagram and Vee diagram in biology education. The combination use of Vee diagram and Instagram will be abbreviated as Veegram. It is a new tool to engage students’ attention and creativity in biology practicum. Students will use the vee diagram as the template for their practicum report in which they can design the Veegram with picture if it is needed. Students can develop their curiosity as well as their creativity with Veegram. Keywords: Vee diagram, Instagram, Veegram, teaching tools, biology learning. Introduction In this era, the use of social media in education can be considered as it might change the learning process to experience learning in a transformative way [1]. Students also can actively develop their learning skills through the using of internet [17]. From a survey about the use of social media in education, students mostly agree that smartphone apps are convenient, help communication, easy to find information, build their confident, and reduce paper usage [10]. One of the popular social media application in mobile phone is Instagram [6]. Instagram is a widely-used application, where it has 700 million users [4]. If teacher is familiar with Instagram, it is very good because Instagram is popular among the students [2]. Bell (2013) believes that Instagram can be attractive in learning process [2]. Teacher can use Instagram as a new media to communicate with students. Teacher can ask the students to post a homework on Instagram, one of them is biology practicum report homework. Practicum is an activity in which support the teaching and learning activities in the classroom [8]. Practicum is helping the students in the process of learning science through hands-on experience [14]. However, in practicum, some students might not be aware of what he or she has done in the laboratories activities because during the practicum students tend not to use relevant concepts, principles and theories to understand the object or event that is being observed. Sometimes students cannot connect between what is obtained from the results of practical activities with theories that is obtained in the classroom [8]. In order to solve this problem, teacher can use Vee diagram that helps the students to connect their practicum results with the lesson that they got in class, so they can build their knowledge. In doing this work, teacher can ask students to upload their practicum report using Vee diagram as the template of the report to Instagram so the teacher can assess students’ work from Instagram. This essay will discuss through literature review about Vee diagram, its benefit in biology learning and how to use it with the combination of Instagram. Vee diagram In 1977, Gowin, Professor of Philosophy of Education, invented a learning tool called Vee diagram which was then very useful in helping people understand the knowledge structure and knowledge construction process [12]. Vee diagram is a tool that can be used to help solve problems or understand a procedure. Vee diagrams were first developed to help students and teachers clarify the nature and purpose of laboratory work in science [12]. Vee Diagram could be very useful in learning science if we see it as a dynamic process that emerges new knowledge [3] . Vee diagram connects the findings of practical work in the laboratory to the concepts and theories related to the focus question; students need to discover the relationship between the scientific structures they find in the laboratory with the concepts and theories of related science so that students can build their knowledge structures [16]. Conceptualised experience can be managed with diagrams as Dale (1970) says that diagram will help to make meaningful learning. Vee diagram also might be a metacognitive tool for science education [13]. 200 Figure 1. Vee Diagram components [12]. Vee diagram has conceptual side (thinking) and methodological side (work). Both sides actively interact with each other during the use of focus or research questions. Both sides of the Vee diagram emphasise two aspects of interdependent science learning, namely the theory (thinking) and practice (doing). The parts of the Vee diagram represent a constructivism theory in the acquisition of knowledge. The use of Vee diagrams can help students correctly build their knowledge structures [15]. Vee diagram consists of several components, namely focus question, theories and principles, concepts list, events and objects, notes, data and data transformations, knowledge claims and experimental claims as seen in Figure 1. The Effect of Using Vee Diagram in Biology Learning Vee diagram relates the findings of laboratory activities to the concepts and related theories so students can build their own knowledge structures. The use of Vee diagrams in biology learning can help students appropriately build their knowledge structures. The use of Vee diagrams is influential in biology learning, in terms of student learning outcomes and students’ retention. The effect of using Vee diagrams in biology learning has been studied by several researchers. One of the studies was conducted by Evren and Sulun (2010) in the second semester of Mathematics and Science Education University of Mugla, Turkey [7]. The study was conducted in 10 weeks with 11 topics of animal physiology practicum. The sample of research is divided into two that is the experiment class is 32 people and the control class is 32 people. The experimental class uses the Vee diagram while the control class is the usual laboratory method. Here are the results of his research on learning outcomes and student retention: Learning outcomes Below are the results of Evren and Sulun's (2010) research on learning outcomes using the Vee diagram [7]: Table 1. Results of Pre-test and Post-Test of Experiment Class and Control Class [7] Test Participants Class Average Score s t p(sig.) Experiment 8,93 1,98 Pre-Test 32 0,53 0,958 Control 8,96 2,65 Experiment 15,96 2,52 Post-Test 32 6,43 0,00 Control 11,71 2,76 p>0,05 not significant; p<0,05 significant From Table 1 and Figure 2, we can see that at the beginning of the study, experiment class and control class have equivalent knowledge. This is indicated by the results of pre-test that is not much different, which 18 is 8.93 for the experimental class and 8.96 for the control class, and the value of p> 0.05, which is 0.958> 0.05. It means that there is no significant 16 difference between the experimental class and control at the beginning of 14 the experiment. After doing the teaching and learning activities both in the 12 experimental class and control class showed an increase in value. The post10 test result of the experiment class students is 4.25 points higher than the 8 control class. From the data above can be said that learning using Vee 6 diagram affect student learning outcomes. Average Score 4 2 0 Figure 2. Pre-test and post-test results of the experiment and control class Experiment Figure 2. Average score of pre-test and post-test result of the experiment and control class [7]. Control Students’ Retention Retention is the ability to remember material (such as concepts and theories) that have been studied. Like memory, retention largely determines the outcomes that students gain in their learning [18]. The results of Evren and Sulun (2010) research on the effect of using Vee diagram on student retention is shown below [7]. Table 2. Post-test results and retention test results of the experiment and control class [7] Class Participants Test Average Score S t p(sig.) Post-test 15,96 2,52 Experiment 32 2 0,054 Retention 15,03 2,71 Post-test 11,71 2,76 Control 32 2,34 0,02 Retention 10,43 2,44 p>0,05 not significant; p<0,05 significant Pre-test Post-test 201 Retention test was performed three weeks after the post-test. Table 2 and Figure 3 show that there is a decrease in the retention test both in experiment and control class. In the experimental class, there is a decrease of 0.93, but the decrease was not significant. It is shown from the evidence that the p > 0.05, which is 0.054. In the control class, there is a decrease in the previously taught material, which is 1.28. The decrease occurred significantly with the value of p <0.05, which is 0.02<0.05. The retention decrease in the control class is greater than the experimental class. This suggests that the use of Vee diagrams in learning helps learners to retain longer than ordinary learning. Figure 3. Average score of post-test and retention test of the experiment and control class [7]. How to Use Veegram Based on the literature review above, the popularity of Instagram and the use of Vee diagram has the potential to help students in learning. The idea of combining Instagram and Vee diagram is a novel idea. The combination use of Vee diagram and Instagram will be abbreviated as Veegram. It is a new tool to engage students’ attention and creativity in biology practicum. First of all, teachers need to familiarise students with Vee diagram in the practicum report. Students need to know each of the components that they need to write in Vee diagram and how it will work to help them build their knowledge. Knaggs and Schneider (2012) believe that students will be helped in learning by Vee diagram as a scaffolding tool in learning [9] . It might take time for the students to change the way they write ordinary practicum report to Vee diagram practicum report; hence teachers guidance is really taking part in the process. After the students get used to Vee diagram, the teachers can explain more about using Instagram in learning. As the popular media social among the students, Instagram hopefully will make students interested in learning [2]. Students hopefully will enjoy using Instagram as a new way of learning. However, some ethical issues should be made clear to the students. Since the minimum age requirement for Instagram users is 13 [2], senior high school student is the one who will use Veegram. The confidentiality about using Instagram should be considered. Students will no need to follow their teachers on Instagram [2]. In Instagram, students can use their new account for studying instead of using their private social media. Students can use private setting options for their account. Furthermore, an issue that might occur of using Instagram is possibility using Instagram among the students to upload the practicum report. If it is convenience, the students can do the report by themselves and use their own handphone to upload Vee diagram practicum report. However, if it is inconvenience, then the students can do a group work. The agreement between the students and the teachers first should be fair for everyone. The other reasons for using Instagram is the teachers can use hashtag facility to track the students’ work [2] [11]. Tracking the posts and conversation will be very helpful with using classspecific hashtag [11]. Teachers can use specific code as a hashtag to mark their students’ work. For example, the alternative hashtag that can be used is starting with class, title of practicum and students identification 18 number. Teachers and students should be agreed first how to use the 16 hashtag. 14 Next, the discussion about the mechanism that will be used in 12 uploading the Vee diagram report should be made clear so the students 10 will easy to understand and follow the task, notwithstanding some of the students might be already familiar with Instagram because it is a popular 8 platform [2]. There are two options of using Veegram. The first option is 6 students will write Vee diagram practicum report on a piece of paper and 4 they directly take the picture with their phone and upload it to Instagram. 2 The second choice that might be a little bit challenging for the students 0 is they will make Vee diagram practicum report with software Post-test Retention Test application, such as Microsoft words, Paints, or even if it is possible, Photoshop to make it more interesting. In this stage, teachers should be Experiment Control aware of students’ capability to use software application or not in order to make Veegram as a convenience tool. In creativity aspect, students will be allowed to design the Veegram with picture if it is needed or if they want. They can add picture, colour, and even doodle if they can. It is free for students to express their creativity. Students can develop their curiosity in learning as well as their creativity in presenting the practicum results with Veegram. After they made the report, then they will upload Vee diagram in Instagram with specific hashtag. The teachers then can see and assess students’ work to be scored. The other students also can comment on their friends results in Instagram to make a cooperative learning in developing the knowledge. Hopefully, Veegram will be an alternative learning tools to help the teachers to engage the students in biology practicum learning. Average Score Conclusion The use of Vee diagram allows students to link the results of practicum activities with concepts, principles and theories to build a learning structure for students. The use of Vee diagrams is influential in biology learning, both in terms of learning outcomes and students’ retention in Biology learning. With the help of Instagram popularity to engage the students, the use of Veegram is expected to be an alternative tool in making students build knowledge structures in biology learning, especially in practicum in a creative and innovative way. 202 The next step of Veegram idea is to know in actuality the effectiveness of using Veegram in school. It would be good to know students’ and teachers’ perspectives of using Veegram in biology learning. Hence, a lot of studies is still needed to develop this novel idea to consider the merit and drawback using Veegram in school. Acknowledgement I am really grateful that Indonesian Endowment Fund for Education (LPDP) gives me this opportunity to present my paper in Innovative and Creative Education and Teaching International Conference (ICETIC). References [1] Almusam, J. (2016). Social media usage in education: A comparison between Saudi Arabia and the United States. Thesis. Mississippi College. [2] Bell, M. A. (2013). ‘Picture this! Using Instagram with students’. Internet@Schools, 20(4), pp. 23-25. [3] Chamizo, J. A. (2012). ‘Heuristic diagrams as a tool to teach history of science’. Science & Education, 21, pp. 745-762. [4] Constine, J. (2017). Instagram’s growth speeds up as it hits 700 million users. Avaliable at: https://techcrunch.com/2017/04/26/instagram-700-million-users/ (Accessed: 6 June 2017). [5] Dale, E. (1970). ‘A truncated section of the cone of experience’. Theory into Practice, 9(2), pp. 96-100. [6] Duggan, M., Ellison, N. B., Lampe, C., Lenhart, A., & Madden, M. (2015). Social media update 2014. Washington, DC: Pew Research Center. Available at: http://www.pewinternet.org/files/2015/01/PI_SocialMediaUpdate20144.pdf (Accesed: 6 June 2017). [7] Evren, A. & Sulun, Y. (2010). ‘The effect of teaching animal physiology through “V-Diagrams” on student success and retention level’. Procedia Social and Behavior Sciences, 2, pp. 4285-4292. [8] Gratia, M. L. (2011). Metacognitive application analysis on insect respiratory practice design in high school using Vee Diagram. Thesis. Universitas Pendidikan Indonesia. [9] Knaggs, C. M., & Schneider, R. M. (2012). ‘Thinking like a scientist: Using Vee-Maps to understand process and concepts in science’. Journal of Research in Science Education, 42, pp. 609-632. [10] Mansour, E. (2016). ‘Use of smartphone apps among library and information science students at South Valley University, Egypt’. The Electronic Library, 34(3), pp. 371-404. [11] Messner, M., Medina-Messner, & Guidry, J. (2016). ‘Global health and social media: Using Instagram and Twitter in an open online class for global service-learning projects’. Communication Teacher, 30:4, pp. 185-189. [12] Novak, J. D., & Gowin, D. B. (1984). Learning How to Learn. Cambridge: Cambridge University Press. [13] Novak, J. D. (1990). ‘Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning’. Instructional Science, 19(1), pp. 29-52. [14] Prasetyo. (2013). Basic Concepts of Science Education. Yogyakarta: Universitas Negeri Yogyakarta. [15] Roth, W. M., & Bowen, M. (1993). ‘The unfolding Vee’. Science Scope, 16(5), pp. 28-32. [16] Sari, P. M. (2007). The Effectiveness of Vee Diagram and Student Worksheet (LKS) by Taking Care of Student Creativity on Material of Buffer Class XI Natural Science Semester 2 State Senior High School 1 Ngemplak Boyolali. Thesis. Universitas Negeri Surakarta. [17] Tasova, N. K. (2013). New approaches in design and vocational education: impact of the internet design education and digitalized. 4th International Conference on New Horizons in Education Social and Behavioural Science, 106, pp. 1905-1916. [18] Yusuf. (2011). Learning Theory: Retention. Available at: http://yusufsila.blogspot.co.uk/2011/10/teoripembelajaran-retensi.html (Accessed: 6 June 2017). 203 Av. de Elvas, s/n. 06006, Badajoz, Spain. Tel: 924289300, ext. 51623. The Application of One Stay Three Stray Teaching Method in Science Class to Increase Students’ Discussion Skills and Motivation in Learning Science Tae, Lidwina Felisima1 (1) University College London, Institute of Education. +447405309875 and lidwinatae@gmail.com Abstract One Stay Three Stray teaching method is a development of a conventional teaching method called Two Stay Two Stray that has been developed by Spencer Kagan (1992). The main point of One Stay Three Stray teaching method is to allow the students to work together to share the idea, find out the information within the groups in the classroom, and solve the problem given by the teacher with their peers, especially in science class. After forming the group that consists of four members, students will be given problems to be solved within in each group discussion. Then, they will be instructed to leave their groups and move to the other groups to seek and share the information that has been discussed in their original groups. One Stay Three Stray teaching method is used to manage the moving students from one group to the other groups. This moving student follows a unique pattern called "One Stay Three Stray" which regulates students to move to certain groups following the certain pattern that has been set before by the teacher. The instruction about when and where students should move will be facilitated by the teacher in order to avoid uncontrolled and crowded class situation. Each member of group discussion has their own role whether as “the host” to stay at the group or as “the guest” to move around the other groups to collect the information. To be exact, one student act as a “host” who will stay in their group to share the information with the guests who will visit the group. Meanwhile, the three students will act as the “guests” who will stray to the other three groups to seek the information. Consequently, each member of a group will back to their old group and report what they have got during the moving. The objectives of this paper were: 1) to develop a new teaching method called One Stay Three Stray, 2) to investigate whether One Stay Three Stray teaching method can develop students’ discussion skill in learning science, 3) to examine whether One Stay Three Stray can teaching method can develop students’ motivation in learning science. The method used in this paper was Literature Review to find out the theoretical underpinning about the possibility to develop One Stay Two Stray teaching method from Two Stay Two Stray teaching method. Based on the literature review, it was found that: 1) One Stay Three Stray Method could be developed from Two Stay Two Stray teaching method by changing the pattern of moving during the discussion, where there are more students (from two students to three students have the chance to visit the other three groups). 2) By interacting with more students from different groups, students can improve their discussion skills in learning science. 3) Through One Stay Three Stray teaching method, teachers could prompt students to take part where no one of them has no role. Thus, students’ motivation to learn science will be enhanced during the science class. Keywords: One stay three stray, teaching method, science class, learning science, discussion skill, two stay two stray. Introduction Cooperative teaching method is considered as one of effective teaching methods to be used in the classroom due to its basic trait as the method to allow students socialize with their teachers and peers in the classroom [8,15]. Building upon the idea of social constructivism [2,3,18], cooperative teaching methods draw heavily on social environment where students gaining the knowledge through the internalization process as the result of socializing with teachers and peers in the classroom [8,15]. Specifically, cooperative learning also can be applied in the science class where through this teaching method teachers can; prompt students’ motivation to learn science [7], help students to master the conceptual understanding [11] and finally can help students to improve their achievement in learning science [1]. Learning science demands the learners to master not only the concepts but also mathematical formulations such as in physics and chemistry [19]. Furthermore, conceptual understanding in science also requires students to master the abstract concepts that are considered to be difficult [17]. Inevitably, the perceptions of difficultness in science somehow makes students are not motivated to learn science. This makes the teachers have to own a good pedagogical knowledge [13] where they are able to choose certain teaching which is suitable with the topics and can help students to gain motivation to learn and understand the science concepts [14]. From some types of learning style, cooperative learning method can be chosen by the teacher to help students effectively experience a better teaching and learning approach in science class. Amongst various types of cooperative teaching methods, Two Stay Two Stray is one that has been developed by Kagan [8]. 204 Two Stay Two Stray as a Cooperative Teaching Method Cooperative teaching methods can be used by teachers to increase students’ achievement [7]. Specifically, the using of Two Stay Two Stray Teaching method can foster students’ motivation to learn [8,15] and student’s discussion skill [5]. According to Slavin [15], cooperative learning can help students to enhance their achievements, motivation to learn and learn how to collaborate in a teamwork because it emphasizes the collaboration amongst students to solve the problems. There are some social skills can be acquired during the cooperative learning, including the chance to develop students’ discussion skills [5]. Some research has been conducted to examine the effectiveness of Two Stay Two Stray teaching method where some positive outputs have been examined, especially in science class. One of the skills that can be developed is students discussion skill. Zakaria and Iksan [19] also found that cooperative can be used effectively in learning science. Two Stay Two Stray teaching method was developed by Kagan [8] as one type of teaching method in cooperative learning. Two Stay Two Stray teaching method allows the students in the classroom to experience the atmosphere of cooperative learning where they can discuss with their peers to solve the problems and share with other groups in order to gain the idea from other students in the classroom. Two Stay Two Stray also gives a chance for students to move from one group to another group following a special pattern called ‘Two Stay Two Stray”. Basically, in the beginning of the lesson, teacher will form small groups that consist of four members. Each student will be given ‘special role’ in which two members act as the guests and two members act as the hosts. Then, the teacher will give the problems to be solved by them through the discussion in each group. After discussing, two guests from each group will be asked to move to certain groups. Their main duty is to find out the information from another group. Meanwhile, the other two hosts will stay in the old group to give the explanation to the other guests that will come to their group. The discussion will once again occurs, and by the teacher’ instruction, they will come back to the old group. In this part, the students who have strayed will report the information that they got during the moving, while the hosts will listening to the information and they will discuss to make the conclusion. As seen in figure 1, the pattern helps students to move from one group to the other groups during the discussion. This pattern can be used by the teacher to manage the classroom so that the class’ situation can be well controlled, avoiding the students’ confusing of where to go that might be occur. By using this special pattern, both teachers and students will be helped where teacher can manage the class easily while students can follow the instruction without any confusion. Thus, students will focus only to focus on solving the problems with their peer [8, 10]. Besides managing the class, teacher also needs to monitor the discussion by walking around the class and asking for help, in case some of the students encounter any problem during the discussion. Figure 1. The schema of moving students in Two Stay Two Stray [10]. The Using of Two Stay Two Stray in Science Class The application of cooperative learning methods in science classroom can be traced back to some research in the area of science education. The using of cooperative teaching method can prompt students to learn actively and finally they can achieve higher attainment in science class [11,1]. Furthermore, the setting of cooperative learning in science class will positively influence not only the academic achievements, but also in the students’ personal motivation where it can motivate students to get attractive to learn science [7]. This cooperative setting in science class also can give social advantages to students where students can learn how to socialize with peers and thus develop their social skills such as communication [8,15]. Furthermore, a positive attitude about how to develop a good teamwork was also confirmed to be well developed using cooperative teaching method. This is because it helps students to not only share their idea in the group discussion but also to listen to others idea and to respect to others idea [9]. Meanwhile, the application of Two Stay Two Stray teaching method in the classroom can be seen in some research where some positive outputs were confirmed. The using of Two Stay Two Stray in the classroom can facilitate a good atmosphere of class discussion which finally can help students to enhance their discussion skills [5]. The using of TSTS in learning physics also can help students to gain higher achievement [6]. The Using of Two Stay Two Stray to enhance Students’ Skill Discussion and Motivation in Learning In this part, the discussion about how the using of TSTS could enhance students’ discussion skill will take one research to be discussed. This research was conducted by Mulawati (2011) [12]. in Indonesian Language lesson in the grade ten in a senior high school in Bantul, Indonesia. There were 22 students agreed to participate in this research. The researcher used some types of data collection such as observation, interview and the test to measure students’ discussion skill. found that students’ discussion sill could be developed using TSTS teaching method. The researcher used 3 cycles of teaching using Two Stay Two Stray, while to measure student’ discussion skill, the researcher used a form with some categories (shown in the table below) 205 and by the observation, the researcher can measure students’ discussion skill. After analysing the data, the researcher, made a comparison of 4 stages, namely; Before applying the Two Stay Two Stray Teaching method, and after applying Two Stay Two Stray teaching method which has been divided into three cycles (stages). Tabel 1. The score of students’ discussion skills assessment before the application of Two Stay Two Stray [12]. Number The average score of the class The total of score (22 students) Categori Aspects 1. Bravery/Enthusiasm 34 1,54 L 2. The fluency of speaking 31 1,41 L 3. The clarity of speaking 31 1,41 L 4. The ability to master the problems 33 1,5 L 5. The ability to delivering the idea (receiving or rejecting other’s 32 idea) 1,45 L Remark: : if the average score ≤ 5 : if the average score ≤ 4 : if the average score ≤ 3 : if the average score ≤ 2 : if the average score ≤ 1 Very good Good Enough Low Very low Based on the table 1, it is clear that before applying the TSTS teaching method in the classroom, students’ discussion skill was low with the average score less than 2. The researcher then applied Two Stay Two Stray teaching method in the classroom within the three cycles of teaching. Table 2. The comparison score before and after applying Two Stay Two Stray teaching method [12]. The average score of the class (22 students) No. Aspects Before Applying Cycle Cycle Cycle TSTS I II III The increasing Score Category 1. Bravery/Enthusiasm 1,54 2,82 3,72 4,36 2,82 VG 2. The fluency of speaking 1,41 2,41 3,36 4,13 2,72 VG 3. The clarity of speaking 1,41 2,50 3,31 4,04 2,63 VG 4. The ability to master the problems 1,50 2,41 3,31 4,13 2,63 VG The ability to delivering the idea (receiving or rejecting other’s idea) 1,45 2,45 3,41 4,22 2,77 VG Total 12,59 17,09 20,90 5. 7,31 13,59 Remark: Very Good Good Enough Low : Average class score ≤ 5 : Average class score ≤ 4 : Average class score ≤ 3 : Average class score ≤ 2 206 Very low : Average class score ≤ 1 From table 2, it is clear that there was a significant increase of students’ discussion skill after applying Two Stay Two Stray in the classroom Therefore, by the discussion above, it can be seen that TSTS can be used to develop students’ discussion skill. Bearing this evidence in mind, it fair to argue that Two Stay Two Stray teaching method also can be used in science class where students can develop their discussion skill by interacting with their peers. Besides increasing students’ discussion sills, Two Stay Two Stray teaching method also could be used to prompt students’ motivation in learning science. A research conducted by Selvianti and Ali (2015) [16] confirmed that the application of Two Stay Two Stray in teaching physics can foster students’ activity such as visual, listening, mental and oral activities which indicates their motivation to learn physics This finally could help students to perform better in order to get higher achievements in science subject From figure 2, it can be seen that there was a difference percentage of students’ activities during the physics lesson between the control class and the experiment class where the control class used the conventional method while the experiment class used Two Stay Two Stray teaching method. Therefore, it can be argued that Two Stay Two Stray teaching method can foster students’ activity in learning physics/science that finally effects their motivation in learning physics/science. Figure 2. The percentage of students’ activity using Two Stay Two Stray in physics lesson [16]. The Development of One Stay Three Stay teaching method Having discussed some positive outcomes as the result of using Two Stay Two Stray teaching method in science class above, it is fair to argue that the development of One Stay Three Stray can result in an effective learning and teaching in science class. One Stay Three Stray teaching method can be developed by Two Stay Two Stray teaching method where students have a chance to stray to more groups. In this teaching method, students are grouped into 4 members by the teacher, where teacher considers the composition of students’ ability (one student with high ability, two students with middle abilities and one student who has the low ability). If it is possible, then the consideration in forming the group could be extended to the race, culture and gender. Having formed the group, students will be instructed to do the tasks given by the teacher in the small group. Having discussed in their own groups, teachers will ask three students from each group to move to the other group to share the result discussion from their group. The three moving students act as the guests to stray to the other group to seek the information while one student act as the host to wait for the other three guests to share the result of discussion. After gathering in each group, a discussion will occur before they come back to their old groups. Every moving from and to other groups will be facilitated and instructed by the teacher who also walk around to monitor the discussion process, indeed give the help if it is needed by the students [8]. By developing this method, students can enhance their discussion skills and, finally, can prompt their motivation to learn science. This is because they are allowed to interact with more peers in the classroom, not only in a small group. By doing so, eventually students can gain higher achievements in learning science. From the discussion above, it is clear that there are some positive outcomes by applying One Stay Three Stray teaching method in science class. Firstly, students can interact with more students, both for the guests and for the hosts. This will affect to the more fruitful of the information they gained during the discussion because when moving, students gather from 4 different groups. Secondly, by interacting with more students, students can enhance their discussion skills such as listening to their peer when giving information, grasping the information, and finally students are practicing how to explain their idea to their peers. Thirdly, by engaging students to the physical activities (moving during the discussion) and mental activities (such as discussing, sharing and explaining the ideas), students are motivated to learn science. Conclusion The development of One Stay Three Stray from Two Stay Two Stray is a development of teaching method that rely on cooperative learning as the basic idea. Considering science characteristic which contains of abstract concept, the application of One Stay Three Stray teaching method can give benefits for students in order to gain greater understanding in science. Students’ discussion skills and motivation in learning science are expected to be enhanced which finally can contribute to their better achievements in learning science. Acknowledgement I am thankful to Endowment Fund for Education (LPDP) to give me a privilege chance to present my paper in Innovative and Creative Education and Teaching International Conference (ICETIC). 207 References [1] Akcay, N.O. & Doyms, K. (2014). ‘The effect of different methods of cooperative learning model on academic achievement in physics’. Journal of Turkish Science Education, 11 (4), pp.20-33. [2] Bruner, J.S. (1961). ‘The act of discovery’. Harvard Educational Review, 31, pp.21-32. [3] Bruner, J.S. (1960). The Process of Education. Cambridge, Mass.: Harvard University Press. [4] Carpenter, S. R. & Mcmillan, T. (2003). ‘Incorporation of a cooperative learning technique in organic chemistry’. Journal of Chemical Education, 80(3), pp.330-342. [5] Dimyati, M. (2011). The Implementation of ‘Kagan Structure: One Stay Two Stray’ In Managing Class-Discussion in Speaking Class of Grade VII of Junior High School; An Action Research on the First Year Students of SMP Negeri 13 Semarang in the Academic Year of 2011/2012. Semarang: Semarang State University 2011. [6] Ismawati, N. & Hindarto, N. (2011). ‘The application of cooperative learning method using two stay two stray to enhance students achievement in grade X senior high school’. Unnes. 7(1). [7] Iyer, R. B. (2013).’Relation between cooperative learning and student achievement’. International Journal of Education and Information Studies, 3(1 ), pp. 21-25. [8] Kagan, S. (1992). Cooperative Learning. San Clemente, Calif: Kagan. [9] Laatsch, L., Britton, L., Susan, K. & Kirchner, P. (2005). ‘Cooperative learning effects on teamwork attitudes in clinical laboratory science students’. 18 (3), pp. 150-169. [10] Lie, A. (2010). Cooperative Learning; Practicing Cooperative Learning in the Classroom. Jakarta: PT. Grasindo Widia Sarana. [11] McKittrick, B., Mulhall, B. & Richard, G. (1999). ‘Improving understanding in physics: an effective teaching procedure‘. Australian Science Teacher Journal, 45 (3), pp. 27-33. [12] Mulawati, T. R.. (2011). The Increasing of students’ discussion skill in grade X SMAN 1 Pretel Bantul using Two Stray Two Stay Learning Model. Yogyakarta: Universitas Negeri Yogyakarta. [13] Shulman, L. (1986). ‘Those who understand: a conception of teacher knowledge’. American Educator, 10 (1), pp.9-15. [14] Shulman, L. (1987). ‘Knowledge and teaching: foundations of the new reform’. Harvard Educational Review, 57 (1), pp. 1-22. [15] Slavin, R.E. (1991). ‘Synthesis of research on cooperative learning’. Educational Leadership, 48 (5), pp. 70-88. [16] Selvianti, M. & Ali, H.S (2015). ‘The influence of two stay two stray learning model to students’ activities and achievement in learning physics in grade XA SMAN 1 Lilirilau’. Science and Physics Education Journal, 11 (1), pp. 22-33. [17] Taber, K.S. (2014). Student Thinking and Learning in Science: Perspectives on the Nature and Development of Learner’s Idea. New York; London: Routledge. [18] Vygotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes. Cambridge, Mass.: Harvard University Press. [19] Zakaria, E. & Iksan Z. (2007). ‘Promoting cooperative learning in science and mathematics education: a Malaysian perspective'. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), pp. 35-39. 208 Experience of Training of teachers of schools and Universities on Career Counseling T. Kasyanova (1), A. Maltsev, L. Zubova (1) Ural Federal University named after B. N. Yeltsin (Russia). 919-379-68-34, kasyanova.t@gmail.com 1.Introduction Modern economical and social conditions have increased personal responsibility for becoming as a professional and it makes career counseling even more relevant. It is generally accepted that mistakes which are made while choosing a profession not only a personal drama but also cause a great damage to economics, especially to innovational economics [1.2]. The level of freedom in each society correlates with the career counseling level [3]. In European countries much attention is paid to career building problems, realization of professional choice motives, search of new innovational technologies of career guidance and also to work with teachers in this direction[4,5,6]. Researches in analysis of connection of career guidance, professional education and occupation allow developing different levels of government policies that stimulate new forms of career guidance work [7,8]. Realization of educational, social and economic significance of career guidance work allows researches of Europe and China to talk about amplification of this work direction, especially in schools and colleges [9,10]. In Russia, tracking of professional self-determination is impossible to implement with those traditional pedagogical means, that are generally used in teaching and education, without accounting fundamentally different nature of this process. Today, the content of education remains abstract from the design of future professional plans for schoolchildren. At the same time, students need psychological and pedagogical support in choosing an educational route. Overcoming of the present crisis in career guidance work organization demands firstly, a line of training of career guidance specialists. Increasing of qualification of workers in this sphere must include primarily, developing and implementation of programs of additional professional education for those specialists; secondly, preparation and publishing of methodical materials; thirdly, organizing of regional systems of methodical experience exchange. For now there is no system of these specialists training. Significant and systematic precedents of training employees for system of conducting professional self-determination and their certification are not present. [1,2]. It is important to point out, that in recent years in Russian practice of organizational-pedagogical conducting of professional self-determination some certain positive changes have happened. On the level of government policy realization of significance of career guidance is observed, the evidence of this is accepting a line of documents of a federal level that expand normative base of career guidance and students that represent the ground for forming and developing regional, municipal and local systems of professional self-determination conducting [11-13]. Scientific community develops modern approaches in the sphere of conducting professional self-determination and generalizes experience of career guidance work, acquired in different regions [14-19]. However, the country still lacks a unified state policy in the field of human resource management and professional orientation. There is no guarantee that the developed approaches, quality technologies and methods of vocational guidance will be used by qualified, specially trained specialists. The aim of this work.Conducting researches of occupation level in career guidance work among teachers of city Ekaterinburg. Developing and implementation of educational development programs of vocational guidance coordinators of schools of Ekaterinburg and specialists in career guidance work of institutions of Ural Federal University (further UrFU). Studying of the effectiveness of implementation of this program for different groups of listeners. 2. Experimental As a part of a pilot study the laboratory of socio-psychological research of institute of Social and Political Sciences of Ural Federal University named after B.N.Yeltsin conducted a survey of 49 Ekaterinburg schools in April 2016. Respondents – 529 teachers of all levels of education. The questionnaire included the questions about the employment of career-oriented work, the forms and time of its implementation. For the formation of the urban system of professional self-determination, UrFU held the training courses on the problems of professional self-determination for school teachers, employees of information centers, university employees who are engaged in pre-university work. The training program “The development and implementation of educational training program of 209 vocational guidance coordinators of schools of Ekaterinburg and career-oriented specialists of institutions of UrFU” was developed by the authors of this article. During the development of the career guidance training program, the analysis of competences required for the teacher was conducted to assist high school students in professional self-determination. Comparative-analytical, structural, logical and visual-information methods of vocational guidance activities were used for the analysis. Study of requirements of normative documents and practice ofwork on career guidance served as the basis for the selection of the content of the forms and methods of training. Specialists in vocational guidance should have comprehensive knowledge of professions, psychology, economics, statistics, demography, sociology, law, ethics and many others. The specialists in vocational guidance needs to know and be able to use the regulations on employment in the practice of their work,the structure of general and regional staffing requirements; sociodemographic characteristics of the country and the region; the basics of general, social, age, differential and engineering psychology, psychophysiology, occupational physiology; content, methods and basic directions of career guidance and the documents regulating its organization; the norms of professional ethics of consultant; technology; the foundations of professiovedeniya and professiografic (bases classification of occupations and specialties, their social status, professional requirements for working conditions) and much more. The teacher acting as such specialists are needed an objective assessement of their own personality, the specifics of the perception of other people, the world in general, personal meanings values, the existence of life experience and a broad outlook. It is necessary to have the installation on self-education, innovation, the search for new and effective forms of work. The main objectives of the program were – familiarity with the basics of professional orientation, taking into account the modern ideas of professional and personal self-determination and the partnership with schools in Ekaterinburg.Implementation of the training program was aimed at achieving the following objectives: the formation of ideas about the nature of professional self-determination; mastering the professional oriented technologies; exchange the experience of vocational guidance. The training program consists of three blocks: general professional, psychological and professional diagnostic, individual work. In common professional block the topics put in the table were included. In psychological and professional-diagnostic block the following topics were included. Basic features of personality: temper, character, abilities, inclinations. Common psychological theory of perks.Psychodiagnostics.Typology of personality.Professionaly important assets and self-determination of personality. Psychological practices for each section. Psychodiagnostics. Choice of professional diagnostics and psychodiagnostics in career guidance work (round table). Activizations of professional and personal development (training). The principles of humanistic were used in the building of trainings in career guidance. [20] Technology of activization of professional and personal development scheme was taken as a basic (APPD), suggested by D.Pelletier [21,22]. APPD consists of 45 stages, differing in behavioral tasks: study, crystallization, specialization, realization. Independent work included accomplishment of task and preparing the presentation for following topics: Career guidance theme of presentation before students and teachers. Developing of informational professogram.Presentation of direction (or profile) of training.Project of career guidance event. For researching of the effectiveness of conducted sessions and receiving feedback the survey was conducted. The offered survey allowed to receive the evaluation of content of each session and a short commentary. The survey also contented the question of teachersmastership evaluation that was rated by the following stats: reachability of material presenting; ability to make interest for the topic; speech, oratory; professionalism (skill, usage of life practice and examples); competency (knowledge of the subject, erudition). In the last section of survey listeners were offered to tell offers for enhancing of vocation guidance courses about the problems of career guidance in the following sections: work, organization, subject, form of conducting, teachers selection. 3. Results and Discussion 3.1. Staffing career guidance in the modern school The results of research work of modern staffing, career-oriented work among teachers of Ekaterinburg allowed to reveal the main perfomers. Upon answering the question: “Have you ever done career guidance work among the students?” the distribution of the teachers was the following.. The answer::” Yes, regularly”-126 teachers (23,85% of responders ). The most typical representation of this group – 75,4% - class teachers, 81% - teachers of secondary and senior school classes. Answer:” Sometimes I have to do it”. – 318 teachers (60,1% of responders), that is 79,6% - class teachers, 58,7% - teachers of secondary and senior classes. Answer:” No, this is the parent’s business” – 83 teachers (15,7% of responders) , that is 74,7% -class teachers, 56,8% -junior grade teachers. Thus, among teachers, dealing with career guidance with schoolchildren, dominating class teachers, teachers of secondary and senior classes. In addition, survey showed that special knowledge in the problems of professional self-determination was in the demand for most of the school teachers. Informational support of professional self-determination is carried out with the help of school subjects which provide a significant number of different samples to determine their attitude, susceptibility, the ability and willingness to engage in some activity, to study or not to study in depth a particular area of knowledge. 3.2 Results of educational program revelation 210 Training under the advanced program was conducted among the coordinators career guidance work in schools and the career guidance specialists of UrFU. All students of the courses had higher education. Among lecturers and staff of UrFU.37% - had a scientific degree of candidate of science. Among school teachers only one person had a scientific degree of candidate of science and three teachers had master’s degree. The average length of service in the position occupied by the university staff – 5,5 years and teachers – 15,7 years. The length of work experience in the field of career guidance -4,1 and 8,2 years. Positions of school representatives: The school deputy director for educational and training work, the Methodists, the subject teachers, the school psychologists. The majority of listeners are engaged in various types of vocational guidance work. Among the most common its forms: conducting conversations, meetings, lessons, excursions, parents’ meetings (87,5% - of the university staff, 94,7% -from school’s representatives); organization of career guidance activity – 70,8 and 63,1%; professional counseling, professional testing (individual and in group) – 45,8 and 68,4% respectively. The results of the questionnaire on 12 topics of the main cycle of the program sessions revealed the following: 81,9% - liked the classes, 6,3% - didn’t like classes, 11,8%- difficult to answer. Students noted a high level of utility, importance, relevance of information received in the classes. Classes allowed to compile a holistic picture of career-oriented work not only on the scale of UrFU of Ekaterinburg city and its region but also see the prospects for its development. Below, as an example, the most typical comments of listeners are given from the questionnaire to the answer “ I liked the classes” on the general educational block of the program (the table). Assessing the skill of teachers, the following assessments were made (average for all teachers, on a five-point scale): availability –4,5; ability to interest the topic – 4,4; speech, oratory – 4,5; professionalism (experience, the use of examples from life and practice) – 4,6; competence (knowledge of the subject, erudition) –4,7. The Table.Examples of listeners rating of common-professional block of the program topic. Topic Listeners commentary Professional orientation in Topical, interesting, a lot of new things. Useful information. I made modern Russia: tasks, contents, acquaintance with special features of career guidance in modern problems. environment of Russia and abroad, lead specialists in career guidance sphere. Normative and organizational Normative base was described, it’s pros and cons. Session was very basics of career guidance work informative. Useful, demonstration of exampes. I made acquaintance in education centers. with task programs in career guidance, types of career guidance, with satiation and job market prognoses. Professional informing. That were the basics of career guidance work. Interesting information Professiography. was given of professiography; it’s goals, principles of different types of professiogram development. Given material can be used in one’s work. Interesting, useful, a lot of new and vivid material. Needed information. Professional standarts. Goals We were told about National system of competences and and plans of professional qualifications (NSCQ), road map NSCQ, list of assignments of RF standards development President about professional standards development. IT- technologies in career New notions of distant technologies possibilities. We were told about guidance work career guidance directions with usage of IT-technologies. Social partnership and effective We were told in detail about social partners in the sphere of career career guidance guidance and ways of interacting with them. Also shown new directions of career guidance work. Career guidance work in UrFU General notion of pre-university work is appearing. We were told in UrFO (seminar) about career guidance in UrFU. I formulated questions for mediacenter about events informing. Career guidance work UrFU in We were told about good career guidance work in UrFU, that Sverdlovsk Region interested me with it’s content and “Prof.Orientor” test. Internationalization of UrFU Lector was telling about estimated results of this UrFU activity until 2020, pointing out the basic moments. Experience of career guidance Important information was given about city career guidance project work in Center of psycho- “Pro-Debut: scale – city” and professional counseling in the pedagogical support “Dialogue” “Dialogue” Centre. About situation in pre- Complete notion of pre-university in UrFU. Information of university training of UrFU and educational projects and schools. Especially liked about summer it’s task. practice for students. Positioning of UrFU, common- Acquired information about media-center with authorities contacts. university events (round table) Reachable and interesting presentation of information. 211 3.3 Proposals for improving the program Proposals of listeners to improve the work of the refresher courses on career counseling. 3.3.1 About the organization of the work Make separate courses for teachers of educational institutions responsible for vocational guidance work with students. The work of courses must be continued.The training format allows you to chat, share experience, receive new information, argue and find new ways of vocational guidance. 3.3.2 About the subject It is necessary to improve the motivation of teacher for career- oriented work and strengthen the program topics showing the importance of career guidance for students. IT would be better to get more examples of career guidance in different institutions (round table, discussions with representatives of these institutions. Give information about the professional samples of students. Give more information and material which can be used at the career guidance lessons. To conduct a survey in the city organizations to identify their attitude towards career counseling of future specialists. 3.3.3 About form of conducting. To make even more round tables, practical works, seminars that there was a real-life communication and exchange of opinions. It is more logical to conduct, probably, courses separately for employees UrFU, to tell more about some new and popular methods of work on career guidance for enrollment in higher education Institute. To pay more attention to practical work. 3.3.4About teachers selection: In this section there were generally positive reviews and gratitude to certain teachers. "Teachers are very good, competent, easily answer all questions. Completely satisfied.” 4. Сonclusion Implementation of the program has revealed undoubted relevance and expediency of the organization of the training courses for professional orientation subject for representatives of various educational institutions. It is expedient to consider the possibility of implementation of the given program on a constant basis and also its promotion to other municipalities and regions. It should be taken into account that the formation and development of practice – oriented formals of career – oriented work becomes actual. For their implementation it is necessary to develop state – private partnership in the system of vocational guidance work, including the interaction of educational organizations with enterprises – business owners, as well as with nongovernmental organizations providing career – oriented services. The implementation of the program confirmed the feasibility of the modular content of educational programs for orientation and support of professional self- determination (in terms of education: general, secondary vocational, higher and others). 5. References [1] P.S. Lerner, The world of education - education in the world (3), (2009) p. 3. [2] N.N. Zotova, Difficulties and prospects of formation of the professional, (2012), p. 38. [3] E.Ju. Prjazhnikova, N.S. Prjazhnikov, “Proforientacija”, Academy, Moscow, 2010. [4] A.Draaisma, F.Meijers, M.Kuijpers, British Journal of Guidance & Counselling, 45(2), (2017) p. 165. [5] P. den Boer, A. Hoeve, British Journal of Guidance & Counselling, 45(2), (2017) p. 178. [6] C. Oliva, MDCM. Coronado, Revista Espanola de Orientacion y Psicopedagogia, 26(3), (2015) p. 78. [7] EL. Herr, Career Development Quarterly,61(3), (2013) p. 277. [8] F. Meijers, M. Kuijpers, C. Gundy, International Journal for Educational and Vocational Guidance,13(1), (2013) p. 47. [9] XL. Zhou, XX. Li, YM. Gao, Career Development Quarterly, 64(3), (2016) p. 203. [10] D.Hughes, F.Meijers, V. Kuijpers, British Journal of Guidance & Counselling, 43(2), (2015) p. 183. [11] RasporjazheniePravitel'stva RF 3.03.2015g. № 349-р URL: http://government.ru/docs/all/95085/ [12] SovmestnyjprikazMintruda RF iMinobrnauki R 27.07.2013 № 90/985 URL: http://vet- bc.ru›sites/default/files/document_105.doc [13] PrikazMintruda RF 23.08.2013 № 380н URL: http://www.rosmintrud.ru/docs/mintrud/orders/126 [14] “Materialy 3 Vserossijskojkonferencii “Professional'najaorientacijaiprofessional'noesamoopredelenie v sovremennojRossii: zadachi, soderzhanie, tehnologii”, Federal institute of development of education, Мoscow, 2015. [15] N.E Rubcova, “Diagnostikaprofessional'nojnapravlennostilichnosti”, TF MGEI Publishing House, Tver, 2011. [16] “Lichnost' professionala v sovremennom mire”, Institute of Psychology of RAS Publishing House, Moscow, 2013. [17] “Professional'najaorientacija v sovremennojRossii: zadachi, soderzhanie, tehnologii”, Federal institute of development of education, Мoscow, 2015. [18] G.V. Rezapkina, Materials 2 of the International meeting "Vocational guidance and professional self-determination in modern Russia: tasks, contents, technologies, (2015), p. 33. [19] N.V. Symanjuk, Materials of the International Scientific and Practical Conference Moscow: "Psychology of Development of the Person as Subject of Work. Development of Creative Heritage of E. A. Klimov", (2016) p. 904. [20] C. Rogers, “Counseling and Psychotherapy”,April Press, Eksmo Publishing House, Moscow, 2006. [21] D. Pellet'e, R. Byuzho, «K voprosuobispol'zovaniiobuchayushcheymetodiki v professional'noyorientatsii» GetanMorenEditer, Shikutimi, 1984. [22] D. Pelletier, J. Noise, “Training Program Choice” CEMS, 1988. 212 1. Introduction Prototype of learning management system, for the administration of contents and processes, in the teaching of geography with engineering students Carlos Hernán Castro Ortega (1) (1) University Francisco José de Caldas, Bogotá, Colombia. Faculty of engineering 57-3204159341, chcastroo@udistrital.edu.co Abstract In contrast to generalized beliefs, for the purposes of this experience Geography is considered as a particularly relevant subject, given the institutional paths, professional profile, vocation and missionary spirit of Cadastral Engineering and Geodesy, and its potential to exercise in Problems of planning and territorial management. With this conviction, it has been possible to verify the virtues and effectiveness of the use of ICTs in a virtual learning environment. The work seeks to socialize the partial findings, which have resulted from a process of updating, migration and extension of contents and pedagogical-didactic practices, from the classroom to the virtual classroom, with the intention of enriching the management of the teaching learning processes of contents Geography, in the training of future professionals of this discipline of Colombian engineering. INTRODUCCION The Curricular Program in Cadastral Engineering and Geodesy of the Faculty of Engineering of the District University of Bogotá, is close to completing fifty (50) years being in Colombia, the only program of higher education in Engineering that according to its curriculum and The international standard of science and technology (OCDE/OECD 2007) maintains close links with three (3) of its six (6) major fields of knowledge: natural sciences, engineering and technology, and social sciences. As a program in Engineering, a considerable number of courses in mathematics, statistics, physics, programming, probability, engineering and technology have long been observed in the curriculum of the program; which mainly lead to the promotion of naturalistic, quantitative and nomothetic approaches. In contrast, there is a reduction in the number of courses that contribute to the appropriation and management of holistic and spatial socio-territorial approaches: courses in social, environmental training, humanities and training for citizenship. With the curricular reform of 2009, it was possible and progress was made to strengthen the social component, being included in the curriculum, courses and chairs in: ethics and bioethics, engineering and society, Colombian history and culture, democracy and Citizenship, society and ecology, research methodology; And five different spaces for elective intrinsic courses (professional) and extrinsic courses (knowledge and practices that interest the student). In the framework of the pre-accreditation processes, the curriculum in 2015 welcomed changes in its teleological component, resulting in a different Engineer profile than usual, by introducing new mission and vision statements that include adjectives such as " propositive”, "Socially committed", "critical" and "argumentative", in relation to "generation", "administration" and "management" of geographic information and "knowledge of territory". In the previous scenario and similar to what happens to the general public, challenges arise as a result of poor geographical literacy of students and teachers. Two trends can be recognized in academic and professional circles of geography. On the one hand, those who are well versed in the techniques and technologies of geographic information (cartography, remote perception, geographic information systems, etc.) and tend to favor technical and instrumental management with the help of the best and latest technological gadgets, show little interest in reflexive and critical thought processes, and in the rigorous conceptualization required for the formulation of research ideas (Castro Ortega 2016). On the other side are, those who have strengths in the epistemology of geography and also in research, and look with some disdain the possibilities that can offer the tools of Geomatics. The orientation of Human and Physical Geography courses, in an Engineering program, has allowed to verify that many of its students, even perceive it as a natural science, relative to the knowledge of physical phenomena of the planet, as: its origin, its composition and evolution; A discipline of encyclopedic content and of little practical, professional and social usefulness. Not a few students and teachers show a poor understanding of the evolution of geographic thought and its interesting connections with important historical events and paradigmatic changes in scientific thinking and the development of societies. A good part of the students begin the course of Human and Physical Geography, considering that producing maps is the main office to which geographic work is oriented. This situation sometimes coincides with the fact that a good number of graduates have as their only professional alternative the generation, storage and manipulation of all kinds of spatial information. In this context, specialized cadastral courses are usually reduced to the practice of building inventories and real estate price calculations. It 213 also happens that courses in territorial organization are oriented to the learning and application of complex normative devices, reducing the attention to approaches with a self-critical, reflective and propositional sense. GEOGRAPHICAL BASIC NOTIONS FOR ENGINEERING Although the study of space and places is as old as man, the way in which they were approached, was for many centuries more descriptive and practical than reflexive and critical. Maps were the first forms of graphic expression of the spatiality of peoples. Societies such as the Greeks, Romans and Arabs are recognized for their developments in cartographic, astronomical and topographical knowledge. Have existed since the antiquity and until more recent times (XV century and later) strong connections between exploration, navigation and discoveries, with the knowledge and cartographic developments. Modern geography begins with the contributions of Humboldt (1769-1859) and Ritter (1779-1859). The appearance of the first modern geographic society took place in Paris only in the first quarter of the nineteenth century, and its arrival in the university cloisters occurred with no little difficulty towards the last quarter of the same century, when Geography was established in German Prussian universities (Holt-Jensen 2009). What is usually known as Contemporary Geography covers a period that begins with the Regional French Geography of Paul Vidal de la Blache at the end of the nineteenth century, continues with the TheoreticalQuantitative Geography of the mid-twentieth century and continues with the critical, radical currents And Marxists around the 1960s and 1970s. Other approaches such as behavioral geographies and humanists appear around 1980. More recently, postmodernism, gender and feminism approaches, structuralism theories, Post colonialism and Actor-Red Theories (Aitken and Valentine 2006). Geographical space is a central concept in the geographical discipline that for centuries has provoked debates between different currents and on which different theoretical postulates of the ontology of geography have been constructed. Other central concepts are (Dollfus 1978): position (dependent on relations between elements), location (position in a reference system), place (territorial seat with value load or information), region 6 or territory 7. For the development of geographic learning with engineering students, it has been useful to review fundamentals related to: the nature and subject of geography, geographic skills, spatial thinking, spatial skills and abilities, and the exploration of the meaning of spatial analysis processes In relation to the geographical analysis (óp. cit. Castro Ortega 2016). METHODS, ACTIVITIES AND RESOURCES In the process of pedagogical, didactic and technical design of e-learning, a series of elements that have common roots in the planning and systematic preparation of resources, creation of environments and specifications for development, and The implementation and evaluation of content units and learning situations are pointed out by different authors (Berger and Kam 1996; Broderick 2001; Hoffman and Ritchie 2001; Reigeluth 2013). These aspects require an assessment of the individuals, conditions, needs and initial contexts that are necessary for the development, implementation and evaluation of learning materials and programs. This virtual environment experience has been developed and implemented in the Moodle platform. The methodology for the implementation of the virtual classroom has mainly taken into account the ADDIE model, and rapid prototyping, the latter explained by Wilson, Jonassen and Cole (1993, quoted by Williams et al. 2001). The ADDIE model is the acronym of its phases: analysis, design, development, implementation and evaluation. Its central aspects can be seen in figure 1. Similarly, rapid prototyping is taken as a reference, since the virtual classroom was originally conceived as a prototype of virtualization, which would be tested for the academic semester ending (20171 -I). In this way, it has served to test the user interface, the tags and slogans, the information flows, the effectiveness in the communication of the contents and the obtaining of reactions and opinions of the participating students. 6 Polysemic concept that can be associated with terms such as: domain, limits, government; But also with the idea of homogeneity (eg natural region) or heterogeneity (eg, region polarized with nodes, flows, hierarchies) (Castro Ortega 2016, 3382) 7 Geographic space in which subsist on the part of individuals and social groups, relations of power, dominion, possession, appropriation (Ibíd.) 214 RESULTS AND DISCUSSION Taking into account what is presented in table 1, a fundamental aspect in the pedagogical, didactic and technical proposal is the joint reflection (teacher-students) on the subjects: subjects in formation and their needs, the nature of the course and its relation with other courses of the curriculum and the professional profile. In the same way, the contexts of professional, academic, investigative and institutional performance of the program, within the framework of the processes of accreditation of quality of both the program and the University. In these last aspects, it is transcendent to consider that the university development plan assumes a university at the service of the city-region, explicitly indicating a course with scope and repercussions of territorial dimension. The pedagogical model According to what is outlined by Abarca (2007), it can be said that the didactic pedagogical proposal that is extrapolated from the classroom to the virtual classroom is intended to connect with approaches such as the meaningful learning of David Ausubel, The constructivist active learning of Jean Piaget and Lev Vygotski and the integral development of Ken Wilber. The above, within the framework of teaching positions critical and reflective, about the preponderant social structures. Table 1. Analysis of subjects, needs, contents and environment for the design of the training proposal ANALYSIS OF: CONSIDERATIONS Students, needs, contents, environment An Engineering program connected with three (3) Proactive and prospective reflection on the major fields of knowledge: Natural Sciences, opportunities and strengths of such a condition. Engineering and Technology and Social Sciences. A curricular mesh in engineering with most courses Greater and better use of geographic focusing on knowledge with a nomothetic information technologies, with comparative (naturalistic, quantitative) and technological approach. advantages compared to other professionals. The recent emergence of new spaces (courses) in the areas of social, environmental training, humanities and Opportunity for the debate around the relation training for citizenship. Science-Engineering-Society, from global, critical, argumentative and A renewal of the program's teleology in its mission reflective, and vision statements, which invite the formation of a propositive perspectives "different" engineer To discuss the nature and importance of The poor geographical literacy of society in general, geographical knowledge as an articulating which is reflected in students and many teachers. element of other contents of the curriculum. The antagonism between experts in geographic Seek to show that beyond incompatibility, you information techniques and technologies and those can build bridges between theory and practice. with epistemological solidity in geography. On the basis that the thought processes are first. Students who perceive geography as a natural science, To study the evolution of geographic thought a discipline of encyclopedic content and of little in order to understand its interesting practical, professional and social usefulness. It is connections with important historical events, thought that producing maps is the main objective of paradigmatic changes in scientific thought and geographic work. the development of societies. Many graduates have as their only professional Empowering the Cadastral and Geodesic alternative the generation, storage and manipulation of Engineer as a planner and manager of the all kinds of spatial information. urban-regional territory The structure of the virtual course The virtual course is an extension of the classroom course that is structured from eight (8) modules, four (4) of which correspond to thematic units; The other four (4) correspond to the "Presentation", the module "Permanent support", "Entertainment zone" and "Bibliography". Module 0, allows introducing the course with detailed information of the educational program (Syllabus) of the course, evaluation criteria and dates and times for different activities. At the end of the module, the student has the opportunity in front of the other participants, to present themselves and express their expectations. The remaining thematic units of the course are organized in four (4) axes: The first "Universe, physical space and environment" introduces the geographical discipline from a systemic perspective of physical geography, which seeks to recognize and understand the origin, relationships and conformation of the physical elements as a fundamental support for the emergence, evolution And organization of the human aspects that make up the social space. It reviews the origins of matter, energy and the universe, and how the processes of universal and planetary scale have translated into the transformations of regional and local scale that have resulted in the Colombian physical space. In this context, we are examining historically oppositions in the collective imaginaries on the environmental question. 215 The second "Geographical Thought: approaches and paradigms", allows the review of the evolution and organization of geographical discipline from its origins in the old age, passing through the middle ages, modern and contemporary. Their prescientific and scientific facets are thus considered until they reach their current situation. In this last one are studied, the fundamental aspects of the main approaches of the contemporary geography and the evolution of the Colombian geography The third, "Spatial Thinking, Practical Work and Geographical Representation," allows students to focus on the study of concepts and main categories of knowledge and geographic thought, and their orientation to practical work in Geography: Systematic observation, fieldwork, models and representation and geographic-spatial analysis reflective, critical and propositive. The fourth and final "Geography, research and organization of space" seeks to focus on how to take advantage of the previously studied elements in the examination of the factors, phenomena and dimensions that shape the spatial organization of society. They include, among others, different situations related to the physical, demographic, economic, political and cultural aspects; mainly from the urban-regional perspective. The course concludes with the formulation with geographic focus, of a problem of inquiry in a thematic chosen by the students. Activities and resources Of the different options of activities available on the Moodle platform, eight (8) were used during the course (figure 2). According to the classification of the University of Antioquia (2017) in the development of the course we used the activities in Moodle to do the monitoring and evaluation of student achievement. For collaborative work (glossary, databases and forum), for individual work (tasks and questionnaires), to promote communication (forums) and to gather information (databases, glossary and survey). In the same way that with activating the edition in added resources to attend the different sections of the course we made use of the are highlighted in figure 3: labels, book, page and url. the activities, Moodle can be the learning in course. In the resources that Files, Folders, Taking into account the and advantages offered for playful play activities, it design and articulate the objectives of the formative and summative. opportunities learning by was possible to games as part of evaluation, both According to authors like Margulis (2007), Chacón (2008) and Prado (2014), games in virtual learning environments help to break with loneliness, boredom and monotony; Can become emotional and enjoyable activities that at the same time distend, are challenges and effective interactive means for a better understanding of content, within the framework of learning objectives. In the development and implementation of the virtual classroom, the following play activities were tested: video quiz, puzzles, filling empty spaces, soups of letters and embedded games of the EducaPlay platform. The Ardora and Hot Potatoes applications were used to design different activities according to convenience. In all cases, each of these activities was previously planned in such a way that its didactic objective was related to other materials, activities and resources according to the organization of the different sections. Other results: - Two types of field practice: one urban and one regional urban-rural. Both linked with activities and resources to the platform. Conceptualization of research methods in connection with the activity of elaboration of a state of the art for the problem of course research. Conceptualization on cartography and Coremática linked as input, means and result for field work and the problem of course research. 216 - Virtual pre-visit (Google Earth) to the places of the field practice, as a means to improve the reference levels and to better appropriate the objectives and phenomena to observe. Results of the final survey of the course (anonymous) At the end of the course, an anonymous survey was conducted, which was answered by 50 out of a total of 82 students. The results can be summarized as follows: Source: own About the subject elaboration based Question Answer on an applied The objectives and contents of the subject 70% equal or greater than "With enough precision" have been defined: survey in the This subject seems to you: 70% answer "Affordable" virtual classroom The contents of the course are for your 92% responds between "Important" and "Very training: Important" Connection of the subject with the profile and training expectations of the Cadastral Average 4.1 out of 5.0 and Geodesic Engineer Opportunities for the exercise of analytical, Average 4.2 out of 5.0 reflective and critical thinking Opportunity to approach the fundamentals of research and the generation of ideas of Average 4.1 out of 5.0 inquiry About teaching Question Answer Mastery of subject matter Average 4.4 out of 5.0 Use of resources and didactic resources Average 3.9 out of 5.0 About Teacher - Student Relations Question Answer Availability of the teacher for consultations, Average 4.3 out of 5.0 tutorials suggestions Empowerment on socio-humanistic training Average 4.1 out of 5.0 and citizenship What spaces or moments made you feel Example "during field practice" more involved as a student? What spaces or moments made you feel Example "When the video beam was used", "some more distanced as a student? theoretical classes" Example "research topics, such as the State of Art, the coremas, the research project"; "The approach with the reality of what happens in the country"; "A tool called ZOTERO which is useful for reference and citing What moment, situation or content during information"; "It was possible to understand and the course did you find novel and/or visualize how and why the structure and organization surprising? of human settlements have been given"; "Teaching that leaves the teacher for the future courses of the career"; "The fact that Geography connects with almost everything in the world, that is such an extensive subject and applicable to daily life" FINAL CONSIDERATIONS The curricular program in Cadastral and Geodesy Engineering, goes through favorable moments, where after the curricular reforms since 2009 and the updating of its mission-vision statements, progress in training is confirmed, evidenced in favorable results in state tests of the Quality of higher education and good salary recognition. This situation invites to continue and reinforce the formative objectives of the Human and Physical Geography course, for their correspondence and contribution to the professional profile of the graduates of the program. The course of Human and Physical Geography, contributes to the Cadastral and Geodesy Engineering, important elements to overcome the traditional and sterile vision that many people have on the geographic knowledge. It is important to construct over time holistic and integral visions about the natural-social articulation in the production of space, a fundamental issue for understanding the forms and mechanisms that influence the organization of space. A subject that can go beyond descriptive approaches, and the obstinate use of technology and the instrumentalization of facts and geographic phenomena. The course has allowed to claim the representation of space, not only as a product but as a means and input. It has been possible to revalidate traditional learning about the representation of space, such as social cartography and coremas. At the same time it has been possible to show the potential of this type of methods, to clarify the thought processes, within the framework of the formulation of problems of territorial inquiry. The results of the applied surveys show that students perceive the course as an opportunity to start the research. Taking into account current circumstances in Colombia, after the conclusion of the negotiations between the Government of Colombia and the armed group of the FARC, it has become necessary to talk about the Post-conflict. In this regard, a CONPES 8 document was issued by the National Government in 2016, aimed at a structural reform of the inventory-type cadastre, to 8 National council of economic and social policy 217 convert it into a multipurpose cadastre geared to comprehensive land planning and land reform, mainly rural in the country. In this sense it is clear that the historical moment demands a professional of Cadastral Engineering and Geodesy, prepared and renewed for the performance in this historical situation, and thus have the opportunity to be a protagonist from his professional practice BIBLIOGRAFIA Abarca, Ramón. 2007. “Modelos Pedagógicos, Educativos, de Excelencia E Instrumentales Y Construcción Dialógica.” Universidad Católica de Santa María. Recuperado de: Http://Www. Ucsm. Edu. Pe/Rabarcaf/ModAutoPeda. Pdf. Aitken, Stuart, and Gill Valentine. 2006. Approaches to Human Geography. Sage. Berger, Carl, and Rosalind Kam. 1996. “Definitions of Instructional Design.” Retrieved January 30: 2006. Broderick, Curtis L. 2001. “What Is Instructional Design.” Retrieved October 19: 2008. 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Educational Technology Publications. https://books.google.com/books?hl=es&lr=&id=bfKmplYXrFIC&oi=fnd&pg=PA213&dq=ritchie++2001+instructi onal+design&ots=dBagrLR7hd&sig=rFJG0BM3JF6JdFAYZR0af1T5M8w. Holt-Jensen, Arild. 2009. Geography: History and Concepts. Fourth Edition. Sage Publications Ltd. Margulis, Lucio. 2007. “EL ASPECTO LÚDICO DEL E-LEARNING: EL JUEGO EN ENTORNOS VIRTUALES DE APRENDIZAJE.” Revista Digital de Investigación en Docencia Universitaria 3 (1): 13. OCDE/OECD. 2007. “Revised Field of Science and Technology (Fos) Classification in the Frascati Manual.” OCDE/OECD. https://www.oecd.org/science/inno/38235147.pdf. Prado Rubio, Erika. 2014. “Juegos Como Elemento Docente En Un Entorno TIC.” Revista Aequitas: Estudios Sobre Historia, Derecho E Instituciones, no. 4: 407–416. Reigeluth, Charles M. 2013. Instructional Design Theories and Models: An Overview of Their Current Status. Routledge. https://books.google.com/books?hl=es&lr=&id=0BpDf6AkqPAC&oi=fnd&pg=PR1&dq=%22instructional+design %22&ots=42R-QxjO0t&sig=seLQztmhm8fbrbeU6TElSjAyhCU. Universidad de Antioquia. 2017. “Uso educativo de las actividades en Moodle.” Uso educativo de las actividades en Moodle. June 7. http://aprendeenlinea.udea.edu.co/boa/contenidos.php/9c7a3187d4f69c4b93dfd59df7af91be/1059/1/contenido/exa mple4/index.html. Williams, Peter, Lynne Schrum, Albert Sangrá, and Lourdes Guárdia. 2001. “Fundamentos Del Diseño Técnico-Pedagógico En E-Learning.” Universitat Oberta de Catalunya. 218 Prototipo de sistema de gestión de aprendizajes, para la administración de contenidos y procesos, en la enseñanza de la geografía con estudiantes de Ingeniería Carlos Hernán Castro Ortega (1) (1) Universidad Francisco José de Caldas, Bogotá, Colombia. Facultad de Ingeniería 57-3204159341, chcastroo@udistrital.edu.co Resumen En contraste con creencias generalizadas, para los fines de esta experiencia se considera a la Geografía como una materia particularmente relevante, dados los derroteros institucionales, el perfil profesional, la vocación y espíritu misional de la Ingeniería Catastral y Geodesia, y su potencial de ejercicio en problemáticas de planificación y gestión territorial. Con esta convicción, ha sido posible verificar las virtudes y eficacia del uso de las TIC´s en un ambiente virtual de aprendizaje. El trabajo buscar socializar los hallazgos parciales, que han resultado de un proceso de actualización, migración y extensión de contenidos y practicas pedagógico-didácticas, del aula presencial al aula virtual, con la intención de enriquecer la gestión de los procesos de enseñanza aprendizaje de contenidos geográficos, en la formación de los futuros profesionales de esta disciplina de la ingeniería colombiana. INTRODUCCION El Programa Curricular en Ingeniería Catastral y Geodesia de la Facultad de Ingeniería de la Universidad Distrital de Bogotá, está próximo a cumplir cincuenta (50) años siendo en Colombia, el único programa de educación superior en Ingeniería que de acuerdo con su plan de estudios y el estándar internacional de áreas de ciencia y tecnología (OCDE/OECD 2007) mantiene estrechas conexiones con tres (3) de sus seis (6) grandes campos del conocimiento: Las ciencias naturales, Ingeniería y Tecnología y las Ciencias Sociales. Tratándose de un programa en Ingeniería, por mucho tiempo se ha observado en la malla curricular del programa, un considerable número de cursos en matemáticas, estadística, física, programación, probabilidad, ingeniería y tecnología; que principalmente conducen a fomentar los conocimientos naturalistas, cuantitativos y con enfoque nomotético. En contraste, es más bien reducido el número de cursos que coadyudan para la apropiación y manejo de enfoques holísticos y socio espaciales del territorio: sociales, formación ambiental, humanidades y formación para la ciudadanía. Con la reforma curricular de 2009 fue posible y se avanzó en el fortalecimiento del componente social, incorporándose al currículo, cursos y cátedras en: ética y bioética, ingeniería y sociedad, historia y cultura colombiana, democracia y ciudadanía, sociedad y Ecología, metodología de investigación; Y cinco espacios diferentes para cursos electivos intrínsecos (profesionales) y extrínsecos (conocimientos y prácticas que interesan al estudiante). En el marco de los procesos previos a la acreditación, el programa curricular en el año 2015 acogió cambios en su componente teleológico, consiguiéndose un perfil de Ingeniero diferente al habitual, al instaurar unas nuevas declaraciones de misión y visión que incluyen adjetivos como “propositivo”, “socialmente comprometido”, “crítico” y “argumentativo”, en relación con la “generación”, “administración” y “gestión” de información geográfica y el “conocimiento del territorio”. En el escenario anterior y similar a lo que ocurre con el público en general, surgen desafíos como resultado de la pobre alfabetización geográfica de estudiantes y maestros. Dos tendencias pueden ser reconocidas en círculos académicos y profesionales de la geografía. Por un lado, aquellos que conocen bien las técnicas y tecnologías de la información geográfica (cartografía, percepción remota, sistemas de información geográfica, etc.) y tienden a favorecer la gestión técnica e instrumental con la ayuda de los mejores y más recientes artilugios tecnológicos; Muestran poco interés en los procesos de pensamiento reflexivo y crítico y en la conceptualización rigurosa requerida para la formulación de ideas de investigación (Castro Ortega 2016). Por otro lado están aquellos que tienen fortalezas en la epistemología de la geografía y también en la investigación y miran con algún desdén las posibilidades que pueden ofrecer las herramientas de la Geomática. La orientación de cursos de Geografía Humana y Física en un programa de Ingeniería, ha permitido verificar que muchos de sus estudiantes, aun la perciben como una ciencia natural, relativa al conocimiento de fenómenos físicos del planeta, como: su origen, su composición y evolución; una disciplina de contenidos enciclopédicos y de poca utilidad práctica, profesional y social. No pocos estudiantes y docentes muestran una deficiente comprensión de la evolución del pensamiento geográfico y sus interesantes conexiones con importantes eventos históricos y cambios paradigmáticos en el pensamiento científico y el desarrollo de las sociedades. Buena parte de los estudiantes inician el curso de Geografía Humana y Física, considerando que 219 producir mapas es el oficio principal al que se orienta el trabajo geográfico. Esta situación a veces coincide con que un buen número de egresados tenga como única alternativa profesional la generación, almacenamiento y manipulación de todo tipo de información espacial. En este contexto, cursos especializados en catastro suelen reducirse a la práctica de inventarios prediales y cálculos de precios inmobiliarios. También sucede que cursos de ordenamiento territorial, son orientados al aprendizaje y la aplicación de complejos aparatos normativos, reduciendo la atención para enfoques con sentido autocritico, reflexivo y propositivo. NOCIONES GEOGRÁFICAS BASICAS PARA LA INGENIERÍA Aunque el estudio del espacio y los lugares es tan antiguo como el hombre, la forma en que ellos se abordaban, fue durante muchos siglos más descriptiva y práctica que reflexiva y crítica. Los mapas fueron las primeras formas de expresión gráfica de la espacialidad de los pueblos. Sociedades como los griegos, los romanos y los árabes son reconocidas por sus desarrollos en conocimientos cartográficos, astronómicos y topográficos. Han existido desde la antigüedad y hasta épocas recientes (siglo XV y posteriores) fuertes conexiones entre exploración, navegación y descubrimientos, con los saberes y desarrollos cartográficos. La geografía moderna comienza con las aportaciones de Humboldt (1769-1859) y Ritter (1779-1859). La aparición de la primera sociedad geográfica moderna se dio en París, apenas en el primer cuarto del siglo XIX, y su llegada a los claustros universitarios se dio con no poca dificultad hacia el último cuarto del mismo siglo, cuando se estableció la Geografía en las universidades prusianas Alemanas (Holt-Jensen 2009). Lo que se suele conocer como Geografía contemporánea abarca un periodo que comienza con la Geografía Regional Francesa de Paul Vidal de la Blache a finales del siglo XIX, sigue con la Geografía Teorético-cuantitativa de mediados del siglo XX y continúa con las corrientes críticas, radicales y marxistas alrededor de las décadas de 1960 y 1970. Otros enfoques como las geografías del comportamiento y las humanistas aparecen alrededor de 1980. Más recientemente se han desarrollado entre otras tendencias: el Postmodernismo, los enfoques de género y feminismo, las teorías estructuralistas, el Postcolonialismo y Teorías Actor-Red (Aitken and Valentine 2006). El espacio geográfico es un concepto central en la disciplina geográfica que durante siglos han suscitado debates entre diferentes corrientes y sobre él cual se han construido diferentes postulados teóricos de la ontología de la geografía. Otros conceptos centrales son (Dollfus 1978): la posición (dependiente de las relaciones entre elementos), la localización (posición en un sistema de referencia), el lugar (asiento territorial con carga de valor o información), la región 9 o el territorio 10. Para el desarrollo de aprendizajes geográficos con estudiantes de Ingeniería, ha resultado útil revisar fundamentos relacionados con la naturaleza y materia de la geografía, las habilidades geográficas, el pensamiento espacial, habilidades y destrezas espaciales y la exploración del significado de los procesos de análisis espacial en relación con el análisis geográfico (óp. cit. Castro Ortega 2016) METODOS, ACTIVIDADES Y RECURSOS En el proceso de diseño pedagógico, didáctico y técnico de aprendizajes en línea (e-learning), una serie de elementos que tienen raíces comunes en la planeación y la preparación sistemática de los recursos, la creación de ambientes y especificaciones para el desarrollo, y la implementación y evaluación de unidades de contenido y situaciones de aprendizaje son señalados por diferentes autores (Berger and Kam 1996; Broderick 2001; Hoffman and Ritchie 2001; Reigeluth 2013). Tales aspectos, precisan una valoración de individuos, condiciones, necesidades y contextos iniciales, que son necesarios para el desarrollo, la implementación y la evaluación de materiales y programas de aprendizaje. Esta experiencia de entorno virtual ha sido desarrollada e implementada en la plataforma Moodle. La metodología para la implementación del aula virtual ha tenido en cuenta principalmente el modelo ADDIE y el prototipado rápido, este último explicado por Wilson, Jonassen y Cole (1993, cit. por Williams et al. 2001). 9 Concepto polisémico que puede estar asociado con términos como: dominio, límites, gobierno; pero también con la idea de homogeneidad (ej. Región natural) o heterogeneidad (ej, Región polarizada con nodos, flujos, jerarquías) (Castro Ortega 2016, 3382) 10 Espacio geográfico en el cual subsisten por parte de individuos y grupos sociales, relaciones de poder, dominio, posesión, apropiación (Ibíd.) 220 El modelo ADDIE es el fases: análisis, diseño, implementación y aspectos centrales se figura 1. De forma prototipización rápida referencia, dado que el montada inicialmente se como un prototipo de que sería ensayado para académico que termina esta manera, ha servido interfaz de usuario, las consignas, los flujos de efectividad en la los contenidos y la reacciones y opiniones de los estudiantes participantes. acrónimo de sus desarrollo, evaluación. Sus pueden ver en la semejante, la se toma como aula virtual había concebido virtualización, el semestre (20171-I). De para probar la etiquetas y información, la comunicación de obtención de RESULTADOS Y DISCUSIÓN Teniendo en cuenta lo expuesto en la tabla 1, un aspecto fundamental en la propuesta pedagógica, didáctica y técnica, es la reflexión conjunta (docente-estudiantes) sobre los aspectos: sujetos en formación y sus necesidades, la naturaleza del curso y su relación con otros cursos del currículo y con el perfil profesional. De igual manera, los contextos de desempeño profesional, académico, investigativo e institucional del programa, en el marco de los procesos de acreditación de calidad tanto del programa como de la Universidad. En estos últimos aspectos, resulta trascendente considerar que el plan de desarrollo universitario asume una universidad al servicio de la ciudad-región, señalando explícitamente un derrotero con alcance y repercusiones de dimensión territorial. Tabla 1. Análisis de sujetos, necesidades, contenidos y entorno para el diseño de la propuesta de formación Fuente: ANALISIS DE: elaboración propia CONSIDERACIONES Sujetos, necesidades, contenidos, entorno Un programa de Ingeniería conectado con tres (3) El modelo grandes campos del conocimiento: Las ciencias Reflexión propositiva y prospectiva sobre las pedagógico naturales, Ingeniería y Tecnología y las Ciencias oportunidades y fortalezas de tal condición. Sociales. De acuerdo con lo Mayor y mejor aprovechamiento de las Una malla curricular en ingeniería con mayoría de expuesto por tecnologías de la información geográfica, con cursos centrados en los conocimientos con enfoque Abarca (2007), se ventajas comparativas frente a otros nomotético (naturalista, cuantitativo) y tecnológico. puede decir que la profesionales propuesta El surgir reciente de nuevos espacios (cursos) en las pedagógica áreas de sociales, formación ambiental, humanidades Oportunidad para el debate en torno a la didáctica que se y formación para la ciudadanía relación Ciencia, Ingeniería y Sociedad, desde extrapola desde el Una renovación de la teleología del programa en sus perspectivas globales, reflexivas, criticas, aula al aula virtual declaraciones misión y visión, que invitan a la argumentativas y propositivas pretende conectar formación de un Ingeniero “diferente” con enfoques como La deficiente alfabetización geográfica de la sociedad Debatir la naturaleza e importancia del el aprendizaje en general, que se refleja en los estudiantes y muchos conocimiento geográfico como elemento significativo de profesores. articulador de otros contenidos del currículo David Ausubel, el Búsqueda de mostrar que más allá de El antagonismo entre expertos en técnicas y aprendizaje incompatibilidad, se pueden tender puentes tecnologías de la información geográfica y quienes entre teoría y práctica. Sobre la base que están constructivista tienen solidez epistemológica en geografía. primero los procesos de pensamiento. activo de Jean Estudiantes que perciben la geografía como una Estudiar la evolución del pensamiento Piaget y Lev ciencia natural, una disciplina de contenidos geográfico a fin de comprender sus interesantes Vygotski y el enciclopédicos y de poca utilidad práctica, profesional conexiones con importantes eventos históricos, desarrollo integral y social, pues se piensa que producir mapas es el oficio cambios paradigmáticos en el pensamiento de Ken Wilber. Lo principal al que se orienta el trabajo geográfico. científico y el desarrollo de las sociedades. anterior, en el Muchos egresados que tienen como única alternativa Potencializar el Ingeniero Catastral y Geodesta marco de la profesional la generación, almacenamiento y en roles como planificador y gerente territorial enseñanza de manipulación de todo tipo de información espacial. urbano y regional. posiciones críticas y reflexivas, sobre las estructuras sociales preponderantes La estructura del curso virtual 221 El curso virtual es una extensión del curso presencial que se estructura a partir de ocho (8) módulos, cuatro (4) de los cuales corresponden a unidades temáticas; los otros cuatro (4) corresponden a la “Presentación”, el módulo de “Soporte permanente”, la “Zona de entretenimiento” y la “Bibliografía”. El módulo 0, permite introducir el curso con información detallada del programa educacional (Syllabus) del curso, los criterios de evaluación y las fechas y tiempos para las diferentes actividades. Al final del módulo, el estudiante tiene la oportunidad frente a los demás participantes, de presentarse y manifestar sus expectativas. Las restantes unidades temáticas del curso se organizan en cuatro (4) ejes: El primero “Universo, espacio físico y medio ambiente”, introduce a la disciplina geográfica desde una perspectiva sistémica de la geografía física, que busca reconocer y comprender el origen, relaciones y conformación de los elementos físicos como soporte fundamental para la aparición, la evolución y organización de los aspectos humanos que conforman el espacio social. Repasa los orígenes de la materia, la energía y el universo, y como los procesos de escala universal y planetaria se han traducido en las transformaciones de escala regional y local que han resultado en el espacio físico colombiano. En este contexto se examinan históricamente oposiciones en los imaginarios colectivos sobre la cuestión ambiental. El segundo “Pensamiento geográfico: enfoques y paradigmas”, permite el repaso de la evolución y organización de la disciplina geográfica desde sus orígenes en la edad antigua, pasando por las edades media, moderna y contemporánea. Se consideran así sus facetas pre-científica y científica hasta llegar a su situación actual. En esta última se estudian, los aspectos fundamentales de los principales enfoques de la geografía contemporánea y la evolución de la geografía colombiana. El tercero “Pensamiento espacial, trabajo practico y representación geográfica", permite centrar la atención de los estudiantes en estudiar conceptos y categorías principales del conocimiento y el pensamiento geográfico; en su orientación al trabajo práctico en Geografía: La observación sistemática, el trabajo de campo, los modelos y la representación y el análisis geográfico-espacial reflexivo, crítico y propositivo. El cuarto y último eje “Geografía, investigación y organización del espacio”, busca centrar la atención en cómo aprovechar los elementos previamente estudiados, en el examen de los factores, fenómenos y dimensiones que configuran las formas de organización espacial de la sociedad. Se toman en cuenta entre otras, diferentes situaciones ligadas a los aspectos físicos, demográficos, económicos, políticos y culturales; principalmente desde la perspectiva urbano-regional. El curso concluye con la formulación con enfoque geográfico, de un problema de indagación en una temática escogida por los estudiantes. Actividades y recursos De las diferentes opciones de actividades que dispone la plataforma Moodle, se utilizaron ocho (8) durante el curso (figura 2). De acuerdo con clasificación de la Universidad de Antioquia (2017)en el desarrollo del curso se utilizaron las actividades en Moodle para hacer el seguimiento y la evaluación de los logros de los estudiantes. Para trabajo colaborativo (glosario, bases de datos y foro), para trabajo individual (tareas y cuestionarios), para favorecer la comunicación (foros) y para recopilar información (bases de datos, glosario y encuesta). De la misma forma que con las actividades, activando la edición en Moodle se pueden añadir recursos para asistir el aprendizaje en las diferentes secciones del curso. En el curso se hizo uso de los recursos que aparecen resaltados en la figura 3: Archivos, Carpetas, etiquetas, libro, página y url. Teniendo en cuenta las oportunidades y ventajas que ofrecen para el aprendizaje actividades lúdicas tipo juego, fue posible diseñar y articular juegos como parte de los objetivos de la evaluación, tanto formativa como sumativa. De acuerdo con autores como Margulis (2007), Chacón (2008) y Prado (2014), los juegos en los ambientes virtuales de aprendizaje ayudan a romper con la soledad, el aburrimiento y la monotonía; pudiendo convertirse en actividades emociónales y placenteras que a la vez que distensionan, constituyen desafíos y medios interactivos eficaces para una mejor compenetración con los contenidos, en el marco de los objetivos de aprendizaje. 222 En el desarrollo e implementación del aula virtual para el Curso de Geografía Humana y Física, se probaron las siguientes actividades lúdicas: video quiz, rompecabezas, llenado de espacios en Blanco, sopas de letras y juegos incrustados de la plataforma EducaPlay. Se usaron para el diseño de las diferentes actividades según conveniencia, las aplicaciones ARDORA y HOT POTATOES. Para todos los casos, cada una de estas actividades, se planificó previamente de manera que su objetivo didáctico tuviese relación con otros materiales, actividades y recursos según la organización de las diferentes secciones. Otros resultados: - Dos tipos de práctica de campo: una urbana y una de tipo regional urbano-rural. Ambas vinculadas con actividades y recursos a la plataforma. Conceptualización sobre métodos de investigación en vínculo con la actividad de construcción del estado del arte para el problema de investigación del curso. Conceptualización sobre cartografía y Coremática 11 vinculada también como insumo, medio y resultado para el trabajo de campo y el problema de investigación del curso. Pre-visita virtual (Google Earth) a los lugares de la práctica de campo, como medio para mejorar los niveles de referencia y apropiar mejor los objetivos y fenómenos a observar. Resultados de la encuesta final del curso (anónima) Al finalizar el curso se realizó una encuesta anónima que respondieron 50 de un total de 82 estudiantes. Los resultados se pueden resumir así: 11 metodología de modelado Geográfico, que estudia y usa estructuras de representación elementales y esquematizadas del espacio "Coremas", con el propósito de dar ideas sobre su organización en el territorio. 223 Sobre la asignatura Pregunta Respuesta Los objetivos y contenidos de la asignatura 70% igual o superior a “Con bastante precisión” han sido definidos: Esta asignatura le parece: 70% responde “Asequible” Los contenidos de la asignatura le parecen 92% responde entre “Importantes” y “Muy para su formación: importantes” Conexión de la asignatura con el perfil y expectativas de formación del Ingeniero Promedio en 4,1 sobre 5,0 Catastral y Geodesta Oportunidades para el ejercicio del Promedio en 4,2 sobre 5,0 pensamiento analítico, reflexivo y critico Oportunidad para aproximarse a los fundamentos de la investigación y la Promedio en 4,1 sobre 5,0 generación de ideas de indagación Sobre la docencia Pregunta Respuesta Dominio de la materia que imparte Promedio en 4,4 sobre 5,0 Utilización de medios y recursos didácticos Promedio en 3,9 sobre 5,0 Sobre las relaciones profesor – estudiante Pregunta Respuesta Disponibilidad del profesor para consultas, Promedio en 4,3 sobre 5,0 tutorías sugerencias Potenciación sobre la formación socio Promedio en 4,1 sobre 5,0 humanística y para la ciudadanía ¿Qué espacios o momentos lo hicieron Ej. “durante la práctica de campo” sentirse más involucrado como estudiante? ¿Qué espacios o momentos lo hicieron Ej. “Cuando se usó el video beam”, “algunas clases sentirse más distanciado como estudiante? teóricas” Ej. “los temas de investigación, como el Estado del Arte, los coremas, el proyecto investigativo”; “El acercamiento con la realidad de lo que sucede en el país”; “una herramienta llamada ZOTERO la cual es útil ¿Qué momento, situación o contenidos para referenciar y citar información”; “se pudo durante el curso le ha parecido novedoso y/o comprender y visualizar cómo y por qué se ha dado la sorpresivo? estructuración y organización de los asentamientos humanos”; “enseñanza que nos deja el docente para las materias venideras de la carrera”; “El hecho de que la Geografía se conecte con casi todo en el mundo, que sea un tema tan extenso y aplicable a la vida diaria” Fuente: elaboración propia a partir de encuesta aplicada en el aula virtual CONSIDERACIONES FINALES El programa curricular de Ingeniería Catastral y Geodesia, atraviesa momentos favorables, donde luego de las reformas curriculares desde el año 2009 y la actualización de su misión-visión, se confirman avances en la formación, evidenciados en resultados favorables en pruebas de estado de la calidad de la educación superior 12 y el buen reconocimiento salarial 13 . Esta situación invita a continuar y reforzar los objetivos formativos del curso Geografía Humana y Física, por su correspondencia y aporte al perfil profesional de los egresados del programa. El curso de Geografía Humana y Física, aporta a la Ingeniería Catastral y Geodesia, elementos importantes para superar la tradicional y estéril visión que muchas personas tienen sobre el conocimiento geográfico. Está siendo importante, para construir a través del tiempo, visiones holísticas e integrales sobre la articulación natural-social en la producción del espacio, asunto fundamental para el entendimiento sobre las formas y los mecanismos que inciden en la organización del espacio. Tema que puede ir más allá de los enfoques descriptivos, y el obstinado uso de la tecnología y la instrumentalización de hechos y fenómenos geográficos. El curso ha permitido reivindicar a la representación del espacio, no solo como producto sino como medio e insumo. Se ha conseguido revalidar aprendizajes tradicionales sobre la representación del espacio, como son la cartografía social y los coremas. Al mismo tiempo que se ha podido evidenciar el potencial de este tipo de métodos, para clarificar los procesos de pensamiento, en el marco de la formulación de problemas de indagación territorial. Los resultados 12 Egresados del programa se han ubicado en los dos quintiles más altos de los resultados en competencias ciudadanas, comunicación escrita y lectura crítica, para las pruebas Saber Pro que presentan los estudiantes de últimos semestres de carreras universitarias. 13 Disponible en http://bi.mineducacion.gov.co:8380/eportal/web/men-observatorio-laboral/ubicacion-geografica 224 de las encuestas aplicadas, dan cuenta que los estudiantes perciben el curso como una oportunidad de iniciarse en la investigación. Teniendo en cuenta circunstancias de actualidad en Colombia, luego de la conclusión de las negociaciones Gobierno de Colombia-FARC, surge el tema obligado de Postconflicto. A este respecto fue expedido por el Gobierno Nacional en el año 2016 un documento CONPES 14, encauzado a una reforma estructural del catastro tipo inventario, para convertirlo en un catastro multipropósito orientado a la planificación integral de las tierras y reformas sobre la propiedad, principalmente rural en el país. En este sentido es claro que el momento histórico demanda un tipo de profesional de la Ingeniería Catastral y Geodesia, preparado y renovado ante esta situación histórica, para tener la oportunidad de ser protagonista desde su ejercicio profesional. BIBLIOGRAFIA Abarca, Ramón. 2007. “Modelos Pedagógicos, Educativos, de Excelencia E Instrumentales Y Construcción Dialógica.” Universidad Católica de Santa María. Recuperado de: Http://Www. Ucsm. Edu. Pe/Rabarcaf/ModAutoPeda. Pdf. Aitken, Stuart, and Gill Valentine. 2006. Approaches to Human Geography. Sage. Berger, Carl, and Rosalind Kam. 1996. “Definitions of Instructional Design.” Retrieved January 30: 2006. Broderick, Curtis L. 2001. “What Is Instructional Design.” Retrieved October 19: 2008. Castro Ortega, Carlos Hernán. 2016. “Elementos teórico-metodológicos para el análisis espacial y la investigación con apoyo de geotecnologías.” In SELPER 2016: Geotecnologías, Herramientas para la construcción de una nueva visión del cambio global y su transformación para un futuro sostenible., edited by Walter F. Sione, 1a. Ed.:3377–95. Puerto Iguazu, Misiones, Argentina: Luján: EdUnLu. Chacón, Paula. 2008. “El Juego Didáctico Como Estrategia de Enseñanza Y Aprendizaje?` Cómo Crearlo En El Aula.” Nueva Aula Abierta 16 (32–40). http://www.academia.edu/download/31505080/PaulaChacon.pdf. Dollfus, Olivier. 1978. El análisis geográfico. Colección ¿Qué se? Oikos-Tau. Hoffman, Bob, and Donn C. Ritchie. 2001. “An Instructional Design-Based Approach to Developing Online Learning Environments.” In Web-Based Training, 213–218. Educational Technology Publications. https://books.google.com/books?hl=es&lr=&id=bfKmplYXrFIC&oi=fnd&pg=PA213&dq=ritchie++2001+instructi onal+design&ots=dBagrLR7hd&sig=rFJG0BM3JF6JdFAYZR0af1T5M8w. Holt-Jensen, Arild. 2009. Geography: History and Concepts. Fourth Edition. Sage Publications Ltd. Margulis, Lucio. 2007. “EL ASPECTO LÚDICO DEL E-LEARNING: EL JUEGO EN ENTORNOS VIRTUALES DE APRENDIZAJE.” Revista Digital de Investigación en Docencia Universitaria 3 (1): 13. OCDE/OECD. 2007. “Revised Field of Science and Technology (Fos) Classification in the Frascati Manual.” OCDE/OECD. https://www.oecd.org/science/inno/38235147.pdf. Prado Rubio, Erika. 2014. “Juegos Como Elemento Docente En Un Entorno TIC.” Revista Aequitas: Estudios Sobre Historia, Derecho E Instituciones, no. 4: 407–416. Reigeluth, Charles M. 2013. Instructional Design Theories and Models: An Overview of Their Current Status. Routledge. https://books.google.com/books?hl=es&lr=&id=0BpDf6AkqPAC&oi=fnd&pg=PR1&dq=%22instructional+design %22&ots=42R-QxjO0t&sig=seLQztmhm8fbrbeU6TElSjAyhCU. Universidad de Antioquia. 2017. “Uso educativo de las actividades en Moodle.” Uso educativo de las actividades en Moodle. June 7. http://aprendeenlinea.udea.edu.co/boa/contenidos.php/9c7a3187d4f69c4b93dfd59df7af91be/1059/1/contenido/exa mple4/index.html. Williams, Peter, Lynne Schrum, Albert Sangrá, and Lourdes Guárdia. 2001. “Fundamentos Del Diseño Técnico-Pedagógico En E-Learning.” Universitat Oberta de Catalunya. 14 Consejo Nacional de Política Económica y Social 225 Within an approach to inclusive methodologies that focus on improving academic outcomes in The impact of the WhatsApp in the educational field applied in a Physics I course of the Engineering Degree Alicia. Corsini (1), Ema. Aveleyra (2), Ricardo. Minniti (3) (1) Av. Paseo Colón 850, Buenos Aires, Argentina. +54 11 5285 0803 acorsini@fi.uba.ar (2)) Av. Gral. Las Heras 2214, Buenos Aires. Av. Montes de Oca 1120, Buenos Aires. (3) 1. Introduction - The present paper describes the design, implementation and first results of a methodological innovation strategy applied as a pilot in a Basic Physics course at the School of Engineering in Buenos Aires. It is considered that the main objective in the teaching of Physics is, through an adequate didactic transposition, to generate suitable methodological instances for the treatment of different topics. Creative teaching is becoming a key point in designing enriching learning experiences. One of these innovative strategies in teaching is through the application of a tool that is widely used for communication today: WhatsApp. It is taken into account that current societies are changing very quickly their customs, an example of this is the progress made by newspapers in the way they inform their readers. The newspaper "El País" of Spain, with a long tradition in the transmission of information, launched in 1996 its digital edition through the Internet, then started publishing small news videos and nowadays like the newspaper “La Nación” of Argentina it consists on a channel that transmits information. Using technology to connect the educational community is a challenge for new generations. Students change and discard tools at a very rapid change rate. It is easy to realize that modern applications do not last long, because after a period of time that application no longer has the original motivation. WhatsApp, being an application for smartphones started in August 2009, is a free instant messaging system that allows sharing photos and information. The possibility of creating groups facilitates fluent and active interactions in the educational community, thus, turning into a very efficient communication tool. 2. Experimental - How can these technologies be used in the classroom and improve communication and student learning? Previous research on learning difficulties in Basic Physics Courses has been considered as the basis for developing this educational proposal. When it comes to finding resources that serve this purpose, WhatsApp turns to be a useful tool. It is a trigger element for class development, where all students feel involved, even when they do not speak out loud, since each of them gets personalized communication. It is notorious the curiosity that this type of work awakens in them, which although is not obligatory, it is completed by most of students because they decide to be part of the group and because they consider that it is interesting. After the first classes, students who did not register to be participate in the WhatsApp activity in the first place, then ask to be added to the group. This tool appears is in the environment of teenagers as one of the first ways of communication between them. However, in the class they use it to participate in the discussion of the problematic situations presented by observing the infographics, pictograms, or schemes. The use of said tool is mono-directed, that is to say that the teacher sends the information to students as follows: the day before the face-to-face class, it is sent an infographic, pictogram or simply an explanatory image that represents the problematic situation that will be introduced the following day, so the student gets an idea of the topic of the class. Usually, these situations represent the first approximation of the student to the physical model through a real context. These are motivating and encourage reflection on the resolution of the problematic before the class as well as a better use of class time. This innovation is integrated with the use of a b-learning platform through which different educational materials are offered to students. In this platform, students interact and complete different activities 3. Results and Discussion - Motivation is an important challenge to take into account, because it facilitates the approach of students to future knowledge. It is observed that students, in reference to their participation in class, are comfortable with the use of infographics (short and quick messages which are sent to them 24 hours before the class). A survey has been conducted on the use of this tool and the results showed that it had very good acceptance. Some of the answers to the questions about the use of this tool in previous courses are: - "It has been interesting for me since it was not only mono-directed". - "It is a very innovative tool in the class, even when I could not solve all the questionnaires sent". - "I found it interesting working this way". - "It helped me when I could not attend the class, because I got to know how it started". 226 - "I did not always look at them". - "It should be used in other courses". - "It helped me to think calmly about the problematic situation presented by the teacher". The following table shows the results obtained in the survey, which was applied to a group of 70 students of Physics I in the first quarter of 2017: Asp ect s i n fl u e nc i n g t h e u se o f W hat s Ap p Do you consider that it was a motivating element for the beginning of each class? Do you consider that the amount of WhatsApp (Wsp) sent for each class (a single image) was enough? Do you consider that the depth of the content of each WhatsApp was appropriate to start studying? Did you dedicate time reading and analyzing each WhatsApp (before class)? Did you try to solve the problematic situations sent by WhatsApp? 1 2 3 4 5 (%SI) (%NO) 77 % 23 % 96 % 4% 79 % 21 % 69 % 62 % 31 % 38 % The comments made by the students of this semester are as follows: - "The idea of working like this is very good". - "I always read them but I do not solve them, but when I solved them it got very useful for me". - "It could be added formulas, or 'tricks' on how to solve problems". - "I consider it an interesting tool to introduce the topic of the class however I feel that sometimes it takes too much of class time". - "It is clear that the course is oriented to help the student". - "It takes too much time to study them, and many times, although they are good, it is difficult to organize my time before the class." The tool has been implemented in one course that is four months long. However, it can be inferred that mobile learning allows obtaining positive results. On the student part, they felt satisfied when receiving individually the above mentioned information. This methodology of work has allowed them to identify opportunities and to face challenges that surely will continue in future courses. Once this first stage of mobile learning was completed, subsequent classes were developed without the use of WhatsApp as a unidirectional communication channel for sending information and triggering motivation on the topic to be developed. The students felt nostalgia for not working any more with the information provided via WhatsApp. It was really possible to detect when the student got connected, worked with the problematic situation, and dedicated the necessary to time to resolve it. Education is not understood as exclusively limited to learning in formal settings. This m-learning activity with the application WhatsApp in a Physics Course proves it. 4. Conclusions - A research work is being carried out applying this tool, and the following results have been obtained so far: - Students attempt to resolve the problem presented. It can be observed that they can start the class interacting with other students and raising doubts on the problematic situation or on the infographics sent. - 20% of the students read the texts sent (in any of the presentation formats) in order to find out the topic since initially the lack of previous knowledge does not allow them to answer the questions in the activities in the first place. This methodology is very useful for the proper use of time in the face-to-face class. From these results the following conclusions are derived: - - 1) The integration of ICTs in education, properly applied and systematically studied, is a potential tool for the development of student learning. 2) This paper shows the importance of the use of mobile devices as a Learning Tool. 3) The tool was used by students and teachers in the course Physics I, where all the students expressed their satisfaction at being able to interact with a particular problem through exploration, autonomous learning, reflective and critical thinking. Within ICT tools, Mobile Learning represents a powerful vehicle to improve learning. Therefore, mobile devices are an essential part of that vehicle. 227 Acknowledgment We appreciate the collaboration of Trad. Fabiana Vega for the revision of the English text. 5. References [1] Corsini Alicia; Cami María Teresa; Minniti, Ricardo (2016). "Ambientes virtuales de aprendizaje en educación superior: una experiencia en modalidad Blended Learning". Actas del Congreso Virtual Avances en Tecnologías, Innovación y Desafíos de la Educación Superior (ATIDES 2016), pp 15 – 23 Madrid. [2] Corsini Alicia B.; Cami María Teresa; Minniti Ricardo C.; Corsini Armando L (2016)."Propuestas educativas de aprendizaje en modalidad Blended Learning para la Educación Superior". La tecnología en la educación.V Congreso Internacional de Educación y Aprendizaje, pp 175-178, Madrid. [3] Tedesco Juan Carlos (2000). Educar en la sociedad del conocimiento. Fondo de Cultura Económica de Argentina. Buenos Aires. [4] Otero Castelló, M Dolores. A propósito de la telefonía móvil. Una reflexión desde la perspectiva de la psicología individual y social, https://www.ull.es/publicaciones/latina/2002/latina47febrero/4705otero.htm Recuperado el 26 de abril de 2017 [5] Shuler Carly; Winters Niall; West Mark (2013). The future of mobile learning. Implications for policy makers and planners. UNESCO. [6] Aveleyra Ema; Proyetti Melisa; Vega Fabiana (2015). Evolución y Categorización del Diseño de Materiales Educativos para Cursos de Ciencias con Modalidad Mixta en la Universidad. Memorias del XVIII Internacional EDUTEC. [7] Aveleyra Ema; Chiabrando Laura (2012). “Ayuda pedagógica mediante entornos virtuales de aprendizaje para la formación del ingeniero”. Memorias del Congreso World Engineering Education Forum – Educación en ingeniería para el desarrollo sostenible y la inclusión social. http://www.weef2012.edu.ar/papersFinal/information.php?doc=31, pp. 1-9. Corsini, Alicia Beatriz Lic. Operative Research - Professor of Physics - Specialization in University Teaching. Participates in Research Projects as a member: Researcher in training - University Professor of several Faculties of Engineering, National University of Buenos Aires; National Technological University; Universidad Católica Argentina. All positions (Associate / Adjunct) in Physical Matters 1 - The last two papers presented were: V International Congress of Education and Learning (Madrid) and Congress ATIDES 2016 - Academic Evaluator of the articles presented in "Training of the Engineer for the Sustainable DevelopmentFIDS "of the World Congress and Exhibition - 2010 Engineering Argentina Aveleyra, Ema Elena Professor of Mathematics and Physics. Specialist in Educational Informatics. University Diploma in Design and Management of E-learning Projects and Distance Education. Master in Educational Project Management. Adjunct Professor in Physics I, Faculty of Engineering of the UBA and Adjunct Professor in the subject Algebra, Faculty of Economics of the UBA. Lecturer in the Master in Interdisciplinary Studies in Audiovisual Communication Services, and several postgraduate courses at the University of Buenos Aires. Director of the Center for Distance Education and the Laboratory of Virtual Learning Environments (Faculty of Engineering-UBA). Categorized researcher. Director of research and teaching projects. Author of several works on educational research, particularly in informatics applied to education. Minniti, Ricardo Carmelo Mechanical Engineer, specialized in industrial automation, graduated from the University of Buenos Aires (UBA), former Physics Assistant 1 and Head of Practical Works in the subjects of Hydraulic and Tire Systems at the Faculty of Engineering (UBA) Head of Practical Work in the Common Basic Cycle (UBA) and Full Professor of the subjects Pneumatic and Electropneumatic Automatisms (Career of Superior Technician in Automation and Robotics) at the National Technological University (UTN). The last work presented was in the V International Congress of Education and Learning (Madrid) and Congress ATIDES 2016. In the professional field, I act as consultant of companies in the area of automation. 228 A short instrument to assess topic interest in multimedia research Ahmet Murat Uzun (1) (1) Afyon Kocatepe University, Faculty of Education, Afyonkarahisar, Turkey. +902724440303 auzun@aku.edu.trl 1. Introduction One of the utmost aims of education is to enhance academic achievements of students. However, the problem is not yet resolved. According to Hidi and Harackiewicz (2000), the problem with low levels of student achievement could be attributed to two different factors. First, students may be lacking in terms of their ability to perform a specific task. Second, they may not exert necessary efforts to achieve the given objectives. Since educators can do little about the first one, they should focus on the second one. In other words, educators should foster students’ motivation to learn (Hidi & Harackiewicz, 2000). Although various factors may be involved, one reason leading to low motivation is lack of interest. Interest was defined as “the psychological state of engaging or the predisposition to reengage with particular classes of objects, events, or ideas over time” (Hidi & Renninger, 2006, p. 112). To stress the role of interest, first, the nature of the relationship between cognitive and no cognitive factors of learning such as affect and motivation should be clarified. Former research argued that cognition and affect are two different and partially separable components of human perception (Barry, 1997). However, when explaining learning, we cannot solely depend on cognitive or rationale models of human perception. Because, the pure cognitivist approaches depend on the idea that the mind is entirely cold, objective, mechanical and rationale like computers (Dai & Sternberg, 2004). “When the mind is reduced to merely a symbolic processing device, we get a lopsided image of how the mind functions” (Dai & Sternberg, 2004, p. 4). Hence, the pure cognitivist approaches should consider the role of affective factors on learning as well as cognitive ones. Citing Piaget (1981), Hidi (1990) reported that human behaviors not only have cognitive but also affective components. That is, intellectual processing of people may be affected by the energy imposed by affective factors. One important affective factor in learning is interest. Research on the role of interest on learning can be dated back to the classical work of John Dewey, “Interest and effort in education”. Although he did not empirically explore the role of interest on learning, he theoretically postulated more than 100 years ago that interest is an important factor which contributes to learning (Schraw & Lehman, 2001). He also discriminated between learning that is based on interest and learning that ignores one’s liking and willingness to learn and depends on compulsion. According (Schiefele, 1991; Schraw & Lehman, 2001). Interest plays an important role of elaborating the attended information (Hidi, 1990), it may impact which parts of information that we should give importance to learn, while ignoring the others. Interest can impact cognitive affective processes such as active engagement, attention allocation, and use of learning strategy, and quality of emotion during learning (Schiefele, 1991; Schraw & Lehman, 2001). Interest is regarded as both individual predisposition and a psychological state in the literature (Ainley, Hidi, & Berndorff, 2002). Accordingly, research on interest has been mostly conceptualized under two components: individual interest and situational interest (Ainley, Hidi, & Berndorff, 2002; Hidi, 1990; Schiefele, 1991). Individual interest refers to relatively enduring personal disposition towards certain topics, activities or events to engage in that topics, activities or events. On the other hand, situational interest corresponds to the emotional state caused by certain elements of situational stimulants (Ainley, Hidi, & Berndorff, 2002; Hidi, 1990; Schiefele, 1991). Whereas individual interest focuses on the effect of personal preferences, situational interest deals with the interestingness of a situation that might influence cognitive performance (Hidi, 1990). Studies to make multimedia materials “more interesting” by adding interesting design elements mostly dealt with situational interest, or the “interestingness” of the multimedia materials. That is, situational characteristics of multimedia materials such as interesting text, pictures, sound, etc. have been investigated. As can be shown by the studies (Harp & Mayer, 1997,1998), situational interest can be augmented by adding interesting design elements to multimedia. By this way, it can be ensured that students’ attention can be captured to the learning materials (Clark & Lyons, 2010). In addition, as can be reported by Hidi and Renninger (2006), the process which was started by situational interest can be converted into the sustained situational interest and can be converted into the individual or topic interest. Although most of the studies dealt with the effect of situational interest on learning, little studies were conducted within the context of individual interest. When topic interest was taken into the consideration, the moderating effect of topic interest between interesting details and learning was obtained (Schehl, 2012). Method Participants and context The study group consisted of 103 7th grade students enrolled at a middle school in the city of Afyonkarahisar, Turkey. The mean age of the participants was 12. For the Turkish adaptation of the topic interest scale, the English form of the scale, which was developed one of the prominent scholars working on topic interest (Schiefele, 1991), was used. Through e mail communication, the researcher’s consent was asked, whether to use the scale for the adaptation study. It was suggested by the 229 researcher that the most recent and present form of the scale could be used for this purpose (Schiefele & Schaffner, 2014, a short instrument to assess topic interest in text comprehension research). The scale consisted of 7 items which are related to personal significance of the topic to participants. Participants rate their topic interest based 5 points Likert scale ranging from 1 (“not at all true for me”) and 5 (“completely true for me”). The original form of the scale was developed to measure topic interest on “card trick” game. However, the topic could be adapted to another topic to be measured easily. The following items used in the original form may be seen as follows: “The content of the text (the card trick) is interesting to me”, “I think I’ll enjoy working with this text”, “I find the subject of this text exciting”, “I would read something with a similar topic voluntarily”, “It is important to me, to learn something about this subject”, “I’ll probably like to be engaged with this subject”, “This subject is of personal relevance for me”.For the adaptation study, first the scale was translated into Turkish. In the translation phase, the researcher first consulted to three English language experts for their views about the items. Then, the researcher and a one professor of Education came together to discuss on the items. The discussion was terminated until they reached consensus on the items. Finally, a Turkish language expert evaluated the scale in terms of their clarity and understandability. Results An exploratory factor analysis was conducted to examine underlying and psychometric properties of the scale. To this end, internal consistency of the items and factor structure of the scale were investigated. Before conducting factor analysis, some assumptions should be controlled. The first assumption is the sample size. According to Hair, Black, Babin and Anderson (2010) dividing the number of responses by the number of items should at least result in 5 or greater but 10 or greater is more acceptable. Based on this criterion the sample size is appropriate for factor analysis. To be considered as convenient for factor analysis, in most of the cases, there should be at least some correlations of .30 or above among items (Pallant, 2010; Field, 2013). For the current study, it was discovered that at least some correlations of .30 or greater existed among items. In addition, Bartlett’s test of sphericity should be signiﬁcant statistically at p < .05 and Kaiser-Meyer-Olkin value should be at least .6 or above (Pallant, 2010). Results showed that Kaiser-Meyer-Olkin value was .84 and Bartlett’s Test of Sphericity was statistically significant (p = .000) at p < .05 level suggesting that the factorability of the correlation matrix was met. Principal component analysis was used to reveal the factor structure of the scale. As expected, Factor extraction resulted in 1 dimension with eigen value greater than 1. The factor explained 53.95 % of the total variance. Since only1 factor solution was suggested, factor rotation was not implemented. Table 1. Eigenvalues, Percentages of Variance, and Cumulative Percentages for the Factor of 7-Items Scale 1 2 3 4 5 6 7 Total 3.777 .818 .774 .539 .473 .332 .288 % of Variance 53.950 11.680 11.059 7.695 6.764 4.742 4.111 Cumulative % 53.950 65.630 76.689 84.384 91.148 95.889 100.000 Total 3.777 Items with factor loadings minimally greater than .30 are acceptable for grouping (Hair et al., 2010). The following mean, standard deviations and factor loadings of the items were presented: Table 2. Mean, Standard Deviations and Factor Loadings of the Items I think I'll enjoy working with this subject I find the subject of this subject exciting I'll probably like to be engaged with this subject. The content of the subject is interesting to me. It is important to me. to learn something about this subject. I would read something with a similar topic voluntarily. This subject is of personal relevance for me. Note. FL: Factor Loadings, M: Mean, SD: Standard Deviation FL .81 .79 .79 .79 .72 .63 .59 M 2.71 2.31 2.76 2.78 3.09 2.28 2.43 SD .94 1.01 1.00 1.01 .99 1.10 1.11 In addition to construct validity, Cronbach Alpha coefficient was computed to determine the internal consistency of the sub scale. According to Nunnaly (1978), the scales which have the value of .70 or greater are sufficient for the reliability analysis. Alpha coefficient was calculated .85 for the total scale. Deleting the items did not increase the value of the reliability. Hence, all items were decided to be kept. 230 Discussion and Conclusion The purpose of this study was to adapt a short instrument to assess topic interest in multimedia research into Turkish context. The scale was originally developed by (Schiefele & Schaffner, 2014, a short instrument to assess topic interest in text comprehension research).to investigate participants’ topic interest towards “the card trick” topic. Exploratory factor analyses showed that the adapted scale reflected good validity and reliability evidence. References Ainley, M., Hidi, S., & Berndorff, D. (2002). Interest, Learning, and the Psychological Processes That Mediate Their Relationship. Journal of Educational Psychology, 94(3), 545–561. Barry, A. M. (1997). Visual intelligence: Perception, image, and manipulation in visual communication. Albany, USA: State University of New York Press. Clark, R. C., & Lyons, C. (2010). Graphics for learning: proven guidelines for planning, designing, and evaluating visuals in training materials. San Francisco, USA: John Wiley & Sons. Dai, D. Y., & Sternberg, R. J. (2004). Beyond cognitivism: toward an integrated understanding of intellectual functioning and development. In D. Y. Dai & R. J. Sternberg (Eds.), Motivation, emotion, and cognition: Integrative perspectives on intellectual functioning and development (pp. 3–38). Mahwah, USA: Lawrence Erlbaum Associates Publishers. Field, A. (2013). Discovering statistics using IBM SPSS statistics. London: SAGE. Hair, J. F., Black, W. C., Babin, B. J., Anderson, R. E., & Tatham, R. L. (2010). Multivariate Data Analysis. Upper Saddle River: Prentice Hall. Harp, S. F., & Mayer, R. E. (1998). How seductive details do their damage: A theory of cognitive interest in science learning. Journal of Educational Psychology, 90(3), 414–434. Harp, S. F., & Mayer, R. E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1), 92–102. Hidi, S. (1990). Interest and Its Contribution as a Mental Resource for Learning. Review of Educational Resear, 60(4), 549– 571. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the Academically Unmotivated: A Critical Issue for the 21st Century. Review of Educational Research, 70(2), 151–179. Hidi, S., & Renninger, A. (2006). The Four-Phase Model of Interest Development the Four-Phase Model of Interest Development. Educational Psychologist, 41(2), 111–127. Nunnally, J. (1978). Psychometric Theory. McGraw-Hill Humanities/Social Sciences/Languages. Pallant, J. (2010). SPSS survival manual: A step by step guide to data analysis using SPSS. Berkshire, UK: Open University Press. Schehl, J. M. (2012). The Effects of Seductive Details on Motivation and Learning in Multimedia Environments: Does Individual Interest Matter? Northern Illinois University, Dekalb, Illinois. Schiefele, U. (1991). Interest, Learning, and Motivation. Educational Psychologist, 26(3&4), 299–323. Schraw, G., & Lehman, S. (2001). Situational Interest: A Review of the Literature and Directions for Future Research, 13(1), 23–52. 231 Can lecturers help students develop public speaking skills? Reflexions from experience M.I. Rodríguez-Cáceres*, N. Mora-Díez, D. Rodríguez-Gómez, M.I. Acedo- Valenzuela, M. Alexandre Franco, E.M. Cuerda Correa, C. Fernández González, M.V. Gil Álvarez, C. Durán Valle, F. Luna Giles, E. Viñuelas Zahínos, M.E. Martín Navarro, M.L. Sánchez Mendoza, J. Sansón Martín, J.C. Corchado, E. Botello, A. Serrano, M. Palomino-Vasco, E.M. Rodríguez Franco, A. Pérez Pereira, S. Martillanes Faculty of Sciences, University of Extremadura, Badajoz, Spain (*) Phone: +34924289300 (86132); maribelro@unex.es Introduction Public speaking is a specific act of oral communication that combines psychological, physiological and cultural factors1. It is also a determinant competence of professional success2, a strategic skill to gain a competitive edge, credibility and a positive reputation3. The voice, the rhythm and the expressiveness of the speech are valued when it comes to persuading the audience4,5. This competence can be learned and mastered. One of the barriers that need to be overcome to reach an effective communication process is the fear of public speaking. The causes include lack of speaking practice, insufficient command of the topic and/or negative self-image6,7. Iacono8 enounced that “Your credibility as speaker is enhanced when the audience connects with you, your work and your enthusiasm”. Public speaking tasks are widely used to study a variety of research topics, such as social anxiety, depression, and cardiovascular and neuroendocrine stress reactions9. It is estimated that between 20% and 85% of people suffer anxiety when speaking in public10. This associated stress can be considered a purely psychological or psychosocial stressor, characterized by the absence of any real threat of physical danger of harm11. Every year, millions of students enrol at the university, facing new challenges and guided by the promise of acquiring professional competences and skills12. Scientist and Science professionals can be involved in a wide range of professional activities, including teaching, research and businesses. Therefore, as a part of their education, future graduates should demonstrate the ability to communicate clearly and accurately in public, including both specialist and non-specialist audiences. The degrees in the European Higher Education Area (EHEA) contemplate the acquisition of diverse competences by the students, among which are transversal competences. At University of Extremadura, EHEA degrees implemented in 2009/10 take into account the skill of speaking in public in their syllabus, being a transversal competence “the ability of communicate clearly and accurately knowledge”. In general, the transversal competences are assumed to be acquired through the standard activities of the degree; nevertheless lecturers do not put enough emphasis on it. This can be due to the lack of time, interest or personal motivation among lecturers and students, as well as the deficient training of the teachers to assess the scope of this transversal competence. Preparation for oral and audiovisual presentations need to take into account technical and acoustic aspects of the hall or stage, knowing the audience (educational background, interest in the subject, etc.) careful choice of words and timed practice for clarity and appropriate body language and volume of the voice13. In this context, in 2015-16, a group of faculty members (18 lecturers + 5 PhD students) applied for an innovation project with the aim to help degree students to develop their public speaking skills. Once the project was granted, the “I Public Speaking Seminar” was offered exclusively to Chemistry students. The objectives of the project were mainly the acquisition of oral communications skills, to express themselves clearly and precisely, and to overcome the fear of speaking in public, having in mind the defence of the “Final Project”. A second project was applied in the present academic year 2016-17 and a second edition of the seminar was offered, this time, to all the students of the Faculty of Sciences. To improve some aspects of the first edition the methodology was modified. As in the previous edition, the main goal is to address the deficiency that the students may have regarding the competence of public speaking. Methodology In the academic year 2015-16, the “I Public Speaking Seminar”, with nine sessions of duration, counted with the participation of 27 students of the Degree in Chemistry. In its first session, an expert in public speaking gave the guidelines in creating an appropriate and attractive audio-visual presentation. Then, the students and after choosing a scientific article, preferably related to the subject of their “Final Project”, performed three tasks; firstly, they made a careful reading of the article and wrote an 232 abstract for their own oral presentation. Next, they prepared the audio-visual presentation with the most relevant information that would be shown, and finally the students made a 10 minutes long oral public exposition. To evaluate these tasks, three rubrics were developed by the faculty members involved in the project, in order to determine which the aspects that students had to work conscientiously were. Moreover, for the audio-visual presentation, apart from the formal aspects such as the structure of the subject, other aspects such as clear and understandable letter, harmony of design, images and well-built figures were also considered. All the faculty members filled both rubrics. Oral presentations were also evaluated by means of a rubric that was provided to the students on paper along to some guidelines on how to fulfil it. Both, faculty members and the undergraduate students (referred as peers) filled the rubric. As an example, in Figure 1, the filled rubrics generated for one student are shown. As it can be seen, more than forty rubrics were generated in every oral exposition, that later needed be processed in order to do the evaluation report. In addition, the oral presentations were recorded. The results of three tasks were collected. The evaluations by the Faculty members and those from peers were analyzed separately. An individualized report of each participant detailing the strengths and weaknesses according to the results of their evaluation was handed to each student. Thus, the students could use this information to correct their weaknesses in a second abstract and presentation. Figure 1.Rubrics created for oral presentation evaluations. Faculty members and peers filled in them in the classroom, just after the end of each talk. Table 1.Public Speaking Seminars programs 2015/16 Content 2016/17 Content The schedule of the first 1 Opening speech given by an expert in 1 Opening speech given by an expert in seminar can communication communication be seen in 2-5 Speech given by students. Subject related 2 Group dynamics Table 1. with their Final Project (10 minutes) After the first 6 Group dynamics 3, 4 Speech given by students. Free subject related round of talks with Science (5 minutes) was finished 7-9 Speech given by students. Free subject 5 Talk "Presentation techniques and public (session 5), a related with Science (5 minutes) speaking" given by an expert in phycology video 6 Oral presentation of students who have already defended the Final Project recordings of his/her own (participants in the 1st edition of the Seminar) 7 Coaching session given by the “Train Your talk was sent Talent” team to the each 8-10 Speech given by students. Subject related with student, their Final Project (10 minutes) along a selfassessment survey. When the results of these surveys were analyzed, it was noted that certain ideas appeared quite frequently, being mainly related to stage fright. Thus, a group dynamics session was introduced before beginning the second round of talks, with the aim of making the students feel more confident and, as a result, in their second talk the students felt more relaxed and spontaneous. In this case, the subject was free, but they were advised to choose a topic related to Science, but not everyone paid attention. Sessions Sessions At the end of the first seminar, students were asked to complete a survey on "Suggestions for improvement". According to their own comments, after attending the workshop they feel more confident to speak in public. Moreover, more group dynamics directed to strengthen self-confidence were also advised by the students themselves for further editions of the workshop. In addition, the students requested that the first talk would be related to a free topic, and the second to a scientific paper in order to have gained more confidence, experience, and more skills to defend it. On the other hand, a similar survey was conducted with the same goal among faculty members who participated in the project. As a conclusion, it may be said that a more intensive initial session seems necessary. It should set the guidelines for the preparation of slides (or visual support), abstract and oral presentation itself. The faculty members believed that the expert on public speaking should be not only an expert on communication, but also a scientist. Also, it was observed that although there have been improvements, it will be necessary to emphasize on guidelines on how to develop an audio-visual presentation and how to synthesize all that information in a summary in future editions of the seminar. 233 The suggestions of students and faculty members were taken into account when establishing the session schedule for the second edition (see Table 1). Thus, in the “II Public Speaking Seminar”, held in 2016-17, four of the sessions were conducted by experts in communication: in session 1, the guidelines for an effective audio-visual presentation to heterogeneous audiences were given; in session 2, a group dynamics to work on self-esteem and deal with stress took place; session 5 treated on public speaking skills and how to handle psychological or physical handicaps and stressful situations one can experience when communicating in front of an audience; session 7 was given by the coaching team “Train Your Talent” to stimulate and guide the students to achieve an effective public communication. Additionally, in session 6, students from the first edition of the seminar participated to give a talk and share their experience with present students. The rest of the sessions were reserved to oral expositions by the students. This time, as suggested by the participants in the first edition, their first talk was about a freely chosen topic related to Science (sessions 3 and 4), and the second was related to their own Final Project subject (sessions 8-10). In addition, other novelty was that the seminar was offered to all students of the Faculty of Sciences who were enrolled in the Final Project subject. Information was obtained from the Secretariat of the Faculty of Sciences. As can be seen in Table 2, 137 students were enrolled in this subject. It can be concluded from the data that the seminar could be offered to a large number of students, but despite that, 25 places were offered, due to the large amount of work involved. The 25 places were filled rapidly with students of different degrees, as can be seen in Table 2. However, quite surprisingly only thirteen students finished the seminar. Table 2. Number of students enrolled in the Final Project subject in each Degree of the Faculty of Sciences and number of students who did the seminar. Degree in … Biology Environmental Science Oenology Statistic Physics Chemical engineering Mathematics Chemistry TOTAL Enrolled in the Final Project 40 16 Enrolled in the Seminar 4 4 Finished the Seminar 2 2 4 4 16 18 4 1 0 1 3 0 0 1 22 17 137 1 10 25 0 5 13 Another novelty is that at the end of each student's presentation, three faculty members played the role of defense committee members and asked questions or gave suggestions, as it is done in the actual defense of the Final Project. Furthermore, after each talk, more comments on the presentation were given to students by other faculty members and their peers to highlight strengths and weakness and to guide them on how to improve their speaking public skills. As in the previous edition, an evaluation rubric was filled right after the talk, but this time Google Forms were used to save processing time and resources. Results and Discussion In 2015-16, twenty-five students delivered their abstract of the first presentation, while only 20 students wrote the abstract for the second talk. However, in the second round of summaries, a substantial improvement was observed, such as the increase of more than double in the number of students who have correctly followed the instructions for preparing the abstract from first to second; also, the average rating was significantly higher, and no abstract was rejected by any misspellings. Regarding the oral presentation and upon further analysis of the results for each student, it was noteworthy that peers scores were always higher than faculty scores with the exception of the scores of a single student, whose performance received the same grade from both audiences. It was also noted that the evaluation of the peers was strongly biased by interpersonal relationships. Thus, the student whose faculty and peers evaluations were more similar was a student that had little relationship with her peers. This lead us to think that closeness and friendship have a strong influence on the scores given by the students and care must be taken when analysing their results. In any case, the results from the first presentation showed that the students performed an acceptable job in public speaking, although there was still room for improvement. With the guidance and advices from faculty members and the communication expert, a better performance in their second exposition was observed, with significantly higher scores. This fact seems to suggest that the seminar was successful and the student improved their public speaking skills. As already mentioned, at the end of the seminar a survey with improvement suggestions and an internal self-assessment was made to help improve the methodology for the second edition. With this aim, three more sessions from communication specialists and talks given by Graduated students we expected that the students of the second edition of the seminar had the opportunity to gain a wider scope from the experts and to practice and improve their public speaking skill in these sessions. Moreover, the talks from recently Graduated students very familiar (even friends) to them, help them to gain confidence that 234 they can also succeed at public speaking, and that mastering this kind of communication is not restricted to well-trained professionals. The evaluation process was also improved by using Google Forms, which reduced paper costs and automatized data processing and analysis. Nonetheless, leaver rate was higher in second edition. Twenty-five students enrolled the seminar, but only 13 finished it, representing a 48 % of leavers. This higher leaver rate could be due to the broader students’ profile, since “II Public Speaking Seminar” was offered to all the undergraduate students from the Faculty of Sciences. Since Sciences students take numerous laboratory practices sessions, in many cases it was not possible to adjust laboratory practices and seminar timetables. Other reasons could be the fear of speaking in front of a wider audience with not as many familiar faces as in the first edition (since all the Chemistry students and professors share the same buildings and installations, but students of different degrees are scattered all over the University Campus) or not having a good level of English (since they had to read and summarize a scientific article written in English). Thus, in the second edition an effort by Faculty members was made to continually motivate the students, otherwise they would give up easily. With respect to the scores, as in the first edition, an improvement in the students’ speaking skills from the first to the second presentation was observed. The average grade for oral exposition increased from 7.0 to 8.1 (15.7 %) (data not shown)14. Student’s advances were observed mainly in the rubric items cover, introduction, and conclusions, while other items (text design, graphic design, appropriate language and table/figures/images layouts) showed the same average grades for both presentations. As for students’ communication skills, it was observed a similar progression, in this case for all rubric items such as verbal expression, non-verbal expression, visual contact, tuning of the voice, attitude and enthusiasm, organization and structure, and speech timespan. Considering peer versus faculty members’ grades, the first one was higher for the first presentation but they both were similar for the second talk. The differences observed in the scores of the both talks be believe that reflect a gain in critical spirit developed by the students as an additional skill during the seminar, as they learn what to expect from a good oral presentation. Conclusions The conclusions that can be drawn from the implementation of both seminar editions are: 1. Main problems: - The concurrence of seminars and laboratory sessions. In the first edition, this situation was easily solved because all the students were from the same Degree. However, in the second edition, which was opened to students in different Degrees, it was difficult to avoid the coincidence. This situation was probably one of the main reasons for dropout. - It is necessary to continually motivate the students, otherwise they give up easily. The fear of public speaking combined with poor English language skills (students had to read and summarize a scientific article in English) contributed to dropout. - Some students suggested the next “Public Speaking Seminar” to be held at an earlier date and at a different time to avoid the overlap between seminars and laboratory sessions; for example, at the beginning of the semester (in September or February) and between 12:00 and 14:00 hours because at this time there are usually no classes or labs scheduled. 2. Main successes: - The student’s public speaking skills improved. This is supported by the scores given to the students by their peers and faculty members at the end of their presentation; an average score of 8 out of 10 was recorded. Furthermore, several students that took part in the first seminar edition, obtained very good results in the defence of the Final Project of their major. - Students expressed an increase in confidence when speaking in public. In the satisfaction survey of the first and second editions, in average, 83.3% and 100% of the students answered that their capacity for public speaking after the seminar had improved. This demonstrates the effectiveness of the seminars. 3. Future trends: A better integration with the regular teaching of the degree studies is necessary, in order to improve the students' access to this complementary training. Thus, to improve attendance and minimize the problem of dropout, in future editions we will try to coordinate with the Reception and Tutoring Plan of the Faculty of Sciences to encourage and stimulate them to the convenience of carrying out the seminar for their future, both academic and professional. Acknowledgments The authors are grateful to Servicio de Orientación y Formación Docente (SOFD) and the Faculty of Sciences of the University of Extremadura for financial support. References 235 [1] I. Bilkstein, “Como falar em público: Técnicas de comunicaçāo para apresentações”, Sāo Paulo: Ática, 2010. [2] M.T.M.C. Martins and W.G. Fortes, Rev. Commun., 8 (2008) p. 139. [3] D.M.S.S. Marquezin, I.G. Viola, A.C.A. Moura et al., Codas, 27 (2015) p. 160. [4] S.E. Lucas, “A arte de falar em público”, Río de Janeiro: LTC Editora S.A., 2003. [5] M. Behlau, ed. “Voz: O livro do especialista”, Río de Janeiro: Revinter, 2005. [6] S.G.Hofmann and P.M. DiBartolo, Behav. Ther., 31, (2000) p. 499. [7] A.M. Goberman, S. Hughes and T. Haydock, Speech Comun., 53, (2011) p. 867. [8] M. Iacono, J. of PeriAnesthesia Nursing, 16(1), (2001) p. 27. [9] P.M. Westenberg, C.L. Bokhorst, A.C. Miers, S.R. Sumter, V.L. Kallen, J. van Pelt and A.W. Blöte, Biol. Phycol., 82, (2009) p. 116. [10] E.L. England, J.D. Herbert, E.M. Forman, S.J. Rabin, A. Juarascio, S.P. Goldstein, J. of Contextual Behavioral Sci., 1, (2012) p. 66. [11] A. Lucas, G. Holtmann, G. Gerken, et al., Brain, Behaviour, and Immunity, 20, (2006) p. 49. [12] A.C. Ferreira, A. Mesquita, A.C. Cortés and L. Caldas, J. of Voice, 31(1), (2017) p. 127.e7. [13] M.J. Tarpley and J.L. Tarpley, J. of Surgical Educ., 65(2), (2008) p. 129. [14] M.I. Rodríguez-Cáceres et al. Proceedings ICETIC 2017 236 espect of diversity and trasmission. However, our study shows that this program contributes to raise the Innovating in higher education through Degree Dissertations: Leemusica/Readmusic, a mobile application to introduce musical language in early ages (3-5 years old) Rosario Castanon-Rodriguez (1), Monica Garcia-Aguirre (2) (1) Departamento de Didáctica de la Expresión Musical. Facultad de Educación. Universidad de Valladolid. +34 983 381852,mariarosario.castanon@uva.es Resumen Leemúsica/readmusic es un programa innovador para introducir el lenguaje musical en edades tempranas a nivel escolar, con el apoyo de dos programas de investigación de la Junta de Castilla y León en colaboración con la Universidad de Valladolid. Dicho programa contempla el uso de las TIC en los niveles del segundo grado de Educación Infantil (3 a 5 años), para lo cual, en colaboración con el Departamento de Informática de la Facultad de Telecomunicaciones y el Departamento de Didáctica de la Expresión Musical de la Facultad de Educación y Trabajo Social de la Universidad de Valladolid, se han creado varias aplicaciones informáticas específicas a través de los Trabajos de Fin de Grado realizados por los alumnos de las titulaciones de Ingeniería Informática y del Grado de Maestro en Educación Infantil. Como ejemplo de esta fructífera colaboración se presenta el TFG “Aplicación informática para la introducción del lenguaje musical (Leemúsica) en dispositivos móviles: niveles 1 y 2 (3 años)”, realizado por la ingeniera informática y alumna Mónica García Aguirre y que fue defendido ante tribunal en enero de 2017 para la obtención del título de Grado en Educación Infantil. Dicha aplicación informática está diseñada en el sistema operativo Android para su funcionamiento tanto en dispositivos móviles táctiles (smartphones y tablets), así como para su utilización en el aula a través de las Pizarras Digitales Interactivas. Palabras clave: Leemúsica, lenguaje musical, edades tempranas, app, dispositivos móviles, Sistema Operativo Android, Trabajo de Fin de Grado. Abstract Leemusica/readmusic is an innovative program to introduce musical language in early ages at school. It received the support of two different Official Research Programs by Junta de Castilla y León and the University of Valladolid. It includes the using of ICT at Pre-school education (3 to 5 years old). The Departments of Computer Engineering and Didactic of Music are collaborating to create many specific software applications in order to provide pedagogical material related to Leemusica/readmusic developed by the university students through their Degree Dissertations. One of them is “An application for introducing musical language (Readmusic) in mobile devices: level 1 and 2 (3 ages old)”, developed by Monica Garcia Aguirre. It uses Android OS and it is implemented for smartphones and tablets as well as Interactive Smartboards in the classroom. Keyboard: Leemusica/Readmusic, musical language, early ages, app, Android OS, mobile devices, Degree Dissertation 1.- Introduction Leemúsica/Readmusic is a methodological proyect born in 2007 in the Faculty of Education at the University of Valladolid (Spain) attending the legal regulation of Pre-school education (Real Decreto 1630/2006 (published at BOE, January the 4th) that includes music in the third area: languages and representation. Early identifying and discrimination of linguistic and mathematical symbols is deeply extended, especially in constructivist methodology, improving in an active way linguistic stimulation in order to develop the pre-reading and writing process. Often music practice in early ages at school is linked to imitative aspects – learning songs by repeating previous samples – and imitating dances and active auditions, but usually music language is postponed till primary contents. This new and innovative methodology tries to extend linguistic basics to the music language from the very early ages. Leemusica/Readmusic is based on basic procedures of identifying, discrimination and association of graphic symbols of music language to a defined sound, and it uses also some other referents as using of color and diversity of graphic measure. It pretends to reinforce the similarity with the other elements of the reading and writing process, that is been stablished in a parallel, simultaneously and probably collaborative way. Main studies about links between language and the early stimulation of music are Akoshky (1996) [1], Stanley and Hughes (1997) [2], Anvari et alt. (2002) [3], Juslin and Laukka (2003) [4], Mc Mullen and Saffran (2004) [5], Schön et alt. (2004) [6], Jentschke et alt. (2005) [7] y Jordana (2008) [8]. All of them expose relevant theories about the relationship between both, oral and music language and the strong links with the development of skills related to pre-reading. 237 New methodology uses also traditional elements of pedagogy of music, as the relevance of psychomotricity and dance to stablish the rhythmic pulse, rhythmic syllabic (ta, titi, too, ss), using little percussion instruments and use of rainbow colors associated to the melodic. What it is really innovating is the methodology, based in the progressive introduction of rhythmic and melodic elements by programed sequences through short daily exercises introduced in the classroom routines with very little children (3 to 5 years old). Progressive contents begin by stimulating simple discrimination and associative procedures initiated by basic dichotomies. It also promotes sound discovering through instrumental and vocal performance, improving the process of autonomy and self-discovering. Contents are programmed every year, as it is a system to be applied at school, globalized, conducted by the generalist teacher – sometimes with support of music specialist teacher in the scholar center- , for every child, whatever their previous music abilities or skills – in the normal classroom with accessible materials. From its beginning, it uses ICT as a very useful tool to develop linguistic skills, and so we have initiate a close interdisciplinary work with both departments of the University of Valladolid: Didactic of Music at the Faculty of Education (Dra. Rosario Castanon) and Computer Science at the Superior Engineering School (Dr. Carlos Vivaracho). Regional administration Junta de Castilla y Leon in collaboration with the University of Valladolid promoted the interdisciplinary work by financing two research projects in 2008-9 y 2010-12 that make possible several publishing and diffusion in academic congress and conferences. Development steps finish when publishing the manual for early ages teachers and it begins a new status as university formation in the 3th year of the Grade of Teacher of Preschool at the Materia “Basics and didactic strategies of music”(6 ECT/60 hours) Degree Dissertations have given us a chance to develop some concrete aspects of practical applications, singularly in Computer Science, some of the most important are: Reguero Herrero, J.R. (2007) Herramienta de ayuda a la didáctica musical; Moreno Beniro, F. O. (2009) Música en colores para infantil; Mozo González, P.J. (2011) Aplicación musical educativa desarrollada en Adobe Flash/Action Script; García Agüera, D. (2012) Desarrollo de una aplicación para el aprendizaje del ritmo musical en educación infantil; Cotrina, M. e Ibáñez Rubio, N. (2012) Música Didáctica 3.0; Vega de León, S. (2014) El aprendizaje del lenguaje musical en Educación Infantil con Leemúsica.; Posadas Díez, B. (2014), La vuelta al mundo a través de las canciones con Leemúsica: Interculturalismo en el aula de Infantil; Duque Fernández, S. (2015) , La música de Asia-Oceanía en un aula de 5 años. Un proyecto intercultural; Sanz Izquierdo, M. (2016). Aplicación informática wix para la introducción globalizada de una unidad didáctica sobre Vivaldi en el aula de Educación Infantil; Martín Herrero, C. (2016) Leemúsica-Readmusic: análisis de una propuesta para el aula de educación infantil; García Aguirre, M. (2017) Aplicación informática para la introducción del lenguaje musical (leemúsica) en dispositivos móviles. Niveles 1 y 2 (3 años), Last one is going to be larger developed in the next. Now the methodology is going to be implemented at many private and public schools in Valladolid to evaluate its efficiency and other aspects. In a new program of Innovation supported by the Junta de Castilla y León (schools, teachers, and educative community) and the University of Valladolid (teachers formation, methodological design, Computer Science and app, Degree Dissertations, evaluation) there is designed a project of research and innovation of nine year long, to implement the complete music education from 3 to 12 years old, including redesigning primary contents after the paradigmatically change produced by the early stimulation of music language and its consequences, and making necessary adjust and adaptation to real school needs in collaboration with teachers and educative centers. A webpage is now been designed from the University of Valladolid to make more accessible the materials and apps as well as facilitate communication between university and teachers at school. 2.- Degree Dissertation: “An application for introducing musical language (Readmusic) in mobile devices: levels 1 and 2 (3 years old)” One of the Degree Dissertations done in this context is "An application for introducing musical language (Readmusic) in mobile devices: Levels 1 and 2 (3 years old) ", defended in January 2017, obtaining the qualification of Outstanding (A), and available in the repository of the University of Valladolid under the URI http://uvadoc.uva.es/handle/10324/22384. 238 It is an application for mobile devices that supports the methodology Leemúsica/ Readmusic at the first grade of Preschool education (3 years old, first and second semester) through Leemúsica/Readmusic ICT, whose implementation develops several of the basic Competence competences included in the Organic Law 2/2006, May the 3rd, Autonomy and The students can handle it autonomously, in Education (Table I). personal initiative thanks to its self-correcting character, not The app has been created according to the International Standard requiring the supervision of the teacher after a ISO/IEC 9126 Software engineering - Product quality, looking brief period of learning for an optimal model in terms of functionality, reliability, Competence in The musical language is included in the usability, efficiency, maintainability, portability and quality in Linguistic ‘Languages: communication and use. Devices that run it must have a touch screen size greater Communication representation’ área of the curriculum. With than 10 inches, Android Operating System v.4.0 Ice Cream the reading, it developes the reading sense Sandwich or higher, and storage and installation memory of 7 from left to right MB. The initial intention in the development of the app Competence in Music has a strong logical-mathematical Maths Leemúsica/Readmusic for Android devices is its use in component in the placement of notes on the staff, on the subdivisions bars, on the durations classrooms of Pre-school Education in which the students can of the rhythmic figures... have tablets to do the exercises. However, since we do not want to limit its use to this situation so strongly conditioned by the Information In a trivial way, since it is an ICT application for economic capacity of the school, it has also been contemplated its use in emulators like Genymotion or Droid4x that will allow its execution in computers with Windows operating system, and therefore on Interactive Smartboards, thus preserving the tactilemanipulative character of the app. When you run the app you find the main menu screen, designed for being used by the teacher. It consists of four buttons with the different levels of learning proposed by the Leemusica/Readmusic method, and a contextual menu at the top right. By pressing it, the teacher will get information about the app and configuration Figure 1. Main menú screen options. By pressing the button 3.1 in the main menu, you access the screen of the first semester of Pre-school Education 3 years old, where pupils can learn the contents of the staff and the treble clef, musical notes MI (E), SOL (G), and later DO (C), Visual color discrimination and special situation (DO/Red, SOL/Blue, MI/Yellow) and aural discrimination by height of the melodic drawing. Since we do not use the rythmic figures at this time, the mechanics are very simple: in order to place each note in the score, just press the corresponding button identified with the name of the note and its color. At that moment the note will sound and will be drawn on the staff. In case you want to modify any note of the score during the composition Figure 2. Composition at level 3.1 phase, before finishing its edition you could press the undo button as many times as necessary, secuentially erasing the notes so that they can be replaced by others. Table I. Basic competences 239 At the moment that you consider the composition finished -it has as limit 8 notes but it is not necessary to reach it-, we will press the advance button to pass to the next screen, in which you must go selecting the colors with which according to the method Leemúsica/Readmusic identify each musical note, and color each note with your finger or with a touch-screen pointer, as if you were using traditional paintings. The color selection is made by pressing the corresponding buttons. The color that is in use at that moment and that will be the one that stains the canvas when touching it, can be distinguished by Figure 3. Score coloring a darker edge. If you want to erase a trace, you can use the eraser with the same operation explained above, so that it will be selected until you choose one of the colors again. In order to see if you have made an adecuate use of the colors, pressing the check button you will hear an audio with the phrase "Muy bien” (Very well!) If you have succeeded, or "Casi, vuelve a intentarlo” (Close, try again) if you have had any failure. In addition, when the button is pressed, the solution will appear, so that the mistakes can be checked by comparison. We must remember that the accuracy when coloring is not very important, so getting out of the line will not be penalized. In this way the Montessori (1936) [9] guideline of autonomy and freedom of the learner is followed, integrating the correction of the exercise as part of the activity, so that the Figure 4. Checking the exercise learner can self-correct until he can internalize the knowledge that he is expected to acquire. If you want to listen to your composition, you have to press the play button and you will be able to hear the melody played on the piano. If you want to keep the score, you can press the save button at any time, both before starting to color -to print the score and color it by hand- as at any time during the coloring process. The image of the score will be stored in the gallery of the device. Level 3.2 corresponds to the second semester of Pre-School Education 3 years old, whose contents are the 2/4 meter, the bar lines and final double bar, the rhythmic figures quarter note (TA), two eighth notes (TITI), half note (TOO) and quarter note rest (Ssss), and the combination of rhythmic and melodic reading. At this point rhythmic figures are already introduced, so the composition mechanics will be somehow different from the previous level. First select the desired figure, quarter note, half note or two eighth notes that will be marked dark gray. Then press the corresponding note DO (C), MI (E) or SOL (G) and it will be drawn on the staff with the figure previously selected (the bar lines will appear automatically according to 2/4 meter). In the case of the half note, the app will check whether or not it can be drawn according to the space remaining in the measure, and if not, it won’t draw it. The behaviour of the quarter note rest will be that by pressing the button, it will be automatically drawn. The coloring, melody and save screen does not differ in performance Figure 5. Compositión at level 3.2 with level 3.1. 3.- Results and discussion This tool of recent design is mean to be implemented in 2017/18 in many schools under an innovation program supported by Junta de Castilla y Leon, as well public and private in Valladolid, in which many teachers of preschool and specialized music teachers of centers will collaborate actively. Use of tablets and other mobile devices is going to be improved under many programs of educative innovation, and Leemusica/Readmusic is one of the pedagogical tools chosen to develop the actual contents of curriculum. Initially, a period of three years is mean to implemented the complete methodology in preschool (3-5 years old), but project provides also the adaptation of posterior contents in primary and its implementation under the specialized music teacher till complete the school period (6-12 years old). 240 4.- Conclusion Collaborative work between teachers and students through Degree Dissertations has a new dimension creating didactic tools that are mean to be used in the education system for the instruction of new teachers. First they revert in university education by its introduction in Grade´s curriculum. They promote interdisciplinary and collaborative work at all levels: departments, professors, students and centers of Higher Education, in this case the Faculty of Education and Social Work and the Faculty of Computer Engineering of the University of Valladolid. Then, its application at schools, by continue formation of teachers of the centers (by the Centers of Educational Formation an Innovation) and the collaborating teachers in research an innovate programs supported by the University and Regional Administrations. Computer applications associated to the program are accessible at the webpage for collaborators and under demand for external. There are many partial versions mean to be used by young children at home under demand and parental consent, in order to promote creativity and artistically expression through random linguistic construction and gamification procedures. Personal autonomy and creativity are developed by using educative technologies. Educative Innovation closes a circle of interaction at all educative level and all the implicated institutions in order to get an efficient and significant learning by collaborating. Research, design and applicability are basic to get that educative innovations reached their final destination and goals. 5. References [1] Akoshky, Judith, “El lenguaje musical en la educación infantil” Revista Eufonía, 11 (1998) [2] Standley, J. M. and Hughes, J., “Evaluation of an early intervention Musical Curriculum for enhancing Prereading/writing skills”, Music Therapy Perspectives, 15 (1997) [3] Anvari, S. H., Trainor, L.J., Woodside, J. and Levy B.A., “Relations among musical skills, phonological processing and early reading ability in preschool children”, Journal of experimental child psychology, 83 (2002), p. 11-130 [4] Juslin, P.N. and Laukka, P. “Communication of emotions in vocal expression and music performance: different channels, same code?”, Psychological Bulletin, 129 (2003).p.780-814 [5] McMullen, E. andSaffran, J., “Music and language: A developmental comparison”, Music Perception, 21, (2004) p. 289311 [6] Schön, D., Magne, C. and Besson, M., “The music of speech: music training facilitates-pitch processing in both music and language”, Psychophysiology, 41, (2004), p.341-349 [7] Jentschke, S., Koelsch, S. and Friederici, A., “Investigating the relationship of music and language in children”, Annals New York Academy of sciences, 1060, (2005), p. 231-242 [8] Jordana Puig, Marta. “La contribución de la música en la estimulación de procesos de adquisición del lenguaje”, Revista Eufonía, 43 (2008) [9] Montessori, Maria. “El secreto de la infancia”, Diana, México, 1936. 241 Innovar en educación superior a través de los Trabajos de Fin de Grado: Leemusica/Readmusic, una aplicación para dispositivos móviles para introducir el lenguaje musical en edades tempranas (3-5 años) Rosario Castanon-Rodriguez (1), Monica Garcia-Aguirre (2) (1) Departamento de Didáctica de la Expresión Musical. Facultad de Educación. Universidad de Valladolid. +34 983 381852,mariarosario.castanon@uva.es Resumen Leemúsica/Readmusic es un programa innovador para introducir el lenguaje musical en edades tempranas a nivel escolar, con el apoyo de dos programas de investigación de la Junta de Castilla y León en colaboración con la Universidad de Valladolid. Dicho programa contempla el uso de las TIC en los niveles del segundo grado de Educación Infantil (3 a 5 años), para lo cual, en colaboración con el Departamento de Informática de la Facultad de Telecomunicaciones y el Departamento de Didáctica de la Expresión Musical de la Facultad de Educación y Trabajo Social de la Universidad de Valladolid, se han creado varias aplicaciones informáticas específicas a través de los Trabajos de Fin de Grado realizados por los alumnos de las titulaciones de Ingeniería Informática y del Grado de Maestro en Educación Infantil. Como ejemplo de esta fructífera colaboración se presenta el TFG “Aplicación informática para la introducción del lenguaje musical (Leemúsica) en dispositivos móviles: niveles 1 y 2 (3 años)”, realizado por la ingeniera informática y alumna Mónica García Aguirre y que fue defendido ante tribunal en enero de 2017 para la obtención del título de Grado en Educación Infantil. Dicha aplicación informática está diseñada en el sistema operativo Android para su funcionamiento tanto en dispositivos móviles táctiles (smartphones y tablets), así como para su utilización en el aula a través de las Pizarras Digitales Interactivas. Palabras clave: Leemúsica, lenguaje musical, edades tempranas, app, dispositivos móviles, Sistema Operativo Android, Trabajo de Fin de Grado. Abstract Leemusica/readmusic is an innovative program to introduce musical language in early ages at school. It received the support of two different Official Research Programs by Junta de Castilla y León and the University of Valladolid. It includes the using of ICT at Pre-school education (3 to 5 years old). The Departments of Computer Engineering and Didactic of Music are collaborating to create many specific software applications in order to provide pedagogical material related to Leemusica/Readmusic developed by the university students through their Degree Dissertations. One of them is “An application for introducing musical language (Readmusic) in mobile devices: levels 1 and 2 (3 ages old)”, developed by Monica Garcia Aguirre. It uses Android OS and it is implemented for smartphones and tablets as well as Interactive Smartboards in the classroom. Keyboard: Leemusica/Readmusic, musical language, early ages, app, Android OS, mobile devices, Degree Dissertation. 1.- Introducción Leemúsica/Readmusic es un proyecto metodológico que surge en 2007 en la Facultad de Educación de la Universidad de Valladolid a partir de la publicación del Real Decreto 1630/2006 (BOE 4 de enero de 2007) que establece las enseñanzas mínimas del segundo ciclo de la Educación Infantil y que contempla la música dentro de la tercera área de conocimiento: lenguajes y representación. 242 La identificación y discriminación temprana de los símbolos lingüísticos y matemáticos está fuertemente asentada en la educación infantil desde edades tempranas, especialmente entre la metodología constructivista, que fomenta de manera activa la estimulación lingüística en aras del desarrollo del proceso lectoescritor. Sin embargo, normalmente la práctica musical en edades infantiles se realiza en torno a aspectos más imitativos (por repetición auditiva de canciones) y lúdicos (danzas y audiciones activas), mientras los aspectos del lenguaje musical básico no se contemplan hasta cursos posteriores de Primaria. Por ello, esta nueva metodología es innovadora desde su base, ya que pretende extender los principios lingüísticos que se utilizan en otros parámetros al lenguaje musical. Leemúsica/Readmusic se basa en principios básicos de identificación, discriminación y asociación de los símbolos gráficos del lenguaje musical a un sonido determinado, apoyándose además en otras como el uso del color y la diferenciación del tamaño gráfico. Y sobre todo, pretende incidir en la similitud con el resto del proceso lectoescritor al que se establece de manera paralela, simultánea y tal vez colaborativa. A este respecto es interesante consultar los estudios de Akoshky (1996) [1], Standley and Hugues (1997) [2], Anvari et alt. (2002) [3], Juslin y Laukka(2003) [4], Mcmullen and Saffran (2004) [5], Schön et alt. (2004) [6], Jentschke, S. et alt. (2005) [7] y Jordana (2008) [8] entre otros, ya que todos ellos exponen relevantes teorías sobre la relación entre ambos lenguajes: oral y musical y la interrelación entre el desarrollo de las habilidades ligadas al proceso lectoescritor. La nueva metodología utiliza elementos pedagógicos musicales ya establecidos desde hace más de un siglo, como son la importancia de los ejercicios de psicomotricidad y la danza para el establecimiento de la pulsación rítmica, el uso de la sílaba rítmica (ta=negra, titi=dos corcheas, too=blanca, ss= silencio de negra), el uso de los instrumentos de pequeña percusión y la percusión corporal y el uso de los colores del arco iris para la diferenciación de las alturas melódicas. Pero lo verdaderamente innovador es el proceso metodológico, basado en la introducción paulatina de los elementos rítmicos y melódicos en secuencias programadas a través de pequeños ejercicios diarios que se introducen en la dinámica de rutinas del aula de Educación Infantil. La progresión de contenidos es fundamental, iniciándose a partir de dicotomías básicas que incitan al niño a fomentar procedimientos de asociación y discriminación sencillos. Y además, incita al descubrimiento sonoro a través de la interpretación instrumental y vocal, favoreciendo el proceso de autonomía y el aprendizaje por descubrimiento (y no únicamente la dependencia de la imitación). Propone una programación de contenidos en cada año escolar, puesto que es un sistema planificado para la educación escolar básica, globalizada, aplicada por el maestro generalista en Educación Infantil, a veces con apoyo de los maestros especialistas en Educación Musical del centro, para todos los niños (no sólo para aquellos con cualidades específicas), en el horario normal del aula y con materiales accesibles. Desde su inicio, se contempla el uso de las TIC como una herramienta conjunta para el desarrollo lingüístico y así comienza la colaboración interdisciplinar entre los departamentos de Didáctica de la expresión musical de la Facultad de Educación (Dra. Mª Rosario Castañón) y el departamento de Informática de la Escuela Superior de Ingeniería Informática y Telecomunicaciones (Dr. Carlos Vivaracho) de la Universidad de Valladolid. Dicha colaboración se vio reforzada en dos Proyectos de Investigación financiados por la Universidad de Valladolid y la Junta de Castilla y León: (2008-09) y (2010-12). Fruto de estos proyectos de investigación se produjeron diferentes publicaciones y difusión en varios congresos académicos. Esta etapa de desarrollo culmina en la publicación del manual para los profesores de Educación Infantil y se inicia su divulgación en la formación universitaria a través de la docencia en la asignatura básica obligatoria de “Fundamentos y estrategias didácticas a través de la música” que se imparte en tercer curso del Grado de maestro en Educación Infantil. Los Trabajos de Fin de Grado han sido también una importante y definitiva oportunidad para desarrollar algunos aspectos de aplicación práctica concretos. Algunos se han desarrollado desde la titulación de Ingeniería Informática y otros desde el Grado de Maestro en Educación Infantil. Algunos de los más importantes realizados estos últimos años han sido los siguientes: Reguero Herrero, J.R. (2007) Herramienta de ayuda a la didáctica musical; Moreno Beniro, F. O. (2009) Música en colores para infantil; Mozo González, P.J. (2011) Aplicación musical educativa desarrollada en Adobe Flash/Action Script; García Agüera, D. (2012) Desarrollo de una aplicación para el aprendizaje del ritmo musical en educación infantil; Cotrina, M. e Ibáñez Rubio, N. (2012) Música Didáctica 3.0; Vega de León, S. (2014) El aprendizaje del lenguaje musical en Educación Infantil con Leemúsica.; Posadas Díez, B. (2014), La vuelta al mundo a través de las canciones con Leemúsica: Interculturalismo en el aula de Infantil; Duque Fernández, S. (2015), La música de Asia-Oceanía en un aula de 5 años. Un proyecto intercultural; Sanz Izquierdo, M. (2016). Aplicación informática Wix para la introducción globalizada de una unidad didáctica sobre Vivaldi en el aula de Educación Infantil; Martín Herrero, C. (2016) Leemúsica-Readmusic: análisis de una propuesta para el aula de educación infantil; García Aguirre, M. (2017) Aplicación informática para la introducción del lenguaje musical (Leemúsica) en dispositivos móviles. Niveles 1 y 2 (3 años) todos ellos defendidos en la Universidad de Valladolid. De este último es el que vamos a detallar en la parte central de este trabajo. Actualmente está en una nueva fase de aplicación, correspondiente a la implementación en varios colegios públicos y concertados de la ciudad de Valladolid. En dicho programa, que va a participar en los proyectos de innovación educativa de la Junta de Castilla y León, están involucrados la Universidad para la formación de los futuros profesores, la continuidad en el diseño y elaboración de las aplicaciones informáticas, la realización de Trabajos de fin de grado, la investigación educativa y la evaluación de resultados, junto con el CFIE para la formación de profesorado en activo. Se está coordinando una nueva planificación a nueve años vista que incluye la introducción del lenguaje musical en edades tempranas con Leemúsica/Readmusic y el rediseño de la educación musical en Educación Primaria a partir del cambio paradigmático del lenguaje. En esta nueva etapa, colaboran la Universidad, varios centros escolares de Educación Infantil y Primaria de Valladolid, el CFIE y la Consejería de Educación de la Junta de Castilla y León a través de la Dirección General de Innovación, tanto para desarrollar la planificación de contenidos como el diseño metodológico, el ajuste y la adaptación a las necesidades 243 escolares y la evaluación y difusión de resultados en revistas académicas. Está en construcción una página web con dominio en la Universidad de Valladolid para dar accesibilidad a los materiales diseñados. 2.- El trabajo de fin de grado: Aplicación informática para la introducción del lenguaje musical (Leemúsica) en dispositivos móviles. Niveles 1 y 2 (3 años) Uno de los Trabajos de Fin de Grado realizados en este contexto es “Aplicación informática para la introducción del lenguaje musical (Leemúsica) en dispositivos móviles. Niveles 1 y 2 (3 años)”, defendida en enero de 2017, que obtuvo la calificación de Sobresaliente y se encuentra disponible en el repositorio de la Universidad de Valladolid bajo la URI http://uvadoc.uva.es/handle/10324/22384. Se trata de una aplicación para dispositivos móviles que apoya Tabla I. Competencias básicas la metodología Leemúsica/Readmusic en el primer curso (3 años, primer y segundo cuatrimestres) a través de las TIC, cuya Leemúsica/Readmusic implementación favorece el desarrollo de varias de las Competencia competencias básicas recogidas en la Ley Orgánica 2/2006, Autonomía e El alumnado podrá manejarla de forma del 3 de mayo, de Educación (Tabla I). iniciativa personal autónoma, con carácter autocorrectivo, no La aplicación ha sido creada de acuerdo con el Estándar requiriendo la supervisión del maestro tras un Internacional ISO:9126 para la Evaluación de la Calidad del breve periodo de aprendizaje Software, buscando un modelo óptimo en cuanto a Competencia en Está recogido en el Currículum el lenguaje funcionalidad, fiabilidad, usabilidad, eficiencia, comunicación musical dentro del área III. Lenguajes: mantenibilidad, portabilidad y calidad en uso. Los dispositivos lingüística comunicación y representación. Favorece con la que la ejecuten deberán poseer una pantalla táctil de tamaño lectura y composición musical el sentido superior a 10 pulgadas, Sistema Operativo Android en su lectoescritor de izquierda a derecha versión 4.0 Ice Cream Sandwich o superior, y memoria de almacenamiento e instalación de 7 MB. Competencia La música posee un fuerte componente lógicoLa intención inicial en el desarrollo de la aplicación matemática matemático en la colocación de las notas en el pentagrama, en las subdivisiones de los LeeMúsica para dispositivos Android es su utilización en aulas compases, en las duraciones de las figuras… de Educación Infantil en las que el alumnado pueda disponer de tablets para la realización de los ejercicios. Sin embargo, ya Tratamiento de la De forma trivial, al tratarse de una aplicación que no queremos limitar su uso a esta situación tan fuertemente información y TIC para dispositivos móviles, y también condicionada competencia digital exportable a pizarra digital por la capacidad económica del Competencia para Fomenta el interés por la elaboración de aprender a composiciones musicales propias, y posibilita el centro lectivo, aprender aprendizaje autónomo por medio de la también se ha autocorrección contemplado su utilización en Competencia Acerca a los alumnos/as a la música en su emuladores cultural y artística forma escrita y favorece su capacidad creativa musical Ilustración 2. Pantalla menú principal como Genymotion o Droid4x que permitirán su ejecución en ordenadores con sistema operativo Windows, y por tanto en pizarras digitales, conservando así el carácter táctil-manipulativo de la aplicación. Al iniciar la aplicación nos encontramos con la pantalla de menú principal, pensada para su manejo por el docente. Ésta consta de cuatro botones con los diferentes niveles de aprendizaje propuestos por el método LeeMúsica, y un menú contextual arriba a la derecha. Pulsándolo, el maestro o maestra obtendrá información sobre la aplicación y opciones de configuración. Al pulsar el botón 3.1 en el menú principal, accedemos a la pantalla de edición de partituras de primer semestre de Educación Infantil 3 años, donde se trabajan los contenidos de pentagrama y la clave de sol, las notas musicales MI, SOL, y posteriormente DO, la discriminación visual por colores y situación espacial (DO/Rojo, SOL/Azul, MI/Amarillo) y la discriminación auditiva por movimiento del dibujo melódico. Dado que en este momento aún no empleamos las figuras rítmicas, su mecánica es muy simple: para colocar cada nota en la partitura únicamente pulsaremos el botón correspondiente identificado con el nombre de la nota y su color. En ese momento la nota Ilustración 2. Composición para el nivel 3.1 sonará y quedará dibujada en la partitura. En caso de querer modificar alguna nota de la partitura durante la fase de composición, antes de dar por terminada su edición podremos pulsar el botón deshacer tantas veces como sea necesario, borrando progresivamente las notas para poder sustituirlas por otras. 244 En el momento que consideremos que la composición está terminada (tenemos como límite 8 notas pero no es necesario alcanzarlo), pulsaremos el botón avanzar para pasar a la siguiente pantalla, en la que debemos ir seleccionando los colores con los que según el método LeeMúsica se identifica cada nota musical, y colorear cada una de las notas con el dedo o con un puntero apto para pantalla táctil, como si estuviéramos utilizando pinturas tradicionales. Ilustración 3. Coloreado de la partitura La selección de color se realiza pulsando los botones correspondientes. El color que se encuentra en uso en ese momento y que será el que tiña el lienzo al tocarlo se puede distinguir por el borde más oscurecido. En caso de querer borrar algún trazo, podemos emplear la goma de borrar con el mismo funcionamiento anteriormente explicado, de forma que quedará seleccionada hasta que volvamos a escoger de nuevo alguno de los colores. Para ver si hemos hecho un uso correcto de los colores, con el botón comprobar escucharemos un audio con la frase “¡Muy bien!” si hemos acertado, o “Casi, vuelve a intentarlo” si hemos tenido algún fallo. Además al dejar pulsado dicho botón, aparecerá la solución, con lo cual se podrá comprobar por comparación cuál ha sido el fallo. Debemos recordar que la exactitud a la hora de colorear no resulta del todo importante, por lo que salirse de la línea no será penalizado. De este modo se sigue la pauta Montessori (1936) [9] de autonomía y libertad del educando, integrando la corrección del ejercicio como parte de la actividad, de modo que el alumno pueda autocorregirse hasta Ilustración 4. Comprobación del ejercicio llegar a interiorizar los conocimientos que se pretende que adquiera. Si deseamos escuchar nuestra obra, pulsaremos el botón play y podremos oír interpretada al piano la melodía compuesta. En caso de querer conservar la partitura, podremos pulsar el botón guardar en cualquier momento, tanto antes de empezar a colorear -para imprimir la partitura y colorearla a mano- como en cualquier momento del proceso de coloreado. La imagen de la partitura quedará almacenada en la galería del dispositivo. El nivel 3.2 corresponde al segundo semestre de Educación Infantil 3 años, cuyos contenidos son el compás de 2/4, las líneas divisorias y doble barra final, las figuras rítmicas negra (TA), dos corcheas (TITI), blanca (TOO) y silencio de negra (Ssss), y la combinación de la lectura rítmica y melódica. En este momento ya se introducen las figuras rítmicas, por tanto la mecánica de composición será algo diferente al nivel anterior. En primer lugar seleccionaremos la figura deseada negra, blanca o dos Ilustración 5. Composición para el nivel 3.2 corcheas que quedará marcada de color gris oscuro. A continuación pulsaremos la nota correspondiente DO, MI o SOL y se dibujará en el pentagrama con la figura previamente seleccionada (las líneas de compás aparecerán automáticamente de acuerdo con la subdivisión 2/4). En el caso de la figura blanca, la aplicación comprobará si puede o no ser dibujada en función del espacio restante en el compás, y en caso negativo, no la dibujará. El funcionamiento del silencio de negra será que al pulsarlo se dibujará automáticamente. La pantalla de coloreado, reproducción de la melodía y guardado no difiere en cuanto a funcionamiento con la del nivel 3.1. 3.- Resultados y debate La herramienta de reciente diseño está pensada para ser aplicada a partir del curso 2017/18 en varios colegios bajo un programa de innovación de la Junta de Castilla y León, en el que participarán varios colegios privados y públicos de Valladolid. En dicho programa colaborarán los profesores del segundo ciclo de Educación Infantil de los centros, así como el profesor especialista en Educación Musical de los mismos. Al amparo de las inversiones de los programas de innovación se pretende la introducción paulatina de la tablet y otros dispositivos móviles Android en el aula para su utilización con herramientas educativas existentes en el curriculum. Inicialmente se prevé un periodo de aplicación de tres años para la implantación de la metodología completa en el segundo ciclo de Educación Infantil. El proyecto abarca también en etapa posterior, la adaptación de los contenidos y la puesta en práctica de la metodología en Educación Primaria (esta vez a cargo del profesorado especializado en educación musical) en dos ciclos de tres años cada uno hasta completar el período de formación escolar. 4.- Conclusiones La colaboración entre alumnos y profesores a través de los Trabajos de Fin de Grado tiene una nueva dimensión a través de la realización de herramientas didácticas que a su vez son utilizadas en el propio sistema educativo para la formación de nuevos maestros a través de proyectos de innovación. Primero revierten en la formación universitaria a través de la docencia en las asignaturas del grado de Educación Infantil. Fomentan la relación interdisciplinar y la colaboración entre estudiantes y profesores, así como departamentos y centros educativos de Educación Superior, en este caso la Facultad de Educación y Trabajo Social y la Escuela Superior de Ingeniería Informática de la Universidad de Valladolid. 245 En segundo lugar se aplican en el sistema escolar, a través de la formación continua de los maestros de Educación Infantil y los especialistas de Educación Musical en los centros a través de programas de formación del CFIE y de los maestros colaboradores en el proyecto de investigación, promovido en colaboración entre la Universidad de Valladolid y la Junta de Castilla y León. Las aplicaciones informáticas asociadas al programa están disponibles en la página web de la metodología para los profesores colaboradores y bajo demanda para personal externo. También pueden estar disponibles versiones para el uso individualizado de los alumnos en sus hogares bajo petición paterna. Así se fomenta la creatividad infantil de melodías propias a través de la construcción lingüística aleatoria y se inician procedimientos de gamificación. Se desarrollan también los principios de desarrollo de la autonomía personal y la creatividad a través del uso lúdico de las tecnologías educativas. Por último, destacar que la innovación educativa cierra un círculo de interacción entre todos los niveles educativos y todas las instituciones implicadas, ya que sin la colaboración de todas ellas es imposible y poco fructífero el trabajo realizado. La investigación, el diseño y la aplicabilidad son fundamentales para que las innovaciones educativas lleguen a sus destinatarios finales. 5. Referencias [1] Akoshky, Judith, “El lenguaje musical en la educación infantil” Revista Eufonía, 11 (1998) [2] Standley, J. M. and Hughes, J., “Evaluation of an early intervention Musical Curriculum for enhancing Prereading/writing skills”, Music Therapy Perspectives, 15 (1997) [3] Anvari, S. H., Trainor, L.J., Woodside, J. and Levy B.A., “Relations among musical skills, phonological processing and early reading ability in preschool children”, Journal of experimental child psychology, 83 (2002), p. 11-130 [4] Juslin, P.N. and Laukka, P. “Communication of emotions in vocal expression and music performance: different channels, same code?”, Psychological Bulletin, 129 (2003).p.780-814 [5] McMullen, E. andSaffran, J., “Music and language: A developmental comparison”, Music Perception, 21, (2004) p. 289311 [6] Schön, D., Magne, C. and Besson, M., “The music of speech: music training facilitates-pitch processing in both music and language”, Psychophysiology, 41, (2004), p.341-349 [7] Jentschke, S., Koelsch, S. and Friederici, A., “Investigating the relationship of music and language in children”, Annals New York Academy of sciences, 1060, (2005), p. 231-242 [8] Jordana Puig, Marta. “La contribución de la música en la estimulación de procesos de adquisición del lenguaje”, Revista Eufonía, 43 (2008) [9] Montessori, Maria. “El secreto de la infancia”, Diana, México, 1936 246 Educational success in the basic subjects (Spanish Language and Mathematics). Landscape and citizenship Miguel Castro (1) Instituto Politécnico de Portalegre. Portugal +351245399400 – miguelcastro@esep.pt 1. Introduction – The landscape has always been and still is a central concept in Geography. However, the complexity of geographic analysis has often left behind some basic concepts such as landscape. As a teacher, Educator and Geographer, the introduction of spatial concepts in preschool must begin with what is basic. The observation of space, its understanding, analysis and critical posture in relation to it, must be a posture to encourage from a very early age, because they are essential to the development of the children. Thus, we thought about a project that started from the landscape, to introduce spatial aspects and develop children’s critical thinking before reality. The 21st century school is not only intended to train students with scientific knowledge which can later apply to monotonous and repetitive jobs. Students are required to be citizens who live in the world, understand it, are proactive, interventive and critical. To achieve this purpose, school will have to introduce new ways of thinking, new skills, prepare for new work tools, develop communication skills. It has to create global citizens who can intervene in the contexts where they work. The landscape is the support of all human activity and it reflects the behaviors, history and social dynamics. Careful observation of the landscape provides us not only with spatial information of reality and its construction, but it also guides us to the paths to be taken in spatial organization and gives intervention clues with a view to mitigate, correct and improve reality. This process can only result from those who look at the environment in a critical and constructive way. However, the concept associated with the landscape is complex and subjective. If geography traditionally defined Landscape as the portion of the earth's surface covered by the eye of the observer, each of us facing the same portion of the earth's surface tends to describe it differently, giving different relevance to different details. The concept of landscape is not of consensual and peaceful definition. In the dictionary the concept is not defined just as mentioned; it also has as its artistic value, the territory, its picturesque and also genre of painting or literature, whose purpose is the representation or description of the countryside or country places. In fact, the word landscape appears for the first time linked to the painting that represented the countryside, the rural, the bucolic, the natural, in the late fifteenth, early sixteenth century. It was linked to new aesthetic currents that sought to break with the religious paradigms of medieval explanation. This origin still exists today, in the imagination of many people, who associate the term landscape with nature, beauty and harmony of nature. The origin of the word itself comes both from the German - landschaft, which originated the English landscape, and which had the dual objective meaning of a part of the terrestrial surface, and depending on the (subjective) observer, the appearance of a fragment of Surface of the earth. In the French language paysage derives from pays, in the sense of space, territory. The concept of landscape in Geography also depends on the epistemological posture or current that is most in accordance with the theoretical framework. For example, in Marxist schools, space is a social construction and the landscape reflects the dynamics and dialectics between capital and labor, past and present. In the most humanistic and culturalist schools, the landscape is also a lived space, which acquires meanings beyond the (more or less) objective fact of nature and physical space as such. The landscape is made up of sensations, symbolisms and experiences. Culture influences both the construction of the landscape through the collective action of a group of human beings with history and common pasts, as well as the diversity of their experiences in the construction and transformation of space, also the observer has an experience and feelings about the space he observes and describes. The landscape has material and concrete elements, but also immaterial and symbolic ones, and it is influenced by the perception of the human who observes it. Yi-Fu Tuan, in "Topofilia" [1:160], writes: "Humanist Geography seeks an understanding of the human world through the study of people's relations with nature, their geographical behavior as well as their feelings and ideas about space and place." From this point of view, we can see that landscape has multiple interpretations; in the context of preschool, is intended to be a first glance to the environment in which children live. At these ages, the sensations and experiences mark the relations with the environment and also with the landscape. It is in our interest for children to watch and be awakened to the landscape in a critical manner and not just in a passive way. In fact, the attitude towards a landscape, with symbolic and immaterial values, is closer to the children's imagination than the concept of a landscape as a socially constructed space. What is essential is that children perceive the landscape and become aware of the fact that it can be improved through human decision making by intervening or protecting it from being altered. To get children to think of space when they are face to face with a landscape is to introduce Geography in preschool. Besides the landscape, it is also up to the educator to develop the aesthetic and orderly sense vis-à-vis the surrounding environment. Aesthetics is also a concept often charged with subjectivity, about which much has already been written and which is outside our scope of analysis. However, the order, the smoothness and the correct position of the elements of the landscape, as well as the aesthetic sense must always be worked with the child. In the practice of many educators, the work with the musical and plastic expression goes through tasks from works of well-known authors and of unquestionable quality. Fortunately, it is common to hear that in the classrooms there are works of classical music, ranging from Mozart to Bach., Educating the child's senses for quality and harmony from a very young age, leaving aside the simplification of an environment which is perhaps more familiar to them - fair music, popular festivals, television contests for lower educated audiences. 247 Following this line of reasoning, and leaving out a more in-depth discussion of the concept of aesthetics, let us focus on Harmony. Order in counterpoint with Chaos. Harmony, Greek goddess (and later also Roman) was married to Cadmus; two of the wedding gifts were a peplo from Athens and a necklace from Hephaestus. Due to a curse attached to these artifacts, all who wore them suffered tragically, which happened even to the couple's grandchildren. Notwithstanding the misfortunes and tragedies they always continued a united couple. Harmony thus comes from Greek and Latin, and the name of this goddess is always linked to beauty. His body had perfect proportions, that is, it was harmonious. Harmony was the opposite of the goddess of discord. Harmony refers to organization, coherence, balance, agreement, enjoyment, conformity, understanding among several elements, in the presence of each other; Harmony also refers to another concept, coming from the Greek - Cosmos - order and ... harmony, by counterpoint to Chaos. The landscape is a reflection of the action or inaction of men on the environment. Its attentive observation provides us with information about the observed reality and its construction, and points out clues for intervention. This process comes from those who observe the environment critically, understand it and intend to transform or preserve it. Therefore, looking deeply into the landscape should begin in the early years of school, as it leads to the formation of bases for developing proactive active adults. The goal of this study was to try to understand the potential that landscape can have in the civic and geographic education of pre-school children. We made up a worksheet for landscape observation and gave it to children from several kindergartens of the county of Portalegre, Portugal. Besides using this worksheet, the teachers also applied the observation of the environment in an indirect way, through photographs that presented a clearly positive or negative reality. The activities were based on the concepts of children’s stages of development, according to Kieran Egan. The "mythical" stage comprises characteristics that help us understand how we should approach the child's imagination. The first is intellectual security; through the myth, we convey "exhaustive explanations of why things are as they are, and fixing the meaning of events through their relation to sacred patterns." [2:23] The second mark is the lack of sense of diversity - "the fact that children do not have the sense of the diversity of things can be explained simply as lack of experience and knowledge of change and causality on a historical scale and in a given geographical space."[3:24]. The third trait "is the lack of a sense of the world as something autonomous and objective. (...) The child’s world is full of entities that acquire meaning through the things they know best: love, hate, joy, fear, good, evil. [4:24]. Finally, the understanding of reality is best achieved by articulating reality in well-defined binary oppositions. Thus, in addition to the activities being introduced in a playful way and through games, the issues and realities presented always took into account well-defined binary opposites. The assessments and conclusions drawn from this were based on information, field notes and responses to the landscape observation worksheet that the educators conducted and collected. We worked and analyzed the answers by sex and age; in addition, we reflected on the adjective that was proposed to the children about the spaces observed, and the suggestions of interventions in the environment they proposed. These data were collected in two moments: the first during the direct observation of the landscape and the second in the classroom, through photographs (indirect observation). The final results were very positive. The children participated and became involved in the activities and managed to look into the space nearby in a not only more attentive, but also more interventive way. They pointed out the problems and suggested interventions. The central conclusion is the potential that the use of an omnipresent, economical and accessible resource - the landscape - can represent as a tool for an education that does not only focus on cognitive concepts and contents, but also prepares children to have an interventive, critical, active and constructive attitude as citizens. The children were stimulated to adopt a reflective attitude and their opinions were appreciated and valued. Two objectives were achieved: we equipped pupils and the school with tools to interpret the environment, and we brought the concrete reality into the school, making it more meaningful for the children. 2. Experiment - In five kindergartens (two rural and three urban) of the county of Portalegre, we carried out a landscape observation experience that covered 106 children between the ages of three and six. I would like to thank the colleagues from the kindergartens who made themselves available to collaborate and to enable this activity to be carried out. Graf. Nº 2 -Distribution of the respondents according to the provienience Gráf. Nº 1 -Distribution of respondents by sex and age 40 50 30 40 30 20 20 10 0 10 3 4 Masc 5e6 Femin 0 3 4 Rural 5e6 Urbano 248 Graf. Nº 3 - % de crianças de Jardins de infância de acordo com a localização 21,7 78,3 Rural urbano The project consisted of three distinct phases. In the first the children went to observe a real landscape near their class and they would have to answer 4 questions (What do you see? Was it Constructed by Man or by Nature? How useful is this space? Is it in good or bad conditions?) Later, the responses were recorded. In a second moment, already inside the classroom, the educator would deepen the visions and the answers of the children on what they had seen, taking into account the possible functions of use of the space, the aesthetic aspects and interventions to improve the use and conservation of the space in question. These activities were carried out in a group and the questions were formulated in binary opposites, as proposed by Kieran Egan for the Mythical state. A few days later the educators did another similar activity, this time proposing the observations of photographs and asking the same questions. The photographs were very contrasted: one presented a multicolored garden of tulips, with grass and some trees on a clear day The other one, showing less positive landscapes used two photographs, one with garbage scattered in a poorly maintained street and another one of an abandoned house covered with graffiti. The responses were recorded and compared with those given a few days before, in a perspective of consolidating a critical look on the landscape and also trying to understand if there had been any evolution of the children when observing a spatial reality. The results were extremely positive. We can undoubtedly state that the observation of the landscape can be a basis for the development of critical thinking in children, making them more interventional and proactive on the surrounding reality. 3. Results and Discussion - All the answers to the first question, regardless of the children’s age, gender or provenance (rural / urban), were assertive. However, they did not describe the landscape as a whole. In a first group of answers, the children only mentioned large subgroups of landscape, such as trees, houses, passing cars, parked cars, clouds, or rocky outcrops. The other group of children’s answers shows the details that caught the attention of each child. Parts of urban equipment, birds, soccer fields, flowers, a café, a bridge, house doors, broken trees, fire hydrants, walls, etc. As far as the second question is concerned, regarding the responsibility for building the landscape, differences could be found according to the children’s age. The youngest (3 and 4 years old) considered the natural elements as a work of nature and showed no doubt about the human constructions on the landscape. However, the majority of the 5 and 6-year-olds’s answers, depending on the landscape observed - a garden or a cultivated field - stated that although the elements were of natural origin, they were man-made, since the responsibility of the existence and organization of these natural aspects had been caused by human intervention. At all ages the female gender seems to give more importance to the aesthetic and harmonious aspects of the sets. Moreover, more than 60% of the male answers also reveal aesthetic concerns together with coherent spatial organization. In relation to the question regarding the function and use of the space observed, the children clearly identified what they were for, although they emphasized and marked their playful perspective of the places. Regardless of living in the countryside or in the city, children almost always attributed a playful leisure function to the areas, even clarifying the most appropriate games to be played there - mud and leaf cakes, hide and seek and racing. The aspects of leisure and family life were also referred to having lunch, being on the esplanades, walking, socializing and living. In rural answers, space is observed in a less playful way. They see things in a more ‘practical and in-service’ orientation of economic activities – pasture for livestock, vegetables and fruit to store. In the last question, about the state of conservation, children emphasized the positive aspects of the landscape, also pointing out those that were poorly cared for or in need of intervention. What is interesting and a proof that the landscape is an instrument for the development of critical thinking - helping the children to become attentive interventive future citizens - is that children propose improvements and performances in the spaces. Cleaning lakes, street furniture (rubbish bins, benches), dealing with trees, are some of the indications to make the area a more pleasant place. In addition to these proposals, they also added hypotheses of intervention to make spaces with greater capacity to practise playful activities. Installation of wooden houses, inflatables, introduction of animals, playgrounds with more desired toy specifications and planting more trees and flowers to provide a more playful environment. Some days later (the time lapse was at the discretion of each kindergarten teacher) the activity was repeated, through the observation of photographs. It was agreed by the educators that the children had a more affirmative attitude towards the landscape and were able to answer the same questions more quickly and with greater assertiveness. The main issue was the possibility of intervening on the landscape, that is, acquiring a critical attitude towards a given reality. The answers were divided in two large groups; one relating the positive image and the other one the negative image (garbage and graffiti). 249 The children accentuated the aesthetic part of the landscape, its harmony, beauty and organization. 10 answers proposed more trees and spaces dedicated to specific playful practices. The answers explain the taste of the space presented revealing, by the positive, the interventions that were made and should be applied in other spaces, like: cleaning, absence of trash, color combination, abundance of natural elements (trees, grass and flowers), possibilities to play. An interesting aspect, which denotes an evolution, is the way they look at the landscape in a more global way, as a cohesive whole, caring less with details and accentuating the connection between the whole. With regard to photography, we are positive that 80% of the answers are not limited to finding an unattractive or attractive reality; they immediately suggest the necessary logical interventions. There are answers that do not even make sense in an aesthetic way, but respond with the necessary intervention for space. As an example: it should be painted; plants should be grown; clean and plant trees; I would put a new roof; the rubbish should be put in the containers. Other answers identify the weaknesses first and then add the possible intervention. The one that has the greatest repetition is the placement of rubbish bins, but essentially ecopoints for selective collection. This aspect shows the quality of the work of environmental awareness that is transmitted by educators. Also the aesthetic and organizational aspects and harmony of the landscape are the result of a continuous work of these education professionals, with the aim of preparing them for an interventive critical attitude towards reality. The lack of space in this article does not allow the presentation of complete tables of the children's answers. However, these examples are representative of the general trends of the results of the 106 children. It should also be noted that there were no significant differences between the genders and between the answers obtained among the children aged 4 (inclusively). Only the three-year-old group was, as expected, less elaborated in their answers. Nevertheless, they revealed interventive characteristics. 4. Conclusions - The main conclusion that can be drawn from this project is the centrality and potential of the landscape for the education of children. Geographical science and landscape do not intend to overleap other instruments and areas of knowledge. On the one hand, Geography is a science that is also synthetic; on the other hand, the landscape is a synthetic concept, in the sense that it reveals multiple realities, which intersect in a certain space. In this way, the observation of reality is a first step towards becoming aware of our spatial context. From what we observe, we try to understand and explain reality, so that we can improve it in a critical way. This posture makes us, citizens for whom democracy goes beyond the duty to periodically voting, actors and transformers, reflective and active, that is, citizens prepared for the 21st century. The training of these citizens should be an ongoing process, so the awakening of critical thinking in the face of reality should begin as soon as possible. The attention to space through the landscape for its accessibility and the possibility of several readings, according to age and course of each individual, becomes an adequate instrument for the beginning of the formation of attentive citizens, right from preschool. The experience described provides indications and data that allow us to conclude that it is not only possible to introduce spatial concepts in early childhood education, but also that landscape is one of the most effective means of achieving it. 5. References [1]Tuan, Yi-Fu, “Topofilia: Um estudo da percepção, atitudes e valores do meio ambiente”, Ed. S.A.. São Paulo, 1980 [2] [3] [4] Egan, Kieran, "Educational Development," D. Quixote, Lisbon, 1992 Scientific CV Miguel Castro Graduate in Geography and Master in Human Geography - Urban Studies, by the Faculty of Letters of the University of Lisbon. Doctor in Human Geography by the Institute of Geography and Territorial Planning, University of Lisbon. Adjunct Professor at the Polytechnic Institute of Portalegre and Researcher at C3i (Interdisciplinary Coordination for Research and Innovation) of the Polytechnic Institute of Portalegre. Has developed research in the areas of Geography of border regions, commercial urbanism and public spaces. At the same time he has developed research in the specific Didactics of Geography and Knowledge of the World (1st and 2nd Cycle of EB and Pre-school) being a certified teacher trainer. Produce and present teacher lifelong training projects and presentations in partnership with CEFOPNA (State Certified Lifelong Teacher Training Center) . He is a trainer of the Ministry of Education for the implementation of the National Plan for the Promotion of School Success (PNPSE - 2016). He has several communications in national and international congresses, as well as multiple publications in national and international journals in his research areas. 250 Fast-tracking University Education for Youth employment as entrepreneurs: Empirical Evidence from University Graduates in Rwanda 1 Alinda Fred, and 2Negesa Marjorie 12 Uganda Management Institute Like elsewhere in the world, youth unemployment remains a big problem more so to the more educated youth and female. In Rwanda, unemployment is estimated at 13.2% among youth graduates compared to 10.9% and 2.6 among secondary and primary graduates respectively. Though empirical evidence elsewhere associate youth unemployment with education level, relevance of skills and access to business support opportunities, mixed evidence still exist on the significance of these factors to youth employment. As youth employment strategies in countries like Rwanda continue to recognize the potential role university education can play to enhance employment, there is need to understand the catalysts or barriers. This paper therefore draws empirical evidence from a survey on the youth university graduates in Rwanda to determine the influence of skills and business opportunities on employment of the youth university graduates. A questionnaire was used to collect data on a statistically representative sample of 269 youth to allow statistical analysis. Data was beefed up with qualitative views of leaders and technical officials in the sector. The youth university graduates were selected using simple random sampling while the leaders and technical officials were selected purposively. Percentages were used to describe youth by employment status, skills endowment and access to employment support opportunities. In addition, a regression model for youth employment was fitted to determine the significant factors. The model results indicated a significant influence (p<0.05) of gender, education level and access to business support opportunities on employment of youth university graduates. This finding was also affirmed by the qualitative views of key informants. Qualitative views pointed to the fact that university education generally equipped the youth with skills that enabled their transition into employment mainly for a salary or wage. Notably as critical gaps in empowerment towards employment, the skills acquired were deficient in technical and practical aspects. In addition, the youth generally lacked limited access to business support opportunities particularly guarantees for loans, business advisory, and grants for business as well as training in business skills that would help them gain salaried employment or transit into self-employment. The study findings bear an implication on the strategy for catalyzing youth employment through university education. The findings imply that university education should be embraced but with greater emphasis on or supplementation with specialized training in practical and technical skills as well as extending business support opportunities to the youth. This will accelerate the contribution of university education to youth employment. Key words: Education, employment, self-employment, youth 1. Introduction Unemployment as a situation in which people who are willing to work at a prevailing wage rate are unable to find jobs (Bassey and Atan, 2012; ILO, 2012). Unemployment remains a big problem in Sub-Saharan Africa despite the impressive annual economic growth rates of 6% in recent years. In Rwanda, GDP over the last 17 years has grown by a remarkable rate of 7.75 percent per annum unemployment has increased by 9.2% from 4% in 2000 to 13.2 percent in 2016.The unemployment problem in Rwanda dates far back in 1994 after the genocide that diminished its human resource base, infrastructure and the economy. The problem is worth among the youth. Speaking at the Africa Transformation Forum in 2017 in Kigali, the UN Resident Coordinator and UNDP Representative in Rwanda observed that 2/3 of the youth in Africa are highly unemployed yet between 10 and 12 million young Africans enter the workforce annually. In Rwanda, youth (1635) unemployment rate stands at 4.0% compared to 2.6% among adults (36-65). The rate is highest (10.8%) in Kicukiro district of Kigali City which also has the highest share of the youth population at 51.6%.The country remains committed to enhance youth employment towards realization of Rwanda’s development aspirations outlined in Visions 2020, MDGs and EDPRS2. This stems from a recognition that the youth account for 40% of the total population (NISR, 2014). However, it is evident that Education is losing out in addressing the Unemployment problem in Africa and Rwanda too. At the Africa Transformation Forum, the President of Coca-Cola, Central, East and West Africa observed that 251 half of the 10 million graduates churned out in African Universities annually do not get jobs. In Uganda for example ACODE (2014) reported that 30% of the youths who are institutionally qualified are unable to find jobs, and the situation is even worse for semiskilled and unskilled youths. In Rwanda unemployment is estimated at 13.2% among university graduates compared to 10.9% and 2.6 among secondary and primary graduates respectively (NISR, 2012; ADF, 2013). Studies in Uganda, Nigeria, Tunisia and South Africa identify relevance of skills acquired (Bassey and Atan, 2012; Magelah and Karugonjo, 2014) and accessibility to opportunities for self-employment (Jamoussi and Gassab, (2011); Dias and Posel, (2007) as significant factors. Efforts to address enhance youth employment in Rwanda remain focused on empowering the youth with employable skills to transit into the job market but more important, entrepreneurship skills and financial support for self-employment and job creation (MOFEP, 2014; YEP; 2013). Arguably, further investment or scale-up of such efforts necessitates a clear understanding of effectiveness of skills development and financial support efforts in fostering youth employment. On the other hand, any missing link between such efforts with youth employment needs to be clearly understood. Against this background and as and as a matter of objectives, this paper; identifies the extent of youth empowerment with the relevant skills and opportunities for self-employment; and explores the significance of such empowerment to self-employment among the youth. It digs deeper to identify the critical gaps in youth skilling and support with opportunities for self-employment. 2. Methodology A cross-sectional survey was conducted on a statistically representative sample of 269 youth to allow statistical analysis. A questionnaire was used to collect data on youth education, skills and access to employment support opportunities in locality. For the purpose of enhancing validity of the findings, data was triangulated with qualitative views of leaders and technical officials in the sector. The youth university graduates were selected using simple random sampling while the leaders and technical officials were selected purposively to ensure inclusion of the key stakeholders more knowledgeable about youth education and employment issues in locality. Percentages were used to describe youth by employment status, skills endowment and access to employment support opportunities. In addition, a linear regression model for youth employment was fitted to determine the significant factors. 3. Findings 3.1 Description of the youth by employment status Percentage of respondents Figure1 presents the percentage distribution of respondents by employment status. 80 70 60 50 40 30 20 10 0 75 69 25 31 Figure 1: Percentage distribution of respondents by employment status The majority (75%) of the respondents were employed while 25% had no employment. Notably, the percentage distribution indicated a fair representation of both employed an unemployed youth which was vital to allow the 252 subsequent regression analysis. For those who were employed, the majority (69%) were working for a salary or wage. A small proportion (31%) of youth had ventured into businesses. 3.1 Status of youth empowerment with skills and opportunities for employment The analysis of education skills among the youth took on two dimensions. First, the percentage distribution of the youth who possessed a particular level of quality (good, fair, poor) of a skill was determined. Secondly, the percentage of respondents’ rating of relevance of the skills was estimated in order to understand the relevance of skills from the perspective of the youth. Figures 2 and 3 respectively present the results. 75,8 16 8,2 ICT skills 72,1 16,4 11,5 Business skills 27,8 21,7 Enterpreneurship skills Good 50,5 Fair Poor 82,8 12 5,2 Soft skills 0 50 100 Percentage of respodnents by rating Figure 2: Percentage of respondents who possess a particular quality of skill ICT skills 86,5 8,2 Business skills 85,3 11,5 Enterpreneurship skills 21,7 Soft skills Not relevant 93,5 6,5 0 Relevant 71,7 50 100 Percentage of respondents Figure 3: Percentage distribution of the youth by relevance of education skills The statistics generally revealed a youth group with a blend of entrepreneurship, business, ICT and soft skill with over 50% of the youth reporting to be adequately skilled in education skills. Soft skills were the most dominant among the youth. This category of skills constitutes interpersonal, communication skills, leadership and team work. In contrast, business skills were least dominant with only 51% of the youth identified with to have adequate of this skill. Notably, the majority (over 75.1%) indicated that the skills acquired at university are relevant to employment. In account the youth considered university education qualification as a vital requirement by potential employers in 253 Rwanda. Interestingly however, the skills were generally not considered as stepping stone towards selfemployment. The youth considered the skills acquired at university to be basic and generally lacking in practical and technical aspects hence less applicable. In addition, the youth reported to lack skills for identifying and applying for jobs opportunities particularly internet search for jobs, writing an attracting curriculum vitae to apply for job offers. In their view, this is a big gap considering high competition for few job opportunities in the market. The technical aspect of the skills gap was affirmed by education sector managers who also indicated that due to a deficiency in technical education skills, graduates from Rwanda are unable to compete with those from schools/universities outside Rwanda. ”If you talked to people who quite often engage in the recruitment process, you will realize that even with the minimum education qualification, a graduate from Rwanda institutions will more likely lack the minimum technical skills required for some job”. “it is evident you cannot fail to recognize that foreigners or Rwandans who have studied from foreign universities take on better jobs than those who have studied in the local universities, because they are more competent, practical and have the technical skills required by most employers.” Opportunities for business statrt-up or employment Youth access to opportunities for employment The analysis established the extent of youths’ access to business opportunities including guarantees for loans, business advisory, grants for business, training in business skills (e.g. writing project proposal, basic accounting). Figure 4 presents the percentage of by awareness of and access to or support for access employment Job offers on internet/news papers 79,7 82,3 Writting business proposals 73,9 72,1 89,4 91,9 Grants for business Business Advisory aervices 81,9 82,1 lacked awanereness/support Never accessed opportunity/support 82,7 91,4 Guarantee for loans 0 50 100 Percentage of respondents Figure 4: Access to business opportunities and awareness of the opportunities/support The majority (over 72%) of the youth had not accessed any of the opportunities that would help them gain wage/salaried employment or venture into business. Such opportunities include access to business advisory services, guarantee or collateral for loans and job offers in newspapers or on internet. The limited accesses to the opportunities was mainly attributed to lack of awareness of or support to such opportunities as indicated by over 73% of the youth graduates. In attest, one of the BDF staff had this to say; “Although many interventions including BDF are providing support that facilitates youth to venture into businesses, very few of them know about such service or have even accessed the support. When it comes to 254 University graduates, the situation is even worse. Only around 36% have accessed our services and most of these were from vocational schools, not universities”. “We provide ICT skills to our students but they lack internet facilities like computers and internet connection. Very few youth have smart phones where they can access information on job opportunities, business advisory services, grants for small business start-ups and support to writing business proposals. Newspapers which are an alternative source of information are not accessible because of the cost or availability particularly in our rural community”. Similarly one of the key stakeholders in management of employment programs had this to say “Most youth do not know that there are even organizations that provide services for their self-employment, and for those who may have an idea, they would rather find employment than venture into self-employment due to the Youth empowerment and employment A regression model was estimated to determine the effect of education skills and access to employment support opportunities on employment of the youth graduates. Alongside, effects of gender, age and education level were estimated. Table 1presents a summary of the estimated regression model results. Table 1: Regression model for the factors affecting employment of youth graduate Dependent Variable: EMPLOYMENT The coefficient for gender of youth was 0.055 negative and its respective p-value was 0.005 less than 5% significant level. This result indicated a statistically significant influence of gender on employment of the youth. In other words the likeliness of getting employed was lower among female than male youth. Similarly, the coefficient for education level was 0.081 and its p-value was 0.003 less than 5% significance level. This result indicated a statistically significant influence of education level on B Std. Error t Sig. employment of the youth. In other words, the youth who (Constant) .170 -.26 .799 GENDER -.169 .020 -2.8 .005 were more educated were 8.1 times more likely to be SKILLS employed than those who were less educated. This .042 .026 .63 .532 RELEVANCE significance of education on employment can be attributed BIZ OPPORTUNTIY .231 .025 3.9 .000 to the fact that the majority of youth in the study were EDUC_LEVEL .201 .027 2.9 .003 AGE .132 .044 2.3 .025 employed for a wage which requires a higher level of formal education qualification. Though education was expected to impart skills which would significantly empower the youth to start up their own businesses, this was not the case. This is indicated by the coefficient of skills variable which was 0.016 and its respective p-value of 0.532 which was greater than the 5% significance level. This implied that the study did not yield sufficient evidence to conclude that the youth with relevant education skills were more likely to be employed than the unskilled youth. This finding can be attributed to the fact that the youth in this study were observed to be endowed in theoretical skills but lacked practical and technical skills which would enable them start up their own jobs or go for jobs which require such skills. Besides, the youth lacked skills in identification of job opportunities and CV preparation which would be vital to ensure that they compete favorably in the job market. Such skills deficiency among university graduates has been identified nationwide in Rwanda (MOFEP, 2013) and in studies elsewhere such as Bassey and Atan (2012) in Nigeria. Access to business opportunities also had a positive and significant effect on youth employment. This was indicated by the correlation coefficient of 0.097 and its respective p-value of 0.0001 statistically significant at 5% significance level. This finding implied that the youth who had access to business opportunities like guarantees for loans, business advisory, grants for business, training in business skills were more likely to gain employment than those who lacked access to the business opportunities. Organizations providing business support services such as finance require collateral security are highly bureaucratic and demand entrepreneurship skill. Besides, there is a weak linkage in terms of information flow to the youth. Addressing such barriers would foster youth venture into businesses as observed in other studies such as the IFC (2013) on Business Development Solutions and report and by the ILO survey on transition from school- to –work (Elder, et al., 2015) 255 Youth empowerment and employment nexus: The prevailing gaps The study established that education and skills bear no significant influence on employment of Youth University graduates. This finding implies that the youth university graduates attain education qualification and gain relevant skills which however do not enable them secure employment. The skills attained remain deficient in practical and technical aspects which render graduates less competitive in the job market and technically incapable of venturing into own business. Though University education equips youth with an education qualification which employers would rely on to judge the skills of graduate, there is high competition for the few jobs available in the labor market. This suggests that relevant skills are necessary but not a sufficient factor to foster self-employment among youth university graduates. The study further evidences a positive significant influence of access to opportunities for self-employment on employment of youth university graduates. The finding implies that those who have access to opportunities will more likely gain employment than those who lack access to the business opportunities. However, the youth generally were observed to lack access to opportunities or support like guarantees for loans, business advisory, and grants for business as well as training in business skills that would help them gain wage /salaried employment or make their own jobs through venturing into business. Bridging the nexus between skills and opportunities with employment: Way forward The University education system needs to emphasize practical skills, technical skills as well as skills in writing job applications and curriculum vitae to improve relevance of skills in terms of meeting the job market demands. This recommendation draws from the study finding which suggests that university education equips graduates with skills which are less competitive in the job market and technically insufficient to foster self-employment among youth university graduates. Alternatively, skills development interventions such as internship and vocational trainings need to target youth university graduates to build their technical ad practical skills. Interventions towards enhancing youth employment need to focus on providing youth access to opportunities like guarantees for loans, business advisory, and grants for business as well as training in business skills to enable them transit into self-employment amidst scarcity and high competition for salaried/wage employment. References African Development Fund. (2013). Appraisal Report: Skills, Employability and Entrepreneurship Programme (SEEP).The Republic of Rwanda. Bassey Godwin E and Atan Johnson A. (June 30, 2012). Current Research Journal of Economic Theory: Market Distortions and University Graduate Unemployment in Nigeria: Issues and Remedies. Department of Economics, University of Uyo, P.M.B.1017. Nigeria Cohen Lousis, Manion Lawrence and Marrison Keith. (2007). Research Methods in Education, (6th Edition), British Library, UK. Creswell, John W. (2012). Educational research: planning, conducting, and evaluating quantitative and qualitative research (4th Edition), Pearson, USA Dias Rosa and Posel Dorrit. (March, 2007).Unemployment, Education and skill constraint in Post-Apartheid South Africa. Development Policy Research Unit working paper, 07/120 Department of Economics, University of KwaZulu-Natal Elder Sara, Barcucci Valentina, Gurbuzer Yonca,Peradel Yves, Principi Marco. (March, 2015). Labour Market Transition of Young Women and Men in Eastern Europe and Central Asia. Work4Youth Publication Series no. 28.International Labor Organization, Geneva, Switzerland International Finance Corporation (IFC). (2013). Private Sector Development Solutions-Jobs vol.7/Issue 1 Jamoussi Hanene Ben Ouada, Gassab Maher. (September 2011). Determinants of Graduate Unemployment in Tunisia: Research Papers in Economics. Almalaurea Working Paper no.16 Bologna (Italy) Kicukiro District Kigali City. District Development Plan (2013-2018) Mouhammed Adil H. (2011). Journal of Applied Business and Economics vol. 12(5) 2011: Important Theories of Unemployment and Public Policies, University of IIIinois at Springfield National Employment Policy. (December, 2007). Government of Rwanda 256 National Institute of Statistics of Rwanda (NISR). (November, 2014). The Statistical Yearbook, 2014 Edition National Institute of Statistic of Rwanda (NISR). (2014).Ministry of Finance and Economic Planning. Rwanda 2012, Fourth Population and Housing Census. Thematic Report: Socio-Economic Status of Youth National Institute of Statistics of Rwanda (NISR). (2015). Ministry of Finance and Economic Planning: Rwanda 2012, Fourth Population and Housing Census. District Profile: Kicukiro Gj 257 Within the “Centros de Atención Educativa Preferente (CAEP)” Net we find 24 Elementary PBL and Landscape as tools in Kindergarten Teaching Pratice Miguel Castro (1) Instituto Politécnico de Portalegre. Portugal +351245399400 – miguelcastro@esep.pt 1. Introduction –Project Based Learning is a methodology that is not exactly new: it has already been sufficiently tried and studied to know that despite possible failures, it has proven effective in the area of education, and in a broader sense, as a tool for working in companies and in the labor world in general. Working through projects in education has been a common practice, at least since the 1970s. What is really new now, apart from the new pedagogical approaches, is the technological evolution and the access to information that we have today and which has transformed the way we communicate, learn, work and live. PBL in education allows us to respond to the identified needs of the school intended for the 21st century; a school whose students know the scientific contents but do not only do tests or homework assignments. After some years of experimentation, we can affirm that PBL is effective and develops skills beyond the cognitive aspects. This new approach in the educational system prepares students to be attentive interventional citizens, who can play a proactive role in the communities they are integrated in. The 21st century requires proactive citizens who live in a world they care for, understand, get involved in and look critically at. To reach this goal, school has to introduce new ways of thinking, preparing students for new working tools, developing communication skills and creating global citizens who can make a difference in the contexts they work in. The objective of the presented experiment was to use the landscape in kindergarten as a starting point to solve problems in a context of PBL. Regardless of the approach, Inquiry Based Learning or Problem Based Learning (or a mix of the two) critical observation of the landscape poses problems and issues that allow children to develop a critical posture towards the objective reality. Using a PBL approach, based on collaborative work between pairs and the kindergarten teacher, the children were given a landscape observation project. They collected information, investigated, reached conclusions and pointed out solutions. They concluded the project by showing their conclusions to the other classes: all the product of their research, the solutions proposed to improve and enhance the positive aspects and to correct the defects found through the observation of the landscape. What we try to prove with this experiment is that the use of a pedagogical approach (PBL) together with a ubiquitous, accessible and inexpensive resource - the landscape - makes it possible to achieve and fulfill the objectives of education to kindergarten children of the twenty-first century, as recommended both by the OECD and the European Commission. They aim at a school which prepares citizens who, beyond scientific knowledge, are prepared to understand and act in today's complex society, being equipped with the tools to intervene and collaborate in collective improvement. The theoretical basis of this activity was sustained in terms of the child's cognitive development, from the perspective of Kieran Egan [1]. In the pedagogical and support aspects of the educational objectives for 21st century pupils, in the definition of skills and competences, we based our work on the OECD’s [2], the European Commission’s [3] and UNESCO’s reports [4]. All the documents point to the need to equip students not only with knowledge, but also with tools for interpreting reality, with social and relational skills and competences that integrate and prepare them for a globalized world. The ability to deal with knowledge, be able to seek information autonomously, solve problems and present solutions are more important than just accumulating knowledge, more or less detached and apparently disconnected from the world. The PBL methodology allows the approach and understanding of the real and the autonomous search of knowledge; however, this pedagogical approach requires significant starting points and objective problems to be solved. The critical observation of the landscape emerges as a privileged instrument to pose problems, seek sustained solutions and reach integrating conclusions - space, its organization and experiences, reflects the predominant social and economic dynamics; in this way, it constitutes a path and pedagogies that are based on individual research abilities. The experiment took place in Portalegre, Portugal, and it involved 106 children, from 3 to 6 years old and seven kindergarten teachers. The assessments and conclusions drawn were based on information, field notes and responses to the landscape observation worksheet conducted and collected by the educators. The answers were worked and analyzed by gender and age; in addition, we reflected on the adjective that was proposed to the children about the spaces observed, and the suggestions of interventions in the environment proposed by the infants. These data were collected in two moments of the project: during the direct observation of the landscape and later, in the classroom, using photographs (indirect observation). The final results were very encouraging. The children participated and became involved in the activities and managed to look at the space nearby in a not only more attentive, but also more interventive way. They pointed out the problems and suggested possible solutions. The results extracted from the application of the landscape observation project in pre-school children allows us to state that the PBL's conjugation with landscape exploration develops the ability to seek information, question reality, search for solutions and reach satisfactory conclusions. In addition to these aspects, it provides children with the skills of collaborative, pair work, and positive adult relationships that meet the competencies identified as essential for 21st century students. Moreover, the children develop the most powerful tool to read the world – the ‘critical thought’ approach to reality. The conclusions of this experiment, crossing the PBL approach with the Landscape observation, prove its potential to promote autonomy and critical thinking in kindergarten’s children. They will have to deal and be prepared to deal with the complex 258 reality of an increasingly integrated but equally demanding world, centered on knowledge and in its use for solving all kinds of problems. 2. Experiment - In five kindergartens (two rural and three urban) of the county of Portalegre, a landscape observation experience through a PBL project was carried out. We covered 106 children between three and six years old. I would like to thank the kindergartens’ colleagues who accepted the challenge to collaborate and enable this activity. Table no 1 : Number of school population covered –– Kindergartens of Portalegre The PBL project had three distinct phases. In the first one, the children went outside to observe a real landscape, near their classroom, and they had to answer some questions (What do you see? Was it constructed by Man or by Nature? How useful is this space? Is it in good or bad conditions?) The answers were written by the teachers. Age Male Female In a second moment, inside the classroom, the educator deepened the group of children’s 3 18 9 4 16 12 points of view. In collaborative work, there was a discussion about the possible functions 5/6 33 18 of the space, the aesthetic aspects and interventions to improve the use and conservation Children's provenience of the spot in question, taking in consideration all the visions and answers of the children Age Rural Urban about what they had seen. 3 7 20 These activities were carried out in several small groups in the classroom and the 4 5 23 kindergarten teacher introduced questions in binary opposites, as proposed by Kieran 5/6 11 40 Egan for the Mythical state. A few days later the educators did another similar activity, this time proposing the observations of photographs but asking the same questions. The photographs were very contrasted: one presented a multicolored garden of tulips, with grass and some trees on a clear day The other one, showed less positive landscapes: two photographs, one with garbage scattered in a poorly maintained street and the second one of an abandoned house covered with graffiti. The responses were recorded and compared with those given a few days before, in a perspective of consolidating a critical look at the landscape and also trying to understand if there had been any evolution of the children when they had observed a spatial reality. The results were extremely encouraging. They prove that the observation of the landscape can be a basis for the development of critical thinking in children, making them more interventional and proactive in the surrounding reality. Afterwards, the children discussed what the appropriate interventions in the chosen spaces were, both for the ones they had observed near the school and the ones in the photos: gardens, dirty streets, a graphitized house, countryside planted fields – they grouped and classified the hypotheses and discussed them with each other. At the end, they presented the choices to their colleagues, by drawing them. 3. Results and Discussion - All the answers to the first question, regardless of age, gender or rural or urban provenience were positive. Although some of them did not describe the landscape as a whole, only mentioning large subgroups, such as trees, houses, passing cars, parked cars, clouds, or rocky outcrops, the others noticed a lot of details: parts of urban equipments, birds, soccer fields, flowers, a café, a bridge, house doors, broken trees, fire hydrants, walls, etc. The answers to the second question, whether the observed items were man-built or natural, indicated some differences according to the children’s age. The youngest (3 and 4 years old) considered the natural elements as a work of nature and showed no doubt about the human constructions on the landscape. On the other hand, the majority of the 5 and 6-year-olds could understand that although the elements were of natural origin, they were man-made, since the existence and organization of these natural aspects had been caused by human intervention. A difference between the two genders could also be found, regarding the aesthetic and harmonious aspects of the sets, that is, the female gender seems to give more importance to these characteristics, whereas these aspects were only pointed by 60% of the boys, together with the stress on coherent spatial organization. In the third question, regarding the function and use of the space observed, most of the children clearly identified their purpose, emphasizing and marking, as expected, a playful perspective of the places. Regardless of living in the countryside or in the city, children almost always attributed a playful leisure function to the areas, even clarifying the most appropriate possible games - mud and leaf cakes, hide and seek and racing. The aspects of leisure and family life were also referred to - having lunch, being on the esplanades, walking, socializing and living. In rural answers, space was observed in a less playful way. They saw things in a more ‘practical and in-service’ orientation of economic activities – pasture for livestock, vegetables and fruit to store. In relation to the last question, about the places’ state of conservation, most children highlighted the positive aspects of the landscape, also pointing out those which needed intervention. It is quite interesting that the majority of children suggested improvements and facilities for the spaces, which proves that the landscape is a privileged instrument for the development of critical thinking - helping the children to become attentive interventive future citizens. Cleaning lakes, street furniture (rubbish bins, benches) and dealing with trees were some of the indications to make the area a more pleasant place. In addition to these proposals, they also added suggestions of intervention to improve spaces for playful activities, such as, the installation of wooden houses, inflatables, the introduction of animals, playgrounds with more desired toys and planting more trees and flowers to provide a more pleasant environment. Some days later (the time lapse was at the discretion of each kindergarten teacher) the activity was repeated, using photographs instead of real spots. It was agreed by all the educators that the children had a more affirmative attitude towards the landscape and were able to answer the same questions more quickly and with greater assertiveness. The main issue was the possibility of intervening on the landscape, that is, acquiring a critical attitude towards a given reality. The answers were divided in two large groups; one relating the positive image and the other one the negative one (garbage and graffiti). 259 The children accentuated the aesthetic part of the landscape, its harmony, beauty and organization. Ten answers proposed more trees and spaces dedicated to specific playful practices. The answers explain the taste of the space presented, positively revealing the interventions that were made and should be applied in other spaces like, cleaning, absence of trash, color combination, abundance of natural elements (trees, grass and flowers) and possibilities to play. An interesting aspect, which denotes an evolution, is the way they looked at the landscape in a more global way, as a cohesive whole, caring less about details and accentuating the whole. The photographs last activity, showed that 80% of the answers were not limited to finding an unattractive or attractive reality; they immediately suggested the necessary logical interventions. There are answers that do not even make sense in an aesthetic way, but respond with the necessary intervention for space. For example: it should be painted; there should be plants; clean and plant trees; I would put a new roof; the rubbish should be put in the containers. Other answers first identified the weaknesses and then added the possible interventions. The one that has the greatest repetition is the placement of rubbish bins, but essentially ecopoints for selective collection. This aspect shows the quality of the work of environmental awareness that is transmitted by educators. Also, the aesthetic and organizational aspects and harmony of the landscape are the result of a continuous work of these education professionals, with the aim of preparing them for an interventive critical attitude towards the environment. 4. Conclusions – The main conclusion that can be drawn from this experience is related to the effectiveness of the PBL methodology in kindergarten. The fact that children can work in solving concrete problems develops autonomy, mutual aid, the ability to work together and collaboratively among groups. Working the landscape can also help children to become more active in adulthood. The observation of reality through the landscape is one of the first steps towards becoming aware of our spatial context. From what we observe, we try to understand and explain reality, so that we can improve it in a critical way. This posture makes us reflective and active citizens, prepared for the 21st century. In this century, school is not only intended to train students with scientific knowledge, which can later apply to monotonous non-creative jobs. Students are required to be citizens who live in the world, understand it, are proactive, interventive and critical. To achieve this purpose, school will have to introduce new ways of thinking, new skills, prepare students for new work tools and develop communication skills. It has to create global citizens who can intervene in the contexts where they work. Thus, the combination of a methodology that favors critical thinking together with the use of the landscape, where children can find concrete problems and point solutions, becomes a path to use intensively throughout the school course, in order to educate students and prepare them for dealing with a fast-changing world. 5. References [1] Egan, Kieran, "Educational Development," D. Quixote, Lisbon, 1992 [2] Dominique Simone Rychen, Laura Hersh Salganik, Mary Elizabeth McLaughlin, “Definition and Selection of Key Competencies. Contributions to the Second DeSeCo Symposium”, Geneve, 2002 D.S. Rychen and L.H. Salganik, “Key competencies for a successful life and a well-functioning society”, OECD Publishing, 2003 OECD, “Low-Performing Students: Why They Fall Behind and How to Help Them Succeed”, PISA, OECD Publishing, Paris, 2016 Ray McGhee and Sara Dexter, “Small School, Big Results: Leveraging Technology and Project-Based Learning in a High School”, OECD Publishing, Paris, 2002 [3] European Commission “Assessment of Key Competences in initial education and training: Policy Guidance”, European Commission, Strasbourg, 2012 [4]UNESCO, “Education 2030. Incheon Declaration and Framework for Action”, UNESCO, Paris, 2016 UNESCO, “Schools in Action. Global Citizens for Sustainable Development. A Guide for Teachers.” UNESCO, Paris, 2016 Scientific CV Miguel Castro Graduate in Geography and Master in Human Geography - Urban Studies, by the Faculty of Letters of the University of Lisbon. Doctor in Human Geography by the Institute of Geography and Territorial Planning, University of Lisbon. Adjunct Professor at the Polytechnic Institute of Portalegre and Researcher at C3i (Interdisciplinary Coordination for Research and Innovation) of the Polytechnic Institute of Portalegre. Has developed research in the areas of Geography of border regions, commercial urbanism and public spaces. At the same time he has developed research in the specific Didactics of Geography and Knowledge of the World (1st and 2nd Cycle of EB and Pre-school) being a certified teacher trainer. Produce and present teacher lifelong training projects and presentations in partnership with CEFOPNA (State Certified Lifelong Teacher Training Center) . He is a trainer of the Ministry of Education for the implementation of the National Plan for the Promotion of School Success (PNPSE - 2016). He has several communications in national and international congresses, as well as multiple publications in national and international journals in his research areas. 260 261 Student engagement enhancements: Value-added curriculum drives work force and career improvements Gregory S. Kordecki, Maria L. Bullen, Elizabeth D. Capener College of Business, Clayton State University 3239 North Embry Circle, Atlanta, GA 30341-4207 USA 404-798-0150 gregkordecki@clayton.edu Lucas College and Graduate School of Business, San José State University One Washington Square, San José , CA 95112-0066 USA maria.bullen@sjsu.edu and elizabeth.capener@sjsu.edu 1. Introduction -- Career readiness and professional advancement are either stated or implied goals at many U.S. business school programs. College faculty and staff who mentor and encourage student involvement in clubs and professional activities can make a difference in the quality of the graduates. Faculty complement teaching when providing a more nurturing learning environment, and keep students motivated by encouraging their own personal involvement. Accounting students, in particular, can take advantage of a wide range of activities that bridge to long-run teaching and learning. The proactive student engages in accounting clubs, attends school-sponsored and professional organization events, and engages in group case competitions. In this way, faculty can supplement learning from formal class activities—as well as assist students’ success in their job searches and decisions about future career paths. Developing skill sets at a higher level beyond that addressed in the typical classroom provide the potential for value-added experiences. Encouraging and rewarding students for participation in outside activities helps expose students to practitioners who can shed light on the realities of accounting practice. This has the added benefit of allowing firms to recruit and support students, while students learn about individual firms and their cultures. Networking is extremely helpful to students in securing internships and eventually full-time jobs, and helps draw a diverse population of students into the profession. It is likewise beneficial for faculty to attend these events and students enjoy seeing their professors outside the classroom. This paper describes specific ways to develop these synergies, including technology deliverables, and offers suggestions where other educators might encourage involvement for their students’ long run success. 2. Current Practices -- According to Flewellen [4] and other accounting pundits of the 1950s, accounting education bridges to practice in providing technical background in the major, a strong general business background, and broad cultural training. This approach has continued into the 2010s, and is consistent with accrediting body mandates. Yet, theory and practice seems to offer little in terms of alternatives in the delivery of teaching and learning. The pedagogical literature is replete with teaching and learning devices centered on the classroom and its basic extensions into online homework and testing. Far less coverage is devoted to efforts describing the inroads that could be gained by having the traditional students engaged in pursuits, short of formal internships, that enhance their academic programs. This is more clearly obvious in those disciplines that have a fairly seamless pipeline from academic study to practical world of work, such as most accounting, applied economics, industrial psychology, and fields supported by innovative technologies. Kordecki, et al. [5] argue for full service student engagement with direct student mentoring in the educational process. Bloom [1] suggests that business students advance when engaged in outside activities that compliments the classroom, and where data analytics and written and oral communications are utilized. Ogden and Kordecki [8] point out that legal issues such as compensatory arrangements can either mitigate or exacerbate the educational process. Bullen, et al. [2] report that long-run meaningful relationships can be developed between employers and educational institutions with properly programmed internships, service learning, and other student engagement activities. Wessels and Sumner [13] illustrate how an educational institution can provide a career tool kit to students through career development program elements within required courses over the students major to ensure that all students participate in supplementing the standard curriculum. Figure I highlight main features of student engagement activities that appear manageable for most teaching faculty. Figure I. Engagement Features 262 Item 1 2 3 4 5 6 Description Field events Speakers Community service Internships Professional meetings Student ambassadors Following studies conducted in Turkey about external auditors’ perceptions of the quality of accounting graduates, Uyar and Gungormus [12] found that it is the students’ responsibility to prepare themselves for gainful employment, and that students must not look to marginalizing their curriculum, but rather choose elective courses including technology, and engage in extracurricular activities involving team work, time and stress management, and improving computer, oral, and written skills. In a 2013 study, New Zealand authors, Low, et al. [7] demonstrated the importance of soft skills, but those mostly obtained from formal course work in the first three years of a 4-year program. In a subsequent research effort in 2016, Low, et al. [6] concluded that practical case studies where students group together outside of class and internships help ready accounting graduates for their careers in the work force. In a survey of U.S. business schools Schlee [9] found that mentoring programs by business executives and alumni mentors were more heavily involved in engagement activities involving advice, shadowing, work interviews, lunch or dinner, networking, and field trips rather than internships, resume assistance, mock interviews, training programs, and professional conferences. Infusion into the work environment can have positive effects. Schoffstall [10] found that students working 21 hours or more per week in their hospitality management major made significant gains over those students who were not working. Campbell [3] finds that “flexible learning,” ranging from continuing professional education to informal course audits, can be a way that differs from traditional course classroom credit, and even altering course content context, assessment, and advancing technology for communication over the entire class and capturing both full-time and part-time students. West [14] illustrates how peer learning can occur outside of the classroom though the use of student ambassadors. Funded by the Ohio Society of CPAs, non-accounting majors received a taste of professionalism through a year-long program of peer-to-peer networking and counselling by accounting majors and practitioners. When faculty members are active, Umbach and Wawrzynski [11] find students experiencing higher engagement levels, including collaborative learning, student interaction, and overall value enriched educational experiences. 3. Best Practices -- Depending upon the discipline taught, and the interest and dedication of the teacher, results are expected to vary. For example, teachers of courses in accounting will likely have an easier time in identifying and implementing student engagement in professional accounting activities, than teachers of the general area of economics where the external outlet is not as well defined. And further, the faculty who is intrinsically introverted and/or not willing or able to use the course vehicle as an outreach into student activities, might be the limiting factor. The authors of this paper have experimented periodically with many of the techniques discussed. Three overlapping basic categories of expanded student engagement appear to surface where significant student gains can be made and the teaching and learning environment is served: application of technological tools, student organizations, and student research and practice. Figure II lists what the current authors believe to be best practices, offering linkage of technology with the student major. Figure II. Winning Technology Applications for Student Engagement Item 1 2 3 4 5 6 7 8 9 10 Description CPE courses via webcasts Opportunities for chapter meetings Research possibly leading to publication Pronouncements and comment letters Various accounting organizations and allied societies Software that auditors actually use in the field Practice monitoring and regulatory efforts Excel and its extensions for analysis Big data applications Social media 263 Clubs in the discipline can become a great motivator. Accounting clubs can provide a more nurturing learning environment than just standard classroom practices. For accounting students where the college is AACSB accredited, Beta Alpha Psi may super perform the functions of an Accounting Club. Also, related organizations such as the Information Systems Audit and Control Association (ISACA) and the Institute of Management Accountants (IMA) host informative meeting programs with useful accounting career information for students. Academic organizations such as the Decision Sciences Institute (DSI) and the Information & Management Systems Society (INFORMS) and their global and regional counterparts offer some intriguing opportunities for students to explore theoretical aspects of their student work and report the results of their work. Practitioners may invite students to link to them. Job searches and future career paths. Networking is extremely helpful to students not only in obtaining internships and short-run relationships, but also in securing full-time positions, and is win-win for both employer and student where technical and soft skill-oriented students can be pulled from a diverse population. A clear advantage in proposing expansion via clubs is that they can be age diverse, additionally offering a variety of opinions among peers. Rewards or incentives can be effective, and can vary from points earned in a course to some school-wide agreements. 4. Suggestions for Further Research -- Even though there have been significant advancements in teaching methodologies, assessments, and learning theories in recent decades, many institutions of higher learning still lag in preparing students adequately in those areas of applied professions. The old adage that the academy is all about uncovering generalist information so that the student will later be able to be trained by the career employer is a model that no longer applies. Education is still predominant and must precede engagement with specific firm work methods, but that education must be meaningful. Just as basic survey courses can be overly general, students in applied areas of business and economics benefit as they infuse into specific endeavors. How large a dose is too much has been the question surrounding turf wars between academic departments, as well as employment statistics, and donor preferences. Figure III shows some ideas that are on the authors’ wish list. These are not likely attainable by faculty at all institutions because of monetary or administrative constraints. Resourceful faculty may find ways to effect some of these at their institution. Figure III. Forward Looking Best Practices for Student Engagement Item 1 2 3 4 5 6 Description Donors/foundation sponsorships Externships—faculty and students Conference papers and presentations Cooperative arrangements with firms Alumni and emeritus support Reward systems, including clubs The basic curriculum can be modified as little or as much as the faculty and administration desire to meet the current needs. Where is credit awarded and how much credit to award are the questions to be answered. What weights are placed on the various experiences of group learning, speaking engagements, research endeavors, field experiences, and other events? And how is each to be assessed? Do all need to be assessed? How to deal with free riders? How does leadership and team-work play into all of this? Concerns remain on the supply, teaching side as well, with possible disruptions in measuring annual merit and promotion and teaching decisions. Another limit to expanded student engagement is finding the time to implement. Students, as with faculty and staff, may not only have limited hours to put forth in outside endeavors, but also the timing of such endeavors can conflict with other necessary. Frequently, motivators may be needed to instill advocacy in outside work. This could range from extra credit points in one or more of the current formal courses the student is carrying all the way to formal compensation settings akin to internships. Once students appreciate the exposure to professionals and understand the implications for long-run career employment, the extent of incentives can be reduced. The benefits of interaction with professional practitioners by faculty should not be overlooked. Not only do students benefit from seeing their professors outside of the classroom, the faculty keep their skills sharp on cutting edge issues and technology, and build future positive relationships between the world of practice and the academy. An area that seems untapped at many educational institutions is the use of faculty externships or fellowships to work for a term or more. Faculty can either become acquainted with work aspects they have not experienced or have only encountered in a theoretical exposure and subsequently bring that experience back into the classroom, and in some cases, include such in research. Student learning gains materialize in the long run. Various side benefits can accrue to programs fostering increased student engagement. With a market based approach and students selecting activities that are congruent with their long run interests for personal satisfaction and economic return, the lesser productive majors and academic programs will dwindle and the universities will be forced to comply with faculty and 264 other resources to meet the demand. Fewer student loan programs may likely fall into default as students more rapidly become gainfully employed. Student experiences with groups and technological innovations can greatly surpass the short run rote lecture and testing approach, generating life-long enhancements. The teacher begins to see students connect with the course material in ways other than text reading and attempting to absorb lectures. Faculty can find it very rewarding to see students use what they have learned. Students can be more motivated when they directly link their studies to practice, and there is the additional bonus of trying to do even better when they feel a teacher cares about them. 5. References [1] R. Bloom (2013). Perspectives on the Pathways Commission Report, The CPA Journal, August 2013, p. 10-14. [2] M.L. Bullen, E.D. Capener, and G.S. Kordecki (2015). The accounting internship: Toward meaningful experiences for students, employers, and educational institutions, Journal of Theoretical Accounting Research, 11(1), p. 1-13 [3] J.A. Campbell (2000). Using Internet technology to support flexible learning in business education, Information Technology and Management, 1(4), 2000, p. 351-362. [4] W.C. Flewellen, Jr. (1959). The road to better collegiate education for accounting. National Association of Accountants Bulletin, 41(3), November 1959, 31-38. [5] G.S. Kordecki, F.C. Haberland, and D.E. Hallock (2002). Xtreme mentoring©: Student learning gains in a restored paradigm for baccalaureate education, Critical Thinking & Entrepreneurship, December 2002. [6] M. Low, V. Botes, D.D. Rue, and J. Allen (2016). Accounting employers’ expectations—The ideal accounting graduates, e-Journal of Business Education & Scholarship of Teaching, 10(1), 2016, p. 36-57, available from http://www.ejbest.org. [7] M. Low, G. Samkin, and C. Liu (2013). Accounting education and the provision of soft skills: Implications of the recent NZICA CA Academic requirement changes, e-Journal of Business Education & Scholarship of Teaching, 7(1), 2013, p. 1-33, available from http://www.ejbest.org. [8] J.S. Ogden and G.S. Kordecki (2013). The student intern dilemma: The employer’s perspective, Journal of Legal Studies in Business, 18(109), 2013. [9] R.P. Schlee (2000). Mentoring and the professional development of business students, Journal of Management Education, 24(3), June 2000, p. 322-337. [10] D.G. Schoffstall (2013). The benefits and challenges hospitality management students experience by working in conjunction with completing their studies, Iowa State University ProQuest Dissertations Publishing, 2013 available from abicomplete/docview/1415873362. [11] P.D. Umbach and M.R. Wawrzynski (2005). Faculty do matter: The role of college faculty in student learning and engagement, Research in Higher Education, 46(2), March 2005, p. 153-184. [12] A. Uyar and A.H. Gungormus (2011). Professional knowledge and skills required for accounting majors who intend to become auditors: Perceptions of external auditors, Business and Economics Research Journal, 2(3), 2011, p. 33-49. [13] S.B. Wessels and D.F. Sumner (2014). Integrating career development into the accounting curriculum, American Journal of Business Education, 7(1), 2014, p. 21-30. [14] K. West (2002). Spreading the word about careers in accounting: Student ambassadors now reach 11 universities, Catalyst, November/December 2005, p. 32-41. 265 An Action Research on Developing an Instruction of Prediction-ObservationExplanation- Explanation (POEE) to Eighth Graders’ Conceptual Change in Pressure Jang-Long Lin(1), Shu-Hsuan Chang(2), Deng-Min Lin(2), Li-Chih Yu(3) (1)Department of Physics, National Changhua University of Education, Changhua 500, Taiwan TEL: 886-47232105 ext 3317; E-mail: phljl@cc.ncue.edu.tw (2)Department of Industrial Education & Technology, National Changhua University of Education, Changhua 500, Taiwan (3)E-Learning Center, National Changhua University of Education, Changhua 500, Taiwan 1. Introduction - Pressure is an important yet abstract core concept of the natural and life sciences. The majority of the literature has investigated the educational achievements, alternative conceptions, and conceptual developments of students learning about pressure, but few studies have investigated teaching approaches based on conceptual change. In this study, teaching materials were designed for the subject of pressure using the POEE teaching approach, and problems encountered by the teachers, the solutions to these problems, and conceptual change in the students were investigated. 2. Experimental - The target groups in this research were two ordinary classes from year 8 of a large secondary school in a central city in Taiwan, and the two classes comprised 34 and 33 students who participated in the first and second cycles of teaching, respectively. The students were heterogeneously grouped for cooperative learning. Teaching materials on the subject of pressure were developed by integrating POEE with exploration-based teaching strategies. The research tools used in this study include diagnostic questions for alternative conception and semi-structured interviews. The teaching approach with POEE characteristics developed in this study is described in Figure 1. Prediction（P） Observation（O） Exploration（E） Explanation（E） The learners predict the The learners perform activities The learners obtain experience The learners explain the activities to be performed and and observe and record the through hands-on operations. predictions and the observed explain their reasons. results. results. Concept Application Concept Introduction The learners apply the new concepts they have learned in new situations. The learners present the observed results and describe the differences from their predictions. Figure 1. The Prediction-Observation-Exploration-Explanation (POEE) teaching design Development of teaching materials: The teaching design structure was developed by integrating the exploration strategy proposed in [4] into the POEE theory proposed in [7], as shown in Table I. Table I. Framework of the POEE teaching design Learning cycle stage Role of teachers  Prediction （P）    Reminding students of their related experiences. Illustrating the activities and understanding the events that the students are going to predict. Confirming the predictions of the students. Encouraging students to describe and Role of students    Making predictions for the cases given by the teacher. Describing and explaining their predictions. Presenting their predictions and their underlying reasons. 266 explain their predictions.  Arrange for conceptual conflicts.  Guiding students in observing important phenomena.  Encouraging students to pay attention to details, and to describe or record their observations.  Operate instruments to perform experiments and investigative activities.  Observing and describing the processes of the experiment.  Providing sufficient time and opportunities, assisting students in their investigations, and in learning scientific concepts and process skills based on shared experiences.  After participation in activities, students should have sufficient time to perform investigations and establish shared and specific experiences through hands-on operations.  Confirming whether the observations made by students match the predictions.  If the results do not match the predictions, let students try to explain why this is the case.  Confirm whether their observations and predictions match each other.  Explaining the difference between the observed results and predictions. If the explanation is incorrect, then a revised explanation needs to be proposed. Concept Introductio n  Encouraging students to present the differences between the observed results and the predictions.  Guiding explanations given by the students by asking questions and summarizing the observed phenomena.  Assisting students in extracting scientific concepts from the observed phenomena.  Defining new concepts or principles, and helping students to apply them in new experiences.  Presenting their own observations and explaining the differences from the predictions.  Correcting the observations that cannot be explained in POEE activities through the guidance of teachers.  Learning the definition and principles of the new concept. Concept Application  Providing new situations and allowing students to apply new concepts in these situations.  Guiding students in thinking how the new concept can be applied in daily life.  Observing and assessing the ability of the students in applying new concepts.  Applying the new concept they have learned in new situations.  Reflecting on how the new concept can be applied in daily life.  Students can become familiar with the learnt concepts through repeated practice. Observation （O） Exploration (E) Explanation （E） 3. Results and Discussion - The results and discussions of this study are divided into three parts: (1) Findings from the implementation of the POEE teaching approach: The addition of an “Exploration” stage allows students to obtain hands-on experience, thus establishing shared and specific experiences. Moreover, the “Conceptual Learning” educational target was achieved by implementing the “Concept Introduction” stage. T1: I have tried to use the POEE teaching approach in designing activities for teaching temperature and heat recently, and I found that the addition of conceptual introductions and applications (for heat) made teaching activities much more comprehensive as a whole, and the explanations given after the end of the experiments gave the students a clearer understanding of the concepts being taught in this subject. P: This teaching process appears to be immaculate; how effective was this approach after the students completed their classes? T1: In the stage of concept application, besides general calculation-related questions, I added an open-ended question asking students to design a thermometer. Although their answers were not perfect, there was a considerable improvement in how the students applied the concepts they learned. M991026 (2) Challenges and solutions for implementing the POEE teaching approach in teaching the concept of pressure: (a) The knowledge of force and area is a prerequisite for learning the concept of pressure. 267 (b) Students are encouraged to collaborate and communicate ideas within small discussion groups in the prediction and explanation stages. T1: Were you afraid of making wrong predictions when Activity 1 first started? S09: In the beginning, I was afraid that it would be embarrassing if I made a mistake! T1: How did you feel later? S09: It was all right later on, and towards the end I felt that I had my own ideas, and discussions in small groups helped me improve my understanding of this experiment. 01ST1000406S09 (3) The effect of POEE teaching approach on conceptual change: After two cycles of teaching, it was found that the second cycle has a more pronounced (beneficial) effect on conceptual change in students than the first cycle. This shows that POEE is beneficial for conceptual change and a long period of implementation is required to demonstrate its effectiveness, as shown in the table below. 4. Conclusions - In this work, it was found that: 1. The POEE approach enhances the effectiveness of the POE teaching approach, and if teachers and students are allowed to implement this approach long-term, the teachers can become more practiced at this approach and students may be inspired to actively explore various concepts. 2. The effects of the POEE approach in terms of teaching outcomes include the effective guidance of students to learn and communicate in an active manner, and the facilitation of concept development. 3. The activities may inspire diversity in ideas, leading to effective predictions and hands-on explorations and explanations, thus enhancing the depth of conceptual change in students. 268 It is suggested that in future work researchers focus on investigating interactions within small discussion groups in order to study in further detail the effects of discussions and interactions between members of small discussion groups on the conceptual change of students. Acknowledgement This research is partially supported by the National Science Council (Ministry of Science and Technology), Taiwan, R.O.C., under project grants MOST 103-2511-S-018 -022 -MY3. 5. References [1] P. Beisenherz and M. Dantonio, “Using the learning cycle to teach physical science: A hands-on approach for the middle grades”, Heinemann, Portsmouth, NH, 1996. [2] S. Carey, “Conceptual change in childhood”, MIT Press, Cambridge, MA, 1985. [3] R.A. Duschl and D.H. Gitomer, Journal of Research in Science Teaching, 28, (1991) pp. 839‒858. [4] R. Karplus, “Science Curriculum Improvement Study: Teachers Handbook”, Lawrence Hall of Science, Berkeley, CA, 1974. [5] I. Lakatos, Falsification and the methodology of scientific research programmers, in I. Lakatos and A. Musgrave (Eds.), “Criticism and the growth of knowledge”, Cambridge University Press, Cambridge, 1970, pp. 91‒195. [6] E.A. Marek, C.C. Cowan, and A.M.L. Cavallo, The American Biology Teacher, 56(2), (1994) pp. 74‒77. [7] J.D. Novak and D.B. Gowin, “Learning how to learn”, Cambridge University Press, New York and Cambridge, UK, 1984. [8] G.J. Posner, K.A. Strike, P.W. Hewson, and W.A. Gertzog, Science Education, 66, (1982) pp. 211‒277. [9] R.T. White and R.F. Gunstone, “Probing understanding”, Falmer Press, London, 1992. 269 Supporting students in independent learning of mathematical concepts using screencasts : indicators for instructional design Catherine McLoughlin Australian Catholic University catherine.mcloughlin@acu.edu.au Mathematics support centres in Australian universities are now essential and a cost effective e ways to ensue this is to use technology, screencasting to instead of in-person teaching methods. This form of flexible support is strategic and enables students to download resources when academic staff are not always available. In addition, screencasts can be delivered on demand, downloadable at the point of need by students. By enabling earners to decide when, where and how to watch a tutorial, hey are empowered and can learn anyplace, anyhow, anytime. The study takes place in an Australian higher education context and the research problem addressed is how to ensure that students engage in epistemic tasks, such as explaining, critiquing predicting or solving a problem following a screencast of a mathematical problem in an online context. The study used advanced organisers to prompt the students into active learning. Students then evaluated their experience and described the activities they engaged in before and after viewing the screencast. An evaluation questionnaire was used to gather data from students concerning their activities during and following screencasts. Findings showed that screencasts had a positive influence on students’ independent learning and engagement in epistemic tasks as they helped provide focus and scaffolds for more complex cognitive skills. Key words: epistemic tasks, scaffolding, screencasting, advance organisers 270 Teaching staff opinion on the innovative technologies usage in the Russian Federation system of higher education: expert survey analysis of the Ural universities N.Menshenina (1), O.Potapova (2), S.Potapova (3) (1) Ural Federal University, 620002, Russia, Ekaterinburg, Mira Street, 19, 8-909-004-9848,n.n.menshenina@urfu.ru (2) Ural Federal University, 620002, Russia, Ekaterinburg, Mira Street, 19, +79126127290 oxanap2@yandex.ru, (3) Ural State University of Economics, 620002, Ekaterinburg, 8 Marta Street, 62, +79086344653 svetlanavp@bk.ru Key words: innovative technologies, high education, professors, students, opinion, expert survey 1. Introduction In the age of globalization and the introduction of the Russian university community into the world educational system there is a growing necessity to include modern innovative technologies, new forms, ways, techniques and methods of teaching into the process of university education [1]. The modern state of the educational system in the Russian Federation shows the increasing role of nontraditional educational technologies. With their help students acquire knowledge much quicker than by means of conventional technologies. These technologies change the developmental character, acquisition and spread of knowledge. They allow us to deepen and widen the content of the disciplines studied, to renew it quickly, use more effective teaching methods as well as expand access to education dramatically for everyone interested. The introduction of new state educational standards of the third generation in the Russian education with the competencebased approach implies fundamental changes in teaching methodology for a great number of disciplines, premised on a more active student role as a rightful participant of the educational process, his greater independence and commitment of the education to specific practical results. In our opinion, a learning technology is a system of joint activity of the educational process subjects aimed at its planning, organization, orientation and correction, in order to achieve a specific result providing comfortable conditions and constraint satisfaction for participants. A wide range of existing learning technologies assume their classification. Although at present there is no single, clearly-set classification of learning technologies, the attention of many researchers, however, is drawn to two groups of technologies: traditional and innovative learning technologies. Traditional learning technologies are focused on communicating knowledge and describing modes of actions, conveyed to the learners in the finished form, and intended for reproducible assimilation [2]. This group of learning technologies includes: explanatory-illustrative training technology; problem training technology; programmed instruction technology; modular training technology; large-block study technology; lecture-seminar credit system; role-play technology. The notions of innovative learning technologies, ways and methods of teaching are interpreted in the international university community ambiguously (Bespalko, 1995;[3] Van, Van der Hiden, Campbell, 2003 [4]; Kashlachova, 2006; Benkler, Y., Shaw, A., & Hill, B. M., 2015 [5]. Malikova, 2002 [6]; In the main, innovative learning technologies mean ways and methods orienting teachers toward the use of such techniques and organization forms of learning activity which emphasize the forced cognitive activity of the learners, the formation of system thinking and the ability to generate ideas in the solution of creative tasks [7]. Malikova N.N., professor from Ekaterinburg, distinguishes three types of such technologies: radical (restructuring of the learning process or its main part); combined (the combination of a number of known elements or technologies into a new technology or a teaching method); modifying( the improvement of methods or learning technologies without significant changes) [8]. These technologies develop along the following lines: 1) reproductive education (“individually-prescribed” training, personified, as well as “brigade-individual” (team-working) training; 2) research training (the learning process is based on the search of cognitively applied, practical information); 3) development of models of educational discussion; 4) learning with the use of role-play models (the introduction of imitation and role-play modeling into a learning process) [9]. 271 Thus, innovative learning technologies in higher education involve methods based on the use of modern science achievement and information technology progress in education [10]. They are aimed at improving the quality of training by developing creative abilities and independence in students. They make it possible to conduct training in interactive mode; raise students’ interest in the discipline studied; bring study closer to practice of daily life (by forming skills of effective communication, adapting to quickly changing living conditions, increasing psychological stress resistance, teaching conflict resolution skills, etc.); teach skill of mastering new knowledge. This group includes the technologies of personality-oriented learning, group design work, command modular work, information, health preservation etc. 2. Experimental In order to study the introduction of modern learning technologies into the system of higher education, the teaching staff of Ekaterinburg universities has been interviewed. To research the given hypothesis the method of expert survey has been used. Eighty teachers of the Ural Federal University participated in the expert survey. The sample took into account the equality of all teaching staff positions in UrFU: assistants, senior lecturers, associate professors, professors. In processing and data analysis attention was emphasized on cross-grouping as well as data correlation depending on teachers’ positions held and work experience in higher schools. 3. Results and Discussion The analysis of the research results of the survey shows the following data. The necessity of the introduction of new learning technologies in higher schools at the present moment has been marked by 84.61% interviewed (the total quantity of answers “absolutely necessary” (38.46%) and “necessary” (46.15%)). And only 15.38% interviewed have chosen an answer “there is no special need” (figure 1). In our opinion, these data demonstrate that the university teaching staff realizes the necessity of changing the learning process by introducing innovative learning technologies in connection with the modernization of higher educational system in this country. Figure 1. The necessity of the introduction of new learning technologies into the university teaching practice. 50% 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% absolutely necessary necessary there is no special need Source: Developed by authors In processing and data analysis attention has been paid to cross-grouping, depending on teachers’ positions held, work experience and types of activities. Let us analyze the data obtained in relation to the given criteria. POSITION: So, at more detailed consideration, assistants and senior lecturers have expressed absolute agreement with the necessity of new learning technologies usage in teaching practice – 100% interviewed (total quantity of answers ”absolutely necessary” (49.00% and 47.00% correspondingly) and “necessary” (51.00% and 53.00% correspondingly) in the complete absence of negative answers. But associate professors (57%) and professors (65%), on the contrary, respond that “there is no special need in it”. WORK EXPERIENCE: While analyzing the data on the given issue, a certain dependence of answer distribution on work experience has been revealed. The teachers, with work experience in higher education up to 3 years, as well as from 11 to 15 and over 16 years, state the need of introducing new learning technologies into teaching practice. It may be due to the creativity of the youth and their readiness to innovations in the learning process. It is an interesting fact that those teachers who have been working in higher schools for 20 years and more, admit unequivocally that “there is no special need” in introducing new learning technologies into the teaching practice - 100% interviewed. The answer distribution on the usage frequency of learning technologies in the teaching staff professional activity is shown in table 1. Table 1. Usage frequency of learning technologies in the teaching staff professional activity 272 Practically at every lesson Selectively, when studying individual topics and sections Do not use at all Difficult to answer Explanatory-illustrative training 59, 5% 21, 3% 7,2 % 13% Problem training 25,8% 74,2% - - Modular training - 13,4% 70% 16,6% Critical thinking development 42,6% 28,4% 20,2% 8.8% Group design work 5,8% 83.2% 7% 5% 48,25% 21,75% 15,8% 14,2% - 15,38% 61,54% 23,08% Role-play 3,96% 2,02% 73,02% 21% Case study 9.5% 61,5% 22,8% 6,2% Technologies Information Health preservation Source: Developed by authors Thus, table 1 shows that the leading technology used ”practically at every lesson” is an explanatory-illustrative training technology (80.8%), followed according to the usage frequency by the critical thinking development technology (71%). The last among the leaders is the information technology (70%). Despite the fact, that the problem training technology is applied only by 25.8% surveyed, 74.2% respondents use it selectively, when studying individual topics and sections, which, in our opinion, is quite justified. This is true for the use of group design work, role-play and case-study technologies too. So when studying individual topics and sections, group design work is used by 83.8% surveyed, role-play and case-study technologies - by 61.5% interviewed correspondingly. Nevertheless, a disturbing fact is that role-play and case-study technologies are not used at all by 22.8% respondents. Special attention should be paid to the fact that modular training as well as health preservation technologies are not used at all by 70% and 61.54% surveyed, and they are only used when studying individual topics and sections. Though, taking into account the modernization of the whole educational system in this country, it is these technologies that should take the leading positions in the learning process, while explanatory-illustrative training technologies, which are still more preferable, should give in. In our opinion, it shows the unwillingness of the teaching staff to pass to a new stage of self-development and to rebuild their views on the possibility of changing the material presentation while studying sociology as an academic discipline. The distribution of answers concerning the necessity of the innovative technology usage also proves the above-said. According to the teaching staff, the educational process in higher schools should be provided with the development of critical thinking and “case-study” technologies (71% respectively), group design work (89%), information technologies (70%), role-play technologies (5.98%), while such technologies as modular training and health preservation have not been chosen at all. TYPES OF ACTIVITIES: As the results of our research show, the innovative learning technologies are mostly applied on practical lessons (seminars). 61.4% respondents have indicated it. The number of teachers using innovative technologies only at lectures and those using them both at lectures and practical lessons has been the same – 15.38% surveyed, but, unfortunately, 7.69% respondents do not use them at all. Our research also reveals that 100% assistants and senior lecturers apply innovative technologies on practical lessons (seminars) exclusively. As for assistants, it is quite understandable – they do not practically have lectures in their academic load. But senior lecturers, having an experience in lecturing, prefer only the traditional practice of material presentation. To a greater extent, innovative learning technologies in different types of activities are applied by professors of departments. Thus, their choice is distributed equally by 25%, including the answers “do not use at all”. Upon closer examination it became clear that innovative technologies “are not used at all” by those professors, whose work experience in teaching sociology as an academic discipline is from 3 to 7 years. In this way, on the one hand, we elicited the most active medium applying and using innovative technologies in the learning process, and, on the other hand, the “passive” 273 or “protest” medium regarding the traditional form of material presentation in higher schools as being the most acceptable and adaptive one. The factors, promoting wider introduction of innovative learning technologies into the teaching process at present, according to the teaching staff opinion, are, first of all, the following: 1. the possibility of using multimedia tools in the teaching process (76.92%), 2. objective needs of the modern society (53.85%), 3. the transition to the new educational standards (Federal State Educational Standards (FSES) of the third generation (46.15%), 4. desire to perfect oneself (46.15%). It is interesting to note that none of the interviewed indicated that the traditional learning technologies had become absolutely outdated. Proceeding from all the above , the optimal way of learning technologies formation and quality assessment systems in training students with FSES in higher education are, according to our opinion, the following: 1. traditional approaches and means developed in the history of national higher schools 2.innovative approaches based on the experimental methodologies of leading domestic teachers and modern foreign experience. The factors, impeding the introduction of innovative learning technologies into the teaching process at present, are: low teachers’ motivation (92.31%), time shortage (53.85%), lack of teachers’ knowledge in the field (46.15%), the priority of research work to the detriment of teaching and methodological work (38.46%), commitment to traditional forms and teaching methods (30.77%), passive student audience (15.38%). 4. Conclusions 1. Our hypothesis has been confirmed: even the most passive student audience may become if not active but cognizant, when the way of material presentation is interesting and the material is close to future specialty. 2. The lack of motivation among the teachers about the introduction of innovative learning technologies, in our opinion, is not only the most destructive factor, but the one which is difficult to transform in the educational process of a modern higher school. 3. To increase teachers’ motivation is not possible only by an administrative decision. Therefore, the administrative and management apparatus should make every effort not only to stimulate the labor of the teaching staff, but to create the necessary conditions for their self-improvement and self-realization. Acknowledgment The work was supported by Act 211 Government of the Russian Federation, contract № 02.A03.21.0006. 5. References [1] Chernoskutova, M & Menshenina, N (2016). GR-technologies as an instrument for the development of system of supplementary children education as a problem of the human resources. International Days of Statistics and Economics, Prague, 653-662 [2]Gofen, Anat & Blomqvist, Paula (2014) Parental entrepreneurship in public education: a social force or a policy problem? Journal of Education Policy 29 (4), 546-569 [3] Bespalko, V.P. (1995) Pedagogy and technology training, Moskau, [4] Van Damme, D., Van der Hiden P., Campbell K. (2003) International system of quality assurance and recognition of qualifications in higher education in Europe. Trondheim, Norway. URL: http://www.oecdcentre.hse.ru/material/opublic/qualities.pdf (date: 30.05.2017). [5] Benkler, Y., Shaw, A., & Hill, B. M. (2015). Peer Production: A Form of Collective Intelligence. In T. W. Malone & M. S. Bernstein (Eds.), Handbook of Collective Intelligence. Cambridge, MA: MIT Press. [6]Malikova, N. R. (2002) About some innovative methods of teaching sociology Soziologicheskie Issledovania (2). [7] Adell, J., & Castañeda, L. (2010). Personal learning environments: a new way to understand learning. In M. Roig & M. Fiorucci (Eds.), Clues for research on innovation and education quality. Alcoy: Marfil-Roma TRE. [8] Malikova, N.R. (2010) Innovation of sociological education: adaptation to the dynamics of social change/Unexpected modernity: the changing realities of the twenty-first century. World-Russia-Urals. Ekaterinburg (1) [9] Cartelli, A. (2006). Teaching in the Knowledge Society: New Skills and Instruments for Teachers. Hershey, PA: Information Science Publishing. [10] Barker, T. T., & Kemp, F. O. (1990). Network theory: A postmodern pedagogy for the writing classroom. In C. Handa (Ed.), Computers and community: Teaching composition in the twenty-first century (pp. 1–27). Portsmouth, NH: Boynton/Cook Publishing. 274 The importance of emotions within a creative process of writing Abstract Emotion and motivation are two different words, which derive from the same Latin etymologic origin movere. The link is not only etymological; neurophysiology has proved that neuronal structures and functional systems of motivation and emotion are both processed in the limbic system of the brain. Many authors have expressed the difficulty in finding a model of definition for the concept of emotion. Since 1975, when Ekman and Friesen classified emotions into six universal facial expressions, other classifications have taken place. Only to mention some, Plutchick (2001) classified emotions into basic or primary and complex emotions formed by blending the basic ones. He represented them in a wheel form. Later on, Damasio (2005) established three categories, namely primary, social and background emotions. In this presentation, we would like to show indicators of emotions within the creative process of composing a RAP poem in the 6th Year of Primary Education. The indicators will lead us to rate the motivation of participating students. We would like to highlight the importance of emotional education in Primary Education as a strategy to motivate pupils to learn a foreign language. Indeed, when the pupils enjoy a relaxed atmosphere they are more likely to express their emotions. In the same way, a relaxed atmosphere is fundamental for language acquisition to occur (Krashen, 1985). This research project will look for evidence related to emotions in one study carried out in a Primary school class. In order to do so, we have analysed the different instruments used to gather data, and we have triangulated them to produce the results. 275 STUDENTS’ ATTITUDES TOWARD WRITTEN CORRECTIVE FEEDBACK IN FRESHMEN ACADEMIC WRITING CLASSES Laurence Craven American University of Sharjah Keywords: corrective feedback, error correction, academic writing, student attitudes To aid practitioners with guidance for optimum ways to teach L2 writing, many researchers over the past few decades have studied the effects of error correction. This term is also referred to corrective feedback (CF) and researchers have further examined its effects on language learning and development. Many that believed that CF helps students to improve their writing and their language development, until Truscott (1996) published his critique of the practice. Since then, there was an ongoing debate on the effectiveness of corrective feedback on L2 students’ writing. Truscott mentioned several reasons why CF should be abandoned and that it could be a harmful practice. Ferris (1999) responded to Truscott's claims and questioned them, because the evidence Truscott proposed had methodological problems both in design and analysis. In 1999, Truscott admitted that further research should investigate which approaches to error correction may have value. Ferris (1999) and Truscott (1999) both noted, however, that future research should be focused on investigating the long-term improvement of CF, rather than initial so called pseudo-learning (Truscott 1996). This recommendation from both researchers resulted in a large number of studies attempting to explore the benefits of CF and many rebutted Truscott’s (1996) claims. These studies include: Ferris (1999, 2004), Ashwell (2000), Ferris & Roberts (2001), Chandler (2003), Sachs & Polio (2007), Sheen (2007), Bitchener (2008), Bitchener & Knock (2009) Ellis et al. (2008). Bitchener & Knock (2010), Van Beuningen et al. (2008, 2012). These studies demonstrated with empirical evidence that CF was effective by improving accuracy in revisions and some in new writing tasks. There are different forms of CF, the main categorization is inebtween direct and indirect forms. With direct CF the teacher provides the student with the correct form. This feedback can take a number of different forms, for example correcting a phrase or a word by writing the correct form near the erroneous form (Ellis 2009), and how to correct the error, writing the missing word that a student had forgotten to include and changing words to more appropriate options. Many argue that direct CF requires minimal processing on the part of the learners and thus, it may not contribute to long-term learning. The benefit of direct feedback is that students do not become confused and know exactly what error they made and how to correct it. Alimohammadi & Nejadansari claim that direct CF is more 276 immediate, more explicit and helps the students apply the rules correctly (2014). Unlike direct feedback, indirect CF involves making the learner aware of an error, but not providing the corrected form. Indirect CF can be provided by underlining errors or using marks in the margins to show that there are errors in the student’s text. Alternative forms include circling the error or placing a cross in the margin next to the line containing the error. If errors are marked in the margins, the person giving the CF can decide to show where the precise location of the error is, or just to indicate that that line has an error. Language acquisition theorists and researchers, such as Lalande (1982) argue that indirect feedback is preferable for most student writers, because it engages them in in problem solving which causes them to think deeply about the error. some studies have concluded that there is no difference between direct and indirect feedback, other researchers have favored direct CF, and others have found indirect CF the most effective. Kang & Han’s (2015), conclusion from their meta-analysis did not find a significant difference between the two. They note that one possible reason could be due to the multiple types of feedback used and the dissimilarities among the students making it difficult to conclude on the effectiveness of the feedback. Elsami (2014) also notes that the results of studies that have investigated the difference between direct and indirect CF are very mixed. Ferris (2013) notes that for writing development, indirect CF may be more valuable for the long term than direct CF. However, if language acquisition is prioritized over writing development, SLA researchers have argued that direct CF is more useful because it provides clear information about the specific targeted structure (Bitchener & Knoch, 2010; van Beuningen, de Jong, & Kuiken, 2008; van Beuningen et al., 2012). Although there are some that prefer one form over the other another important aspect would be to examine student beleifs toward CF to see what their attitudes toward CF are. The literature suggests that CF may hinder the development of students lanugage and a few studies have found that student and teacher attitudes towards CF varies (Ancker, 2000). Havranek and Cesnik, (2001) found that that corrective feedback was likely to benefit learners who had a positive attitude towards error correction and high language proficiency. Sheen’s (2006) results showed that positive attitudes towards CF and grammatical accuracy were stronger in the explicit group than in the implicit group. Similar results were found by Amador (2008) who also found a preference for explicit CF. There is also a distinction between ‘unfocused’ and ‘focused’ CF in the litterature. Focused feedback refers to feedback that is given only on a specific and preselected type of error and unfocused feedabck refers to feedback given on all errors. Due to the context in whhich the study is situated, unfocused feedback was used. Research Questions The current study aims to answer the following research questions: 1. Do students prefer direct or indirect unfocused CF? 277 2. Do students believe that unfocused CF helps them improve their writing? 3. Do students prefer paper and pen based or computer based forms of feedback on their work? Methods 100 Students took part in the study which was conducted at 3 universities in the Kanto area of Japan. The students were all enrolled in writing classes and were either freshmen or sophomores. Data was elicited through the use of questionaires and interviews. The questionnaires were composed of multiple response items, closed items, and Likert-type items. Twenty students were also interviewed in a focus group to provide more specific answers to some of the questions. Results 1. Do students prefer direct or indirect unfocused CF? According to the results of the questionnaire, 75.57% of students prefer unofcused direct CF. 21.43% of students answered that they did not mind between the twwo forms of feedback and 0% of students prefered indirect CF. 2. Do students believe that unfocused CF helps them improve their writing? According to the results of the questionnaire, 82.14% of students say CF helps them improve their writing. 17.86% answered neutral and 0% of students said that CF is a hinderance to their academic writing. 3. Do students prefer prefer paper and pen based or computer based forms of feedback on their work? According to the results of the questionnaire 52 % of students preferred computer based forms of feedback. 25% of students answered that they did not mind which form of feedback they received and 23% of students answered that they preferred a hard copy with feedback given using a pen. Conclusion According to these results writing teachers should give unfocused CF on their students’ essays as students believe that it helps improve their writing. The students interviewed prefer direct over indirect 278 feedback and during focus group interviews the major reason for this preference was that they believed the teacher was the expert and should tell them how to correct their work. Some stated that if the teacher just underlined or circled their errors they were unable to correct the errors as they lacked confidence and ability. Students also prefer their CF to be computer based and teachers may decide to adapt their methods of giving CF to match student preferences. Using on-line rubrics and computer based comments are a possibility, through platforms such as Blackboard. Teachers, however, should remember that student beliefs are mostly influential because any incongruity between students’ and teachers’ opinions can curb or hinder the effectiveness of corrective feedback (Hamouda, 2011). If teachers use forms of feedback students believe are ineffective or do not like, the result will probably be feedback that is ineffective and disheartening for students (Diab, 2005, 2006). The findings of this study show that Japanese students appear to crave surface–level error CF from their teachers. In the focus group interview students claimed that it was useful even though research evidence shows a different story. Teachers, therefore, should attempt to modify student beliefs and explain to them how different forms of feedback are important and why and when they should be used rather than just doing something because students prefer it. References Alimohammadi, B., & Nejadansari, D. (2014). Written Corrective Feedback: Focused and Unfocused. Theory And Practice In Language Studies, 4(3), 581-587. Amador, Y. A. (2008) Learner Attitudes toward Error Correction in a Beginners English Class. Communicaión, Vol. 17, No. 1, p.18-28 Ancker, W. (2000). Errors and corrective feedback: Updated theory and classroom practice. English Teaching Forum, 8(4), 20-25. Ashwell, T. (2000). Patterns of Teacher Response to Student Writing in a Multi Draft Composition Classroom: Is Content Feedback Followed by Form Feedback the Best method? Journal of Second Language Writing, 9(3), 227-257. Bitchner, J. (2008). Evidence in Support of Written Corrective Feedback . Journal of Second Language Writing 17, 102-118. Bitchener, J., & Knoch, U. (2009). The value of a focused approach to written corrective feedback. ELT Journal: English Language Teachers Journal, 63(3), 204-211. 279 Bitchener, J. & Knoch, U. (2010). The contribution of written corrective feedback to language development: A ten month investigation. Applied Linguistics, 31 (2), 193-214. Diab, L. L. (2005). EFL university students’ preferences for error correction and teacher feedback on writing. TESL Reporter, 38(1), 27-51. Diab, L. L. (2006). Error correction and feedback in the EFL writing classroom. Comparing instructor and student preferences. English Teaching Forum, 3, 3-13. Ellis, R., Sheen, Y., Morakami, M., and Takashima, H. (2008). The effect of focused and unfocused corrective feedback in an English as a foreign language context. System, 36, 353-371. Ellis, R. (2009). A typology of written corrective feedback types. ELT Journal, 63(2), 97-107. Eslami, E. (2014). The Effects of Direct and Indirect Corrective Feedback Techniques on EFL Students’ Writing. Procedia - Social And Behavioral Sciences, 98, 445-452. Ferris, D.R. (1999). The case for grammar correction in L2 writing classes: A response to Truscot (1996). Journal of Second Language writing. 8(1),1-11. Ferris, D. R. (2004). ‘The ‘‘Grammar Correction’’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime . . . .?). Journal of Second Language Writing, 13, 49–62 Ferris, D. R., & Roberts, B. (2001). Error feedback in L2 writing classes: How explicit does it need to be? Journal of Second Language Writing, 10(3), 161-184. Hamouda, F. (2011). A study of students and teachers' preferences and attitudes towards correction of classroom written errors in Saudi EFL context. Canadian Center of Science and Education, 4(3), 129-141. Kang, E., & Han, Z. (2015). The Efficacy of Written Corrective Feedback in Improving L2 Written Accuracy: A Meta-Analysis. Modern Language Journal, 99(1). 280 Lalande, J.F. (1982). Reducing composition errors: An experiment. Modern Language Journal.66. 140149. Sachs, R., & Polio, C. (2007). Learners’ uses of two types of written feedback on an L2 writing revision task. Studies in Second Language Acquisition, 29, 67–100. Sheen, Y. (2007). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41, 255–283. Truscot,J. (1996). The case against grammar correction in L2 writing classes . Language Learning. 46, 327-369. Truscott, J. (1999). The case for “the case against grammar correction in L2 writing classes: A response to Ferris. Journal of Second Language Writing, 8(2), 111-122. Van Beuningen, C., de Jong, N. H., and Kuiken, F. (2008). The effect of direct and indirect corrective feedback on L2 learners' written accuracy. ITL International Journal of Applied Linguistics, 156, 279-296. Van Beuningen, C., de Jong, N. H., and Kuiken, F. (2012). Evidence on the effectiveness of comprehensive error correction in Dutch multilingual classrooms. Language Learning, 61, 1-41. 281 CEFIRE específico CTEM: un Centro de Formación del Profesorado Específico de Ámbito Científico, Tecnológico y Matemático. Experiencia piloto en la Comunidad Valenciana O. R. Lozano(1,2), I. Orquín(1), C. Segura(1,3), E. Thibaut(1,2) (1) (2) CEFIRE específico CTEM (Conselleria d’Educació), Poeta Bodria 4, 46010-Valencia Departamento Didáctica de las Ciencias Experimentales y Sociales. Facultat de Magisteri Universitat de Valencia. Avda. Tarongers, 4. 46022 Valencia (3) Departamento Didáctica de las Matemáticas. Facultat de Magisteri Universitat de Valencia. Avda. Tarongers, 4. 46022 Valencia 1. Introducción – El comienzo del siglo XXI está siendo testigo de un cambio social promovido por la sociedad de la comunicación y la globalización. Esto afecta al modelo de sociedad en que vivimos, de manera que las instituciones educativas deben adaptarse para no quedar obsoletas. La sociedad, con un futuro cada vez más tecnificado, tiene una necesidad creciente de expertos en áreas científico-técnicas. El sistema educativo debe adaptarse a estas necesidades, y por esta razón, instituciones nacionales e internacionales están apostando por el enfoque interdisciplinar STEM (Science, Technology, Engineering and Mathematics) para la enseñanza de las ciencias. En particular, los principales estudios internacionales en Ciencias y Matemáticas tratan de evaluar la capacidad de los alumnos “para hacer uso de sus conocimientos científicos en situaciones de la vida cotidiana que tengan que ver con las ciencias y la tecnología” [1]. Es decir, dan relevancia a las competencias científicas y matemáticas del alumnado. Como recomienda el informe Eurydice para la Comisión Europea, la adquisición de competencias científicas está ligada a una enseñanza contextualizada de las asignaturas STEM, relacionándolas con asuntos sociales del momento y promoviendo una enseñanza multidisciplinar e integradora. En el sistema educativo español han ido apareciendo en los últimos años un conjunto de programas educativos en la enseñanza secundaria (PACG, PAE, PASE, PAM, PDC, PCPI, etc) que reflejan este punto de vista interdisciplinar de la enseñanza de las ciencias de manera natural en la distribución por ámbitos de sus contenidos. La formación permanente del profesorado no puede quedarse atrás en el enfoque STEM. Entendemos que los centros de formación del profesorado deben ser los promotores de una enseñanza integradora de las ciencias y del diseño de unidades didácticas interdisciplinares que tengan soporte en metodologías constructivistas como el ABP (Aprendizaje Basado en Proyectos), el aprendizaje cooperativo o la investigación guiada (IBL, inquiry-based learning). El informe Eurydice señala que, en los países europeos, estas metodologías se están incorporando con éxito a la formación permanente del profesorado STEM, pero advierte que los programas de formación del profesorado “recogen con mucha menor frecuencia aspectos como el tratamiento a la diversidad, es decir, enseñar a una variedad de estudiantes con diferentes capacidades evitando estereotipos de género” [1]. Es en este contexto, se constituye en agosto de 2016 el CEFIRE específico CTEM (Centro de Formación, Innovación y Recursos Específico de Ámbito Científico, Tecnológico y Matemático), un centro para el profesorado que pretende impulsar en la Comunidad Valenciana la enseñanza-aprendizaje interdisciplinar, contextualizada, competencial e inclusiva del enfoque STEM. Así ocurre con sus líneas de actuación, como cooperación internacional, colaboración con instituciones (universidades, museos, ONGs, etc.), aprendizaje servicio, difusión e intercambio de experiencias docentes, interdisciplinariedad, actividades extracurriculares o establecimiento de redes de profesores. Este trabajo describe su proceso de creación, sus principios rectores así como sus principales líneas de acción y perspectivas de futuro. 2. El CEFIRE específico CTEM de la Comunidad Valenciana - En este apartado queremos exponer los ejes vertebrales de la actuación del CEFIRE específico CTEM de la Comunidad Valenciana. Para comprender estos ejes vertebrales, primero se expone qué perfil del profesorado de ciencias pretendemos alcanzar a través de una formación permanente competencial, para después dibujar qué modelo de formación permanente del profesorado entendemos más adecuado para la consecución del perfil profesional que perseguimos. Finalmente, planteamos las líneas principales de actuación que entendemos que deben seguirse en concordancia con el tipo de modelo y el perfil docente pretendidos. 2.1.- ¿Para qué formamos? Perfil del profesor de ciencias. El punto de partida del diseño de un plan de actuación de un centro de formación permanente del profesorado debe ser definir cuál es el objetivo, qué tipo de profesor de ciencias estamos buscando. Este perfil docente debe concretar el conjunto de competencias profesionales que lo configuran, en línea con lo que estudios como el de Perrenoud plantean [2]. El problema es que no existe ningún planteamiento único que pueda seguirse como modelo para definir las competencias profesionales del profesor STEM. Existen enfoques generalistas ([3], [4]) que proponen definiciones de estas competencias. Otros trabajos [5] se esfuerzan en establecer clasificaciones que puedan ser útiles para su programación y empleo en el diseño de programas de formación. Comellas [5] propone una agrupación de competencias en dos grandes grupos: las competencias inherentes a las personas y las competencias específicamente profesionales. Esta clasificación puede 282 entreverse también en la propuesta de Tejada [4] y en el modelo de competencias profesionales del profesorado propuesto por la Junta de Castilla y León [6]. Para proponer un modelo de competencias para el profesorado de ciencias se plantea aquí uno basado en el modelo TPACK (Technological Pedagogical Content Knowledge) [7] y en la fundamentación de las competencias del profesorado de ciencias expuesto por Quílez et al. [8]. Se proponen en este trabajo cinco grandes áreas competenciales: Descripción Dominar los contenidos científicos de su área de conocimiento, así como la gestión de los mismos. Dominar los principios que fundamentan la didáctica específica de su área de conocimiento. Versa sobre el intercambio de conocimientos, ideas, pensamientos, emociones y sentimientos, teniendo en cuenta el papel fundamental que juega la lengua en la clase de ciencias. Se refiere al dominio de las TIC para poderlas utilizar en la didáctica del área, desarrollando entonces Tecnologías de Aprendizaje y Conocimiento. Se refiere a la propia forma de ser de la persona, lo cual impacta sobre la capacidad de liderazgo en el aula, la motivación del alumnado en el aprendizaje de las ciencias y la tecnología y sobre la superación de posibles insatisfacciones en el ejercicio de la actividad docente. Competencia Científica (saber) Didáctica (saber hacer qué) Comunicativa y lingüística (saber hacer cómo) Digital (saber hacer cómo) Intra e interpersonal y socialrelacional (saber ser y estar) Tabla 1.- Competencias docentes del profesorado de ciencias. 2.2.- ¿Cómo formamos? Modelos de formación permanente del profesorado. Kennedy [9] propone tres grandes modelos de formación en función de su finalidad: los modelos transmisivos, cuya objetivo principal es la transmisión de conocimiento, los modelos transicionales, que pretenden estimular la crítica reflexiva del profesor para afectar la manera en la que se forma y los modelos transformativos, aquellos que aplican al aula las conclusiones de la reflexión e investigación del propio profesor. Expuestos así, están en orden creciente de autonomía del profesor. Nótese que en esta clasificación, el criterio diferenciador es la probabilidad de impactar sobre el aula en el corto plazo. No podemos decir entonces que los modelos transmisivos no van a impactar en el aula nunca. Simplemente decimos que lo harán más tarde o que es más difícil, estadísticamente hablando sobre el análisis de la praxis docente, que lo hagan en el corto plazo. La situación ideal es una mezcla de los tres tipos. No se trata entonces de tachar algunos de ellos como inútiles, sino de definir el ámbito de aplicabilidad de cada uno, pues cada uno tiene su interés en situaciones determinadas. Por ejemplo, los modelos transmisivos, como puede ser el modelo de entrenamiento, pueden tener utilidad en los cursos de actualización científica, mientras que los modelos transicionales, de mentorización entre compañeros, pueden tener un mayor abanico de aplicabilidad por cuanto son apropiados para observar y reflexionar sobre nuevas metodologías, que están mucho más cercanas a la práctica de aula. Las experiencias exitosas están normalmente relacionadas con la investigación educativa [10], de aquí la importancia del método de investigación-acción. El pragmatismo aquí es inmediato por construcción del propio modelo. Por ejemplo, en el ensayo de dinámicas de clase y didácticas específicas en ciencias. Sin embargo, podemos decir que, si bien cada uno puede tener su ámbito de actuación, sí es cierto que, en la medida que la formación permanente del profesorado tiene como uno de sus objetivos últimos impactar sobre la práctica de aula, los modelos transicionales y, sobre todo, los transformativos, deben de tener una mayor presencia que los transmisivos. 2.3.- ¿En qué formamos? Propuesta de líneas de actuación. Una vez tenemos definidas las competencias profesionales que queremos desarrollar en el profesorado a través de la formación permanente y los modelos a seguir, el siguiente paso es definir las líneas principales de actuación que deben seguir las actuaciones formativas planteadas para conseguir y desarrollar aquellas competencias. El criterio de clasificación de las actuaciones formativas es aquí la finalidad de la acción, no se trata pues de una clasificación temática por áreas de conocimiento, sino de una clasificación funcional. Veámoslo en forma de tabla: Descripción / Ejemplos Dinámicas de aula aplicadas en áreas STEM, organización/optimización/uso de laboratorios y espacios, dinamización de la programación, diseño de experiencias propias... Línea formativa Organización de los procesos enseñanza-aprendizaje Aprendizaje cooperativo, IBL, gamificación, Aprendizaje-servicio, ABP, modelización... Esta línea tiene dos objetivos: el conocimiento y dominio técnico de las Tecnologías de la Información y la Comunicación (TIC) y su aplicación para la mejora del aprendizaje en lo que se entiende como Tecnologías del Aprendizaje y el Conocimiento (TAC). Metodologías Herramientas TIC-TAC en la docencia 283 Cuando la formación provenga de experiencias del profesorado: seminarios, grupos de trabajo, proyectos de innovación. Aquellas que integren varias áreas dentro de la perspectiva interdisciplinar CTEM para favorecer un aprendizaje contextualizado y significativo. Estas actuaciones explican y promueven la participación en concursos de ciencias a todos los niveles. Promueven la participación de profesores en plataformas nacionales e internacionales de proyectos. Se basan en eventos de tamaño medio-grande para difundir el trabajo del profesorado, fomentar las redes de profesores y promover la innovación en las aulas. Extensión de Experiencias de aprendizaje Stemización Promoción de la actividad docente y formación de redes profesionales Tabla 2.- Principales líneas de actuación del CEFIRE CTEM. 2.4.- Objetivos estratégicos del CEFIRE específico CTEM de la Comunidad Valenciana. El CEFIRE específico CTEM de la Comunidad Valenciana, como centro de nueva creación para la formación permanente del profesorado, necesita de un plan detallado de actuación, cuya fundamentación se ha presentado ya en apartados anteriores. En este plan no puede olvidarse la definición de los objetivos estratégicos que permitan diseñar un plan de actuación coherente con estos y cierre la retroalimentación de los elementos fundamentales de la planificación de actividad del CEFIRE: objetivos-contenidos-metodología-evaluación. Todos estos elementos fundamentales deben estar relacionados de manera congruente y constructiva. Podemos citar, entre los objetivos principales del CEFIRE específico CTEM: ● Mejora de la eficiencia de la formación permanente del profesorado. En este caso se busca impartir más formación, a menor coste para las arcas públicas, mejor acopladas a los intereses de nuestro profesorado, con mejores índices de certificación y, sobre todo, con un mayor impacto en el aula. Desde el CEFIRE específico CTEM se proponen medidas como aprovechar el papel de experto del asesor para impartir formación, proponer y dinamizar relaciones con instituciones públicas y/o privadas para el fomento de la formación del profesorado o el enriquecimiento de la modalidad de cursos a distancia, que tan buena acogida suele tener entre el profesorado. ● Promoción de la investigación y la innovación en el profesorado de ciencias. Este aspecto cobra especial relevancia para el modelo de formación que debe predominar en la formación, el transformativo de investigaciónacción. El profesor debe poder tener iniciativas de investigación y compartirlas y desarrollarlas en equipo junto con compañeros, estableciendo redes de profesores que estimulen y fomenten la investigación en el aula. A este objetivo contribuyen aspectos como el establecimiento de canales de comunicación permanente entre las universidades y los CEFIRES, para plantear y evaluar las líneas de actuación de los centros de formación del profesorado. También la promoción de simposios, jornadas y otras acciones destinadas a la presentación de resultados del trabajo de los profesores y sus investigaciones, resultados de proyectos de innovación educativa, etc. No hay que olvidar la promoción de actuaciones formativas (seminarios, mesas redondas) que estimulen la reflexión sobre la práctica educativa y favorezcan el contacto y trabajo cooperativo a la vez que impulsen la formación de redes de profesores innovadores o comunidades de prácticas [11]. ● Mejora y promoción de mecanismos de evaluación de la formación permanente del profesorado. La mejora continua que esperamos del plan de actuación debe nacer de la reflexión conjunta sobre el modelo y su funcionamiento a realizar por todos los actores del proceso de formación del profesorado. Bajo estos parámetros y de acuerdo con el modelo holístico de evaluación de la formación de Pineda [12] se plantea la evaluación de distintos aspectos: el nivel de satisfacción de los receptores de la formación, la evaluación formativa propia de cada acción formativa sobre los objetivos de la misma, el nivel de acoplo entre la oferta ofrecida y los intereses del profesorado de ciencias, el nivel de transferencia del conocimiento generado como consecuencia de la realización de la formación, el impacto de la formación del profesorado en las aulas, la rentabilidad del plan de actuación del CEFIRE y, por último, la evaluación del propio proceso de evaluación. 3. Conclusiones - La creación del CEFIRE específico CTEM en agosto de 2016 es una apuesta de la Conselleria de Educación de la Comunidad Valenciana por una políticas educativas adaptadas al siglo XXI. El enfoque STEM que asume este centro tiene como fin mejorar los procesos de enseñanza-aprendizaje, avanzando hacia la interdisciplinariedad, la contextualización del saber y las prácticas competenciales e inclusivas. Lograr este fin pasa por perfeccionar el perfil profesional del profesor STEM. El CEFIRE específico CTEM, como centro del profesorado, establecerá en un futuro próximo un marco de competencias específicas que permita configurar una formación del profesorado dirigida al desarrollo profesional de dichas competencias. El perfil de profesor adecuado al enfoque STEM debe ser activo e innovador, sentirse investigador en su campo y agente de cambio. Este perfil requiere una formación continua del CEFIRE específico CTEM coherente, apostando por un modelo transformativo basado en la investigación-acción, promoviendo el vínculo entre teoría, práctica en el aula y las propias exigencias del profesorado STEM. El modelo transformativo escogido por el CEFIRE específico CTEM implica la promoción progresiva del aprendizaje entre iguales, la mentorización o el trabajo cooperativo, configurando redes de profesores innovadores o comunidades de prácticas. 284 El CEFIRE específico CTEM ha puesto en marcha líneas estratégicas que desarrollará en el futuro y que pretenden consolidar el modelo transformativo de formación continua para el profesorado STEM. Algunas de estas líneas son: internacionalización, colaboración con instituciones (universidades, museos, ONGs, etc.), aprendizaje servicio, difusión e intercambio de experiencias docentes, interdisciplinariedad, actividades extracurriculares o establecimiento de redes de profesores. 5. References [1] Eurydice, “La enseñanza de las ciencias en Europa: políticas nacionales, prácticas e investigación”, EACEA Eurydice, Bruselas, 2011. [2] P. Perrenoud, “Diez nuevas competencias para enseñar”, Graó, Barcelona, 2007. [3] J. Gairín, Sentido y límites de las estrategias y procedimientos de intervención, en J. Garín, y C. Armengol, (Ed.), “Estrategias de formación para el cambio organizacional”, Wolters Kluwer, Madrid, 2008, p. 29–68. [4] J. Tejada, Competencias docentes. Profesorado, Revista de curriculum y formación del profesorado, 2 (13), (2009), p. 1– 15. [5] M.J. Comellas, La formación competencial del profesorado: formación continuada y nuevos retos organizativos, Educar, 27, (2000), p. 87–101. [6] Dirección General de Calidad, Innovación y Formación del Profesorado, “Modelo de competencias profesionales del profesorado”, Junta de Castilla y León, 2011. [7] M.J. Khoeler, P. Mishra, W. Cain, ¿Qué son los Saberes Tecnológicos y Pedagógicos del Contenido (TPACK)?, Virtualidad, Educación y Ciencia, 6 (10), (2015), p. 9–23. [8] J. Quílez, C. Segura, M. Cardeñosa, E. Thibaut, J. Olmo, R. Crespo, J.M. Azkárraga, Hacia la concreción de un modelo de perfil profesional básico del profesorado de Ciencias, Tenológica y Matemáticas, Modelling in Science Education and Learning, 10 (1), (2017), p. 113-136. [9] A. Kennedy, Models of continuing professional development: a framework for analysis, Journal of In-Service Education, 31(2), (2005), p. 235–250. [10] A. Toom, H. Kynaslahti, L. Krofkors, R. Jyrhama, R. Byman, K. Stenberg, K. Maaranen, P. Kansanen, Experiences of a research-based approach to teacher education: suggestions for future policies, European Journal of Education, 45(2), (2010), p. 331–344. [11] L. Castañeda y J. Adell, El desarrollo profesional de los docentes en entornos personales de aprendizaje (PLE), en R. Roig Vila y C. Laneve (Eds.), “La práctica educativa en la Sociedad de la Información: Innovación a través de la investigación”, Marfil, Alcoy, 2011, p. 83-95. [12] P. Pineda (coord.), “Gestión de la formación en las organizaciones”, Ariel, Barcelona, 2002. 285 Aprendizaje-Servicio: una metodología educativa innovadora que promueve relaciones colaborativas entre la escuela y la comunidad Domingo Mayor Paredes Profesor de la Facultad de Formación del Profesorado. Universidad de Extremadura C/ Ángel Sánchez Rodrigo Nº 3, 1º, A. Cáceres-10004-España 627378542. domingomp@unex.es 1. Introducción. En las sociedades complejas y cambiantes del siglo XXI configuradas por fenómenos como la globalización económica y cultural, las tecnologías de la información y la comunicación, la flexibilidad del mercado laboral, el debilitamiento de las agencias tradicionales de socialización, la multiplicidad de contextos educativos, etc., la escuela tradicional, por sí sola, tiene serias dificultades para formar a ciudadanos y ciudadanas competentes para hacer frente, de forma reflexiva y crítica, a los distintos retos que se les presenta en su vida personal, social y profesional. Algunos de los informes internacionales sobre educación [3] han puesto en primera línea de reflexión la necesidad de promover sinergias entre todos los recursos educativos disponibles en la comunidad, para atender las demandas de la educación permanente. Ello implica que “hay que dejar de considerar que las diversas formas de enseñanza y aprendizaje son independientes y, (…) en cambio, tratar de realzar el carácter complementario de los ámbitos y periodos de la educación moderna” [3]. En esta línea de pensamiento se han ido configurando nuevas propuestas educativas como las Ciudades Educadoras, las Comunidades de Aprendizaje, los Planes Educativos de Entorno, etc. Articulaciones globales e integrales donde se concibe que “el saber está por todas partes, y que ya no es suficiente con tender puentes porque toda la realidad se ha convertido en un campo de operaciones educativas” [8]. Desde esta perspectiva, la escuela es un dispositivo más dentro del entramado denso de redes educativas que conforman la comunidad. Esta nueva forma de pensar y actuar en la realidad socioeducativa, está contenida en los proyectos de Aprendizaje-Servicio (en adelante ApS). Una práctica educativa intencionalmente planificada donde los objetivos curriculares y los derivados del servicio se retroalimentan mutuamente para promover la adquisición de aprendizajes significativos, útiles y relevantes en el conjunto de los participantes, orientados a mejorar aspectos de la realidad escolar y social. El estudio científico de la evolución de dicho fenómeno ha posibilitado “un consenso a nivel internacional que apunta a definir al aprendizaje-servicio a partir de tres rasgos fundamentales” [7]. a) Se trata de un servicio a la comunidad con el propósito de dar respuesta a necesidades reales y sentidas. b) Protagonismo de los y las participantes (estudiantado de distintos niveles educativos, docentes, representantes de entidades sociales y recursos públicos). c) Planificación intencional e integrada de los contenidos curriculares y las actividades que conforman el servicio a la comunidad. Dichas características estructurales de las prácticas forman parte de un continuo donde se sitúa el binomio aprendizaje-servicio [4], a partir del cual se pueden analizar las distintas calidades (propósitos, participantes, niveles de aprendizajes alcanzados, temporalización, sistematización, difusión, sostenibilidad, etc.) de los proyectos implementados. En este trabajo presentamos algunos de los resultados de una investigación que tenía, entre otros objetivos: analizar el tipo de relaciones que se materializan entre la escuela y otras instituciones del entorno en las prácticas de ApS. Para ello se tomó como objeto de estudio un proyecto que se estaba implementando en un centro público de primaria. El servicio a la comunidad consistía en una campaña de sensibilización, que los menores diseñaron, para mejorar la limpieza del centro educativo y de algunas zonas del barrio. 2. Metodología. 2.1. Contexto de la investigación. El estudio se llevó a cabo en un centro educativo público, ubicado en un barrio socialmente desfavorecido, catalogado por las administraciones públicas como Zona con Necesidades de Transformación Social, debido a las situaciones de exclusión social que vive una parte significativa de la población: altos índices de desempleo, escasos niveles de formación para acceder a los nuevos yacimientos de empleo, altas tasas de abandono escolar en secundaria, etc., [5]. En este contexto se vienen implementado múltiples acciones socioeducativas de carácter comunitario desde el año 2006, donde participaban, de forma colaborativa, profesionales de diversos recursos públicos (vivienda, educación, salud, etc.) de la zona, entidades sociales y profesorado y alumnado de la universidad de Almería. 286 Una de esas acciones coordinadas es el Programa para la recuperación de espacios públicos El Ingenio-El Puche 15, que tenía, entre otras finalidades: “Promover la articulación de experiencias educativas innovadoras con el propósito de favorecer la cultura de la corresponsabilidad de los distintos agentes comunitarios: población, representantes públicos y profesionales” [6]. 2.2. Enfoque metodológico. De acuerdo con el propósito del estudio, se optó por un enfoque metodológico de naturaleza cualitativa, ya que favorece la comprensión de los fenómenos sociales desde la perspectiva de sus actores y, por otro lado, aporta una mirada de los problemas educativos más amplia, rica y completa, pues toma en cuenta el contexto donde se producen los hechos. Se utilizó el estudio de caso, con el propósito de comprender y explicar la singularidad y complejidad de un fenómeno singular [9]: la influencia de los proyectos de ApS en las acciones implementadas en distintos ámbitos educativos y las mejoras alcanzadas. 2.3. Participantes. Los informantes que han participado, previo consentimiento informado, han sido: 1 maestra y 17 alumnos de primaria, 5 alumnos y 1 profesora de la universidad y 1 representante de una entidad social. Para su selección se siguieron los siguientes criterios: obtener la máxima rentabilidad de aquello que aprendemos, la disponibilidad e interés de las personas implicadas para colaborar positivamente [9], así como el mayor tiempo de recorrido de la experiencia. 2.4. Instrumentos y procedimiento. El proceso de indagación se realizó a lo largo de un curso escolar (2013-14), contando con la presencia del investigador en el aula un día a la semana durante dos horas diarias, con el propósito de rastrear y obtener los datos en el contexto concreto, para la cual utilizamos diversos métodos cualitativos [10]: La observación participante se llevó a cabo en el aula de educación primaria y en las sesiones de trabajo del Grupo de Investigación donde participan profesionales de distintos niveles educativos. La entrevista semiestructurada en profundidad individual fue dirigida a maestras y maestros y alumnado de primaria, profesoras y alumnado de la Facultad de CC. de la Educación de la Universidad de Almería y representantes de entidades sociales del barrio. La entrevista semiestructurada grupal fue destinada a alumnado de primaria y de la universidad. El Análisis de documentos se centró en la Programación Curricular de Aula, Proyecto Educativo de Centro, Programa de la asignatura de Innovación Educativa, Diario de prácticas del alumnado de la Universidad, materiales didácticos elaborados por el alumnado de primaria: la libreta de mi vida, carteles, cartas, entrevistas, maquetas, etc. Los datos obtenidos en el curso de la acción fueron analizados siguiendo la técnica de análisis de contenido con el interés de configurar las categorías más relevantes. Para ello se llevó a cabo un conjunto de tareas de comparación, contrastación, agregación y ordenación sobre los datos, que permitieron identificar las unidades de significado, codificar las mismas y posteriormente conformar las categorías. Con la intención de obtener una comprensión más profunda y rigurosa de los datos conseguidos [10] realizamos la triangulación de técnicas e informantes en la recogida de información. Por tanto, la información expuesta en el siguiente epígrafe es el resultado de contrastar permanentemente los asuntos de interés que se iban obteniendo a través de los diferentes instrumentos de recogida de datos. 3. Resultados y Discusión. En las prácticas de ApS, el servicio o actividad de utilidad social puede ser enfocado sobre distintos ámbitos, realizado por distintos grupos de población, implementarse en diferentes unidades de tiempo, favorecer la colaboración de diversos agentes, etc. Sobre él gravitan los contenidos y actividades de aprendizaje que emergen a partir de las conexiones que se establecen entre la escuela y la comunidad, entre agentes con influencia educativa en el medio donde se inserta el dispositivo escolar. En este sentido, el interés de la maestra orientado a que “los menores tuvieran información suficiente y pudieran sostener con más fuerza y razón el proyecto que nos habíamos planteado” (Ent. M.), la condujo a indagar en el territorio para detectar recursos y profesionales que pudieran enriquecer su trabajo. Se abría así un espacio de posibilidad para expandir el hecho educativo más allá de los límites de demarcación de la institución escolar, contemplando así el medio como contenedor o afluente de recursos educativos, como agente educativo que favorece el aprendizaje en distintos espacios comunitarios y como contenido de aprendizaje [11]. Para resolver algunas de las dudas relacionadas con la campaña de sensibilización que estaban diseñando, la maestra decidió establecer conexiones con diferentes profesionales: Así, por ejemplo, para responder a la pregunta: “¿por qué algunas zonas del barrio están sucias?”, creí conveniente contactar con la responsable de la empresa municipal de vivienda para que nos aclarará aspectos relacionados con la recogida y reciclaje de basura y otros enseres. Para contestar a otra de las cuestiones que nos habíamos formulado en la asamblea de clase: ¿cómo pueden influir la acumulación de basura en la salud?, nos pusimos en contacto con 15 El programa obtuvo el primer premio en la Iª edición concurso de proyectos de Educación Social “Memorial Toni Juliá”, organizado por el Consejo General de Colegios de Educadoras y Educadores Sociales (España). 287 profesionales del centro de salud, y para conocer qué actividades se estaban haciendo en el barrio vinculadas con ese tema, contactamos con la presidenta de la asociación de mayores (Ent. M.). Por otro lado, los diferentes agentes socioeducativos que participaron en el proyecto también se beneficiaron de esta relación educativa: La enfermera me dijo que le parecía estupenda la actividad, y que aprovechando que tenían prácticos de enfermería en el centro aprovecharían esa actividad para que se dieran cuenta que el servicio que le podían prestar a la ciudadanía no era sólo el que se presta en el centro de salud, sino que se podían realizar acciones preventivas en el ámbito comunitario (…). La responsable del Punto Limpio nos planteó que si los menores hacían la campaña de sensibilización en el barrio, ella se comprometía a instalar papeleras cerca del colegio (…). Con la presidenta de la Asociación de mayores hemos quedado que para el próximo curso escolar vamos a organizar actividades para que ellas nos cuenten historias y juegos del barrio y nosotros preparamos canciones (Ent. M.). Los vínculos entre los distintos agentes se fueron ensanchando, pasando del conocimiento y reconocimiento a la colaboración, aprovechando el capital cultural instalado en el territorio para que el estudiantado adquiriera nuevos saberes con valor de uso. Un planteamiento próximo a los postulados de las Ciudades Educadoras y la nueva ecología del aprendizaje que sostienen que [8]: la acción educativa está distribuida entre diferentes escenarios y agentes; la necesidad de un trabajo en el marco de la conformación de una red comunitaria integrada por los centros educativos, profesionales de los diferentes recursos públicos ubicados en la zona y representantes vecinales y de las administraciones públicas, que promueva coordinación de acciones formativas dirigidas a la población, favoreciendo así un dialogo de saberes procedentes de distintas disciplinas y la cultura popular, al objeto de “airear los centros educativos, vincularlos más con el entorno y desentumecer la vida comunitaria” [1]; la necesidad de reconocer el rol educativo que pueden desempeñar los profesionales de diferentes recursos públicos y entidades sociales en los procesos formativos de los menores, y desde ese reconocimiento contemplar los aprendizajes que pueden adquirir los mismos en el desarrollo de la experiencia, etc. Aproximaciones que nos sitúan en la idea de que la educación de las nuevas generaciones es responsabilidad de todos los dispositivos y agentes insertos en la comunidad, entendida como red de agentes con influencia en la vida de menores y jóvenes. Como plantea Contreras [2], uno de los aspectos centrales en la mejora de la educación escolar es el relacionado con el esfuerzo y la corresponsabilidad entre distintos agentes socioeducativos, dentro y fuera de los centros. 4. Conclusiones. Situar la educación en el ámbito comunitario abre un horizonte de posibilidad para el trabajo colaborativo entre agentes que trabajan en el territorio. Esta investigación arroja una conclusión muy evidente en relación a como el acercamiento interesado entre actores pertenecientes a distintos ámbitos educativos que reflexionan sobre cómo mejorar algunos aspectos de la realidad sociocultural y física de un territorio, genera una idea más expandida de la educación, en la cual los mapas educativos institucionales y profesionales se reconocen y/o amplían para convertirse en mapas territoriales o redes que crean artefactos inéditos hasta ese momento. El Programa Ingenio, el Grupo de Investigación y el proyecto de ApS objeto de indagación, son dispositivos que reflejan la confluencia de miradas que han traspasado los muros que cimentaban el quehacer educativo hasta ese momento para recrearse más allá de los mismos. También pueden ser considerados como partituras emergentes que van narrando los acontecimientos históricos de un tiempo nuevo, donde miradas parciales del quehacer educativo se han ido reconociendo, colaborando, expandiendo y diseñando nuevos futuros posibles. Durante las entrevistas realizadas pudimos observar el valor positivo asignado por la maestra, responsable del diseño e implementación del proyecto de ApS, a las producciones pedagógicas que se habían realizado. Asimismo, señalaba las bondades educativas de las actividades organizadas con la colaboración de profesionales del Centro de Salud, Empresa Municipal de Limpieza, representante de una entidad social de la zona y alumnado y profesora de la universidad. Acciones educativas realizadas dentro y fuera del aula que también fueron valoradas positivamente por el alumnado de primaria, ya que le permitió adoptar “un papel protagonista y reconstruir sus conocimientos” (Ent. M.). Igualmente sirvieron como marco de reflexión-acción para el alumnado y profesora de la universidad que observaba y participaba en otras formas novedosas de recrear el hecho educativo en el ámbito comunitario. Estas potencialidades pedagógicas sirven para constatar el valor formativo de las propuestas de A-S, que al igual que otros modelos de educación expandida, como son las Ciudades Educadoras, las Comunidades de Aprendizaje o los modelos de Desarrollo Comunitario, promueven relaciones colaborativas y la adquisición de aprendizajes múltiples y multidireccionales [1-8]. 5. Referencias [1] Carbonell, J. (2001). La aventura de innovar. Madrid: Morata. [2] Contreras, J. M. (2006). Compartir propósitos y responsabilidades para la mejora democrática de la educación. Revista de Educación, 339, pp. 19-41. Recuperado de http://www.revistaeducacion.mec.es/re339/re339_03.pdf 288 [3] Delors, J. (coord.). (1996). La educación encierra un tesoro. Madrid: Santillana. [4] Furco, A. (2011). El aprendizaje-servicio: un enfoque equilibrado de la educación experiencial. Revista Educación Global, 0, 64-70. España: Madrid. Recuperado de http://educacionglobalresearch.net/furco1issuezero [5] Junta de Andalucía (2005). Actuaciones en Barriadas y Zonas con Necesidades de Transformación Social. Consejería de Igualdad y Bienestar Social. Recuperado de http://www.juntadeandalucia.es/igualdadybienestarsocialopencms/system/bodies/Zonas_Transformacion_Social/Publicacion /memoria_2005/Memoria_Barriadas_2005.pdf [6] Mayor, D., García, T., Sánchez, M. S., Rodríguez, D., Zaballos, Mª. M., Pérez, I. “y” Romera, A. (2012). Programa socioeducativo de carácter comunitario para la recuperación de “El Ingenio-El Puche”. En Consejo General de Colegios de Educadoras y Educadores Sociales. I Edición concurso de proyectos de Educación Social (pp. 13-59). Barcelona. Recuperado de http://www.eduso.net/res/pdf/16/memorialtj.pdf [7] Montes, R., Tapia, M., y Yaber, L. (2011). Manual para docentes y estudiantes solidarios. Buenos Aires: CLAYSS. Recuperado de http://www.clayss.org.ar/04_publicaciones/Natura2013.pdf [8] Puig, J. M. (2009). Aprendizaje Servicio (ApS). Educación y compromiso cívico. Barcelona: Graó. [9] Stake, R.E. (2010). Investigación con estudio de casos. Madrid: Morata. [10] Taylor, S. J. y Bogdan, R. (1992). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós. [11] Trilla, J. (2004). La educación no formal y la ciudad educadora. En H. Casanova y C. Lozano. Educación, universidad y sociedad: el vínculo crítico. Barcelona: Universidad de Barcelona. Curriculum Vitae Científico. Profesor de la Facultad de Formación del Profesorado. Universidad de Extremadura-España. Doctorado en Educación. Educador Social. Miembro del Grupo de Aprendizaje-Servicio de Extremadura. Ha publicado distintos artículos y capítulos de libros relacionados con el Aprendizaje-Servicio y el Desarrollo Comunitario. Coordinador del documental: “Es nuestro tiempo, son nuestros sueños”, premiado por la Asociación Amigos de la UNESCO. Sus líneas de investigación están relacionadas con el Aprendizaje-Servicio, la Educación Comunitaria y las Metodologías Educativas Innovadoras. Pertenece al Grupo Extremeño de Investigación en Teoría e Historia de la Educación (GEXTHE). 289 Los proyectos de Aprendizaje-Servicio como instrumentos pedagógicos para conectar la teoría y la práctica Domingo Mayor Paredes Profesor de la Facultad de Formación del Profesorado. Universidad de Extremadura C/ Ángel Sánchez Rodrigo Nº 3, 1º, A. Cáceres-10004-España 627378542. domingomp@unex.es 1. Introducción. La vinculación entre la teoría y la práctica constituye un asunto problemático en casi todos los ámbitos de la vida; las discrepancias entre los discursos y los hechos son, con bastante frecuencia, habituales. Asimismo en el ámbito de la educación formal la teoría y la práctica experimentan desencuentros; en este sentido, es significativa la distancia que existe entre la producción de conocimiento y su puesta en práctica en los dispositivos escolares [5]. Pese a que las manifestaciones de este desfase entre teoría y práctica son múltiples, podemos apuntar que la universidad y la escuela son dispositivos que se ocupan fundamentalmente de una de estas cuestiones; “los conocimientos que se ponen en juego son distintos, los corpus profesionales también (académicos y prácticos) y la formación inicial y de acceso al puesto también son diferentes” [1]. También la relación entre teórica y práctica ha sido objeto de reflexión y estudio por parte de diversos autores preocupados por clarificar modelos concretos de relación entre esos dos ámbitos. En esta línea queremos destacar el modelo de investigación-acción; los acuerdos interinstitucionales; el modelo realista y la pequeña pedagogía [1]. Dichos modelos han servido como referentes para la articulación de prácticas sustentadas en la conexión entre teoría y práctica: proyectos de investigación-acción; trabajo por proyectos; Aprendizaje-Servicio, etc. Nos vamos a detener en la descripción de esta última práctica pedagógica, Aprendizaje-Servicio (ApS), ya que sustenta el proyecto objeto de indagación que exponemos en este trabajo. El Aprendizaje-Servicio, en su devenir sociohistórico, ha sido interpretado y materializado de múltiples formas como lo evidencian las diversas definiciones y prácticas halladas. Un estudio realizado por Kendal [6] encontró hasta 147 nociones diferentes en la literatura especializada para significar esta práctica educativa de naturaleza multidimensional (instituciones que intervienen, ámbitos donde se desarrolla, dimensiones pedagógicas que la estructuran, tipología de los servicios, edades de los participantes, etc.) y multidisciplinar (pedagogía, psicología, sociología, etc.) que se vienen realizando por múltiples agencias en distintos contextos socioculturales. Ello supone que hoy siga habiendo dificultades para encerrar esta práctica educativa bajo una misma definición. De las múltiples definiciones existentes en el panorama internacional hemos optado por la planteada por dos autores españoles, ya que, por un lado, es muy utilizada en la literatura científica divulgada en el ámbito iberoamericano y, por otro, por que integra las dimensiones sustantivas que configuran esta práctica experiencial: El Aprendizaje-Servicio es una propuesta educativa que combina procesos de aprendizaje y de servicio a la comunidad en un solo proyecto bien articulado en el que los participantes se forman al trabajar sobre necesidades reales del entorno con el objetivo de mejorarlo [9]. Por otro lado, el ApS constituye una actividad compleja que quiebra la forma de enseñanza de los dispositivos escolares tradicionales, basada en los aprendizajes declarativos abstractos y descontextualizados y de escasa relevancia social. Esta forma de enseñar se traduce en aprendizajes poco significativos, relevantes y útiles, y en la dificultad del estudiantado para transferir y generalizar lo que aprenden a situaciones de la vida real [8]. En cambio, en las prácticas de ApS los aprendizajes, al estar imbricados con el servicio, favorecen la comprensión problemática de la realidad donde se va a actuar: diagnóstico de necesidades, implementación del proyecto, reflexión sobre lo acontecido, etc. En este trabajo presentamos algunos de los resultados de la investigación realizada en un centro público de primaria, que se planteaba, entro otros objetivos, indagar las razones que sustentan la participación de distintos agentes educativos en los proyectos de ApS. 2. Metodología. 2.1. Enfoque metodológico. De acuerdo con el propósito del estudio, se optó por un enfoque metodológico de naturaleza cualitativa, ya que favorece la comprensión de los fenómenos sociales desde la perspectiva de sus actores y, por otro lado, aporta una mirada de los problemas educativos más amplia, rica y completa, pues toma en cuenta el contexto donde se producen los hechos. Se utilizó el estudio de caso, con el propósito de comprender y explicar la singularidad y complejidad de un fenómeno singular [9]: la influencia de los proyectos de ApS en las acciones implementadas en distintos ámbitos educativos y las mejoras alcanzadas. 2.2. Contexto de la investigación. El estudio se llevó a cabo en un centro educativo público, ubicado en un barrio socialmente desfavorecido, catalogado por las administraciones públicas como Zona con Necesidades de Transformación Social, debido a las situaciones de exclusión social que vive una parte significativa de la población: altos índices de desempleo, escasos niveles 290 de formación para acceder a los nuevos yacimientos de empleo, altas tasas de abandono escolar en secundaria, etc., [4]. En este contexto se vienen implementado múltiples acciones socioeducativas de carácter comunitario desde el año 2006, donde participaban, de forma colaborativa, profesionales de diversos recursos públicos (vivienda, educación, salud, etc.) de la zona, entidades sociales y profesorado y alumnado de la universidad de Almería. Una de esas acciones coordinadas es el Programa para la recuperación de espacios públicos El Ingenio-El Puche 16, que tenía, entre otras finalidades: “Promover la articulación de experiencias educativas innovadoras con el propósito de favorecer la cultura de la corresponsabilidad de los distintos agentes comunitarios: población, representantes públicos y profesionales” [7]. 2.3. Participantes. Los informantes que han participado, previo consentimiento informado, han sido: 1 maestra y 17 alumnos de primaria, 5 alumnos y 1 profesora de la universidad y 1 representante de una entidad social. Para su selección se siguieron los siguientes criterios: obtener la máxima rentabilidad de aquello que aprendemos, la disponibilidad e interés de las personas implicadas para colaborar positivamente [10], así como el mayor tiempo de recorrido de la experiencia. 2.4. Instrumentos y procedimiento. El proceso de indagación se realizó a lo largo de un curso escolar (2013-14), contando con la presencia del investigador en el aula un día a la semana durante dos horas diarias, con el propósito de rastrear y obtener los datos en el contexto concreto, para la cual utilizamos diversos métodos cualitativos [10]: La observación participante se llevó a cabo en el aula de educación primaria y en las sesiones de trabajo del Grupo de Investigación donde participan profesionales de distintos niveles educativos. La entrevista semiestructurada en profundidad individual fue dirigida a maestras y maestros y alumnado de primaria, profesoras y alumnado de la Facultad de CC. de la Educación de la Universidad de Almería y representantes de entidades sociales del barrio. La entrevista semiestructurada grupal fue destinada a alumnado de primaria y de la universidad. El Análisis de documentos se centró en la Programación Curricular de Aula, Proyecto Educativo de Centro, Programa de la asignatura de Innovación Educativa, Diario de prácticas del alumnado de la Universidad, materiales didácticos elaborados por el alumnado de primaria: la libreta de mi vida, carteles, cartas, entrevistas, maquetas, etc. Los datos obtenidos en el curso de la acción fueron analizados siguiendo la técnica de análisis de contenido con el interés de configurar las categorías más relevantes. Para ello se llevó a cabo un conjunto de tareas de comparación, contrastación, agregación y ordenación sobre los datos, que permitieron identificar las unidades de significado, codificar las mismas y posteriormente conformar las categorías. Con la intención de obtener una comprensión más profunda y rigurosa de los datos conseguidos [11] realizamos la triangulación de técnicas e informantes en la recogida de información. Por tanto, la información expuesta en el siguiente epígrafe es el resultado de contrastar permanentemente los asuntos de interés que se iban obteniendo a través de los diferentes instrumentos de recogida de datos. En función de los objetivos seleccionados, se eligió como metodología de investigación el estudio de caso, ya que interesaba indagar en las razones que sustentan la participación de diversos agentes (profesora y estudiantado universitario) en los proyectos de ApS. Para ello se utilizaron como estrategias de recogidas de información: el análisis de documentos, la observación participante y las entrevistas semiestructuradas. 3. Resultados y Discusión. Las razones que sustentaban la creación de lazos fuertes de la profesora universitaria en el proyecto de ApS estaban atravesadas por varias capas que reflejaban el mapa referencial y relacional de las mismas: Desde el curso 2007-2008 nosotras [se refiere a otra profesora de la universidad] estábamos buscando colegios donde se desarrollaran experiencias innovadoras relacionadas con las escuelas democráticas. Encontramos distintas experiencias en la provincia de Almería y nuestro alumnado estuvo realizando prácticas en las mismas. En el año 2008 descubrimos el proyecto Cuido mi casa, cuido mi barrio y comenzamos a colaborar. A partir de aquí conocimos a los miembros de la Mesa Comunitaria y nos integramos en la misma. Una de las acciones socioeducativas en las que participamos activamente fue el diseño y puesta en marcha del Programa para la recuperación de El Ingenio (Ent. P.). Intentando ahondar en la comprensión de su interés docente por promover la participación del estudiantado en proyectos vinculados con la construcción de experiencias innovadoras, aparecía la vinculación teoría y práctica como uno de los focos que sostenían su implicación: Aquí en la Universidad estamos con el discurso teórico de promover escuelas democráticas y entendemos la tarea de la escuela desde un compromiso político y social. También creemos que hay que unir teoría y práctica, utilizando la práctica como contexto de reflexión teórica para que el alumnado adquiera un aprendizaje más relevante y la teoría 16 El programa obtuvo el primer premio en la Iª edición concurso de proyectos de Educación Social “Memorial Toni Juliá”, organizado por el Consejo General de Colegios de Educadoras y Educadores Sociales (España). 291 le sirva como herramienta de análisis de esa realidad, entendiendo que la realidad es dinámica y se puede cambiar (Ent. P.). Como consecuencia de dicho interés diseñaron un programa formativo donde vincularon las asignaturas (Didáctica General e Innovación Educativa), trabajaron de forma interdisciplinar y optaron por “interrelacionar el marco teórico de las diferentes materias implicadas con las finalidades del Programa Ingenio y del proceso formativo, siempre bajo el seguimiento y evaluación formativa de las profesoras responsables de las mismas” [7]. En su explicación afloran supuestos relacionados con las teorías críticas que conciben la educación como práctica liberadora [2]. Una perspectiva alejada de la concepción tradicional de la formación que defiende un concepto de enseñanza-aprendizaje neutral, transparente y apolítico. En la pedagogía crítica, en cambio, se proyecta el aprendizaje como un proceso vinculado a los conceptos de poder, política, historia y contexto. Se promueve un compromiso con “formas de aprendizaje y acciones solidarias con los grupos subordinados y marginados, con la intencionalidad de favorecer el empoderamiento y la transformación socia” (Ent. P.). A partir de su cosmovisión crítica de la educación, entendía que el A-S como metodología educativa era “idónea para que nuestro estudiantado se implicara en este proyecto y pudiera vivir una experiencia educativa de carácter transformador” (Ent. P.). Asimismo señalaba que: En las prácticas de A-S lo que tiene que quedar claro es el motor que está moviendo a esa metodología, es decir, los fines, ya que el A-S se puede concebir desde una perspectiva asistencial o transformadora. Si eso queda claro abrimos caminos para replantear la escuela y pensar en porqué estamos aquí: ¿estamos para formar a ciudadanos críticos, creativos […] y trabajar por la democracia y la justicia?. En función de los fines y el sentido que le demos al A-S se moverá la metodología, ya que no se mueve sola. La metodología es la puesta en acción y tendremos que ver los contenidos explícitos y ocultos, la evaluación, los recursos, etc., dependiendo hacia dónde queremos ir (Ent. P.). Desde esta arquitectura teórica, vinculada a las pedagogías críticas, abría un espacio de posibilidad para que el alumnado pudiera reconstruir sus saberes al confrontarlos con nuevas formas de adquirir conocimientos, más allá de los procesos de socialización en los que han estado sumergidos, “en los cuales lo que predomina es la reproducción de lo que el profesorado entiende como conocimiento válido y el interés del alumnado, en general, está puesto en la nota académica” (Ent. P.). En este sentido, el alumnado de la universidad que participaba en el proyecto de A-S, en su caminar por el mismo, fue modificando el equipaje con el que llegaron, ya que se enriqueció con nuevas adquisiciones que fueron incorporando como consecuencia de su implicación en un proceso formativo que presentaba novedades en relación a sus experiencias anteriores: En este proyecto se han puesto en práctica actividades que yo pensaba que no se podían realizar dentro de la escuela. La historia de los indios, la visita al río para investigar la zona, la construcción del tipi, etc., son actividades innovadoras que me han sorprendido (Ent. A.1). Un día salimos al barrio para realizar la campaña de sensibilización y me gustó ver como la maestra se relacionaba con los vecinos y los profesionales de otros recursos (Ent. A.2). Una cosa que me llamó mucho la atención de la maestra es como relacionaba las áreas curriculares al proyecto de ApS (Ent. A.3). En este proyecto se podían haber integrado, además de las asignaturas de Didáctica e Innovación, Psicología y Sociología (Ent. A.4). Para la profesora universitaria su participación en el proyecto de ApS le posibilitó: utilizar la práctica como contexto de reflexión teórica, vincular los contenidos teóricos de la asignatura como herramienta de análisis de la realidad y repensar los instrumentos de evaluación. Para el estudiantado universitario su participación en el proyecto le permitió: el conocimiento de nuevas formas de programación didáctica vinculadas a la investigación-acción, el conocimiento de la organización de actividades fuera del marco escolar, el inicio de su desarrollo profesional, la producción de materiales didácticos e informes reflexivos, así como su desarrollo personal y académico. Este último aspecto coincide con las investigaciones realizadas por Furco [3]. 4. Conclusiones. Los profesionales que apuestan por vincularse a proyectos de ApS manifiestan un interés inicial conectado a las ideas de mejora de su práctica profesional. Dicho interés se concreta en: poner en acción nuevas metodologías que promuevan aprendizajes significativos y relevantes en el estudiantado, buscar nuevas formas de conectar la teoría con la práctica, etc. También son agentes que se cuestionan su trabajo profesional y buscan otras formas de hacer y relacionarse, donde la educación se piensa más allá de los dispositivos escolares. 5. Referencias [1] Álvarez, C. (2015). Teoría frente a práctica educativa: algunos problemas y propuestas de solución. Perfiles Educativos, 37(148), pp. 172-190. [2] Freire, P. (1983). La educación como práctica de la libertad. España: Siglo XXI. 292 [3] Furco, A. (2011). El Aprendizaje-Servicio: Un enfoque equilibrado de la educación experiencial. Revista Educación Global, 0, pp. 64-70. [4] Junta de Andalucía (2005). Actuaciones en Barriadas y Zonas con Necesidades de Transformación Social. Consejería de y Bienestar Social. Recuperado de Igualdad http://www.juntadeandalucia.es/igualdadybienestarsocialopencms/system/bodies/Zonas_Transformacion_Social/Publicacion /memoria_2005/Memoria_Barriadas_2005.pdf [5] Korthagen, F. (2010). La práctica, la teoría y la persona en la formación del profesorado. Revista Interuniversitaria de Formación del Profesorado, 2(68), 24, pp. 83-102. [6] Martínez-Odria, A. (2008). Service-Learning o Aprendizaje-Servicio. La apertura de la escuela a la comunidad local como propuesta de educación para la ciudadanía. Bordón, 59(4), pp. 627-640. [7] Mayor, D., García, T., Sánchez, M. S., Rodríguez, D., Zaballos, Mª. M., Pérez, I. “y” Romera, A. (2012). Programa socioeducativo de carácter comunitario para la recuperación de “El Ingenio-El Puche”. En Consejo General de Colegios de Educadoras y Educadores Sociales. I Edición concurso de proyectos de Educación Social (pp. 13-59). Barcelona. Recuperado de http://www.eduso.net/res/pdf/16/memorialtj.pdf [8] Mayor, D. y Rodríguez, D. (2016). Aprendizaje-servicio y práctica docente: una relación para el cambio educativo. Revista de Investigación Educativa, 34(2), 535-552. [9] Puig, J. m. y Palos, J. (2006). Rasgos pedagógicos del aprendizaje-servicio. Cuadernos de Pedagogía, 357, pp. 60-63. [10] Stake, R.E. (2010). Investigación con estudio de casos. Madrid: Morata. [11] Taylor, S. J. y Bogdan, R. (1992). Introducción a los métodos cualitativos de investigación. Barcelona: Paidós. Curriculum Vitae Científico. Profesor de la Facultad de Formación del Profesorado. Universidad de Extremadura-España. Doctorado en Educación. Educador Social. Miembro del Grupo de Aprendizaje-Servicio de Extremadura. Ha publicado distintos artículos y capítulos de libros relacionados con el Aprendizaje-Servicio y el Desarrollo Comunitario. Coordinador del documental: “Es nuestro tiempo, son nuestros sueños”, premiado por la Asociación Amigos de la UNESCO. Sus líneas de investigación están relacionadas con el Aprendizaje-Servicio, la Educación Comunitaria y las Metodologías Educativas Innovadoras. Pertenece al Grupo Extremeño de Investigación en Teoría e Historia de la Educación (GEXTHE). 293 Influence of learning resources on University education R. Maceiras(1), V. Alfonsin, C. Casqueiro, A. Suarez (1) Defense University Center Escuela Naval Militar, Pza. España, s/n, 36920 Marín Pontevedra rmaceiras@cud.uvigo.es, Tel +34 986804933 1. Introduction The main objective of the Convergence Plan of Bologna is to normalize, harmonize and standardize the teaching of European Universities. The Bologna process is a collective effort of public authorities, universities, teachers and students and international organizations whose objective is the bachelor, master and doctorate studies, assuring the quality and the recognition of qualifications [1]. In order to achieve these objectives several tools have been developed since the beginning, some of them applying new technologies. Recent studies are focused on the connection between teaching quality and student retention [2]. A quatily teacher has been defined as “one who has a positive effect on student learning and development through a combination of content mastery, command of a broad set of pedagogic skills, and communications/interpersonal skills. Quality teachers are life-long learners in their subject areas, teach with commitment, and are reflective upon their teaching practice. They transfer knowledge of their subject matter and the learning process through good communication, diagnostic skills, understanding of different learning styles and cultural influences, knowledge about child development, and the ability to marshal a broad array of techniques to meet student needs. They set high expectations and support students in achieving them. They establish an environment conducive to learning, and leverage available resources outside as well as inside the classroom” [3]. This definition suggests that teaching quality in practice constitutes a set of actions and activities that improve student outcomes. Then, all teachers’ efforts search to improve the students’ learning retention according to the Edgar Dale's Cone of Learning [4]. The Image 1 shows the pyramid, which includes three stage: receiving, participating, learning by doing with different retention rates from 0 to 100%. It is based on learners retain more information on what they are doing if they themselves can “do” it compared to if they just hear it or see it. According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. However, it is not the only effective experience that educators should use in transferring knowledge to the learner. Dales’ cone can be used as a tool to help instructors make decisions about the resources and activities to improve the students learning retention. Some authors [5-8] have implemented these technologies in order to improve the knowledge and the learning curve in previous experiences. In this work, four activities (knowledge pills, webquest, students’ response systems and e-learning Image 1. Learning retention pyramid platform) have been implemented in a subject of Engineering Degree at Spanish Naval Academy. The chosen subject was Science of Materials, and these resources were used during three academic courses. Furthermore, the comparison of the results with the academic course previous to the implementation of all these new technologies of learning is shown in this paper. 2. Experimental The experience was carried out with students of the second year of the Mechanical Engineering Degree during four courses (2013-2014 until 2016-2017). In order to improve the learning of students in the subject, four kind of e-learning resources were experimented: webquest, knowledge pills, students’ response systems, and on-line questionnaire on an e-learning platform. The webquest was used all the courses, the knowledge pills during the last three courses and students’ response system and on-line questionnaire during the last two courses. 294 Webquest is an activity carried out in work consists of an inquiry-oriented activity in learners interact with resources from Internet. webquest, the students have to process for doing a series of tasks. Along this process, not involved. Therefore the integral of the student in the learning is achieved [9]. skills involved in the webquest are learning, technology integration, high order learning autonomy [10]. The use of a (Image 2) was carried out in a laboratory hours. In the activity, students had to about the less known elements of periodic prepare an oral presentation with the obtained The webquest was used all the analysed groups that which the In the information the teacher is participation The main cooperative thinking and webquest session of two investigate table and information. courses. Knowledge pills are learning objects where teacher presents a short video of approximately ten minutes with a Image 2. Webquest slideshow [11]. These tools are small nuggets of training information, available to any person, when and where they are needed. They are designed to be interesting, compelling, and where applicable interactive. The knowledge pills can take several formats, all depending of the needs of the students, such as video streaming, flash presentations or enhance presentations with video and audio. A knowledge pill allows you to understand a new concept, technology or new trend, in approximately 10 minutes [12]. The students have two types of knowledge pills: one with theoretical concepts (Image 3) and another with practical content where teacher explains how to solve some exercises (Image 4). The knowledge pills were used all the courses except the first (2013/2014). A Image 3. Knowledge pill with theoretical concepts Image 4. Knowledge pill with solved exercises students’ response system (or clicker) is a set of hardware and software that facilitates teaching activities. Then, they are hand-held devices used to poll students and gather immediate feedback about concept questions related to the lectures (Image 5). In this subject, these devices were used in two different ways: individually and in groups during two courses (2015/2016 and 2016/2017). The students’ response systems were used individually during the lectures with the aim to improve the students’ attention during the explanations and motive Image 6. Sample of question them to participate actively; whereas they were used in groups at the end of each lesson for reviewing the most important concepts (Image 6). The procedure was the following: the Image 5. Students’ response system teacher poses a question to their students via an overhead or computer projector, each student or group of students submits an answer to the question using a clicker that beams a radio-frequency signal to a receiver attached to the teacher’s computer, the software on the teacher’s computer collects the students’ answers and produces a bar chart showing how many students chose each of the answer choices. Finally, according to the answers, the teacher makes the feedback explaining the answers if it is necessary or asking students to discuss the question in small groups. They were used during the last two courses (2015/2016 and 2016/2017). 295 Finally, an e-learning platform (www.faitic.uvigo.es) was used to the students using on-line questionnaire advantage of this resource is that the an active role in the learning process teacher has a passive one. The are composed by ten questions about the concepts explained during the lectures. The in each questionnaire is used to evaluate the were used during the last two courses and 2016/2017). autoevaluate (Image 7). The students have whereas the questionnaires theoretical mark obtained students. They (2015/2016 All these techniques were used along the Image 7. E-learning platform courses and some of them were used during assessment. The total continuous assessment in four aspects: online questionnaires, partial exams, final exam and laboratory sessions. different the continuous (EC) is divided During the didactic process with lectures sessions, the student learn theoretical concepts and the basis of practical exercises. This learning is evaluated in a first instance with several online questionnaires with a percent of evaluation of 3-5% each with a total of 15% of global evaluation. On the other hand, the practical concepts tought in lectures are used in classes with small groups called as seminars. In these sessions, the students make exercises with the supervision “in situ” of the teacher. The assesment of this part is carried out through of two exams with a 25% of the global evaluation. Moreover, the student can use the knowledge pills in order to help the learning process outside of seminary sessions. Finally, student is evaluated again of all these concepts, theoretical and practical exercises in a global exam with a 40% of the total evaluation. In this exam, the student should demonstrate the correct learning with the previous resources. The rest of global evaluation corresponds to the laboratory sessions (20%) which are evaluated in other part. 3. Results and Discussion The influence of the activities on students’ learning process was determined and compared with the previous course where the learning activities were not implemented. It was observed that the use of different learning resources helped to improve the students’ learning retention. % aproved students Image 8 shows the percentage of approved students obtained by them in four different courses. The data of EC (100%) represents the total continuous assessment that includes all the partial exams and laboratory lessons. The data of the Exams (80%) only includes the partial exams and questionnaires. It can be 100,0 observed that this percentage was higher in the last two courses for 80,0 the exams (80%) were the questionnaire and the students’ response 60,0 system were used during the course. Then, the use of this type of activities improves the students’ retention, increasing the percentage 40,0 of approved students. This is in agreement with the findings of 20,0 Roberts [13] that observed that the use of autoevaluation increased 0,0 the students’ reflective capacity about their own learning and 2013-2014 2014-2015 2015-2016 2016-2017 increased their motivation. EC (100%) Exams (80%) Then, it can be said that the use of this activities have different benefits. For example, some advantages were observed using Image 8 Comparison of % approved students students’ response system. These devices allows to maintain the students’ attention during a lecture. Some studies have demostrated that most people’s attention lapses after 10 to 18 minutes of passive listening [14]. The use of clickers during a lecture can help maintain students’ attention. Furthermore, promote active student engagement during a lecture and encourage participation from each and every student in a class. On the other hand, the use of these devices in goups also promotes discussion and collaboration among students during class. Finally, they help to teachers to determine if students understand important points or distinctions raised in class. 296 The effect of the use of learning resources was also analyzed in the final marks for partial exams (Image 9) ant continuous assessment (Image 10). It can be observed that the number of marks in the exams higher than 5 increased with the use of learning resources. Comparing the last three courses where ativities were carried out with the first course, it can be said that the percentage of approved increased slighly in the last years and the number of marks higher than 7 raised when the learning sources were applied. 100,0 80,0 4. 60,0 40,0 20,0 0,0 2013-2014 2014-2015 2015-2016 2016-2017 [0-3) [3-5) [5-7) [7-9) [9-10) Image 9. Distribution of marks for Exams (80%) Frecuency (%) Frecuency (%) 100,0 80,0 60,0 40,0 20,0 0,0 2013-2014 2014-2015 2015-2016 2016-2017 [0-3) [3-5) [5-7) [7-9) [9-10) Image 10. Distribution of marks for EC (100%) Conclusions The obtained results in this research allow to conclude that the use of learning resources is suitable to improve the learning process at Universities. Using this type of activities, the lecturer can motive the students and it has been demonstrated that they improve the students’ retention, resulting in better qualifications. Many students do not use effective learning techniques but could use the more effective techniques without much effort, so teachers should be encouraged to more consistently (and explicitly) train students to use learning techniques as they are engaged in pursuing various instructional and learning goals. 5. References [1] European Commission, The Bologna Process and the European Higher Education Area, (2017) [2] Amy M. Hightower Rachael C. Delgado Sterling C. Lloyd Rebecca Wittenstein Kacy Sellers Christopher B. Swanson, “Improving Student Learning by Supporting Quality Teaching: Key Issues, Effective Strategies”, Bethesda, 2011. [3] The Center for High Impact Philanthropy, “High impact philanthropy to improve teaching quality in the U.S.”, Philadelphia, 2010. [4] E. Dale, “Audiovisual Methods in Teaching”, New York, 1969. [5] R. Maceiras, A. Cancela, A. Sanchez, S. Urrejola, “An example of webquest design: Hydrogen and fuel cells”, Proceedings of INTEED2011 Conference, 2011. [6] Y. Alvarez, C. Casqueiro, R. Maceiras, V. Alfonsin, C. Ulloa, “Comparing theoretical and practical knowledge pills”, Proceedings of EDULEARN14 Conference, 2014. [7] M. E. Arce, M.A. Alvarez, R. Maceiras, Y. Alvarez, “Students response system as a tool for improving meaningful learning”, Proceedings of ICEILT, 2014. [8] R. Maceiras, A. Casar, A. Cancela, A. Sanchez, S. Urrejola, “E-Learning platform to support teaching method”, Proceedings of INTED2011 Conference, 2011. [9] R. Maceiras, A. Suarez, C. Casqueiro, “The use of Webquest in Mechanical Engineering as strategy to improve the learning process”, INTED2013 Proceedings, 2013. [10] A. Hassanien, Journal of Hospitality, Leisure, Sport and Tourism Education, 5 (1), (2006) p. 1. [11] R. Maceiras, M.A. Cancela, V. Goyanes, Formación Universitaria, 3, (2010) p. 21. [12] A. Sánchez, R. Maceiras, M.A. Cancela, S. Urréjola, “Application of active learning in engineering”, International Conference of Education, Research and Innovation, 2009. [13] T.S. Roberts, “Self, Peer and Group Assessment in E-Learning”. IGI Global research collection, Idea Group Inc (IGI), 2006. [14] D.A. Bligh, “What's the Use of Lectures?”, Intellect Books, 1998. 297 The socially responsible practices in the University and its relationship with student satisfaction. A study at the University of Extremadura (Spain) J.A. Folgado-Fernández (1), D. Gallardo-Vázquez (2), F. Hipólito-Ojalvo (3), (1) University Center of Plasencia. University of Extremadura. Av. Virgen del Puerto, 2, 10600 Plasencia, Cáceres (Spain) Phone Number: 0034 927427700; E-mail: jafolgado@unex.es (2) Faculty of Economics and Business Sciences. University of Extremadura. Av Elvas s/n, 06006 Badajoz (Spain) Phone Number: 0034 629527732; E-mail: dgallard@unex.es (3) Ph.D. University of Extremadura (Spain); E-mail: fhipolito@unex.es 1. Introduction - University student satisfaction is an increasingly important topic for academic institutions. The satisfaction parameters are linked to the future of universities, as they provide the information necessary to prepare school success strategies against other competitors, implement improvement plans or analyze their temporal evolution ([1], [2]). In this context, universities that carry out socially responsible practices complement the teaching-learning process of the University with activities linked to Social Responsibility (SR), at a key moment for the future of its students. In this way, it becomes increasingly relevant to have an educational offer in line with the demands of society and the students themselves, where universities act in a globalized, complex context, with high technological and changing development [3]. One of the most relevant challenges facing the University is to boost students' motivations [4] and satisfaction [5] in an SR environment. In this context, higher education increasingly requires a greater degree of transference, professionalization, transparency and social responsibility [6], which enhances its relationship with business ethics [7] and the quality of service that students perceive [8]. The objective of this work is focused in knowing the degree of influence that the development of socially responsible practices in the University, on the level of satisfaction of its students has. Fieldwork was carried out at the University of Extremadura (Spain), and focused on the idea of evaluating the participation of the University in this type of SR oriented practices, and determining the causal relationship with student satisfaction. Let's take a look at the following conceptual model presented in Figure 1: Figure 1: USR conceptual model H1 Practices at University Student satisfaction Likewise, the following research hypothesis is proposed: H1 "Socially responsible university practices positively influence student satisfaction". 2. Methodology In order to carry out the research, a questionnaire was made based on the measures designed for each construct, based on the previous literature [9]. This measurement instrument used in empirical research was structured into three sections, with questions about: (a) characteristics of the student answering the questionnaire (sex, age range, grade and course of study and place of origin); (a) Importance of practices or socially responsible actions of the University and (c) student´s satisfaction. After the completion of a pretest, the questionnaire was administered in electronic format to a convenience sample made up of students from the Univesity of Extremadura (Spain). The data were collected during the months of April and May 2016. The total number of valid questionnaires for the analysis was 362. It asks students to answer a series of questions to check their degree of satisfaction, based on their perception of the socially responsible university practices carried out by the institution where they study. These perceptions are measured on a 7-point Likert scale where the student should be positioned according to their impression between "1: strongly disagree" to "7: strongly agree". 298 2.1 Responsible practices To measure the dimension “perception of the practices or actions carried out by the University”, the scales previously developed by Díaz et al. (2011) and Larrán et al. (2012a, 2012b), have been adapted. They are activities that the university implements from the point of view of social integration, but which involve a component of the student's future work, multicultural integration or support to physical and psychopedagogical barriers (Table I). Table I: Perception on actions taken by the University PRAC1 PRAC2 PRAC3 PRAC4 PRAC5 PRAC6 PRAC7 PRAC8 PRAC9 PRAC10 PRAC11 Activities are carried out so that the students have training in values related to SR and ethics Activities are carried out so that the students have training in foreign languages Activities aimed at self-employment are carried out Activities aimed at labor insertion are carried out There are measures of support and integration of students over 25 years There are measures to support and integrate immigrant students Activities are carried out so that students acquire competences that will facilitate access to the labor market There is a unit of psychopedagogical attention for the student There are clear and defined strategies for the removal of physical and social barriers There are measures to support and integrate students with disabilities Support for activities aimed at promoting multiculturalism Authors [10]; [11]; [12] [10] [10]; [12] [10] The authors [12] [10] [10]; [12] [12] 2.2 Student´s satisfaction On the other hand, the scales of Capelleras and Veciana (2001), as well as those adapted by Beerli and Díaz (2003) were used for the evaluation of “student satisfaction” as shown in Table II. It is a question of measuring the attitude that the teaching staff transmits to the students, as well as the degree of implication and motivation of the latter. Authors Table II: Student´s satisfaction SAT1 SAT2 SAT3 SAT4 SAT5 SAT6 SAT7 SAT8 SAT9 I receive a cordial treatment from those around me I am taken into account to improve teaching I receive complete and clear information on the studies and other related aspects Teachers care about student learning Teachers motivate students by subject Teachers encourage the participation of students Teachers are available to guide students when necessary There is a smooth communication between teachers and students I note that the development of students' capacities is encouraged [13] [14] The technique of structural equation models based on the Partial Least Squares (PLS) methodology has been used ([15], [16]). Its methodological value lies in the singularity of applying a reliable instrument of its own elaboration, in addition to being the first time that a study of these characteristics, about the satisfaction of students related to the responsible practices undertaken by the University of Extremadura. 3. Results and Discussion – The results correspond to the analyzes based on the total sample (n = 362). The results show a positive influence of the realization of socially responsible practices in the University, on the overall satisfaction of the student. Of the data regarding the characteristics of the student, we highlight the gender, since based on the total sample, 65.1% of the respondents are women, compared to a percentage of less than half of men, located on 31.57%. The majority of the students are aged between 20 and 24, and the region of origin is Extremadura. For the analysis of the construct Practices of the University, the data obtained in our model indicate that the measures are consistent related to the evaluation of the weights. In Table III we can observe how practically all are higher than 0.1 [17]). In addition, non-parametric resampling techniques were used to analyze the stability of the estimates obtained with PLS, based on the application of a bootstrapping process with 5.000 samples (Hair et al., 2011), whose results verified the significance of the indicators PRAC1, PRAC2 and PRAC7 (t = 1.964726835 for 95% confidence, t = 2.585711627 for 99%, and t = 3.310124157 for 99.99%). Table III: Analysis of the value of weights and their statistical significance Ítem PRAC1 PRAC2 PRAC3 PRAC4 PRAC5 PRAC6 PRAC7 PRAC8 weights 0,3133** 0,2315* -0,1511ns 0,1220ns 0,1378ns -0,1608ns 0,4051** 0,0425ns t Statistics 2,7299 2,1548 0,7764 0,6281 1,0595 1,4776 3,1549 0,4111 299 PRAC9 PRAC10 PRAC11 0,1415ns 0,1764ns -0,0184ns 1,1506 1,3869 0,1390 NOTE: * Significant for level 0,05; ** Significant for level 0,01; ns: no significant. Source: the authors. The data obtained for our model indicate that the measures are consistent in terms of individual reliability of the items, since all factor loads or loadings are greater than 0.505 [18]. These results indicate that each measure represents at least 50% of the variance of the underlying construct [19]. On the other hand, all loads are significant at 99.9% confidence level, as evidenced by the t statistics obtained by bootstrapping (Table IV). Table IV: Analysis of the value of loadings and their statistical significance Items SAT1 SAT2 SAT3 SAT4 SAT5 SAT6 SAT7 SAT8 SAT9 loadings 0,6791*** 0,8428*** 0,7900*** 0,8789*** 0,8811*** 0,8624*** 0,7813*** 0,8539*** 0,8932*** t Statistics 13,8956 38,0938 27,7425 57,3521 57,9776 33,0756 20,1232 36,7412 44,8987 NOTE: *** Significant for level 0,001. Source: the authors. We highlight the results achieved for the explained variance of the endogenous construct with the R2 analysis as a measure of the predictive power of the model for the dependent latent variables. In this way, we can see (Figure II) how this model explains 56.6% of students' satisfaction based on the responsible actions of their University. Consequently the values are greater than 0.1, so the results indicate that the conceptual model has a high predictive value and is able to explain endogenous constructs [20]. Figure 2: USR final model According to the results obtained, we can say that the starting hypothesis H1 "Socially responsible university practices positively influence student satisfaction" has been supported. 4. Conclusions – The analysis shows interesting conclusions for the literature on student satisfaction and SR, as well as practical implications for university management. In this way, the analysis contributes information to the decision-making of higher education managers, and positions a particular view of the USR in its relationship with student satisfaction [21]. In this sense, the main contribution of the study lies in the methodological approach, analyzing the USR from the perspective of student satisfaction. In this way, empirical evidence is offered about which university students perceive a greater level of satisfaction on the socially responsible practices undertaken from their University. 300 First, this research highlights that the responsible practices that students consider to be most representative of the USR are: (1) the receipt of complete and clear information from studies and other related aspects, and (2) the cordial treatment of those who around them. Second, it emphasizes that students perceive that the responsible practices of the University have consequences on their satisfaction based on: (1) stimulating the development of students' capacities, and (2) having students to improve teaching. The results show that the criteria related to the USR determine student satisfaction, in this context. According to the results obtained, it is desirable that the university environment be more and more supportive [22], and in this context design the promotion of student learning and performance [23]. Finally, the study presents some limitations that need to be mentioned, such as the use of an electronic questionnaire as a method of data collection, which may imply certain biases on this subject, the sampling procedure and the representativeness of the sample. 5. References. [1] G. Vargas, “Factores asociados al rendimiento académico en estudiantes universitarios, una reflexión desde la calidad de la educación superior pública. Revista Educación, 31(1), (2007) p.43-63. [2] A. Hernández, "La motivación en los estudiantes universitarios." Actualidades investigativas en educación, 5(2), (2011). [3] M. Núñez, & I. Alonso, “La responsabilidad social en el mapa estratégico de las universidades públicas”. Pecvnia, (9), 157, (2009). [4] C. Ames, “Classrooms: Goals, structures, and student motivation”. Journal of educational psychology, 84(3), 261, (1992). [5] J. Wiers-Jenssen, , Stensaker, B. R., & Grgaard, J. B. (2002). “Student satisfaction: Towards an empirical deconstruction of the concept”. Quality in higher education, 8(2), 183-195. [6] A. Carroll, “Corporate social responsibility: Evolution of a definitional construct”. Business & society, 38(3), 268-295, (1999). [7] D. Matten, & J. Moon, “Implicit” and “explicit” CSR: A conceptual framework for a comparative understanding of corporate social responsibility. Academy of Management Review, 33(2), 404-424, (2008). [8] L. Petruzzellis, A. D'Uggento, & S. Romanazzi, “Student satisfaction and quality of service in Italian universities”. Managing Service Quality: An International Journal, 16(4), 349-364, (2006). [9] D. Gallardo-Vázquez, I. Sánchez-Hernández & M. Corchuelo-Martínez-Azúa, “Validación de un instrumento de medida para la relación entre la orientación a la Responsabilidad Social Corporativa y otras variables estratégicas de la empresa”. Revista de Contabilidad, 16(1), p. 11-23, (2013). [10] F. Díaz, I. Torres, M. Morales, Mario & A. Farías, Evaluación de prácticas de responsabilidad social corporativa: comparación de las empresas españolas y chilenas, Madrid, Fundación Carolina-CeALCI, Serie Avances de Investigación nº 61, julio. (2011) [11] J. Larrán , A. López-Hernández & M. Calzado.Cejas, “Stakeholder expectations in Spanish Public Universities: An empirical study”. International Journal of Humanities and Social Science, 2 (10): 1-13. (2012) [12] J. Larrán, A. López-Hernández, J. Herrera & F. Andrades “Do Spanish Public Universities use Corporate Social Responsibility as a strategic and differentiating factor?”. International Journal of Humanities and Social Science, 2 (11): 29-44. (2012) [13] A. Beerli & G. Díaz, “Los efectos de la imagen percibida de la universidad en la satisfacción de los estudiantes”, Revista Española de Investigación y Marketing ESIC, Marzo 2003, 7- 35, (2003). [14] J. Capelleras, & J. Veciana, Calidad de servicio en la enseñanza universitaria: desarrollo y validación de una escala de medida. Documento de trabajo, 2001/4. Universidad Autónoma de Barcelona. (2001) [15] C. Ringle, M. Sarstedt, R. Schlittgen,C. & Taylor, “PLS path modeling and evolutionary segmentation”. Journal of Business Research, 66(9), 1318-1324, (2013) [16] M. González-Ramos, M. Manzanares, F., & Gómez, “Propuesta de una escala para la medición de la responsabilidad social corporativa”. Pecvnia, (18), 1, (2014). [17] P. Andreev, T. Heart, H. Maoz & N. Pliskin, Validating formative partial least squares (PLS) models: methodological review and empirical illustration. ICIS 2009 Proceedings, 193. (2009). [18] C. Fornell, & D. Larcker, Evaluating structural equation models with unobservable variables and measurement error”, Journal of Marketing Research, 18 (1), pp. 39-50, (1981). [19] J. Henseler, C. Ringle, & R. Sinkovics, “The use of partial least squares path modeling in international marketing”, Advances in international marketing, 20(1), pp.277-319, (2009). [20] R. Falk, N. Miller, A primer for soft modeling, Akron, Ohio: The University of Akron. (1992). [21] D. Gallardo-Vázquez, I. Sánchez-Hernández & M. Pajuelo-Moreno. Innovation in Higher Education: The Experience of Socially Responsible Universities. In Handbook of Research on Internationalization of Entrepreneurial Innovation in the Global Economy (pp. 296-312). IGI Global. (2015). [22] E. Bigné, L. Andreu, R. Chumpitaz, & V. Swaen, (2006). “La influencia de la responsabilidad social corporativa en el comportamiento de compra de estudiantes universitarios”. Esic Market, 6(597), 163-189, (2006). [23] S. Cotton, M. Dollard, & J. De Jonge, “Stress and student job design: Satisfaction, well-being, and performance in university students”. International Journal of Stress Management, 9(3), 147-162, (2002). 301 Scientific CV Dr. Folgado-Fernández is a professor in the Department of Financial Economics and Accounting in the University of Extremadura, Spain. Prior to his academic career, he worked in managing several service companies. He was given a PhD Extraordinary Award. His research is focused on corporate social responsibility, tourism events, branding and destination management. He has published several papers in specialized journals. He is also reviewer of international journals. Dr. Gallardo-Vázquez is the principle researcher of the Business Research (INVE) Research Group, included under the SEJ022 in the government of Extremadura. She is an associate professor in the Department of Accounting and Financial Economy of the Faculty of Economic and Business Sciences at the University of Extremadura. Her research interests focus on corporate social responsibility, university social responsibility, social disclosure, intellectual capital, disclosure of intangibles and entrepreneurship. Dr. Hipólito-Ojalvo is an architect who has worked between 1995 and 2016 in the Department of Mechanical Engineering, Energy and Materials at the School of Industrial Engineers at the University of Extremadura. He has been the coordinator of University Social Responsibility in this school. He had managed several end-of-degree jobs related USR and has published papers in specialized journals. 302 uthors, like Echeita Sarrionandía [7], Biniés Lanceta [3], Ainscow [1] or Casanova and Rodríguez [4]. All of them put the origin of the educational inclusion on an attempt to ease the social exclusion of the pupils by means of legislative reforms. It should be clear that, if we want to live in an equal and fair society, we need to reinforce the rôle of the educational system as equalizer. In order to understand the concept of Educational Inclusion we need to go back to the very beginning, back in the 60’s. In these few decades, we have seen how the educational system has evolved from traditional segregative schools to integrative, comprehensive and, eventually, inclusive schools. Throughout these last years, the idea of inclusive education has become ingrained in our society and our school system, as well as the needs to ease the educational barriers due to gender, age, race, sexual orientation or any other factor. In Spain, this development is closely related to the legislative changes in the last 30 years and the way teachers must deal with heterogeneous classrooms. The first of this legislative reforms was the LOGSE (Ley de Ordenación General del Sistema Educativo), established in 1990. This Act began the ideas of integrating schools, the LOE (Ley Orgánica de Educación), which took as a fundamental principle the equity to remove the personal inequalities and the nowadays LOMCE (Ley Orgánica para la Mejora de la Calidad Educativa) which respects the previous principles but does not improve anything about attention to diversity. Many researchers (see, e.g., [12]) have analysed the development from the seminal concepts of Educational Inclusion to the nowadays achievements. They have focused on different frames (gender, disabilities, ethnic group, etc.) and showed its relation with compensatory education and the elimination of the different barriers. Furthermore, many authors have focused their works on the way the curriculum can affect the inclusion (see [3, 4]), and have shown that we must understand the inclusion as a tool that removes the inequalities related to the Right to Education. This rapid development has led to new challenges and barriers we will need to deal with: 3. • Amongst the main challenges we find the necessity of finding new creative educational approaches that focus on educational equity. This way, we will favour the coexistence inside the schools and the development of principles like social justice, interculturality, the respect to diversity and the value of equity without any discrimination. Amongst the barriers that we will need to deal with, we find the teachers’ lack of initiative, low motivation for innovation, managerial staff’s lack of initiative, low expectations when dealing with changes, small knowledge about the educational inclusion, as well as poor training in inclusive teaching and active methodologies. The inclusive educational approach leads us to consider every single source of inequality and forces the educational system to be able to respond to every need and to include and respect every individual difference. Besides, the concept of attention to diversity has become more and more important. Within this inclusive educational system, we need to implement specific steps to better the educational support and ensure that every pupil will achieve the standard goals. So, educational inclusion and attention to diversity share the same aim: achieve the educational equality by benefiting every pupil. As stated in Gimeno, J. (2002), there exists a kind of diversity that must be reinforced since it enriches the experience in the classroom. On the other hand, there is an unfair kind of diversity, that emanates from gender, racial, religious, educational, social or cultural discrimination. In order to eradicate this discrimination the system needs the whole education community to get involved. This way, and targeting our efforts towards improving the school coexistence, we could reinforce the diversity as an enriching oportunity for schools, pupils, families and teachers. With these thoughts in mind, the Yehudi Menuhin Foundation gave birth to the MUS-E® programme in 1993. In Spain, some schools have implemented this innovative, active, participatory learning-teaching methodology since 1996. This programme emphasises the importance of working with emotions in the classroom – but also outside the classroom, the importance of improving the interpersonal skills and relations between different cultures or races. This is reached by means of different artistic disciples, such as music, dance, capoeira or circus. Aside, it is a powerful integration tool, as it eases the differences between pupils and emphasises a common goal: the artistic performance. The Santa Engracia school was the pioneer in implementing the MUS-E® programme in Extremadura in 1999. Since then, other nine schools have joined the MUS-E® Network. The MUS-E® allows the full school community to work on the curriculum through dance, music or drama, merging the formal and educative with the artistic, creative frame. When we try to determine whether this programme is inclusive or not, we must be careful. We can undoubtfully state that it is close to inclusion since many disadvantaged pupils, in areas with former high absenteeism rates, attend regularly to school and achieve the official goals by means of this unusual methodology that focus chiefly on motivation and set aside the usual textbooks. This pupils are impeled to respect the diversity and to treat each other as an equal. This results on a higher motivation that allows them to achieve better outcomes when dealing with the basic subjects: Spanish language and Mathematics. The MUS-E® schools, located in disadvantaged areas, comprise pupils at risk of social exclusion, with problems derived from unemployment, job insecurity, frequent changes of residence due to field work or street trades, troublesome neighbourhood coexistence, etc. Due to these circumstances and the sociocultural environment, with all kinds of social 303 marginalization, this schools have been frequently seen as ghettoes where the lack of educational, cultural and social resources has been maintained through the decades, causing risk of exclusion to these pupils. This is the environment where the MUS-E® is implemented. It is understandable that the highest rates of early school leaving come from these schools, and its main goal is to reduce these rates. The way that it works is by looking for an artistic activity that could interest, and so, involve the pupils and their families. The idea behind this is that from the pupils point of view, the artist and the teacher are indistiguishable, both working on the artistic performance and on the curriculum. No need to say that without the involvement of the staff this could never work, so teachers should be encouraged to give their best instead to be expected to give their best. For this methodology to achieve real inclusion in disadvantaged school environments, the following cimcurstances, that we have received first-hand by means of interviews, must be fulfilled: 4. The whole school staff must aknowledge the existence of a diverse, multicultural curriculum, with a source of interculturality that enriches the coexistence inside and outside the classroom. This diversity must be carefully respected when we try to fulfill the individual necessities, not only the pupils’ ones, but also their families’, regardless of the disctint origins, races or personal circumstances. 5. The evidence that the families are actually involved in the children education, with real chances for parents to take part in the school life and decisions. When this is real, the families feel integrated in the school so there exists a much better relation between them and the education system, improving the motivation of their children. 6. The development of a curriculum that respect the diversity, with realistic and clear aims and creative, active methodologies, more focused on the learning-teaching processes than on learning numerical outcomes, supporting the good behaviours more than punishing the bad ones, and reinforcing the cooperative work and school coexistence over the curriculum. 7. An appropriate teachers’ training that allows them to deal with a socio-educational disadvantaged classroom by means of diverse methodological strategies so that the usual curriculum can be followed but emphasising the educational processes instead of the academic outcomes. 8. The existence of a good working environment, being crucial that the managerial staff reinforces both confidence and respect between the workers. 9. The existence of cooperative nets allowing the workers to collaborate and linking them so they can help, and take advantage of, each other. In this environment the teachers are more prone to share their good practices and to offer advice when dealing with unsolved problems. When facing the intrinsic cultural diversity and the poor educational environment of these schools, more specifically those that implement the MUS-E® programme, the staff must respond to all the pupils, but must have as their main aim the inclusion of the most disadvantaged students, the ones who have biggest educational delay. So, among the measures that aims to attention to diversity, the greatest emphasis is given to the ordinary measures that accept the methodological challenge of including all the pupils in the classroom instead of segregating the educationally delayed ones. This is exactly what happens when integrating the MUS-E® methodology in the ordinary curriculum. The MUS-E® programme is chiefly understood as an early-leaving prevention programme, but it also reinforces the self-esteem and the relations inside the school and in the whole neighbourhood or town, creating links between all the parts of the society. In Aparisi-Romero’s words ‘no one discuss the social importance of education, but every one discusses the way that educators work and how they try to carry on with it’ (Aparisi-Romero, J.A., 2013,p.124). 2. Experimental – We have developed a statistical study on the evolution of the academic success in the basic subjects (Spanish Language and Mathematics) between the academic years 2013-2014 and 2015-2016. The descriptive analysis showed some differences between both groups. The resulting data are in following tables: Table I: MUSE® schools’ data. 304 Table II, CAEP, Non MUS-E ® schools’ data. where • PropL2013 is the success rate in Spanish Language during the academic year 2013-2014 • PropM2013 is the success rate in Mathematics during the academic year 2013-2014 • PropL2015 is the success rate in Spanish Language during the academic year 2015-2016 • PropM2015 is the success rate in Mathematics during the academic year 2015-2016 • DifPropL1315 is the difference between L2015 and L2013 • DifPropM1315 is the difference between M2015 and M2013 • Mean is the mean of these two differences. With the descriptive analysis, we saw that the sample means were the following: Means Spanish Language Mathematics Mean MUS-E® Schools +5,24 +4,69 +4,97 Non MUS-E® Schools -1,58 -2,31 -1.95 This lead us to the belief that the MUS-E® Program, without being focused in educational success, could have helped to improve the academic outcome. So, we run a hypothesis test to onfirm this preliminary impression. The test we run was a Mann-Whitney-Wilcoxon U test for the difference of the means for the variable “Mean”, differentiated by the factor “Muse”, and gave us a p-value of 0.03998, so we deduced that the poblational means differ. 3. Results and discussion When using methodologies that approaches to inclusion, not only one achieves the goal of lowering the absenteeism rates, but also the academic outcomes in the basic subjects, at least when comparing these two academic years. It seems that this programme motivated the pupils to assist regularly to the classroom and attend the lectures with a higher interest than before, so that their outcomes have improved significantly in these three last years. Obviously, the study has been developed with a little number of schools, since there are just 11 schools where the MUS-E® is implemented in Extremadura, and not every set of data was available. In following years, we will try to analyse whether this trend is sustained in time or not, and try to study the situation in the remainder of Spain. 4. Conclusions With the due care, and being fully aware of the lack of information and of the multiple factors that affect the educational success in addition to the outcomes in Mathematics and Spanish Language, we have tried to divulge the seeming relation between the implementation of the MUS-E® programme and the evolution of the educational success in the framework of CAEP schools. It seems that the MUS-E® programme has helped to the schools where it is implemented to improve the outcomes, thanks to a better relation between the pupils and their families with the academic staff and the artists. We will try to extend this study to the whole Spain in order to have a better approach to what is going on with this, at first glance, strange educational programme, how it is developing and whether it could deserve a better governmental behaviour. In any case, it is clear that it deserves, at least, a closer look. 5. References [1] Ainscow, M. Rutas para el desarrollo de prácticas inclusivas en los sistemas educativos. Revista de Educación, 327, 6982. [2] Aparisi Romero, J.A. Una escuela inclusiva cada vez más necesaria, también en tiempo de crisis. En: Chisvert Tarazona, M.J., Ros Garrido, A., Horcas López, V., “A propósito de la inclusión educativa, una mirada ampliada de lo social”, Octaedro, Barcelona, 2013. [3] Biniés Lanceta, P., La inclusión educativa, un derecho. Aula De Innovación Educativa, 205, (2011) 60-64. [4] Casanova, M. A., y Rodríguez, H. J., “La inclusión educativa, un horizonte de posibilidades”, Editorial La Muralla, 2009. [5] Cohen, L., Manion, L. and Morrison, K. “Research Methods in Education” (6th edition), Routledge, 2011. [6] De Puelles Benítez, M., “Educación, igualdad y diversidad cultural.” Biblioteca Nueva, Madrid, 2005. 305 [7] Echeita Sarrionandía, G., y Sandoval Mena, M., Educación Inclusiva o educación sin exclusiones. Revista de Educación, 327, (2002) 31-48. [8] Extremera Pacheco, N. y Fernández-Berrocal, P., El papel de la inteligencia emocional en el alumnado: evidencias empíricas. Revista electrónica de investigación educativa, 6(2), (2004), 1-17. [9] González González, M. T., Absentismo y abandono escolar: una situación singular de la exclusión educativa. REICE: Revista Electrónica Iberoamericana sobre calidad, eficacia y cambio en educación, 4(1), (2006) 1-15. [10] Ledesma Marín, N. (2013). Una escuela inclusiva cada vez más necesaria, también en tiempo de crisis. In Chisvert Tarazona, M.J., Ros Garrido, A., Horcas López, V., (2013): A propósito de la inclusión educativa, una mirada ampliada de lo social, Barcelona: Octaedro. [11] López Azuaga, R., Bases conceptuales de la inclusión educativa. Avances en Supervisión Educativa: Revista de la Asociación de Inspectores de Educación de España, 14, (2011). [12] Santos Guerra, M. Á., Democracia escolar o el problema de la nieve frita. In: Volver a pensar la educación. (Congreso Internacional de Didáctica), pp. 128-141, Fundación Paidei, 1995. de la Universidad de la Defensa Nacional (UNDEF), fue creado como Escuela de Ingeniería Aeronáutica (1947). Concebido expresamente como una institución académica y no de formación militar, años más tarde se transformó en Instituto Universitario. (1993) Se encuentra integrado por DOS (2) Facultades; una de Ingeniería y otra de Ciencias de la Administración. Se ha iniciado en la metodología de Educación a Distancia en el año 1986 a través del dictado de una Tecnicatura en Administración y seguidamente la carrera de Grado de Ingeniería de Sistemas (primera carrera de grado e ingeniería) en el país en aprobarse, dictarse y funcionar en la modalidad de referencia. Dicta las siguientes carreras a través de la Modalidad a Distancia • Ingeniería de Sistemas – 5 años y Analista de Sistemas – 3 años • Licenciatura en Recursos Humanos – 5 años y Téc. Universitario en Recursos Humanos – 3 años • Licenciatura en Logística – 4 años y Técnico Universitario en Logística – 2 ½ años • Licenciatura en Administración – 4 ½ años y Técnico Universitario en Administración - 2 ½ años • Contador Público – 4 ½ años y Técnico Universitario en Administración - 2 ½ años Validación del modelo educativo En el marco de acreditación de sus carreras se han observado las siguientes fortalezas y/o debilidades. Fortalezas • Modelo Educativo: Educación a Distancia y títulos revalidados por Ministerio de Educación de la Nación en Nov 2014/15. • Nuevo modelo basado en soportes digitales con clases virtuales y guías de estudio. • Concepción constructivista del aprendizaje (interactivo, autoaprendizaje colaborativo). • Inducción de los alumnos ingresantes en Educación a Distancia. • Capacitación Tecno Didáctica obligatoria y continua para docentes y actores del sistema. • Sistemas informáticos propios de autogestión alumnos y gestión académico-administrativa. Implementación Sistema de Información Universitaria SIU -Guaraní 3, regulado por el Ministerio de Educación de la Nación. Debilidades • Escaso desarrollo en Posgrados en Educación a Distancia. • Acreditación pendiente de Ing. de Sistemas por falta de estándares nacionales en Educación a Distancia. • Transición de un modelo basado en material impreso a otro sustentado en virtualidad. • Alumnos jóvenes (nativos digitales) con escaso perfil (aprendizaje autónomo) para el estudio en modalidad de Educación a Distancia. • Ausencia de un sistema de dedicación docente y estructura de cátedra. 306 Las carreras de grado fueron creadas para ser dictadas con la modalidad de Educación a Distancia. Las mismas se implementaron luego de contar con las respectivas resoluciones del Ministerio de Educación, que otorga a sus títulos validez oficial y nacional. Mediante el Decreto Nº 81 del 22 de enero de 1998 17, el Ministerio de Educación de la Nación estableció las pautas y parámetros que rigen el desarrollo de la modalidad educativa no presencial o a distancia. El contenido de dicho Decreto permitía ratificar el modelo de educativo que se trabajaba en el IUA, ya que dicho modelo y los resultados de su aplicación a través de los años, habían sido tomados como referente para el dictado de la mencionada norma. Luego la Resolución Ministerial Nº 1717 del 29 de diciembre de 2004 18 estableció los procedimientos a aplicarse para el reconocimiento oficial y su consecuente validez nacional de los títulos de pregrado, grado y posgrado con modalidad de educación a distancia. A partir de ellos y por diferentes directivas y resoluciones Ministeriales se estableció que cada institución educativa que estuviera gestionando carreras con esta modalidad debía revalidar sus títulos a partir de la explicitación del modelo educativo y su singularidad. Es así que en el año 2013 el IUA hace la presentación ante el Ministerio de Educación de la Nación, de su actualizado modelo educativo y de la modalidad, mediada por Nuevas Tecnologías, para todas las carreras gestionadas en la Facultad de Ciencias de la Administración, habiendo obtenido durante los años 2013 a 2015 la revalidación de todos sus títulos, gestionados con modalidad de educación a distancia. 19 Discusión y Conclusiones Las carreras que se dictan en el CRUCIUA bajo la modalidad de Educación a Distancia han empleado desde su implementación el correo postal, la guía impresa, el libro y los exámenes presenciales. La introducción de tecnología fue gradual a partir del año 2000 ya que tantos los docentes, alumnos e ingresantes de esa época no contaban con conocimientos ni experiencia en el uso de la tecnologías para la educación a distancia. Es más la mayoría de los alumnos eran de lugares que no tenían Internet. Actualmente el IUA mantiene parcialmente el formato papel en algunas guías de estudio. El uso de la tecnología fue progresivo, se capacitó a los tutores en el empleo del correo electrónico luego a los alumnos y a los ingresantes. El uso del papel se reemplazó por correo electrónico y luego a trabajar en el sitio web de autogestión para finalmente utilizar la funcionalidad del aula virtual. Es por ello que surge la idea de comparar ingresos, permanencia y egresos en las distintas épocas de la institución, Postal y Digital. Utilizamos conceptos reconocidos en esta área de estudios, en especial aplicados a rangos etarios en intervalos de tiempo desde el inicio de las carreras bajo la modalidad de Educación a Distancia en el IUA, desde el año 1997 al 2017, relacionados con retención y egreso. La discusión se centró en la hipótesis que los Ingresantes Nativos Digitales se adaptaban más rápido y eficazmente al estudio autónomo con el empleo de las nuevas tecnologías con las que habían crecido, y egresaban antes que los ingresantes en la franja etaria de los llamados Migrantes Digitales. Por ello en primer lugar definiremos los siguientes conceptos antes de abordar empíricamente los datos concretos. En el año 2001 Marc Prensky, pensó que “nuestros estudiantes de hoy son todos “hablantes nativos” del lenguaje digital de los ordenadores, los videojuegos e internet” definiendo así al Nativo Digital y los que no nacimos en el mundo digital, pero que, en algún momento adoptamos muchos o la mayoría de los aspectos de las nuevas tecnologías somos, y siempre lo seremos en comparación con ellos, Inmigrantes Digitales. 20 17 http://servicios.infoleg.gob.ar/infolegInternet/anexos/25000-29999/25394/norma.htm http://www.me.gov.ar/spu/documentos/dngu/resolucion_1717_04.pdf 19 http://www.dprofesional.com.ar/mini/dngu_documentos/ RECONOCIMIENTO_DE_TITULOS/DECRETO%20PEN%2081-98.pdf 20 Marc Prensky. On the Horizon (MCB University Press, Vol. 9 No. 6, December 2001) 18 307 Los nativos digitales trabajan en paralelo y multitarea naturalmente, eligen imágenes a texto, utilizan direcciones aleatorias y se desempeñan mejor cuando trabajan en red. Es por ello que en nuestro sistema de Educación a Distancia con el afán de llegar a la mayor cantidad de alumnos y ofrecer mayor calidad educativa y más oportunidades, nos hemos esforzado en adaptarnos a las nuevas tecnologías, él mismo autor nos llama Profesores inmigrantes digitales, aunque más adelante fue avanzando en la caracterización de las nuevas generaciones de lenguaje digital para hablar de “sabiduría digital”. 21 Es así que las mismas definiciones de “nativos digitales” e “inmigrantes digitales” tienen una existencia restringida. Por ejemplo nuestros estudiantes en su gran mayoría ya han nacido en la era digital. Pero no debemos dejar de reconocer las brechas digitales entre docentes y alumnos, entre padres e hijos, por ello este preconcepto es básico y movilizador al momento del perfeccionamiento docente. Antes de mostrar datos debo aclarar que “Un Nativo Digital se define como un joven de 15 a 24 años inclusive que posee cinco o más años de experiencia usando Internet” con acceso (disponibilidad) a Internet y alfabetización digital adquirida. Y que de los 26 a 30 años se los define consecuentemente como Migrantes Digitales. 22 Ahora comparemos porcentajes de alumnos ingresantes, inscriptos y reinscriptos, entre dos intervalos de años; 1997 al 2007 y 2008 al 2017, y rangos de interés de edades de 17-20 años, 21-25 años y 26-30 años. Si observamos el Gráfico I Ingreso de Alumnos por Edades y el Gráfico II Alumnos Inscriptos y Reinscriptos por edades se puede inferir que el desgranamiento es mayor en el rango de edades de 17 a 20 años, ya que los ingresantes en el año 2007 (933) y los reinscriptos en el 2008 (497), fue el ´46,73%. Mientras que el desgranamiento decrece notoriamente en la franja etaria de 26 a 30 años, inscriptos y reinscriptos en el año 2007 (1041) y en el año 2008 reinscriptos (897) es decir el 13,83%, por ende los estudiantes nativos digitales (17-20) presentan mayores dificultades para adaptarse al pleno empleo de medios virtuales, que los estudiantes migrantes digitales (26-30) y comienzan a demorarse en sus estudios o abandonan. Gráfico I Elaboración propia 21 Martínez, S., & Prensky, M. (1 de Junio de 2012). ¿Son solo un mito los nativos digitales? Recuperado el 20 de Mayo de 2015, de eduteka: http://www.eduteka.org/SiNoNativosDigitales.php 22 González, R. (2014). ¿Tienen los nativos digitales las competencias digitales necesarias para la Sociedad de la Información y el Conocimiento? XV Encuentro Internacional Virtual Educa Perú 2014. Lima. 308 Gráfico II Elaboración propia Ahora si comparamos porcentajes de ingresantes en los mismos intervalos con el Gráfico III, Egresados de Carreras de Grado por edades promediando 6 años de estudios por carrera, por ejemplo en el mismo período estudiado en el año 2007 en el rango de 17 a 20 años (599) ingresados llegaron a finalizar sus estudios en el año 2012 (37) (6,18%) y en el rango de 21 a 25 años (623) ingresados llegaron a finalizar sus estudios en el año 2012 (73) (11,71%) es decir que fue el rango que menos desgranamiento o abandonos ha tenido y a los 6 años se convierte en el rango con mayores cantidades de egresos . Consecuentemente la suposición que el nacido en la era digital puede tener mayor adaptación frente a las nuevas tecnologías parece ser correcta, pero al momento de mantener el ritmo de estudios universitarios y de finalizarlos empleando plataformas virtuales no lo es, ya que los alumnos migrantes digitales han tenido mejor rendimiento en años totales para egresar. Se gradúa el 47,22 % más de Estudiantes Migrantes Digitales que Nativos Digitales. El rendimiento en años de estudios es el doble para la categoría de Migrantes Digitales. 309 Egresados de Grado por Edades 0.60 051 047 0.50 041 % Egresados 040 0.40 0.30 033 031 035 028 030 026 022 0.20 018018016 034 030 027 027 025 021 019 019 014 0.10 000 002 009 006 008 029 020 015017 013 011 006 004 028 008 003 003 023 032 026 023 018 009 003 046 041 040 026 022 021 047 045 044 035 034 21 - 25 26 - 30 021 021 017 008 31 - 40 019 010010 005 006 004 004 002 001 001 001 001 41 - 50 51 - 60 001 0.00 Año Gráfico III Elaboración propia Referencias González, R. (2014). ¿Tienen los nativos digitales las competencias digitales necesarias para la Sociedad de la Información y el Conocimiento? XV Encuentro Internacional Virtual Educa Perú. Marc Prensky. On the Horizon (MCB University Press, Vol. 9 No. 6, December 2001) Martínez, S., & Prensky, M. (2012). ¿Son solo un mito los nativos digitales? http://www.eduteka.org/SiNoNativosDigitales.php http://servicios.infoleg.gob.ar/infolegInternet/anexos/25000-29999/25394/norma.htm http://www.me.gov.ar/spu/documentos/dngu/resolucion_1717_04.pdfhttp://www.dprofesional.com.ar/mini/dngu_documento s/RECONOCIMIENTO_DE_TITULOS/DECRETO%20PEN%2081-98.pdf 310 Designing emotionally sound e-learning environments: opportunities and challenges Ahmet Murat Uzun (1) (1) 1. Afyon Kocatepe University, Faculty of Education, Afyonkarahisar, Turkey. +902724440303 auzun@aku.edu.trl Introduction Previously, research postulated that emotion and cognition are two independent partially separable components of human perception (Barry, 1997). On the other hand, the newer research has argued that emotion and cognition cannot be separated from each other. “Everything we do, everything we think is tinged with emotion, much of it subconscious. In turn, our emotions change the way we think, and serve as constant guides to appropriate behavior, steering us away from the bad, guiding us toward the good” (Norman, 2004, p. 7). The amygdala plays a crucial role for processing the incoming stimuli. Once perceived, an emotional association is assigned to the incoming stimuli and the body is prepared to take a stance either to accept or refuse that stimuli by releasing hormones. According to Barry (1997) messages are first gathered by amygdala which is the center of our emotional perception and transmitted to neocortex which is the center of our cognitive perception. The implication of this argument is quite clear: we are not the logical as we think. We first feel than we first think. If cognitive processing cannot be thought without emotions, then what is the nature of the relationship between emotion and cognition? The relationship between emotion and cognition could be addressed under two hypotheses: suppression and facilitation (Oaksford, Morris, Grainger, & Williams, 1996). Suppression hypothesis argues that moods regardless of being positive or negative, may have dangerous effects on cognitive processing, since they lead to extra task or task irrelevant processing that may deplete limited cognitive resources which otherwise should be used for the task directed processing. Facilitation hypothesis, on the other hand, assumes the otherwise: positive emotions may facilitative cognitive processing by broadening the degree of the cognitive resources (Fredrickson, 1998). For example, Fredrickson and Branigan (2005) found that comparing to neutral mood, positive mood facilitated cognition by broadening the scope of attention and thought action repertories. Cognitive scientists formerly stood aloof from using emotional design elements in e learning environments, since they thought that use of affective design elements may deplete cognitive resources. However, although emotional design elements may have a risk of depressing learning, their potential role on increasing motivation and thereby learning cannot be neglected (Park, Flowerday, & Brünken, 2015). Having interaction with certain environments induces certain kinds of emotions among users (Norman, 2004). The interaction between user and the system can amuse, irritate, attract or satisfy us. The emotional reaction to certain stimuli can be entertaining, enjoyable, funny, challenging, boring or confusing. There will be always an emotional reaction even if we encounter a plain text on the white page (Crocker, 2008). Bearing this mind, instructional designers should consider aesthetic, as well as cognitive issues to promote learners’ interest, for the design of instructional environments. That is, the cold cognition approach was needed to be reframed by integrating affective parameters as well as cognitive ones (Astleitner & Wiesner, 2004). In line with this suggestion, Moreno (2006) presented the Cognitive Affective Theory of Learning with Media (CATLM). One of the most important assumptions of the CATLM is affective mediation hypothesis which refers to “the idea that motivational factors mediate learning by increasing or decreasing cognitive engagement” (Moreno, 2006, p. 151). If affect could mediate learning, how could we positively influence affect so that it influences learning by mediating cognitive engagement? One way is to incorporate affective design elements to learning media. The following, some design principles addressed by the literature were presented: 2. Design principles addressed by the literature Norman (2004) postulated that we as human are naturally programmed to search for food, warmth and protection. Hence, circumstances that are connected with food, warmth and protection lead us to feel confidence and as a result induce positive emotions. The following conditions were listed by Norman (2004) as provoking positive emotions: • • • • • • Warm, comfortably lit places, Temperate climate, Sweet tastes and smells, Bright, highly saturated hues “Soothing” sounds and simple melodies and rhythms, Harmonious music and sounds, 311 • • • • • • • Caresses, Smiling faces Rhythmic beats, “Attractive” people, Symmetrical objects Rounded, smooth objects, “Sensuous” feelings, sounds, and shapes (p. 29). Color Combinations It has been proved by the literature that different colors influence the way people feel. That is, different colors result people in feeling different emotions (e.g., Boyatzis &Varghese, 1994; Kaya & Epps, 1998). Generally, cool colors like blue, green and purple are perceived as restful and quiet, whereas warm colors like red, yellow and orange are regarded as active and stimulating (Ballast, 2002, as cited in Kaya & Epps, 1998). Boyatzis and Varghese (1994) investigated students’ emotional relations to different colors and discovered that students ascribed positive feelings to bright colors and negative feelings to dark colors. In general, it seems that saturated, bright and warm colors tend to evoke more positive emotions in learners than other colors (Lohr, 2007; Um, Plass, Hayward, & Homer, 2012). Despite using colors for learning is considered to be effective in some conditions, designers should be careful about them. Because, the effect of colors on learning varies. For example, some researchers found that colors may augment cognitive processing by facilitating recalling, memory encoding and user content interaction. On the other hand, some researchers have concluded that using colors may have an effect of being distracting and confusing (Horton, 1991; Livingston, 1991; Shneiderman, 1992, as cited in Lohr, 2007). Colors may not be needed for certain learning conditions. In such circumstances, they may not function as instructional tools but they may function as cosmetic or aesthetic tools (Clark & Lyons, 2010; Lohr, 2007). Baby Face Bias Baby face bias is defined as “a tendency to see people and things with baby-faced features as more naive, helpless, and honest than those with mature features” (Lidwell, Holden, & Butler, 2003, p. 28). Characters with large eyes, small noses, and high forehands are regarded as more likeable and receive more positive attention than other design (Lidwell, Holden, & Butler, 2003). Such designs are prevalently used in children cartoon films. A sense of humor is achieved by exaggerating the actions and movements of the characters. Cartoon like features may gather students’ attention and interest towards to the learning material and support enjoyment of them by augmenting their imaginations (Dalacosta, KamariotakiPaparrigopoulou, Palyvos, & Spyrellis, 2009). Anthropomorphisms Anthropomorphism or personification could be given example to another design technique to elicit positive emotions. This technique deals with attributing humanoid features to inanimate objects (Clark & Mayer, 2016) and found to be effective in terms of inducing positive emotions in students and enhancing learning by some studies (e.g., Mayer & Estrella, 2014; Park, Knörzer, et al., 2015; Plass et al., 2014; Um et al., 2012). For example, Um et al. (2012) created two types of multimedia materials on the topic of immunization. The materials were same in terms of the content but differed on the adoption of emotional design. The authors incorporated anthropomorphism by attributing human characters to non-human things. For example, antigens were depicted as having smiling happy faces, whereas T - cells and B – cells were illustrated as having negative emotions with sad faces indicating fear, because of the attack of antigens. A similar study was conducted by Mayer and Estrella (2014). The authors designed a power point material on “how a virus causes a cold”. In the material, the host cell, which was infected by a virus, was depicted as having different emotions on its face like having surprise, fear and sickness during the different parts of the process. Although use of anthropomorphism in science is not congruent with the mechanistic, orthodox view of science, anthropomorphism could be useful tool to support for example science learning. It could be regarded as essentially an instructional strategy, that can be utilized to help instructors clarify abstract concepts in congruent with children’s concrete world (Kallery & Psillos, 2004; Watts & Bentley, 1991, 1994). The following, some examples of anthropomorphisms could be seen: 312 Image 1. From Dobson, K. (1987). Coordinated Science: Introductory Book. London, Collins Educational (as cited in Watts & Bentley, 1994). Use of humor Use of humor is another strategy to increase positive emotions. In their study, Astleitner and Leutner (2000) referred to the importance of positive emotions enhancement by increasing sympathy and pleasure. One factor for increasing pleasure is to enhance students’ exhilaration levels with the help of humor, which can be achieved by comics, stories and cartoon production systems (Astleitner & Leutner, 2000). Using humorous messages may lead to higher levels of motivation when the humorous message draw students’ attention, induce positive emotions, increase clarity of the message without leading distraction (Wanzer, Frymier, & Irwin, 2010). In order to attract students’ attention, Keller (1987) suggested instructional designers using humorous introductions and humorous analogies to explain and summarize. Interesting Sound Effects Use of interesting sound or music can be given as examples to another way of making e-learning environments more interesting. Previous research on multimedia, for example, incorporated background music or environmental sounds to augment positive emotions (Mayer, 2009; Thalheimer, 2004). Background music was used to supply a gentle instrumental background to the presentation of the material. On the other hand, environmental sound was added to enhance the visual messages. For instance, when audio narration mentions about the formation of ice crystals, cool wind sound or cracking of ice cubes was heard (Mayer, 2009). Usability and Emotional Design Considering the perspective of human-computer interaction, it is considered that people feel various emotions when they interact with any systems. For example, people feel enjoyment, if they perceive the systems as helpful, or they may feel disappointment, when their expectations are met. Therefore, emotional states are considered to be crucial for the performance. Negative emotions may affect users’ perceptions regarding any systems. If the learning interface is not liked by the users, it is probable that learners will not give their best effort to concentrate on and remember of the content that is being presented (Yang et al., 2014). Similarly, Astleitner and Leutner (2000) suggested some strategies to increase “pleasure”. They suggested that enhancing well-being may increase pleasure. This can be achieved by designing effective and userfriendly interfaces. 3. Potential Dangers of Adding Affective Design Elements to E Learning Environments Use of emotional design elements in e-learning environments may also constitute a danger for learning. According to Cognitive Load Theory (Paas & Sweller, 2014), incorporating affective design elements into e-learning environments in order to spice up a boring lesson could pose extraneous load for limited memory resources, which could impair learning. This is in line with suppression hypothesis, which is previously mentioned. That is, non-cognitive elements may deplete cognitive resources and result in task irrelevant process which may impair learning. This situation was addressed by multimedia research as seductive details, which was defined as design adjuncts which are interesting, entertaining but irrelevant design elements. Since such design elements do not conform with the coherence principle of Cognitive Theory of Multimedia Learning (Mayer, 2009), use of such design elements in e learning environments are not encouraged. Interesting but irrelevant words and pictures should be avoided since they may overwhelm limited working memory resources. Also known as “less is more”, this assumption argues that “simple is better” (Mayer, 2009). According to this approach, instructional design should reduce extraneous processing by eliminating irrelevant elements and manage essential processing such as segmenting a lesson into manageable parts (Mayer, 2009). 4. Discussion Although various emotional design principles exist, in this study, only some of them are addressed. emotional design elements provide means for evoking positive emotions in students. As Moreno (2006) argued, affective components of design elements could mediate learning by increasing or decreasing cognitive engagement. However, use of affective design 313 elements may also constitute dangers for learning. Since memory resources are limited, additional processing loads posed by interesting design elements may deplete cognitive resources that may interfere with learning. Additionally, interesting and entertaining appearance of e learning materials may lead students to make inaccurate judgements about their capabilities to invest necessary amounts of mental effort to learn. If students think that the materials are easy to understand due to their interesting and entertaining appearance, they may not spend adequate efforts in elaborating the materials, even though the entertaining material may warrant more mental effort (Salomon, 1984). For this reason, instructional designers should be very careful in their consideration of using affective design elements in multimedia. They should be conscious of the potential benefits and drawbacks of such design elements and they should first promote students’ cognitive interest and then promote emotional interest, as simply augmenting emotional interest does not always lead to better achievement scores (Clark & Lyons, 2010). References Astleitner, H., & Leutner, D. (2000). 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Development and Use of the ARCS Model of Instructional Design, (1932). Lidwell, W., Holden, K., & Butler, J. (2003). Universal principles of design. Gloucester, UK: Rockport. Lohr, L. (2007). Creating graphics for learning and performance: lessons in visual literacy. Upper Saddle River, New Jersey: Pearson Prentice Hall. Mayer, R. E. (2009). Multimedia Learning (2 edition). New York, USA: Cambridge University Press. Mayer, R. E., & Estrella, G. (2014). Benefits of emotional design in multimedia instruction. Learning and Instruction, 33, 12–18. Moreno, R. (2006). Does the modality principle hold for different media? A test of the method-affects-learning hypothesis. Journal of Computer Assisted Learning, 22(3), 149–158. Norman, D. A. (2004). Emotional Design. New York, USA: Basic Books. Oaksford, M., Morris, F., Grainger, B., & Williams, J. M. G. (1996). Mood , reasoning and central executive processes. Journal of Experimental Psychology, 22(2), 476–492. Paas, F., & Sweller, J. (2014). 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Learning and Instruction, 29, 128–140. Salomon, G. (1984). Television is “easy” and print is “tough”: The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647–658. Thalheimer, W. (2004). Bells , whistles , neon , and purple prose : When interesting words , sounds , and visuals hurt learning and performance-a review of the seductive-augmentation research. Retrieved from http://www.oktopusz.hu/domain9/files/modules/module15/28283C732CAE682.pdf 314 Um, E. “Rachel,” Plass, J. L., Hayward, E. O., & Homer, B. D. (2012). Emotional Design in Multimedia Learning. Journal of Educational Psychology, 104(2), 485–498. Watts, M., & Bentley, D. (1991). An instructional “man-trap”: anthropomorphic and animistic thought in constructivist science education. Retrieved from http://files.eric.ed.gov/fulltext/ED336269.pdf Watts, M., & Bentley, D. (1994). Humanizing and feminizing school science: reviving anthropomorphic and animistic thinking in constructivist science education. International Journal of Science Education, 16(1), 83–97. Yang, C., Ji, L., Chen, W., & Fu, X. (2014). Positive Affective Learning Improves Memory. In D. Harris (Ed.), Engineering Psychology and Cognitive Ergonomics: 11th International Conference, EPCE 2014, Held as Part of HCI International 2014, Heraklion, Crete, Greece, June 22-27, 2014. Proceedings (pp. 293–300). Cham: Springer International Publishing. 315 Educación Intercultural Bilingüe en comunidades indígenas de Perú. Experiencias en escuelas de la sierra andina y de la selva amazónica. R. Grau (1) (1) Avda. Blasco Ibañez 30. Valencia. 645434335, roser.grau@uv.es 1. Introducción Perú es un país diverso y la interculturalidad, a día de hoy, sigue siendo un reto. La Educación Intercultural Bilingüe, se convierte, por tanto, en una manera de responder a las necesidades que demanda un país que quiere ser intercultural. Según datos del Instituto Nacional de Desarrollo de Pueblos Andinos, Amazónicos y Afro Peruanos (INDEPA), los cuales presentan una aproximación a la realidad étnica actual, se detecta un mapa etnolingüístico, a vista de consensuarlo y oficializarlo. Según INDEPA, en el país existen aproximadamente 76 etnias y se hablan un mínimo de 68 lenguas, las cuales se agruparían en un total de 16 familias lingüísticas. Sin duda, los datos son realmente significativos y corroboran la diversidad del país anteriormente mencionada. Así tenemos que 3.919.314 personas de 5 a más años hablan lenguas indígenas, de las cuales 3.261.750 son quechua hablantes, 434.370 aymara hablantes y, 223.194 hablan otra lengua nativa; todos ellos están organizados en torno a 7.849 comunidades de las cuales 6.063 son campesinas y 1.786 son nativas (INDEPA, 2010, p. 288). Es evidente que se trata de un país conformado por gran multitud de culturas, aunque ya son muchos los autores (Ministerio de Educación de Perú, 2005; Degregori, 1999 y Portocarrero, 1992) que destacan que la convivencia entre ellas no resulta una tarea fácil. Históricamente, por diversidad de causas, se han desarrollado numerosos enfrentamientos entre pueblos indígenas, lo cual invita a la reflexión, llegando a la conclusión de que la historia que han vivido las comunidades indígenas de Perú ha supuesto demasiadas consecuencias. Es entonces cuando la necesidad de poner en funcionamiento actuaciones al respecto desde el ámbito educativo, resulta prioritario. En esta línea, la multiculturalidad resulta evidente, y el reto que se presenta ahora es la construcción de un país intercultural, entendiendo que la existencia de 76 etnias no resulta un problema sino un potencial de riqueza extraordinario. Aun así, la población indígena del país ha sido siempre la más castigada. Sin necesidad de ir más lejos, el Informe de la Comisión de la Verdad y Reconciliación presenta datos que resultan escalofriantes, afirmando que en el conflicto interno que vivió el país en los años 80 y 90, las principales víctimas de esta violencia política fueron las comunidades indígenas de la sierra del país, donde más de un 75% del total de las víctimas mortales eran quechua hablantes. Ante esta realidad, el reto de la interculturalidad es un desafío por el que ya se está trabajando desde diversos organismos. De esta manera, el Instituto Peruano de Educación en Derechos Humanos y la Paz (IPEDEHP), Perú EDUCA, Instituto de Educación Superior Pedagógico en Calidad en Redes de Aprendizaje (CREA) y Fe y Alegría, son sólo algunos ejemplos de organizaciones que a día de hoy siguen considerando que es la educación la que debiera ejercer el papel protagonista en la construcción de un país intercultural. El concepto (de interculturalidad) se refiere al tipo de relaciones que se dan entre personas y grupos de orígenes culturales diversos que, por razones de encuentros históricos, se ven llevados a relacionarse con cierta frecuencia e intensidad en la vida cotidiana. Estas relaciones son frecuentemente marcadas por el conflicto, la incomprensión, el desprecio mutuo y, particularmente, por la hegemonía de un grupo sobre los demás a quienes busca –y a menudo logra– imponer sus propios hábitos culturales como si fueran los únicos valederos (Ansion, 2009, p. 19). La Educación Intercultural Bilingüe (EIB) se convierte, por tanto, en una herramienta clave, dando respuesta a la necesidad de mejorar la convivencia entre las culturas y significando, al mismo tiempo, una forma de reivindicación, en busca de la identidad y del reconocimiento de los pueblos originarios del país. 2. Método En esta investigación han participado un total de seis escuelas, cuatro ubicadas en la selva amazónica y dos en la sierra andina de Perú. 316 Este estudio se enmarca en un diseño orientado a la comprensión de una realidad, específicamente, hemos trabajado a través del estudio de caso (Patton, 2002), describiendo y analizando la realidad educativa vivida en las seis escuelas que han participado en el proceso de investigación. La observación participante ha sido la técnica de recogida de la información, registrada a través de la redacción de un diario de campo. Los datos obtenidos se han analizado mediante una descripción holística, buscando reflexiones que lleven a la realización de propuestas de trasformación de la realidad estudiada (Orellana, Almerich y Suárez, 2010). 3. Resultados De forma contextual, cabe destacar que de acuerdo con las últimas investigaciones realizadas por UNICEF y el INEI (2010) acerca de la situación de los niños y de las niñas indígenas de Perú, el 78% residen en hogares calificados como pobres y el 45% se encuentran en situación de pobreza extrema. Además, los datos aún son más estremecedores en los niños y las niñas amazónicas, con un 86% de pobreza total y un 49% de pobreza extrema. Tan solo accede a la escuela un 32% de niños y niñas entre los 3 y los 5 años de edad, problemática íntimamente relacionada a la escasa presencia de la Educación Intercultural Bilingüe. Respecto a los rasgos generales de los habitantes de la sierra andina, cabe apuntar que según datos del INDEPA (2010) y las tareas de investigación realizadas en este estudio, las etnias asentadas en el área andina, alejadas en su gran mayoría de las ciudades, conservan creencias, prácticas socioculturales, tradiciones y lengua (en mayor o menor medida). Aun así, cabe destacar que la identidad de los quechuas, en los últimos años ha vivido un proceso fuerte de deterioro y actualmente viven en las denominadas comunidades campesinas. Por otra parte, en referencia a las etnias amazónicas, las cuales se contabilizan en 1.786 comunidades nativas, viven, muchas de ellas, conectadas a la sociedad nacional. Sin embargo, también hay pueblos indígenas que se acogen a la Ley Nº28736 de Protección de los Pueblos Indígenas u Originarios en situación de aislamiento y en situación de contacto inicial (INDEPA, 2010). Entrando en materia, cabe destacar que después de realizar una búsqueda documental en profundidad (Saroli, 2011; Taipe, 1998; Cordero et al., 2005; Trapnell, 2011 y Rolando, 2012) y de participar en el proyecto de investigación, se presentan, a continuación, una serie de características comparadas entre escuelas EIB situadas en contexto andino y amazónico. Es importante mencionar que no deben asumirse como generalidades, puesto que somos conscientes de que hay escuelas EIB a las que no se les pueden atribuir dichas características. Tabla 1. Características de las escuelas EIB de la sierra andina y de la selva amazónica. Contexto Clima y temperaturas extremas. Altos índices de pobreza. Anemia y enfermedades diarreicas en la población infantil. Enfermedades tropicales (dengue, malaria, zika, etc.) Acceso a la escuela Inaccesibilidad geográfica para los y las docentes. Desplazamientos diarios de más de 30 minutos caminando para el alumnado. Absentismo por motivos de responsabilidades en el hogar y laboral. Infraestructura. Mobiliario de la escuela en condiciones precarias. Acceso a agua corriente. Acceso a energía eléctrica. Formación docente Formación docente especializada en contextos de EIB. Disciplina severa. Supervisión en la escuela. Inspección. Recursos didácticos Materiales didácticos en la lengua nativa. Relaciones interpersonales y vínculos Buena relación entre comunidad y docentes. Buena relación entre docentes y alumnado. Buena relación entre niños y niñas. Sierra andina Selva amazónica x x x - x x x x x x x x x x x x x x x x x - - x - - x x Fuente: Elaboración propia Respecto al contexto, sin duda ambas se caracterizan por vivir en climas extremos. En la sierra las consecuencias del frío son evidentes, sobre todo en las zonas de mayor altitud y, por ende, las más castigadas. La selva, sin embargo, es calurosa y 317 húmeda, alcanzando frecuentemente los 40º. Derivadas del clima, en la selva tienen numerosa presencia enfermedades como el Dengue, la Malaria y el Zika, las cuales pueden resultar mortales, sobre todo en los niños y niñas de menor edad. También las enfermedades diarreicas y la anemia son motivo de preocupación en ambas zonas. El acceso a la escuela es otro de los obstáculos y de las dificultades en ambas zonas. En la sierra la dispersión de las viviendas es común, además de la inaccesibilidad de algunas de las comunidades, lo que implica largos viajes en coche o en otros medios. Por ello, el profesorado se ve obligado a residir entre semana en la escuela o en una vivienda del poblado. Los niños y las niñas, si viven en casas alejadas, andan por la carretera o por caminos entre las montañas cada día hasta llegar a la escuela, combatiendo el duro clima. Estas distancias pueden ser realmente largas, alcanzando en ocasiones las 2 horas de trayecto. En la Amazonía lo mismo ocurre, pero el panorama es diferente. En esta ocasión, son ríos, lagunas y selva lo que se atraviesa para llegar a las comunidades nativas y a la escuela, superando el calor y las lluvias. El absentismo también es otro de los elementos que en ambas zonas está presente, siendo el motivo principal la colaboración en labores de siembra, cosecha y cuidado de animales junto con la familia, además del cuidado de hermanos y hermanas menores. Fruto de la pobreza, las escuelas, en algunas ocasiones, no cumplen con los requisitos de salubridad mínimos para ejercer la docencia ni para recibirla. Escuelas con mobiliario poco adecuado, baja luminosidad natural y condiciones climáticas que dificultan el proceso de enseñanza-aprendizaje. Tanto el agua corriente como la electricidad son un bien escaso en ambas zonas. Sin duda, la formación docente sigue siendo un reto, ya que resulta evidente la necesidad patente de recibir formación específica relacionada con la EIB. Además, es necesario que se profundice en técnicas metodológicas participativas, con el objetivo de acabar con la escuela autoritaria y repensar la función docente y escolar. Es imprescindible apostar por nuevos modelos de escuela democrática, dejando atrás la disciplina severa que fomenta la sumisión del alumnado, especialmente en la sierra. La enseñanza del español como Lengua 2 (L2), es también una dificultad para los y las docentes EIB, a quienes les resulta realmente complicado encontrar el equilibrio entre la enseñanza de la lengua nativa y la del español. En esta línea, si además los docentes no son de la comunidad y tampoco son indígenas, la escuela queda aislada y carece de sentido en un lugar donde el contexto es muy influyente. El Ministerio de Educación, cada vez más implicado en la EIB, ofrece material didáctico, aunque en ocasiones demasiado teórico y con pocas estrategias prácticas. Los recursos didácticos en la sierra sí que se encuentran en quechua pero en la Amazonía, sigue siendo un desafío. Si a todo esto le sumamos las malas relaciones, en ocasiones, entre el gobierno nacional y el regional, y la falta de inspección, todo se complica aún más. Finalmente, adentrándonos en el tipo de relaciones interpersonales que se establecen en el entorno escolar, las diferencias son notables. En primer lugar, en ambas zonas, los vínculos entre la escuela y la comunidad son escasos, a no ser que los y las docentes formen parte del poblado, lo cual beneficia a la escuela y a la comunidad. En esta línea, en la sierra son docentes más autoritarios y severos, y esta relación se refleja en el alumnado, con quienes establecen vínculos muy marcados, adquiriendo el docente un rol de superioridad y el alumnado, de sumisión. En la selva, el autoritarismo va quedando atrás, convirtiéndose el docente en una figura de guía educativo. Este tipo de actuaciones, además de la influencia del contexto, se reproducen cuando se analizan las relaciones que se establecen entre el alumnado. En ambas zonas la desigualdad de género sigue vigente, pero es en la sierra donde parece que seguirá presente con fuerza. Es evidente que a la EIB le queda mucho camino por recorrer y es entonces cuando debemos recordar el pasado y pensar activamente en el presente y en el futuro, apostando por perseguir desafíos que se convierten en imprescindibles. 4. Conclusiones Después de exponer los resultados obtenidos, sin duda, la reflexión posterior en torno a los desafíos que debe asumir el país, es fundamental. El primero de ellos es revalorizar la labor de los y las docentes, aceptando y asumiendo las responsabilidades de ser quienes forman parte de los procesos educativos de niños y niñas de todo el país, participando en su formación como ciudadanos y ciudadanas de una sociedad plural, cambiante e intercultural. Para ello, la implicación del Estado y del gobierno es fundamental y asumen un papel clave en los primeros pasos. La necesidad de una formación de calidad desde el ámbito universitario se presenta también como un desafío también prioritario. Perú es un país intercultural y es por ello por lo que la formación docente debe serlo, asumiendo la necesidad de construir, en general, escuelas interculturales que fomenten la identidad, el respeto, el valor y el amor hacia la multitud de etnias del país. No debemos olvidar que durante décadas la educación en el país ha tendido a ser homogeneizadora, tendiendo como objetivo la asimilación de aquellos a los que se consideraba que eran distintos, sin valorar como enriquecedora la pluralidad y la 318 diversidad étnica (Callirgos, 1995). De esta forma, los habitantes de la sierra andina, especialmente, han sufrido una larga historia de discriminación, marginalidad y sumisión, avergonzándose de ser quienes son, de su lengua y de su historia. Por todo ello, el desafío se convierte en la necesidad de aprender a tener una mirada pluricultural y multilingüe, valorando la riqueza de la diversidad. Asimismo, es necesario complementar esta mirada con la reflexión personal, enseñando y aprendiendo a revisar las visiones que tiene cada alumno/a de sí mismo como individuo y de su entorno, aceptándose como persona y valorando la herencia cultural de su pueblo (Trapnell, 2011). Por tanto, ¿cómo deben ser los y las docentes que desempeñan su función en las escuelas EIB? Algunas de las características que proponemos después de realizar este trabajo son las que se presentan a continuación.           Docentes procedentes de la misma comunidad y/o comprometidos en la Educación Intercultural Bilingüe. Hablantes de la lengua nativa y que conozcan y valoren su cultura. Conscientes de la situación social, educativa y política de la comunidad en concreto y de las comunidades indígenas en general. Conscientes de las necesidades sociales y educativas de la comunidad. Críticos, que reflexionen y actúen frente a las tradiciones que no respetan los DDHH y que no potencian que la comunidad progrese dentro de la cultura. Docentes capaces de trabajar en equipo, de forma cooperativa con el resto de docentes de la escuela. Docentes capaces de desarrollar iniciativas en red con otras escuelas de otras comunidades, con la finalidad de promover el desarrollo y el intercambio de experiencias, compartiendo inquietudes. Docentes capaces de unirse para perseguir objetivos comunes. Docentes creativos/as, con recursos para que se configuren su propio material bilingüe. Docentes capaces de repensar el rol del profesorado, apostando por nuevas formas de educación, sin caer en los tradicionalismos. En definitiva, construir un país intercultural es sin duda un reto motivador dirigido a formar una sociedad justa, tolerante y solidaria. Los esfuerzos deben ser comunes, reinventando y considerando que es la educación la que ejerce el rol protagonista. Bibliografía [1] Ansion, J. (2009). Educación superior e interculturalidad en el Perú. Apuntes preliminares. ISEES. Inclusión Social y Equidad en la Educación Superior, 4, 17-30. [2] Callirgos, J.C. (1995). La discriminación en la socialización escolar. Separata. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú. [3] Cordero, G., Contreras, L.A., Don Dippo, P.A., Durán, M., Alsop, S., Fynbo, T., Sánchez, M.L., González, T., y García, J. (2005). Innovación en la educación rural: reporte de una experiencia de formación de profesores en servicio en el norte de Perú. REICE - Revista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 3 (1), 832-845. [4] Degregori, C.I. (1999). Estado nacional e identidades étnicas en Perú y Bolivia, en K.Koonings y P. Silva (editores), Construcciones étnicas y dinámicas sociocultural en América Latina, Quito: Abya Yala. [5] Instituto Nacional de Desarrollo de Pueblos Andinos, Amazónicos y Afroperuanos (INDEPA). (2010). Mapa etnolingüístico del Perú. Revista Peruana de medicina Experimental y Salud Pública, 27 (2), 288-291. [6] Ministerio de Educación del Perú. (2005). La interculturalidad en la educación. Lima: UNICEF. Ministerio de Educación. Gobierno de Perú. [7] Orellana, N., Almerich, G., & Suárez, J.M. (2010). La investigación en educación social. Reflexiones sobre su práctica. Valencia: Palmero Ediciones. [8] Patton, M.Q. (2002). Qualitative research & evaluation methods. Thousand Oaks, CA; Satge. [9] Portocarrero, G. (1993). Racismo y mestizaje. Lima: De Sur. [10] Rolando, G. (2012). Una mirada al Estado desde la educación en una comunidad shipibo-conibo. Anthropológica, 30, 4576. [11] Saroli, A. (2011). Con un pie en dos mundos: Programas de educación bilingüe para niños quechuahablantes en el Cusco. Educación, 20 (38), 63-79. [12] Taipe, N.G. (1998). La educación en castellano a poblaciones quechuas en los andes peruanos. Revista Iberoamericana de Educación, 16, 153-163. [13] Trapnell, L. (2011). Desde la Amazonía peruana: aportes para la formación docente en la especialidad de educación inicial intercultural bilingüe. Educación, 20 (39), 37-50. 319 Using video games to teach Medieval History at University: some thoughts on Age of Empires II Negro Cortés, Adrian Elias Calle Isla de Hierro 4 4B 10004 Cáceres (Cáceres) Telephone: 0034654071247 E-Mail: anegro@unex.es 1. Introduction –Videogames are all around our world. As a Medieval History lecturer at university, I am sometimes amazed of the knowledge my students have about relatively obscure events which happened during the Middle Ages. My aim is to learn what do my students know about the Middle Ages in order to improve my teaching and find new ways of teaching in which the videogames would be used as another tool to motivate students. Some authors have dealt with the problem of what do the students know about the Middle Ages [1] back in 1991, and a lot of theoretical articles have appeared about the subject [2-4] but only a few have suggested practical ways of using videogames embedded in Medieval History teaching [5-6]. In the last years, several studies have appeared linking Medieval History and Videogames. For example, in Murcia there is a national project called “History and Videogames II” (reference HAR-2016-78147-P) which is the second part of a project which began in 2011, headed by Jiménez Alcázar whose main aim is to analyse the impact the videogames have in the knowledge of the Middle Ages nowadays [5]. This project has a FX Interactive, a famous Spanish videogame company, as sponsor. That proves the interest those companies normally have in providing a historically accurate gaming experience for the user and could be turned into a good way of employment for History graduates. Teachers are also becoming aware that the videogames can be used in the classroom. For example, a lot of meetings are taking place like the one which happened in Cáceres in October 2013. The meeting had a great success. Age of Empires II is a RTS strategy videogame developed by Ensemble Studios and released in October 1999. It had an expansion called Age of Empires II: The Conquerors, released on August 2000. It had an outstanding success, selling 5 millions copies. The Joan of Arc campaign is in Age of Empires II. The videogame is still being played and discussed. In fact the platform Steam added it to its catalogue of videogames in April 2013 and released another expansion, Age of Empires II: The Forgotten, being it a mod done by players. It is the second part of the Age of Empires saga, which appeared in 1997 with a videogame set in Prehistory and Ancient History. Also a third game was released in 2005, Age of Empires III, set in the XVI-XIX centuries. In Age of Empires II, you have to manage a war-oriented civilization. You have to gather four kinds of resources (gold, stone, food and wood) with villagers, who recollect those resources. With those, you have to build a town and create an army to defeat all players in the game. You may build military constructions like stables, barraks or archeries, defensive buildings like towers, walls or castles and economic buildings like monasteries or markets. In a normal game you begin in the high Middle Age, then you advance to the Feudal Age, then the Castle Age and finally to the Imperial Age. During the first age, the High Middle Ages, the player can barely build anything, the castles can be built from the Castle Age and the Imperial Age has a resemblance to Renaissance. There are two basic kinds of game, the campaigns and the random game. In the campaign you control an important historical character like Atila the Hun, the Cid, Federico Barbarossa or Joan of Arc. In these games we recreate the biography of the chosen character reviving the most important events he lived. For example, with the Cid we can recreate the battle of Golpejera of the conquest of Valencia. For example, Age of Empires III, the sequel of Age of Empires II which is set in the XVI to XIX centuries, has already been used in the classroom with remarkable success [6] despite being a game much less historically accurate than its prequel. For example, the aim of the main campaign is to find the Fountain of Youth, and the most amazing fact is that indeed they do. Age of Empires II has also been analysed by some authors [7] but in a superficial level and some innovative experiences have been proposed [5]. This is where we took the idea to use Age of Empires II in higher education. Just an example of how Age of Empires II gives new knowledge to people who play this kind of games. It is very difficult indeed to non-medievalist to know what a cataphracta is, a kind of heavy chivalry which was used by Sasanians during the early Middle Ages and after that formed part of the Byzantine army from the VII Century to 1071, when after the great defeat of Byzantium against the Turks Selyuks it was clear that the cataphracta could not face the quick and mobile Turkish chivalry. But it is surprising that lots of teenagers know what a cataphracta is, because is one of the most powerful military units in Age of Empires II. Furthermore, it is unique for the Byzantine civilization, which means that only the Byzantines can create and 320 use that military unit [8]. With all this precedents, we wanted to analyse if Age of Empires II was suitable for being used in higher education as a tool. The studies linking videogames and learning of History at University are almost non-existent in Spain, because it is been thought that university students have all the motivation and tools they need in order to learn History. That is also the reason because the teaching methodology in History has not changed since the introduction of the PowerPoint only as visual support of what it is being explained in a dry, dull lecture which have not changed since the XVI Century. But nowadays the students who decide to study History are less motivated, and almost 50% of them quit after the first year, which is a sign that something is wrong. We can complain about the progressive lack of preparation in elemental skills given by High School such as writing and reading. Before, you could tell a class to read an article or a book and you had the certainty that almost everybody would do that. Nowadays, if you tell a class to do some reading less than 20% would do so. And that is not a problem of the students or, of course, the lecturers but of the Spanish Secondary education as a whole. We can blame whomever we want, but the fact is that we have to deal in our classroom with students who would not read. We have three options: tell students to read assuming they would not do so and give fail grades to everybody, give up and assume that the only information the students are going to get is the one we explain in our lectures or try the students to get more information from somewhere else, enhancing their research skills, using videogames as the tool from where they can get more knowledge about the Middle Age at the same time they are enjoying themselves. This is the way we want to explore in this paper. Of course, there are also other videogames set in medieval times in multiple platforms. For PC we have Tzar, Stronghold or Medieval Total War which are also strategy games, in the Xbox we can play Assassin’s Creed and even we have apps for tablets like Lords and knights, Medieval War: Tactics and strategy or King’s Empire. We chose Age of Empires II from amongst all of them because we think is the most known and also one of the most historically accurate. 2. Experimental – To assess the knowledge someone could learn playing Age of Empires II we decided to plan a survey in which we ask some key aspects depicted in the game. For that we surveyed 83 students from 1º, 2º and 3º year of the degree of Graduate in History and Heritage of the University of Extremadura. From them, 38 had played the videogame in a regular basis and 45 of them had played a little or nothing at all. The survey was divided into three parts. In the first part we asked the students about six characters you can play with in the campaigns consisting of six scenarios we have commented. In this first part we tried to find out if the students knew the historical character so what they had to do is just the century they lived and why were them known. The questions were regarding Joan of Arc, Frederick Barbarrossa, Genghis Khan, Saladin, Attila the Hun and El Cid Campeador. In the second part, we tried to assess if Age of Empires II was suitable for getting more detailed knowledge so we asked about five battles which you can recreate in the game. Some are widely know like Lepanto, which we included despite being fought in the XVI Century, other are less known but not absolutely obscure like Hastings, Azincourt and Mantzikert. Due to the Eurocentric conception of History, we intentionally included the battle of Noryang—fought by Koreans and Chinese in the XVI Century, also beyond the scope of Medieval History—thinking that only the people who had played the videogame were going to know something about the battle. As we can see in the results, we were not wrong. In the last question we asked if the student had played Age of Empires II in a regular basis to fulfil our first aim, to know if the videogame had had a real impact in the society, so people played with it. Our second aim was to compare the knowledge about historical facts, which appear on the game between the students who had played and those who did not. For that we made a scale from 0 to 11, in order to make the students not feel that it was an exam, and we marked all the surveys done. We did not include questions about more general aspects of medieval warfare which are portrayed in the game—like the use of trebuchets or rams as siege arms or the role of heavy chivalry and castles—being those more difficult to assess. We would have to ask open-answered questions but its results would be not easy to manage. Our aim on next years is to improve the survey including any of the aspects we have seen before. 3. Results and Discussion – The first question, in which we were asking if the student had played Age of Empires II in a regular basis showed the first important fact, more than the 40% of the surveyed students had played the videogame frequently. The rest of the questions were used to check if gamers had more knowledge about the realities depicted in the game than nongamers. Indeed, it was. The difference between gamers and non-gamers was almost doubled, the gamers got an average punctuation of 6,0 while the non-gamers got an average punctuation of 3,3. Also, addressing the specific question about the battle of Noryang, in which we were interested, a 55% of the students who had played the videogame answered correctly, while a 0% of the students who had not played the videogame answered correctly. We think that both arguments prove that Age of Empires II is a way of non-formal education; a way to get new knowledge while the student is having fun. 321 But, is Age of Empires II a game which depict the Medieval History as it really happened? To answer this question we conducted two studies, one about the campaign of The Cid Campeador [4] and other about the campaign of Joan of Arc [9] and we found out that in general the game was very accurate despite having some shortcomings, but they can be easily dealt with. So, knowing that students learn about the Middle Ages in a fun way playing Age of Empires II and having proven that the videogame is historically accurate, we can use it as a tool for teaching the Middle Ages in the classroom. It probably would be more suitable for students in High School, but for the reasons we discussed before it could be used also at University. The course in which we will implement Age of Empires II as a tool is our course about Medieval World History. We want to use the videogame to improve the motivation of our students and introduce them to the contents we will develop in the lectures. The course deals with a large span of time, from 476 to 1492 roughly. We would ask the students to play some campaigns of the videogame at home in order to become familiar with the subject being explained in the lectures and present their findings during the classes. In this first year we will introduce Age of Empires II, we will use just four campaigns embedded in the development of the course. In the Lesson 2, in which we explain the fall of the Roman Empire, playing the campaign of Attila the Hun would be a good introduction to the matter. This campaign will introduce the students to the dynamics of the expansion of the barbarian peoples. In the Lesson 9, in which we explain the appearance of the strong feudal monarchies like France or Castille, we will use the campaign of Frederick Barbarossa to think about the problems the emperor had when it came to strengthen its power. Shortly after that, in the lesson 10, about Crusades, we would use the campaign of Saladino to clarify concepts about Crusades and Crusading. This campaign could be used as well to see the Crusades in a different way, because we normally study and analyse the Crusades from the Christian point of view, playing the role of Saladino could help the student to feel the sensation the Muslims had when the crusaders arrived to the Holy Land. In the last lesson, about the Crisis of the Late Middle Ages, we would use the campaign of Joan of Arc to introduce the students to the last part of the Hundred’ years War and its consequences. We aim to integrate Age of Empires II in the assessment of the course. We all know that the students would take more seriously this activity if their work is rewarded in the grades and we also want to analyse if Age of Empires II helps them to grasp the concepts we want them to learn. To do so, as the Verifica of the degree in History and Heritage of the University of Extremadura, which is the degree our course about World Medieval History is included tells us that the 70% of the mark would be gained through a final exam and 30% of the mark correspond to coursework—distribution from which we strongly disagree, but we cannot do anything to change it—we want to reward the students a 25%, which is 2,5 points out of a 10 points total, though activities regarding Age of Empires II. We would reserve the other 5% for attendance. All students would have to play the whole four campaigns, which a workload of 15 hours. After that each student would pick two campaigns out of the four proposed in the course and write a paper on it. In this paper the student would need to use references, we do not want a mere recounting of the campaign but a reasoned work in which the student link the real facts with the ones depicted in the game so it would help them to learn something new. It is a paper which is suitable for a first-year level, because it do not need a huge load of research, just some reading. And we think that having played Age of Empires II will motivate the student to deepen a bit on the realities depicted in the game. Besides just writing the life of the character they have chosen, we also want the student to think about warfare in the Middle Ages. In our view, the most important shortcoming of the videogame is that it depicts warfare in the same way from 450 (Attila) to 1571 (Lepanto) and the way war was fought in the XII-XIII century mainly. Anyway, in the last Age the videogame lets you create powder units, which appeared in the late XIV century, but the warfare of the High Middle Ages is not depicted at all. But we have to recognize that Age of Empires II provides an environment—probably the only one—in which the student can learn about warfare by doing it. Those two papers would have a workload of 50 hours. The 65 hours are to be done at home, after a brief presentation of one lecture done by the lecturer in the classroom. Also, in the final exam, in which the student have to write two or three papers, we would want that the student could integrate some of the knowledge they have learnt through playing Age of Empires II if any of the questions address directly one of the topics related to the campaign they have played. 4. Conclusions – The videogames are beginning to be used in the classroom during High School, as the references we provided confirm. To our knowledge, there are not any experiences of using videogames at University. We think that it is a hole which needs to be filled, because the student at University also needs motivation and encouragement. Also, the lectures in the field of Medieval History have changed very little from the XVI Century. Moreover, with the results of our surveys we have proven that the students who played Age of Empires II have more knowledge than the students who have not play those kind of games. That is why we have proposed this experience, because we strongly think that using Age of Empires II would motivate the student and encourage him to even do his own little research about the facts and realities depicted in the game. Age of Empires II is also a historically accurate game, as we have also proven. For all of this, we think that the experience we propose in this paper will increase the knowledge and the motivation of the University freshmen we teach. We will keep the encouragement 322 of reading in a central point, but we want also to provide other ways of getting knowledge outside the lecture room to students who do not want or are not capable of reading and understanding an article or a book. Ignoring this reality will only create discouragement in the students who probably need it the most. In following papers we would want to present the results of the classroom experience we are presenting here, hopefully in this same forum. 5. References [1] A. Furió, “De l’arxiu a les aules: recerca y ensenyament de la història medieval, Revista d’Historia Medieval, 2, (1991), pp. 227-248. [2] J.F. Jiménez Alcázar, De la Edad de los Imperios a la guerra total: Medievo y videojuegos, Murcia: Centro de Estudios Medievales de la Universidad de Murcia-Compobell-IGN España, (2016), pp. 195-218. [3] E. Etxeberría, Abriendo brecha: la imagen de la guerra de asedio medieval en los videojuegos. Roda da Fortuna, 3, 1-1, (2014) pp. 547-563. [4] A.E. Negro Cortés, Representaciones de la guerra en la actualidad: el caso de Age of Empires II y su campaña del Cid. Roda da Fortuna, 3, 1-1, (2014), 590-610. [5] I. Mugueta Moreno, y J.F. Jiménez Alcázar, Estudiar la Edad Media desde el presente: un taller didáctico en aulas de ESO con videojuegos. II Congreso internacional de Videojuegos y Educación. (2013), Cáceres: Ministerio de Economía y Competitividad, pp. 273-276. [6] J.A. Rodríguez García, El uso de Internet y los videojuegos en la didáctica de la Historia Medieval en Echevarría Arsuaga, A. (coord.), La Historia Medieval en la Educación Secundaria Obligatoria: un balance Madrid: Editorial UNED, (2008), pp. 177-216. [7] J.M. Cuenca, Los juegos de slmulación informáticos como recurso para la enseñanza de la Historia: Análisis de caso: Age of Empires, Aula de Innovación Educativa, 80, (1999), pp. 22-24. [8] J.F. Jiménez Alcázar, Videogames and the Middle Ages, Imago Temporis: Medium Aevum, III, (2009), pp. 311-365. [9] Negro Cortés, A.E. Age of Empires como herramienta de docencia de la Historia Medieval: el caso de la campaña de Juana de Arco, II Catálogo de Jóvenes Investigadores de Extremadura, [En prensa]. 323 The SABAD Project: a web-based learning experience on specialized technical grounds J. A. Fernández-Muñoz (1) (1) Dept. Ingeniería Eléctrica, Electrónica y Automática, Escuela de Ingenierías Industriales, Universidad de Extremadura, Av. Elvas s/n, 06006, Badajoz (Spain). Tel: +34 924 289 600 ext. 86652. E-mail: jalvarof@unex.es 1. Introduction. The interaction between the evolution of technology and the development of economy and society has always been an important dimension of human history. The beginning of this century has witnessed how telecommunications has boosted and shaped the current information and communication technology (ICT) paradigm. As of 2016, seven billion people (95% of the global population) live in an area covered by a mobile-cellular network with increasing Internet access capabilities (see Image 1) [1]. ICT refers to technologies that provide access to information through telecommunications. Hence, technological advances in telecommunications have supported the rapid development of ICT tools and services. These include recent wireless sensor technologies such as ZigBee, with important applications in pervasive computing and the Internet of Things (IoT); upgraded industrial network protocols for reliable, high speed communications such as Modbus and Profibus; security-enhanced protocols for data acquisition such as the Object Linking and Embedding (OLE) for Process Control standard (OPC), and remotely controlled hierarchical Supervisory Control and Data Acquisition (SCADA) systems with online control and monitoring capabilities through XML data schemes. In the water cycle context, ICT has promoted a novel all-connected paradigm that can be used throughout the human-controlled part of the cycle, mainly for quality supervision, monitoring and control procedures in waste water treatment plants (WWTPs) and water purification plants. WWTPs are structures designed to perform a controlled process which converts unneeded or unsuitable water into a so-called effluent, which can be either reused or returned to the water cycle —if certain regulated decontamination indicators are met. WWTPs have become the key element for solving many water quality issues in the past two decades. Microscopic analysis of water samples obtained from the plant is considered a must in current WWTP management [2]. However, average WWTP operators typically lack the necessary skills not only to identify helpful and harmful bacteria or protozoa —each playing a specific role in the treatment process—, but Image 1. Mobile coverage and technologies [1]. often the basic skills to obtain quality image samples from a simple bright light microscope. This paper examines —from an academic perspective— the results obtained from the SABAD Project. SABAD is a web-based software platform recently designed and developed at Universidad de Extremadura as a helpful tool for WWTP operators and managers. It outstands as a successful example of the application of ICT tools such as web-based learning (WBL) and remote helpdesk on a very specialized technical area such as WWTP management. 2. Methods. The application of ICT tools has been the subject of many studies in the last years, with a special focus on education. Nowadays, educators successfully use ICT tools such as social networking or WBL to improve student skills such as communication and Image 2. Typical sludge bacteria assessment. collaboration, creativity and innovation, and critical thinking and problem solving [3]. However, a plant operator is obviously not an ordinary student, so that learning activities must be smartly combined with everyday work. With this view, SABAD has been designed as an online WBL platform intertwined with a specific working tool called bioindication. Bioindication is a method to assess changes in ecosystems induced by environmental influences. In our context, a change in the effluent ecosystem can be tracked and monitored by several biological parameters or bioindicators (see Image 2). In this way, the required technical skills are acquired through repetition, but controlled and improved by an off-plant expert in the field, which also participates as user of the platform. In SABAD, each sample is assessed via ten standard bioindicators, which are divided into two classes: macroscopic and microscopic. Sludge assessment workflow begins with a macroscopic settlement test of a fresh sludge sample from the plant. 324 It is followed by a simple bright light microscopic observation procedure to obtain 20 digital micrographs of sufficient resolution. This graphic material is then uploaded to the SABAD platform, as attached to the sample file to be assessed by an expert once the sample has been fully documented by the plant operator. Moreover, SABAD focuses on the generation of qualified bioindication reports of sludge samples in an assisted environment, where bioindication experts and plant operators and analysts can meet online. It is outwardly endowed with a simple, easy to use interface, where images play a fundamental role in the bioindication process (see Image 2) and context help is always at the user's hand. However, the most important part of the web platform is its Image 4. An example of SABAD report. internal design. SABAD is supported by a structured software framework of hierarchical relational databases which, as a whole, are capable of storing and efficiently managing the complete content of the microbiological analysis of multiple active sludge samples, in order to catalogue them in the form of browse libraries. To facilitate visual inspection, SABAD provides its graphical user interface (GUI) with basic useful tools such as image zooming, labelling, object identification and text fields for global sludge characterization (see Image 3). Furthermore, experts and operators are also allowed to communicate through a private chat room with offline messaging capabilities. The outcome of the collaborative operator-expert sludge characterization process is a standard report validated by an expert analyst, which may be used as a part of the required performance documentation of WWTPs, and an online sludge sample file database for plant operators and managers (see Image 4). 3. Results and Discussion. After completing software design and implementation stages, where the aforementioned features were tuned and validated by experienced users at Universidad de Extremadura, a 3-month length beta test was performed by a Spanish group of bioindication Image 3. Sludge sample editing in SABAD. experts in several WWTPs located near Badajoz. In these tests, a series of 12 sludge sample reports were made online by 4 different WWTP operators, which incorporated more than 200 microscopic images to the database. The beta test aroused several opportunities for improvement, which will be studied in subsequent projects. However, the interactive and collaborative web approach and the internal database provided with the platform offered benefits far exceeding the technical issues encountered during the test. As a result, both analysts, operators and experts rated this test experience with the highest levels in a private survey conducted shortly afterwards. Available data speed connection for sample file uploading to SABAD was reported as the main bottleneck from the analyst point of view, who must upload at least 18 digital photographs per sludge sample of at least 5 Mpx resolution, according to the chosen bioindication working protocol. However, given that image quality should not be degraded in order to properly inspect and identify specimens by experts, this issue cannot be overcome by means of lossy data compression (e.g., JPEG recoding). Nonetheless, latest advances in mobile (LTE) and cable (FTTx) communications has drastically reduced the data budget burden since 2012, when SABAD became fully available [1]. 4. Conclusion. SABAD has proven itself as a useful WBL tool capable of providing reliable, expert knowledge to WWTP operators through ICT tools and web 2.0 methodologies. The use of nowadays established ICT tools such as remote helpdesk and private chatrooms promotes and enhances the learning process of technical concepts and techniques of workers. Typically, advantages of WBL in technical education include overcoming barriers of distance and time, economies of scale, and novel instructional methods; while disadvantages include social isolation, up-front costs, and technical problems [3]. We believe that, in the SABAD project, some of these drawbacks were reduced by means of the different communication channels provided for the student for acquiring skills in a user-friendly GUI framework. Technical issues, however, would probably need alternative customer support approaches, or additional training aside from an already existing user's manual. From the plant manager viewpoint, SABAD database functionalities were rated as most valuable, as the reports generated for each sample can be used as indicator of WWTPs operational efficiency. This is of particular interest for plant management and administration. 325 Finally, SABAD educational potentialities as specialized ICT service were also highlighted. Image databases may be used as worked examples of bioindication, which further enables its use in inter-laboratory workshops. 5. Acknowledgement This work has been financed by the regional Council of Extremadura through the European Regional Development Fund (FEDER-GR15167). 6. References [1] ITU, "The ITU ICT facts and figures 2016", Geneva, Switzerland, 2016. Retrieved 15th June 2017 from http://www.itu.int/en/ITU-D/Statistics/Documents/facts/ICTFactsFigures2016.pdf [2] G. Bitton, "Wastewater Microbiology", 3rd edition, Wiley, Hoboken, USA, 2005. [3] R. C. Clark, R. E. Mayer, "E-learning and the science of instruction: proven guidelines for consumers and designers of multimedia learning", 3rd edition, Pfeiffer, San Francisco, USA, 2011. 326 Access in Higher Education: Provisions for the Matured Students in Bangladesh Jarin Akther, Ridwanul Mosrur Abstract— Bangladesh, a south-Asian developing country, is facing a unique development challenge towards developing human capital for economic boost. Though higher education is getting popular day by day with more and more students intake, but the in the pitfall, the access of the matured students in higher education remain limited. At post-MDG period, the higher education is now in focus in SDG goals and the discussion around lifelong educational opportunities is becoming prominent but that yet failed to secure access of matured students at higher education in Bangladesh. Therefore, this study is targeting to explore the existing provisions and policy framework for accessing higher education by the matured students in Bangladesh. The primary findings illustrates that there is no significant accessibility for the matured students to gain access in higher education due to lack of necessary policy framework. Moreover, the higher privatization ratio and nonexistence of higher education accreditation council poses a serious threat to the quality issues in higher education. In addition, the higher financial values and stereotype MBA oriented higher education opportunities stance a challenge for the matured students to access higher education in Bangladesh. However, many advanced societies has overcome the challenges which could be a great model for Bangladesh to replicate towards resolving the issues. Index Terms— Access to Higher Education, Bangladesh, Higher Education, Matured Students. INTRODUCTION Bangladesh is one of the small countries of Asia with high population density with over 160 million (Ahmed, 2016). 31.5% of the people are now living under the national poverty line (Asian Development Bank, 2016). The purpose of higher education as provided by the Bangladesh Government is to generate and innovate knowledge, at the same time to build up a skilled based manpower (Bangladesh National Education Policy, 2010). Because of poverty and many other issues, it is an ironic fact that only 1 million people are studying at higher education level (Monem & Baniamin, 2010). However, in the contrast of the regular higher education access, the country can provide limited opportunity for the matured students who failed to enroll in higher education just after finishing the Higher Secondary Certificate (HSC) or equivalent degree. There are different types of higher education institutions in Bangladesh. From the UNESCO report on World Data on Education VII Ed 2010/11, it has been found that in Bangladesh both public and private universities offer higher education programs. A higher education program consists of four years for a bachelor degree, three years for degree pass and five years for bachelor degree in the field of architecture, dentistry, medicine and traditional medicine. Bowl (2014) stated regarding adult education is that it may take place in a diverse range of context, from formally organized and accredited programs within large and generalist educational institutions (such as in tertiary education colleges and universities) to loosely organized and non-accredited activity within informal groupings. So, the adult education prescribes both formal and informal or non-formal educational settings. The formal and non-formal educational higher educational provisions and practices in Bangladesh will be explored in this study. Here in the study, the researchers tried to dig out the current situation of the higher education system in Bangladesh and find out the reasons why very few people of the country get the opportunity to access in higher education specially the matured students. The main questions which influenced the researchers for the study is why not the higher education is flexible and accessible for matured students? Considering the term ‘lifelong learning’ every citizen of a country should have the right to access in higher education institutions at any age level. Then, why all the higher education institutions in Bangladesh do not provide the access for the matured students? GLOBAL POLICY FOR HIGHER EDUCATION AND BANGLADESH The visions of Education for All (EFA) and the Millennium Development Goals (MDG) mainly focused on ensuring basic education or primary education and literacy for all people. After both the EFA and MDG conferences, Bangladesh as a member country of UN, took some initiatives to increase the enrolment rate for primary/basic education and literacy. Those initiatives were successful because they increased the enrollment rate at primary education level (to 97%) and literacy (to 59.8%) significantly (EFA 2015 National Review, 2015). Higher education is less prioritised by the government (Alam, Hoque, Rout & Priyadarshani, 2010). After the 15 years of MDG, in Sustainable Development Goals (SDG), secondary and higher education are considered in global policy. Bangladesh Government has not started any initiative yet for higher education linking with SDGs. Recently the Government finished the final draft of Seventh Five Year Plan (7FYP) for the duration from 2016 to 2020. This plan reveals that the government has no specific target to increase the access rate in higher education within next five J. Akther is with the University of Glasgow, Glasgow, Scotland, UK (e-mail: 2274064A@student.gla.ac.uk, jarinakther925@gmail.com). R. Mosrur is with Seoul National University, Seoul, South Korea (e-mail: ridwanul.mosrur@snu.ac.kr, ridwanul.mosrur@gmail.com). 327 years. Regarding to SDGs for education, no target has been found for tertiary education in 7FYP (Rahman, Khan & Sabbih, 2016, p22). In Bangladesh, the aim of adult education is to make people literate (National Education Policy, 2010). So, adult education has been being restricted constrained. Most of the public universities and colleges in Bangladesh have a fixed age limitation for students who want to get enroll in bachelor degree. After the completion of HSC and a similar level degree, within 2 years the students should enroll in first year bachelor degree. There is no provision from these institutions for the matured students. If we consider UK, Australia, Canada there is provision for matured students who want to enroll in higher education institutions for further study (Osborne, Marks & Turner, 2004). Considering Bangladesh perspective, the study explored the provision for matured students who want to start their 1st year of bachelor degree at their late age. The international organizations also ignore the area for promoting access in higher education for matured students. That’s why there is no global policy for matured student enrollment. One of the international event is World Conference on Higher Education (WCHE) which is organized by UNESCO to promote higher education as a part of lifelong learning. The targets of the conferences were to ensure quality, equality, partnership, and cooperation of higher education within member countries. The issues discussed in the conferences to ensure the quality and mechanism of higher institutions both for public and private institutions. Lifelong learning is a learning opportunity available for all age groups but the conferences didn’t pay any attention to raise awareness for the access, and provisions for "untraditional learners or mature-age students" (Knapper &Cropley, 2000, p4) in higher education. DIFFERENT MODELS OF UNIVERSITIES AND THE POSITION OF BANGLADESH Cowen (2007) gave the types of university models could be for a nation; firstly, ‘Apex University’ which offers access to talent student or often children from families of high socio-economic status and it offers the students to be in future elite position. Secondly, ‘Citational University’ being aimed at redefining the future through the kind of knowledge they generate. Thirdly ‘world-class university’ which begins to consolidate the themes of vision, politics and universities, including their international transfer. Another addition model of university is ‘the entrepreneurial university’ which expects to seek research funds from outside; students suddenly are being called ‘customers’; and universities themselves became aware of the need to generate their own income and to be literally ‘business like”. Considering these four models, there are some similarities with Bangladesh higher education institutions. Some of the top ranked public universities. Like, Bangladesh University of Engineering and Technology, University of Dhaka etc., medical colleges and very few private universities are ‘Apex University’. Because these institutions offer access to talent people (as per their own assessment system) but public institutions are less expensive and affordable for the all socio-economic class people. There is no provision for matured students to enroll in these ‘Apex Universities’. On the other hand, private institutions are very expensive and generally the children from elite classes could access in these institutions. There are some provisions for matured students in private universities. There are two ‘world-class universities’ in Bangladesh which has the partnership with different countries and international institutions. They are: Asian University of Women and Islamic University of Technology. These two universities also do not provide any provision for the matured students. Finally, some public and private universities are just like ‘the entrepreneurial university’ where the students are treated as customers and universities seek research funds from outside like different NGOs, Business organizations and so on. The Private Universities: a contested issue The number of students enrolled in higher education increased by about 10 times between 2000 and 2010 (Ahmed, 2016). Government of Bangladesh can’t allocate enough money for increase the number of higher education institutions. Recent report on education budget (Dhaka Tribune, 2016) has shown that the government has allocated Tk26,847 crore or 7.88% of the national budget to the Education Ministry. The budget is around 2.1% of total GDP and among it just .12% for higher education (Nurunnabi, 2015). The Government has started to shift the responsibility to private sector for meeting the mass people interest in higher education. Hasan (2016) stated that because of the continual falling of Government budget in public universities, the demand of private universities is increasing. He also mentioned that in 1993 there was only one private university in Bangladesh with 143 students, now in 2016 the number of universities is increased to 91 with 0.3 million students or more. The positive factors of the private universities are: flexibility (Ahmed, 2016), low competition (Alam, Hoque, Rout & Priyadarshani, 2010). The insufficient number of seats, political misuse and sessions jam (which is killing the students’ valuable times) are gradually losing the appeal of public universities to mass people (Ahmed, 2016). By the side, the courses of private universities are very much linked with the job market economy. And private universities offer some programs to get admit in 1st year bachelor degree programs for matured students. So, gradually the number of the private universities are increased although it is expensive. On the other hand, when the private sector arouse, quality remains in a big question. With the circumstances, it can be considered that Nixon (2012) referred Judt’s argument about privatization is that government almost invariably pass into the private sector only those public goods that are running at a loss. Consequently, the state sells cheap and public takes the loss. But the quality of higher education in private universities always remains in a question (Ahmed, 2016). Islam (2016), a professor of English at University of Dhaka, stated in The Daily Star that “Today, out of every 6-7 students who try for admission in higher education institutions, only one succeeds. To accommodate the rest, private universities have come up—'mushroomed,' to be more precise. Some of the top private universities are indeed providing quality education, but it comes at a price. The others are simply doing what is known here as 'certificate trade’.” If the Government will gradually 328 decrease the financial allocation and pass the responsibility to private sector, it will be so tough for the poor background people to maintain the tuition fee. Bangladesh Open University: A Second learning chance for matured students Bangladesh Open University (BOU) was established in 1992. BOU is the only university in the country where the matured students can continue their education along with their job, business and domestic responsibilities. Dropouts, socioeconomically disadvantaged population and working people are the main target groups of the university. It is the first university which introduces higher education through distance mode (Islam, Rahman & Rahman, 2006). It is also a second chance for the matured students. It offers 32 formal and 19 non-formal programs. Formal programs consist of four levels Certificate, Diploma, Degree and Masters under six different schools; Open school, School of Agriculture and Rural Development, School of Business, School of Education, School of Social Science, Humanities & Language and School of Science and Technology (BOU, 2016). There is provision for late starters to enroll in Formal programs at any age level (Bangladesh Open University, 2016). Non-formal programs are designed to let the people conversant with modern and sustainable techniques in agriculture, poultry farming, health and nutrition, environment protection etc. (Hossain & Islam, 2015). Now the total enrolled number of students is 4,10,694 in December, 2015 which is much greater than any other university in Bangladesh. Hossain & Islam has also sited that BOU is now using the latest information technology like Internet, GIS, multimedia educational materials and most modern technological devices like silicon graphics, digital editing suites, electronic preview theaters, micro-wave communication link and full-fledged audio-video studios but these are not enough for learners to complete the whole course successful. Female students of rural areas usually get married in early age, they cannot go to school any longer, especially at HSC and graduate levels though they are very much eager to continue with their study (Hossain & Islam, 2015). The provision of distance learning mode, gives the opportunity for the female students for continuing their further education after their marriage or after having children. Although the students of BOU get the chance to have distance learning and off campus facilities, most of the students prefer the text books and tutorial classes. Because of lack of quality and advance technological efficiency (Islam & Islam, 2008). RECOMMENDATIONS Bangladesh needs more private universities for meeting up the higher education demand. But there are some arguments again private universities that the universities don’t follow the Private University Act, 2010 (Nurunnabi, 2015). He also argued by mentioning World Bank (2014d), the quality of private universities education and monitoring systems are also decreasing. Fielden and LaRoque (2008) recommended the developing countries including Bangladesh needs to have a Government regulatory obligation to maintain the quality. If the quality will be ensured, the contested issues on privatization will be decreased randomly. Bangladesh needs to have higher education loan programme for the adult people like Australia and UK (Hillman, 2014). Because, most of the adult learners who want to start their higher education lately, have the responsibility to afford their family. So, this financial opportunity will help them to restart their degree. Although Open University has the distance learning opportunity, the off-campus materials like TV programs, radio programs and multimedia fail to create the appreciation from learners. The TV programs should be attractive, because TV is an important powerful education tool. Additionally, the university should be more careful about using the media and technologies for improving the education quality (Islam & Islam, 2008). It will be helpful for the matured learners who are engaging with work or remote areas to take part in the courses easily. Moreover, many more universities should be established like Open University to launch the distance learning programs. CONCLUDING REMARKS As a part of this study, the researchers found that there are limited provisions for matured students in Bangladesh. The participation rate both in primary and secondary levels has been increased within last 25 years. The gradual rise of primary and secondary level participation, creates a clear impact on higher education sector. The demand of the higher education is also growing. But the Government has very few amount of budget on higher education sector. So, the Government is now approving private universities to meet up the demand and the number of private universities are rising extremely. The main provision for matured students in private universities is that they provide flexibility to enroll at any age. So, the private universities are contributing as the provision of further higher education for adult in Bangladesh. But the main problems of the private universities are the quality and expensive tuition fee. If the quality can be ensured by the University Grant Commission (UGC) and easily payable student loan can be introduced, this private sector could serve as the second chance for the adult learners massively. Bangladesh Open University also provides opportunity for enrolling in 1st year bachelor degree at any age. But the materials and quality of BOU is also remaining in a doubt. So, the quality of distance learning materials (TV or radio programs and multimedia) need to be improved with high technology. REFERENCES Ahmed, A., 2016. DU admission: 45 students vying for one seat. The Dhaka Tribune, [online]. (Last updated 04:46 PM 8th September, 2106). Available 329 at: <http://www.dhakatribune.com> [Accessed on 23 October, 2016]. Ahmed, J. U. Massification to Marketization of Higher Education: Private University Education in Bangladesh. Higher Education for Further, 3(1), pp.7692. 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Jarin Akther, an adult educator and social development activist. She is a graduate student of Erasmus Mundus Adult Education for Social Change programme under four different universities- University of Glasgow; University of Malta; University of Tallinn; and University of Cyprus. She has completed her Bachelor and Masters of Education from Institute of Education and Research, University of Dhaka. She, previously, worked with Save the Children; SHARE Education Programme funded by European Union; and Innovation for Poverty Action. She has 330 several publications including one peer-reviewed journal article and few supplementary books for SHIKHON project implemented by Save the Children. She attended several International Conferences. Ridwanul Mosrur, a graduate student at Seoul National University (Global Education Cooperation major), is a young educationist from Bangladesh. He worked in Save the Children, Transparency International Bangladesh, Campaign for Popular Education (CAMPE) and National Curriculum & Textbook Board after graduating from Institute of Education and Research, University of Dhaka. He has participated in several research projects commissioned by government, non-government and academic institutions and has several publications including journal articles, books & book chapters and nonjournal articles. Detailed information on his works can be found at his personal portfolio site - www.getridwan.com 331 La influencia de la innovación en los procesos educativos: de las TICs a las TACs Manuel Aguilar Yuste, Miguel Ángel Segovia Romero Resumen: Pretendemos hacer un estudio y análisis sobre los avances tecnológicos y el desarrollo de sistemas y aplicaciones informáticos, y como han provocado un cambio en las metodologías de la enseñanza. La innovación educativa y el paso de las Tecnologías de la Información y las Comunicaciones (TICs) a las Tecnologías del Aprendizaje y el Conocimiento (TACs) han fomentado el uso de nuevos contenidos digitales en las aulas, para hacer indispensable el desarrollo de la competencia digital de los docentes, que a su vez fomentará el desarrollo de la competencia digital de los alumnos, garantizando una educación y un proceso de enseñanza-aprendizaje adaptado a la sociedad del siglo XXI. Abstract: We intend to carry a study and analysis on technological advances and the development of computer systems and applications, and how they have caused a change in teaching methodologies. Educational innovation and the transition from ICTs to LKTs have encouraged the use of new digital content in classrooms which has made necessary the development of the digital competence of teachers, which in turn will foster the development of digital competence in students, guaranteeing an education and a teachinglearning process adapted to the society of the XXI century. Palabras claves: TICs, TACs, sistemas de innovación, contenidos educativos digitales, brecha digital. Contenido: En virtud de los Tratados de Funcionamiento de la Unión Europea (TFUE), y sobre la base del compromiso a largo plazo de la Unión Europea de hacer realidad el aprendizaje permanente y la movilidad, la mejora de la calidad y de la eficacia de la educación y la formación y el refuerzo de la creatividad y la innovación, el artículo 165, apartado 2, del TFUE enumera de forma explícita las metas de la acción de la Unión en el ámbito de la educación, la formación profesional, la juventud y el deporte. Los siguientes objetivos y 332 prioridades son de particular importancia por lo que respecta a la educación superior: desarrollar la dimensión europea en la enseñanza; favorecer la movilidad de estudiantes y profesores, fomentando, entre otros, el reconocimiento académico de los títulos y de los períodos de estudios; promover la cooperación entre los centros docentes; incrementar el intercambio de información y experiencias sobre las cuestiones comunes a los sistemas educativos de los Estados miembros, y fomentar el desarrollo de la educación a distancia. Estas prioridades en materia de educación y formación, hacen que la Unión Europea crea la llamada Estrategia Europa 2020 23 para reforzar el interés político europeo en la educación superior. El logro de los objetivos de esta Estrategia, centrados en «un crecimiento inteligente, sostenible e integrador», pasa por una inversión más eficaz en educación, investigación e innovación. Entre los principales objetivos figura un considerable aumento del número de jóvenes que terminen los estudios superiores (al menos el 40 % de las personas de entre 30 y 34 años de aquí a 2020 24. Este ambicioso objetivo ya figuraba en el marco estratégico para la cooperación europea en el ámbito de la educación y la formación (ET 2020) adoptado por el Consejo Europeo en mayo de 2009, que se basa en su predecesor, el programa de trabajo Educación y Formación 2010, y establece objetivos estratégicos comunes para los Estados miembros, así como una serie de principios para la consecución de estos objetivos 25. Además de las iniciativas políticas de los Estados miembros, la Unión respalda activamente las prioridades del Proceso de Bolonia, que, desde sus inicios en 1999, ha trabajado por unos sistemas de educación superior en Europa más comparables, compatibles y coherentes, labor que ha culminado con la creación de un Espacio Europeo de Educación Superior (EEES) en virtud de la Declaración de la Conferencia ministerial celebrada en Budapest y Viena en marzo de 2010. En las últimas décadas el enfoque de los sistemas de innovación ha adquirido una relevancia creciente en el análisis y explicación de las capacidades tecnológicas y resultados innovadores de los países y regiones. En este enfoque, la innovación se considera un proceso complejo, fruto de la interacción de los diferentes elementos que componen el sistema (agentes, instituciones y aspectos sociales y culturales), que tienden a presentar rasgos comunes cuando están en un mismo territorio debido a que comparten la misma tradición histórica y cultural. La idea clave del enfoque de los sistemas de innovación es que el proceso innovador es altamente dependiente del contexto (Castellacci, 2007). 23 Comunicación relativa a la Estrategia Europa 2020 publicada en marzo de 2010: COM(2010)2020 (http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2010:2020:FIN:ES:PDF). 24 El segundo objetivo principal en materia de educación superior consiste en reducir los índices de abandono escolar por debajo del 10 %. 25 Véase en DO C 119 de 28.5.2009, p. 2 (http://eurlex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:ES:PDF). 333 El enfoque de los sistemas de innovación parte de una visión evolutiva de los procesos innovadores, que considera que la innovación se desarrolla a lo largo del tiempo de forma progresiva y acumulativa. Como enfoque sistémico que es, trata de incorporar al análisis todos los determinantes de la innovación que tienen una cierta relevancia (económicos, educativos, sociales, institucionales, etc.) enfatizando la idea de interdependencia entre los mismos frente a una visión lineal de proceso innovador (Edquist, 2005). Dolors Reig habla sobre la sociedad aumentada al compaginar la tecnología como parte del proceso de humanización y por ende como punta de lanza de las TIC y las Tecnologías para el Empoderamiento y la Participación (TEP), como parte de recuperar la interacción con la información, el conocimiento, el aprendizaje pero con una visión participativa y por ende una comunidad en el sentido utópico en un ambiente virtual. La escalada tecnológica en la educación hemos transitado lentamente de las TIC a las TAC, pero seguimos en el proceso intermedio de incorporar a las TEP, por múltiples causas y factores que inciden en los procesos educativos formales e informales, no obstante el reto del docente y del alumno se supedita a que ambos desarrollen las competencias para poder utilizarlas y aplicarlas en situaciones que les sean útiles y significativas para transitar de la "obligación de aprender" a la necesidad de aprender. Las instituciones educativas han experimentado un cambio de cierta importancia en el conjunto del sistema educativo de la sociedad actual: el desplazamiento de los procesos de formación desde los entornos convencionales hasta otros ámbitos; demanda generalizada de que los estudiantes reciban las competencias necesarias para el aprendizaje continuo; comercialización del conocimiento, que genera simultáneamente oportunidades para nuevos mercados y competencias en el sector, etc. El ámbito de aprendizaje varía de forma vertiginosa. Las tradicionales instituciones de educación, ya sean presenciales o a distancia, tienen que reajustar sus sistemas de distribución y comunicación. Pasan de ser el centro de la estrella de comunicación educativa a constituir simples nodos de un entramado de redes entre las que el alumno-usuario se mueve en unas coordenadas más flexibles, y que hemos denominado ciberespacio. Por otra parte, los cambios en estas coordenadas espacio-temporales traen consigo la aparición de nuevas organizaciones de enseñanza, que se constituyen como consorcios o redes de instituciones y cuyos sistemas de enseñanza se caracterizan por la modularidad y la interconexión. Los retos que suponen para la organización del proceso de enseñanza-aprendizaje dependerán en gran medida del escenario de aprendizaje (el hogar, el puesto de trabajo o el centro de recursos de aprendizaje), y de sus actores principales: alumno y profesor, Las modalidades de formación apoyadas en las TIC llevan a nuevas concepciones del proceso de enseñanza-aprendizaje que acentúan la implicación activa del alumno en el proceso de aprendizaje; la atención a las destrezas emocionales e intelectuales a distintos niveles; la preparación de los jóvenes para asumir responsabilidades en un mundo en 334 rápido y constante cambio; la flexibilidad de los alumnos para entrar en un mundo laboral que demandará formación a lo largo de toda la vida; y las competencias necesarias para este proceso de aprendizaje continuo (Salinas, 1997). De igual manera, el rol del personal docente también cambia en un ambiente rico en TIC. El profesor deja de ser fuente de todo conocimiento y pasa a actuar como guía de los alumnos, facilitándoles el uso de los recursos y las herramientas que necesitan para explorar y elaborar nuevos conocimientos y destrezas; pasa a actuar como gestor de la pléyade de recursos de aprendizaje y a acentuar su papel de orientador y mediador (Salinas, 1998). Como resultado, el profesor acusará implicaciones en su preparación profesional, pues se le va a requerir, en su proceso de formación –inicial o de reciclaje–, ser usuario aventajado de recursos de información. Junto a ello, necesitará servicios de apoyo de guías y ayudas profesionales que le permitan participar enteramente en el ejercicio de su actividad. Los profesores constituyen un elemento esencial en cualquier sistema educativo y resultan imprescindibles a la hora de iniciar cualquier cambio. Sus conocimientos y destrezas son esenciales para el buen funcionamiento de un programa; por lo tanto, deben tener recursos técnicos y didácticos que les permitan cubrir sus necesidades. Podemos destacar cuatro importantes temas que convergen en lo que llamamos “sociedad de la información” (Duderstand, 1997): – La importancia del conocimiento como un factor clave para determinar seguridad, prosperidad y calidad de vida. – La naturaleza global de nuestra sociedad. – La facilidad con la que la tecnología (ordenadores, telecomunicaciones y multimedia) posibilita el rápido intercambio de información. – El grado con el que la colaboración informal (sobre todo a través de redes) entre individuos e instituciones está reemplazando a estructuras sociales más formales, como corporaciones, universidades, gobiernos. Sobre estos cuatro pilares, analicemos el significado de cada uno en el contexto educativo: La importancia del conocimiento como un factor clave para determinar seguridad, prosperidad y calidad de vida. Este apartado es de vital importancia para la sociedad actual. Desde que la revolución de la sociedad de la información llegó a las escuelas y hasta la actualidad, la importancia del acceso al conocimiento que está inmerso, antes en las TIC,s y ahora en las TAC,s, no ha dejado de tener la relevancia en ninguno de los cambios sufridos en las diferentes etapas tecnológicas, ya que en la actualidad, la brecha digital a la que denominamos en un principio como la distancia entre pueblos en acceso a las TIC,s-hablando de distancia geográfica o socieconómica-sigue existiendo. 335 No obstante y adentrándonos en el sistema educativo, existe otra brecha digital (Guzmán J, 2008) entre el profesorado y sus alumnos. La importancia del conocimiento es clave en los roles que asumen ambos hasta tal punto, que puede llegarse a dar una desconexión pedagógica muy negativa para el sistema educativo tal y como lo concebimos. Por un lado todas las instituciones se han volcado en adaptar las aulas a la tecnología punta, pero no al profesorado (Guzmán, 2006); esto relega a un segundo plano la importancia del conocimiento. “El determinismo tecnológico violenta la idea de que la tecnología constituye un apoyo para la educación, convirtiéndose justamente en lo contrario. En muchos casos, las sofisticadas plataformas tecnológicas empleadas en los procesos de enseñanza, se perciben como el punto de llegada y no como el punto de partida hacia la creación de nuevos espacios de aprendizaje”. La búsqueda de la hiperespecialización en la infraestructura tecnológica deja en un segundo plano el interés en los contenidos educativos, con lo cual relegan la construcción del conocimiento. En este contexto, es importante destacar la importancia de las universidades en la distribución social del conocimiento científico y socialmente legitimado” (Crovi, 2000). La naturaleza global de nuestra sociedad. Geof Potter (2005): “En este mundo donde el conocimiento puede ser plenamente definido como la experiencia humana colectiva, ¿qué se puede aprender?, ¿qué se puede enseñar?”. Potter definía experiencia humana colectiva a la naturaleza global de nuestra sociedad. La información, el conocimiento y todo lo que le rodea fluye en el mundo globalizado sin control ni organización, lo que provoca una desinformación generalizada sino filtramos los contenidos, el conocimiento. En el sistema educativo pasa exactamente lo mismo. Lo que podría ser una oportunidad puede convertirse en un handicap; para subsanar esto, debemos pasar de la sociedad de la información a la sociedad del conocimiento. En esa naturaleza global, nuestra sociedad debe encaminarse a la organización y gestión de la información para construir conocimiento y para producir este cambio en el sistema educativo debemos tener en cuenta lo que suscribe (Guzmán J, 2008): Una persona competente en el acceso y uso de la información es capaz de: a) Determinar la naturaleza y extensión de la información requerida. b) Acceder a la información con eficacia y eficiencia. c) Evaluar de forma crítica la información y sus fuentes. d) Incorporar la información seleccionada a su propia base de conocimientos. e) Utilizar la información de manera eficaz para realizar unas tareas específicas. f) Entender las cuestiones económicas, legales y sociales que rodean al mundo de la información, accediendo y utilizando la información de forma ética y legal. 336 La facilidad con la que la tecnología (ordenadores, telecomunicaciones y multimedia) posibilita el rápido intercambio de información. La rapidez con que la tecnología canaliza la información son claves para las transformaciones sociales y económicas del mundo globalizado citado anteriormente, con lo que la sociedad depende de la canalización que se hace de esa información. Para la educación y los cambios necesarios a asumir en este siglo, son las aplicaciones que conllevan esa tecnología las que han superado a las herramientas en sí. Las TAC,s son un fiel reflejo de lo que se expone, ya que las tecnologías del aprendizaje están directamente relacionadas con esas aplicaciones tecnológicas. El problema es convertirlas en pedagógicas. Si en uno de los puntos anteriores exponíamos que existe una brecha entre profesores y alumnos (Inmigrantes digitales y nativos digitales) más aun se agranda, si además, la comunidad educativa (no en su totalidad) desconoce esas aplicaciones y deben convertirlas en herramientas pedagógicas. Para ello debemos conocer el problema de raíz; La brecha entre alumnos y profesores citada proviene del cambio generacional, que como ha ocurrido en otras etapas de la historia, han provocado distancias claras entre ambos roles educativos; No obstante el caso de este cambio (S XX al S XXI) además se ha introducido una revolución-la tecnológica- que tiene una influencia clara en el sector educativo. Analicemos esas diferencias entre profesores y alumnos: Existe un cambio generacional para el que hay que promover una adaptación educativa inminente debido a las posibles diferencias entre el pensamiento lógico de los alumnos actuales (nativos digitales), que han nacido entre las tecnologías de información o aquellos que la han utilizado para la comunicación, frente a la mayoría de los profesionales de la educación actual, que podríamos encuadrarlos en el grupo de inmigrantes digitales (Prensky, 2001). En la actualidad, esos inmigrantes digitales (al igual que cuando desembarcaban en mundos desconocidos) son los que se encargan de diseñar la educación de los nativos digitales y para ello, se necesita investigar las variables que influyen en la psicología educativa de los futuros inquilinos de la sociedad. Para que podamos llevar a cabo una buena labor docente, debemos conocer el comportamiento que une a los nativos digitales, tal como expone (Linne, 2014): 1. Tienen una mayor sensibilidad que los inmigrantes digitales para el manejo de las Tecnologías de la información y la comunicación (TIC) conocidas como tecnologías del aprendizaje en la actualidad (TAC). 2. En segundo lugar, pueden derivar su atención a un multitarea (multitasking), característica intrínsecamente asociada a la capacidad de mantener múltiples conversaciones y actividades en entornos digitales (Piscitelli,2009). 337 3. Por último, suelen ser tanto productores como consumidores de contenidos (prosumo) (Urresti, 2008; Ritzer ; Jurgeson, 2010). Los profesores o la comunidad educativa en general, deben ser conscientes de estas diferencias para poder sacar rendimiento a la facilidad con que la tecnología posibilita el rápido intercambio de la información. El grado con el que la colaboración informal (sobre todo a través de redes) entre individuos e instituciones está reemplazando a estructuras sociales más formales, como corporaciones, universidades, gobiernos. La entrada en juego de las redes sociales cambia la forma de comunicación en la sociedad, donde formar una comunidad está al alcance de cualquiera en un periodo de tiempo mínimo. Trasladando esta introducción al sector educativo, desde la implantación en ordenadores de aplicaciones de mensajería instantánea a las que existen en la actualidad en toda la tecnología móvil, ha cambiado aun más si cabe, tanto la forma de comunicarse como el fondo. Además las herramientas también ofrecen servicios de información directa e instantánea con lo que se complementa el cambio de la comunicación con el traslado de información entre quienes se comunican. Esto provoca en el sector educativo un desconcierto al que hay que dar respuesta de inmediato, ya que es uno de los problemas por lo que ambas generaciones descritas en puntos anteriores carecen de esa conexión humana que se convierte en desconexión pedagógica. De todas estos cambios proviene, el paso de las TIC,s a las TAC,s en el sector educativo; Muchos cambios que los estamentos educativos y los profesionales de la educación deben afrontar con criterios objetivos y valentía. Conclusiones. Una de las fuertes transformaciones en cómo será el aprendizaje del futuro radica en los movimientos y la fuerte significación que las Tecnologías de la Información y Comunicación están adquiriendo en nuestra sociedad. Nos permite apuntar algunas de las características del aprendizaje del futuro, que nos llevan sin lugar a dudas a su redefinición., y a la modificación de los roles que desempeñan los actores tradicionales del mismo: docente y discente. Por lo que se refiere a la transformación de las aplicaciones de las TIC, se hace necesario pasar de su concepción como TIC, a TAC y a TEP; es decir, de dejar de percibirlas como instrumentos para la transmisión y presentación de la información, a instrumentos para la adquisición de aprendizajes y conocimiento, y para la participación y el empoderamiento, una correa de transmisión perfecta para el trascurrir de los procesos educativos. 338 El éxito de cualquier tipo de proyectos de innovación educativa dependerá de varios factores ya señalados en otro trabajo (Salinas, 1997): el prestigio y la capacidad de innovación de las instituciones, la flexibilidad de su profesorado, la calidad del contenido, el entorno de comunicación o la reconstrucción de los ambientes de comunicación personal. Bibliografía. Castellacci, F. (2007): “Innovation and the Competitiveness of Industries: Comparing the Mainstream and the Evolutionary Approaches”; Technological Forecasting & Social Change. 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Buenos Aires: La Crujía. p.13-66. 340 Can machine learning on learner analytics produce a predictive model on student performance? J. Busch (1), P. Hanna, I, O'Neill, A. McGowan & M. Collins (1) Queen's University Belfast, School of EEECS, 18 Malone Road, BT9 6RT +44 (0)28 9097 4956 j.a.busch@qub.ac.uk Introduction The process of learning how to program is wildly regarded as a difficult task [1]. The increasing demand for computing graduates has resulted in increasing class sizes in universities. A positive student learning experience is being diminished due to negative engagement effects with the delivery mechanism [2]. Research into tutor's perceptions of students being highly active during a lecture maybe skewed, assuming cohort engagement levels are higher than they actually are during the term [3]. These factors and many more are directly contributing to low retention rates in computer science and other related disciplines [4]. This study aims to investigate micro-based learner analytics and develop a predictive model to identify students at risk within a large cohort. Using apache web server log data from students undertaking a web development and programming module at a tertiary institute. This data logs student activity on their development and rendering of programming code during the semester which accumulated to over 1.6 million records of data. Using WEKA [5] workbench to execute machine learning techniques for the analysis of learner analytics we can gain insight into building a predictive model of future student performance. This could eventually lead to a formative monitoring system that can help identify students with low levels of module content engagement irrespective of class size. This study is founded in learner analytics, which measure, analyse and report on learner's data, so that behavioural patterns and trends can be identified. This in turn can be used to understand and enhance teaching and the environments in which learning occurs [6]. By incorporating data mining and learner analytics this study focuses on a field known as educational data mining (EDM). This is used to predict models rather than explain patterns [7]. Previous research into student web access logs using a quantitative trend-based analysis process suggests a correlation between the student's web server access data and the students' performance. A student's log that shows early access hits at the start of the semester and shows continued hits throughout mid-term of a semester yields a performance significantly better in the assessment when compared with logs of students with little early semester date stamp data [8]. By using a deeper analysis process through a machine learning classifier, the results show a slightly better than 'best guess' prediction rate. The research does allude to the possibility of refining the approach with a bigger data set and a deeper data preparation approach. This study uses a small data set of only 133 instances. The potential of creating a predictive model with higher classification accuracy is evident. The current results are most promising in identifying a low engaged cohort, adding to the research by Ramesh et al [9], and allowing an automatic early intervention flagging system to be developed so students as risk can be identified. Educational Data Mining The study uses binary classification as the applied data mining approach, to employ a set of pre-labelled instances to create a predictive model that can classify a given dataset. The classification framework used can employ decision tree (DT), random forest (RF), and support vector machines (SVM) classification 341 algorithms. By reporting on each models training and testing classifier accuracy rating, from a singular dataset a cross comparison evaluation can be deployed. Related research work in this area in identifying the potential of using machine learning supervised classification algorithms on learner analytic data to predict student performance can return high correction rates. Ramesh et al [9] reported that a Multi-Layer Perception (MLP) classifier gave a 72.38% accuracy rate for predicting student performance. Baradwaj [10], used a DT model to create classification rules to detect those students that might require learning support. Kumar [11] compared several DT algorithms and evaluated that multivariate regression prediction MP5 model produced the most accurate rate of 97.17%. Bhullar [12] reported a 77.14% success rate using a C4.5 DT algorithm to predict student at risk of failing. These case studies primarily use summative profile data, e.g. past assessment grades and engagement metrics. Other external demographical data, e.g. sports activity, is also used to build the dataset. Our research focuses not on the student macro learner analytics, but the micro-learner analytics which are gathered from an apache web server used for software development. Research in the area of programming and educational data mining used an FP-Tree model to find frequent patterns in their large dataset. The identified frequent patterns were used as variables to run a k-means clustering model classifier algorithm which concluded that students living in an urban location show a higher programming skill set their rural counterpart [13]. Data mining learner analytics from a programming assessment was carried out by Blikstein [14]. The study attempted to uncover student programming behaviours using custom software to log a student's activity. The analysis did not attempt to use machine learning, but rather solidify the assertion that analysis of logging programming activity data will show definite patterns. Following on from the study, Blikstein et al [15] analysed a bigger dataset using machine learning supervised regression and unsupervised x-means clustering techniques. The results showed that the programming learner data showed some well-defined clusters but it did not correlate clearly to performance. Micro-based Learner Analytics Data acquisition was performed using data collected during the 2014-2015 academic year from an undergraduate cohort undertaking a web development and programming module delivery at a UK based University. The access log files from the period between October and December 2014, (73 days), held on the Apache web server which stores HTTP requests for each individual were stored. Students are required to develop PHP code and run it through this Apache web server to complete a large individualbased project/course work. It can therefore be reasonably assumed the log data records the student's engagement with the modules learning Figure 1 – access log instance. material and assessment task. Figure 1 shows the data for a typical logged instance. The access log data provides a deeper or micro-level learner analytic data because of its detail. Every HTTP request to the web server is collected and logged. Details on date, time and request type are gathered. A derived variable can be created from the logged details which can indicate how long the students was active. The merit of using access log files is that they are a standard non-proprietary data format that does not need additional software to record and store the data. All web server software, by default, generates and stores similar access log data. By focusing on data that is automatically generated removes the need to rely on external software solution to gather and store learner data. Objectives The main objectives of this research are • Identification of influencing predictive attributes from apache log data set • Analysing the classification algorithms on the given data set. 342 Methodology As illustrated in Figure 2, this work utilised a sequential process to collect, prepare and ultimately classify a suitable dataset. The access logs provided the raw data of over 1.6 million logged instances. Preprocessing was applied using a custom tool to filter the data. This filtering process cycled through the log files of 133 student access log files and generated a dataset of 133 instances. The attributes are shown in Table 1, with the majority being derived using the date and time data held within each log instance. 343 This study focuses on grade prediction using single binary classification to identify students at risk. This is because the available dataset was unbalanced and prone to overfitting in a multi-class classifier scenario aiming to identify students falling in the traditional grade boundaries. i.e. 43.6% of the instances where within the 60%-69% grade classification (2.1), whilst there were much smaller proportions in the other boundaries (70%+, 50-59%, 40-49% and 0-39). The dataset had a natural split with 54.1% of the instances above a 50% mark awarded and 45.9% achieving below the 50% mark so a binary classification task was focused on for the purposes of this experiment. The late_ data, relating to student activity in the last 25 days of the assessment period is logged and explored. However if a truly predictive model is to be realised which can be used to identify at risk students during course delivery, it is envisaged that these data points would ultimately be excluded. Table 1 - Pre-processed student related variables for supervised learning Attribute Description Type access_hits_total Total amount of access hits within the 73 days Non-derived {numeric} early_dur_secs_total Total amount of seconds calculated on first 23 days. Derived {numeric} early_hits_total Total amount of access hits within the first 23 days Non-derived {numeric} early_engaged_average Calculated Total Activate Days / Total Days (23) Derived {numeric} mid_dur_secs_total Total amount of seconds calculated on middle 25 days. Derived {numeric} mid_hits_total Total amount of access hits within the middle 25 days Non-derived {numeric} mid_engaged_average Calculated Total Activate Days / Total Days (25) Derived {numeric} late_dur_secs_total Total amount of seconds calculated on last 25 days. Derived {numeric} late_hits_total Total amount of access hits within the last 25 days Non-derived {numeric} late_engaged_average Calculated Total Activate Days / Total Days (25) Derived {numeric} The final stage of pregrade_flag (class) Derived {binary 0,1} Class attribute, profile achieve > processing is to apply. In line 50% assessment grade with standard procedures, numerical features were normalised and instances randomised. By randomly ordering and normalising the dataset the numerical data is made relative so as to avoid different scales which can skew the machine learning classification process [15]. Data preparation involves feature selection [16], to create a dataset for building a good predictor [17]. A wrapper attribute evaluator methodology addressed the variable selection process. WEKA modelled the ranking data of the dataset's attributes, Table 1. It involves searching through all possible combinations of attributes in the dataset to find which subset of attributes will be best for the final feature set for predicting the class attribute. The decision tree C4.5 (DT), random forest (RF) and support vector machines (SVM) classifiers were selected to determine the method and to assign a weight to each subset of attributes. A greedy stepwise algorithm was then needed to perform the search. Table 2 shows the top 5 ranked attributes. Results and Discussion 344 The top ranking results show a positive trend with the early_ attributes and mid_ attributes accounting for 60% within all classifiers. This might suggest that the late_ attributes can be discounted within the feature set as the classification model does not rank the attributes as good discriminators in the prediction analysis. The SVM highly ranks the late_ attributes which suggests it would make it an unsuitable algorithm for using a predictive model for our dataset. Whereas the DT classifier is showing a more positive preference to the early_ and mid_ attributes, therefore it could return a higher prediction rate on these attributes. The dataset was tested with three different classification algorithms: decision tree C4.5 (DT), random forest (RF) and support vector machines (SVM). Running a 10-folds crossvalidation on each classifier generates a separate dataset so that enhanced data is generated on the train set. Classifiers are built until finally, the evaluations were applied to the original test data. The final results were collected from average of ten run-times. This produces a confusion matrix that creates sensitivity and specificity measurements for analysis to evaluate the performance and either support or reject the hypotheses. Table 2 – Top ranking attributes using a wrapper evaluator Classifier Average Rank Swing -/= Attribute DT 3.1 1.81 early_hits_total DT 3.7 1.62 mid_hits_total DT 4.5 2.16 early_dur_secs_total DT 407 2.65 early_engaged_average DT 407 2.97 late_engaged_average RF 109 2.12 early_engaged_average RF 2.4 1.11 late_engaged_average RF 4.1 2.12 early_hits_total RF 4.9 1.97 late_dur_secs_total RF 6.5 1.28 mid_dur_secs_total SVM 1.6 1.8 late_engaged_average SVM 3 1.26 early_dur_secs_total SVM 3.9 2.02 late_dur_secs_total SVM 4.9 0.94 access_hits_total SVM 4.9 2.51 early_hits_total A summary of the sensitivity measurements (true-positive detection rate) and specificity (true-negatives detection rate) of each classifiers’ performance on the dataset is shown in the Table 3. Each test is also showing the number attributes used. Figure 3 identifies the attributes used in each classification process. The results show that data mining algorithms classifiers have performed similarly and are below a good standard of predication. The accuracy rate of the SVM model using 11 attributes results in a 67.7%. Although the specificity measurements show that the model has great difficulty correctly predicting a student who is not meeting the condition of interest. Figure 4 shows the confusion matrix values for the SVM 11 attributes experiment, the 'a' label refers to students how are above the 50% threshold and the 'b' label refers to students not above the 50% threshold. The ground truth labelling of the instances in the dataset include 61 students considered in the 'at risk' category. But the model is returning a total of 35 (as highlighted in figure 4). Therefore correctly classifying only 57.3% of the dataset. This is far from perfect, and is not much better than a 'best guess'. The SVM model using 11 attributes is better at predicting students that are above of 50% threshold. There should be 72 students being returned, but the test produces 55, which returns a more positive successful prediction rate of 77.5%. Since the predictive model is trying to identify students not meeting a Figure 4 – SVM 11 Atttribute C f i i 345 Attributes Attri key access_hits_total 11 early_dur_secs_total 11, 7, 6 early_hits_total 11, 7, 6 early_engaged_average 11, 7, 6 mid_dur_secs_total 11, 7, 6 mid_hits_total 11, 7, 6 mid_engaged_average 11, 7 late_dur_secs_total 11 late_hits_total 11 late_engaged_average 11 grade_flag (class) 11, 7, 6 Figure 3 – Definitions of attributes name and key Table 3 – Summary of measurements Classifier Measurement Attri_11 Attri_7 Attri_6 SVM Accuracy rate 67.7% 64.7% 54.8% SVM Sensitivity (TP) 0.68 0.67 0.56 SVM Specificity (TN) 0.67 0.62 0.51 DT Accuracy rate 63.1% 60.9% 60.1% DT Sensitivity (TP) 0.63 0.6 0.59 DT Specificity (TN) 0.64 0.62 0.61 RF Accuracy rate 60.9% 58.6% 57.9% RF Sensitivity (TP) 0.62 0.61 0.60 RF Specificity (TN) 0.58 0.55 0.61 certain condition the success rate is relevant but not what the researchers had hoped for. The other 8 tests show little difference in their ability to correctly detect an instance not meeting the condition. The most successful model that determines the greatest number of those instances that are below the threshold is the SVM experiment using the 7 attributes with an accuracy rating of 64.6%. It correctly identified 36 instances as being below the threshold which equates to a success rate of 59.0%. This is far from ideal, but the results do suggest that the models can perform better with only the early_ to mid_ attributes. This shows that predicting the student performance is possible using early to mid-semester learner analytics. The results are disappointing and seem to suggest that the classifier models have great difficulty in training from the given dataset alluding to poor data quality. The instances do not have enough discriminatory power on either side of the threshold. The authors suspect that there are too many instances that are close to the boundary on either side of the 50% threshold. Further work in building a more discriminating dataset is required. The identification of influencing predictive attributes from apache log data has been a success and the study's results that early_ and mid_ variables can be related on as part of the feature set. The data mining algorithms show potential but their poor prediction rate on instances at risk are not sound enough. Conclusions Several studies have used EDM and more specifically machine learning classification algorithms to improve the quality of education, identifying students failing to engage and struggling to cope with the material. In this research we addressed the use of apache web server data to predict if a student’s performance was above or below a fixed threshold. The results show potential in future study and research, machine learning techniques can use early to mid-semester micro-learner analytic data to classify a prediction. 346 More work needs carried out in three areas. Firstly, an increase in the instance population would be required, this will balance that instance data by reducing the effect of overfitting. It is also envisioned that the increased dataset will also help the classifier return a lower sensitivity with higher specificity measurements. The second area of exploration is to expand the data points examined through the addition of the error logs that are also produced in tandem with the access logs. This would introduce extra variables that might improve the feature selection results and in turn improve the prediction rate. Adding more general demographic data, e.g. past academic performance, to the dataset needs to be explored. If future initial investigations into a binary classification model proves successful, with expanded datasets, it may also be possible to explore multi-class classification at a more granular level. References [1] Milne, I. & Rowe G. Difficulties in Learning and Teaching Programming - Views of Students and Tutors. Education and Information Technologies, (7), (2002) p. 55-66. [2] Cuseo, J. The empirical case against large class size: adverse effects on the teaching, learning, and retention of first-year students. The Journal of Faculty Development, (21), (2007) p. 5-21. [3] Fassinger, P., A. Professors' and students' perceptions of why students participate in class. Teaching Sociology (1996) p. 28. [4] Giannakos, M. N., Pappas, I. O., Jaccheri, L. & Sampson, D. G. Understanding student retention in computer science education: The role of environment, gains, barriers and usefulness. Education and Information Technologies, (2016) p. 1-18. 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[10] Baradwaj BK, Pal S. Mining educational data to analyze students' performance. International Journal of Advanced Computer Science and Applications, (6), (2011) p. 63 -69. [11] Kumar S.C., Chowdary E.,D., Venkatramaphanikumar S. & Kishore K.,K. M5P model tree in predicting student performance: A case study. In Recent Trends in Electronics, Information & Communication Technology (RTEICT), (2016) p. 1103-1107. [12] Bhullar M., S. & Kaur A., Use of data mining in education sector. In Proceedings of the World Congress on Engineering and Computer Science, (1), (2012) p. 24. [13] Arockiam L., Charles S., Carol I., Thiyagaraj P.B., Yosuva S. & Arulkumar V. Deriving Association between Urban and Rural Students Programming Skills. International Journal on Computer Science and Engineering, (3) (2010) p. 687 – 690. 347 [14] Blikstein, P. Using learning analytics to assess students' behavior in open-ended programming tasks. In Proceedings of the 1st international conference on learning analytics and knowledge (2011) p.110-116. [15] Blikstein P., Worsley M., Piech C., Sahami M., Cooper S, & Koller D. Programming pluralism: Using learning analytics to detect patterns in the learning of computer programming. Journal of the Learning Sciences, (4), (2014) p. 561-599. [16] Guyon I, Elisseeff A. An introduction to feature extraction, Feature extraction, Springer Berlin Heidelberg, (2006) p. 1-25. [17] Guyon I. & Elisseeff A. An introduction to variable and feature selection. Journal of Machine Learning Research, (3), (2003) p. 1157-1182. 348 Inequality in Online Higher Education Jarin Akther, Ridwanul Mosrur Abstract: The advancement of computer-mediated communication and internet technology helped the higher education institutions to conduct the online courses for the students from various parts of the world. That’s why students from both developed and developing countries can participate jointly through online courses. This online higher education system has been structured in this way the rich nations get more advantages than the developing nations. Researchers argue that online courses have been designed with the western education system and privileged the students from those countries who are familiar with this system and get the advantage of it. Researchers show that there are imbalance power authority, cross cultures and linguistic barriers in the online higher education. According to the linguistic issue, this study shows that students who are nonnative English speaker sometimes fail to get desired results. Moreover, students from developing countries have been facing the advanced level of the technological problem comparing with others. These challenges create a significant inequality in online higher education which causes drop-out from online courses and losses students’ instinct motivation. This paper brings all these issues in a spotlight to address how online higher education courses deprive the students from developing nations. Keywords: Online higher education, Inequality, Globalisation 349 J. Akther is with the University of Glasgow, Glasgow, Scotland, UK (e-mail: 2274064A@student.gla.ac.uk, jarinakther925@gmail.com). R. Mosrur is with Seoul National University, Seoul, South Korea (e-mail: ridwanul.mosrur@snu.ac.kr, ridwanul.mosrur@gmail.com). Introduction: Online education creates the opportunity for the students to get distance learning crossing the national boundaries. Students from different parts of the world can participate in online higher education programs from their nations and can experience desired education environment in a multicultural settings. Theoretically, this can provide a ground-breaking measure towards ensuring equal quality education with enhanced access to globalised communities. But, in reality, the illustration of equity is rarely with the stride since education is not a neutral process (Freire, 1970). Different universities offer different types of online higher education courses, some are only online learning and some are blended learning where teacher and students take part in classes by both physically or virtually (Hiltz & Turoff, 2005). Here in this study, only the globalised virtual education system will be analysed. Many of the international institutions offer online higher education courses where the students from different countries can participate through the virtual classrooms. This type of higher education programmes where the students participate in virtual classroom crossing the countries' boarders can be called as globalised online higher education programmes (Yang, 2003). Online higher education is a platform where students from both developed and developing countries can participate. These mixed cultures in online education might provide some positive evidence, but it also has some negative impact. Historically, rich nations have the tendency to act dominantly on developing and less developed nations. That’s why there is a big possibility of the existence of unequal power relation in the arena of globalised online higher education programs. This paper will investigate if there is any inequality regarding that power relationship. On the other hand, considering cross-cultural, linguistic, and technological issues, this paper will investigate how different cultures and languages have addressed equally in online higher education and how the required advance level technologies have ensured by developing countries. Since, the developing countries are far beyond in terms technology availability, poor in linguistic development and resource, not sensitized to the cosmopolitan cultural environment, how the equity issues are being addressed will be the core discussion of this paper. The disparity in Power Relations: 350 Globalisation makes the countries around the world much closer to each other. It offers open market economy where the market is open without borders. Although the objective of globalisation was to make equal participation of countries and improvised the countries’ product creating a global market, it fails to protect the over domination of developed countries. Online higher education is one of the outputs of globalisation where education can be delivered as a product crossing the borders of the countries. Globalisation has lost its fancy feature by creating an unequal world on giving precedence on Western labour market economy and emphasising the privatised resources. Yang (2003) stated that today’s globalisation is market induced, not a policyled process. Yang (2003) also stated that this market is deaf and blind, it only response to detecting money. As a result of globalisation, online higher education courses have been designed regarding the current market demand giving preference of industrialised or developed countries. This kind of discrimination might patronise the imbalance power authority among the developed and developing nations. Rye (2014) explored that Europe and English speaking world has a significant influence on higher educational degree programme to make the protocol for course design. Luyt (2013) argued that knowledge, pedagogy, values in online higher education is Euro-centric and the most of instructors and administrators are also from European countries. That’s why the course contents are also developed with the Eurocentric view of learning. Many of the higher education institutions of developed countries have started to open branch institutions in developing countries mostly in African countries. These institutions offer western dominated so-called international standardise educational certificate which is the main attraction for the students of developing countries. Singh (2010) stated that this type of higher education is basically like the practice of colonial system where Global North is dominating over the education system and changes in Global South. Singh (2010) also stated that higher education aid industries are developed in a view that Global North needs to develop countries of the Global South. Considering online higher education system, Rye (2014) also found that this type of colonial dominant practices in online higher education funding where courses have been designed according to European education system although almost half of the students of this courses were from Africa. African students of these courses expressed that they faced a new set of education structure while the rest of the European students get the advantage for being familiar with European education structure (Rye, 2014). These research findings suggested that developed countries have been making dominant position in course design comparing the developing countries. 351 One of the most significant discussions of this globalised online higher education is students’ motivation toward participation. It can be said that students from developing countries are fascinated by the certificate of higher education institutions of English speaking countries or developed countries for the secure and better job. One of the reasons is that International companies seek the employees who have an international degree (Stahl, Miller & Tung, 2002). In this case, this global online higher education creates the easy path for the students from developing countries to achieve international degree staying at their home. Waters & Leung (2013) observed that students in Hong Kong are highly motivated to participate in cross-national higher education to achieve international experience for their better future career. Rye (2014) also observed similar motivational factor among African students who participated in online learning course to expose the international standard education for getting an international job position in NGO or educational institution. These findings revealed that there is a huge influence of global job market economy where developed countries are privileged. That's why Yang (2003) stated that this virtual campus might widen opportunities for some, but not generally for those who have low income. Linguistic and Cultural Barriers: Students from different cultures and languages participate in the global online higher education space. A threat might arise in the online global learning environment for cross-cultural understanding and the leading position of English language (Goodfellow, Lea, Gonzalez & Mason, 2001). Non-native English speaker students might face problems to communicate easily with a foreign language. Yang (2003) stated that the English language is now a dominant language in the field of online education and the English language providers are dominant in this field. The priority of English becomes global trends where the local languages are being neglected in online higher education. Goodfellow, et al. (2001) explored that non-native English speaker experienced one of the impediments for their good scores was lacking producing intelligent comments timely in a foreign language. Luyt (2013) argued that European students who are native English speaker are more privileged in the online higher education where non-native English speaker students from developing countries are struggling to adopt a new system. This might cause a significant inequality in online higher education. Hogan (2011) suggested that indigenous language also needs to be retained in the multicultural online education. Non-native English speaker students 352 from developing countries might consider themselves as a disadvantaged group where their indigenous languages have not acknowledged in online higher education classrooms. One of the greatest challenges in online higher education is how to communicate and make balance in the multi-cultural virtual education system. Hogan (2011) stated that virtual classroom enables students to interact with each other at various distances. This might promote appreciation and understanding of other culture. Goodfellow, et al. (2001) found that many of non-native English speaker students shared their views for the positive part of the globality regarding the diversity of having friends all over the world, extending consciousness of cultural diversity, understanding problems from different perspectives and being part of a global network. In contrast, sometimes students face problem within the multiple cultures in the online education. Basically, in online education, western cultures or developed courtiers cultures and values are basically in a dominant position inside the virtual classrooms. Yang (2001) stated that ‘culturally, the globalised education causes concerns about imperialist attitudes, the loss of indigenous cultures and the relentless imposition of Western values.’ Students from developing countries might feel like the deprivation of acknowledging their indigenous culture which might create a negative on their motivation of learning. Although online higher education gives priority on privileged developed countries, sometimes students from disadvantaged culture might contribute to share their learning experiences more than their privileged peers. Barraclough & McMahon (2013) stated that considering students' transformative learning within the cross-cultural environment, students from the disadvantaged group have more information and knowledge than privileged groups and the transfer of knowledge becomes one way that the students from privileged group received more new information from the disadvantaged group. Though they have momentous experiences and knowledge, they might not achieve good scores in their academic tasks because of their language barriers. It might cause disappointment among the students from non-native English speaker students from developing countries. Technological Barriers: Technology is the major criteria for online higher education. Students from low-income countries may face problems of having the advanced level of computers and internet services. Yang (2003) stated that according to UNDP data, purchasing a computer would cost the average Bangladeshi more than eight year’s income, the average American, just one month’s wage. Developing 353 countries fail to adopt the potentiality of computer-mediated online education because of lack of knowledge of internet-based learning management systems, high technological illiteracy among students, insufficient technical support and ineffective maintenance strategy (Ssekakubo, Suleman & Marsden, 2011). These technological barriers make a huge gap between the students from developed and developing countries. Additionally, considering internet service in developing countries internet access is often slow, expensive, and inaccessible (Hogan, 2011). Slow and expensive internet services are the big challenge for the students from developing countries, and it might decrease their motivation to continue the online education. It might cause the increase of drop-out rate from online classrooms. Students from developing countries are in a terrible threat by deprivation of advanced level of technology. Side by side, not only the internet services but also the scarcity of computer equipment, software, hardware and electricity are major issues in developing countries. Khan, Hossain, Hasan, & Clement, (2012) stated that electricity is a big problem in Bangladesh where most of the rural areas do not have electricity, and many of the cities do not get electricity more than eight hours. These problems would create crucial barriers for promoting online based higher education where the developed countries are enjoying twenty-four hours electricity supply, updated software and hardware and advanced computer equipment. It would cause noteworthy differences between developing and developed countries’ students’ academic performances. Moreover, most of the students from developing countries have the lack of proper knowledge and skills on computer operation. Because computer-mediated technologies are not well known among the learners and this is also expensive considering the socio-economic background. This type of knowledge gap would be a big issue in the online higher education system. Ssekakubo et al. (2011) found that the universities of Africa have poor ICT situation and the students have less confidence in solving the ICT problem. Hogan (2011) stated that inadequate computer skills of students in developing countries would be a problem in online learning. Not only the students but also all of the instructors and administrators of online higher education are not well trained. The advent of online technologies is now considered as a contradictory and complex learning system which is creating the differences between developed and developing courtiers. Khan, et al. (2012) stated that the lacking political willpower toward the technological improvement is one of the reasons for being in a poor status in developing countries. Allocation of budget for information and communication technology (ICT) development and financial aid is 354 not a concern for the political leaders of developing countries. Because the objective of online learning in developing countries is to promote basic education (Singh, 2010) when the objective of online learning in developed countries is to promote lifelong learning for creating knowledge economy (Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2012). Online higher education remains in a very infancy position in developing countries. That’s why international agencies, UNESCO, UNDP, World Bank also allocate the educational funding for promoting basic education and secondary education in developing countries. Online higher education cannot expose its appeal to the international agencies for funding to develop the ICT sectors in higher education. In this way, many of the potential students might deprive of getting access to global educational materials and resources. The ignorance of the provision of higher education in international and national level policies is one of the reasons to have poor technological education capacity in developing countries. Inequality is an Integrated Issues: The prominent reasons for the existence of inequality though discussed earlier, however, the reasons are not limited to those only. The cultural, socio-economic, linguistic and technological barriers are, in fact, the consequences of the inequality in different other factors (Zheng & Stahl, 2011). For example, the energy crisis is very prominent in many developing countries, and that blocks the way of development of building necessary ICT infrastructures there. With the opportunity for digital education encompassing a global audience, over 50% of Ed Tech deal activity in the last two years has been investments in non-U.S. companies. These countries are based on a diverse array of geos ranging from the U.K. to China to India to Russia (CB Insight, 2014). These countries overcome the energy shortages early and therefore ensured necessary ICT infrastructure building so that investment can be done. But, many small countries in Asia and Africa, for example, Bangladesh though set their vision for digitalised education by next decade are still struggling to ensure energy access to all (Hanna, 2009). The global inequality in energy access should be addressed before addressing the inequality in ICT and ICT-based education services. Another vital reason is the ‘comfortability and adaptability' issue along with the ‘fear of being culturally rejected'. Though in many settings, the online higher education platforms are made culturally quite sensitised, still, the students can feel uncomfortable to participate in those courses since their own environments are not that techy (Ku & Lohr, 2003). In a peer group, if the students 355 feel the fear of being rejected or simply that they are not good enough, the spontaneous participation could be hampered, and therefore the learning outcome can be them won’t be equal to others. Since a considerable portion of the online higher education clientele is professional and midcareer individual, therefore, the need of the education is much more market driven. In the developing countries, in many cases, the online degree doesn't add values to the career since the market has less credibility on the online education (Moe, & Chubb, 2009). So the stakeholders who are part of those communities are less interested in participating and accessing the online resources. The reasons for inequality in higher education are not a simple single barrelled problem but an integrated ensemble of many co-factors. In order to address the global inequality, it is necessary to understand all contextual challenges and the root causes in diverse reality settings. Recommendations: Higher education is not compulsory nor be treated as a process of lifelong learning in developing countries. Online higher education remains in a luxury for most of the people who are living under the poverty line. Luyt (2013) argued that political instability, poor living condition and wide socioeconomic gap makes difficult for an adult to receive the quality education at any age. In spite of experiencing challenges, here in this part, some of the recommendations are given which may reduce the inequality in online learning. To mitigate the cross-cultural inequalities and imbalances, Goodfellow, et al. (2001) proposed the concept of ‘third space’ and ‘third culture’ which refers to create a website to facilitate a crosscultural communication and develop individual identities of the students free from domination. Side by side, instructor of online education need to be trained up to build awareness of this cultural gap and show respect toward all of the students’ cultures regardless their economic or social status. Damary, Markova, & Pryadilina (2017) stated that instructors have to acquire new skills and competencies in how to motivate, support and counsel students with in their multicultural online education. Students, instructor and administrators are not well trained for online higher education. That’s why; students from developing countries need to get the primary training on computer technology and internet services facilities before participating in online higher education. Hogan (2011) 356 suggested that students from developing countries should get computer based knowledge on how to navigate learning management system, set up email and Twitter and how to access Youtube. Instructors and administrators also need to be trained up for conducting a successful online higher education. For improving students’ results on their academic task, a unique strategy can be introduced where student will practice culturally inclusive assignments. Students from both privileged and disadvantaged cultures can be participated acknowledging and sharing their indigenous cultures where students will practices multi-cultural experiences and learning. Luyt (2013) argued that ‘online courses can transform learning through self-reflection, critical thinking, and consciousness-raising when subaltern voices and self-directed pedagogies are valued and used in dialogue.’ Online course materials need to be developed in this way that can facilitate the non-native English speakers for improving their academic performances. Course contents and materials also need to be designed in this way that helps the non-native English speaker student to perform well in their assignments. Goodfellow, et al. (2001) argued that the materials are needed to be designed not only just for focusing the non-native or native English speaker but also supporting learners in planning and writing their assignments. Political entities of both national and international level need to keep focus on technological improvement for promoting online higher education in developing countries. Sufficient funding needs to be allocated in technological improvement for higher education. Side by side the corruption in funding needs to be strictly congested by the Government. Khan et al. (2012) stated that corruption is a strong barrier to implement ICT in education in Bangladesh. Side by side, for reducing the technological excessive expenses locally created computer software can be introduced. Conclusion: Online higher education is enhancing the opportunity for students from both developed and developing countries for receiving education with similar curriculum and educational system. This study set out to critically examine the way in which online higher education has been creating unequal provisions for developing countries. This study has shown that online educational system and curriculum has been designed in this way which might create imbalance power authority by 357 giving priority on developed or industrialised countries. The online courses have been designed in this way where labour market economy has been main concern. This study also revealed that many of the students from developing countries have chosen online learning courses with this intention of just for getting international certificate which would help them to get an international job. The result of this finding indicates that the authority of online higher education institution might have the obligation to offer courses considering the market demand. The investigation of challenges in online higher education has revealed many of the students from developing countries acknowledged cultural, linguistic and technological problems. Students from developing countries have faced cross-cultural challenges where their indigenous knowledge and cultures remain ignored by the course leaders or peers. This finding has indicated that this cultural barrier might create negative impact on their motivation for online education. On the other hand, some of the students from developing countries also have the voice that they are fortunate to get the opportunity to know peers from other cultures crossing the country border. One of the more significant finding has emerged in this study that students of non-native countries have faced linguistic barriers. They expressed their opinion that it could make a negative impact on their result and student of native speakers might get the advantage of receiving high marks in the exam. The study has also revealed the challenges regarding with the technological issue, students from developing countries have been lagging behind because of the lacking of advanced level technological equipment and internet service. The evidences of this study indicated that there is inequality in online higher education where developed countries get more advantage than the developing countries. References: Barraclough, L., & McMahon, M. R. (2013). 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Globalisation and higher education analysis. International Review of Education, 49(3), 269-291. development: A critical Zheng, Y., & Stahl, B. C. (2011). Technology, capabilities and critical perspectives: what can critical theory contribute to Sen’s capability approach?. Ethics and Information Technology, 13(2), 69-80. 360 Detección y prevención del plagio en educación superior L. Monsalve Lorente(1) (1) Avda. Blasco Ibáñez, 30. Departamento de Didáctica y Organización Escolar Universitat de València 46010 Valencia. 963983715 1. Introducción – La detección y prevención del plagio en educación superior surge de la necesidad de luchar frente a un fenómeno que según confirman estudios realizados en el marco del Espacio Europeo de Educación Superior va en aumento gracias a las nuevas tecnologías en forma de internet. Hoy en día el acceso a documentos electrónicos por parte de los estudiantes fomenta la mala costumbre del Copy&Paste, es decir, copiar y pegar contenidos sin identificar el origen real de las fuentes utilizadas [1]. En este trabajo se intenta constatar si esta práctica está normalizada entre los estudiantes universitarios o por el contrario no se abusa del plagio. ¿Pero realmente conocemos que % de los estudiantes hacen uso del plagio? A partir de un exhaustivo análisis de la literatura existente, en el que se recopilaron las principales causas descriptas, Park (2003) en Sureda (2009) añadió a las ya señaladas por Dordoy cinco nuevas atribuciones, la primera de las cuales es que se copia porque algunos estudiantes perciben esos «atajos» como una demostración inteligente y aceptable; es decir: copian porque han interiorizado unos falsos valores. Una segunda causa está en entender el plagio como un desafı́o, una forma de enfrentarse a la autoridad. La desmotivación, el creer que la demanda del profesor es irrelevante o que no lo valora adecuadamente es la tercera causa que Park señala en su análisis. La cuarta está en el convencimiento de algunos alumnos de que lo que hacen no es malo. Finalmente, los resultados de Park apuntan a la ausencia, total o parcial, de mecanismos de disuasión: se copia porque el alumnado, al comparar los riesgos y los beneficios de plagiar, considera los segundos muy por encima de los primeros [2]. Otro aspecto a destacar es el concepto de ciber-plagio académico, la irrupción de las tecnologías de la información y la comunicación (TIC) ha provocado o facilitado importantes cambios que no pueden valorarse de forma positiva. Es el caso del llamado ciber-plagio académico [3]. Siguiendo a estos autores, Comas y Sureda (2007) internet y sus peculiaridades ha modificado la manera en que se accede, consulta y emplea la información en el ámbito educativo y académico. El WWW se ha convertido en fuente de referencia primordial para la documentación académica por quienes forman parte de cualquier proceso de enseñanza-aprendizaje. La gran cantidad de recursos, materiales, artículos, multimedia, libros, revistas especializadas, bases de datos, portales temáticos, etc. Accesibles a través de internet, la facilidad y comodidad de acceso a los mismos y la gratuidad de la mayor parte de ellos son sin duda factores de gran ayuda para cualquiera que desee consultar información con finalidades académicas y, en cierta manera, no se concibe hoy en día un trabajo académico, el planteamiento de una investigación, la ampliación de contenidos de una asignatura, el trabajo en un aula, etc. Sin contar con la ayuda de internet como elemento de consulta [3]. Seguimos con Comas y Sureda (2007) cuando afirman que el plagio en el ámbito académico parece haber existido siempre. Ahora bien, la mayor parte de estudios y análisis que sobre el tema se han hecho señalan que el aumento exponencial de penetración de internet; la mayor facilidad de acceso a los contenidos digitales en general y los albergados en la Red en particular, han provocado un auge en las prácticas de plagio entre el alumnado univeristario [3] [4]. Según Balbuena (2003) citado en Soto (2012) el delito de plagio atenta directamente contra los derechos de autor de una obra en particular, ya que toda obra debe poder ser distinguida de otras similares. Al cometer plagio se daña tanto los derechos morales del autor sobre su obra, ya que no se le está dando su debida acreditación y paternidad sobre la misma, y también los derechos patrimoniales o de explotación, debido a que se introduce en el mercado otra obra que copia en gran parte a la primera haciendo que ambas compitan entre sí [5] [6]. 361 Por todo esto, vemos la necesidad de estandarizar el uso de los programas anti-plagio que cada Universidad pone a disposición de los profesores e investigadores. A su vez, existen numerosos programas disponibles en la red de manera gratuita. En este trabajo nos vamos a centrar en el análisis realizado a través de dos programas Urkund y Turnintin. El objetivo principal de este trabajo es analizar, a través de un estudio de casos, si el plagio se ha normalizado entre las prácticas de los estudiantes del Grado de Pedagogía de la Universidad de Valencia. Para conseguir los objetivos hemos tomado como muestra a un grupo de 62 estudiantes del Grado de Pedagogía de la Universidad de Valencia durante el curso 2016/2017. El programa anti plagio utilizado ha sido el URKUND, utilizado por la Universidad de Valencia. Se han analizado 108 trabajos. 54 correspondientes a un resumen-crítica de un libro de la asignatura y 54 unidades didácticas que los alumnos han ido elaborando a lo largo del segundo cuatrimestre. Con el objetivo de conocer la eficacia del URKUND, los trabajos que han obtenido un % de plagio significativo se han enviado al programa TURNITIN. Son ya muchas universidades españolas que se suman a la utilización del programa anti-plagio URKUND, entre ellas está la Universidad de Valencia. Además, el pasado 21 de diciembre se publicó que el consorcio de casi la totalidad de las universidades catalanas (UB, UAB, URV, UdG, UdL, UPC, UOC) ha adquirido este programa de software. URKUND ofrece un sistema totalmente automático para gestionar posibles plagios. El sistema puede utilizarse de varias maneras, por ejemplo, desde el Moodle o enviando los trabajos por email. Para ello el profesor deberá contactar con los servicios informáticos de la universidad. Éstos le crearán una cuenta de usuario y un email al que enviarán los trabajos. Automáticamente los informes llegan al email del profesor. URKUND no juzga si se ha plagiado o no, simplemente da el % de texto que se ha encontrado en otras fuentes, y asimismo enumerándolas. No necesita instalar ningún software y no utiliza interfaces complicadas. Esto significa que es muy fácil de usar [7]. Figura1: informe urkund Fuente: elaboración propia extraído de Urkund (2017) La diferencia con TURNITIN es que URKUND no necesita cargar el trabajo en ninguna herramienta y la carga y comprobación de cada documento conlleva un gran esfuerzo sumado al elevado volumen de corrección de los trabajos hace que muchos profesores desistan en su utilización. En muchas ocasiones los profesores tienen que priorizar otros asuntos, lo que complica la posibilidad de detectar casos de plagio. En algunos casos el plagio es fácil de detectar. Principalmente consiste en un estudiante que copia textualmente fuentes que los profesores conocen. Frecuentemente, el texto suele ser suficiente para 362 describir la trampa. Pero encontrar la fuente es el mayor reto. Casi siempre se requiere el texto original para demostrar que un fragmento de texto se ha plagiado. Las fuentes plagiadas se pueden clasificar en tres áreas: Internet, material publicado y material de otros estudiantes. Es muy difícil encontrar las fuentes sin ayuda [7]. URKUND también presenta un efecto preventivo, es decir, las que evitan que tenga lugar. Implementar un sistema como URKUND envía un claro mensaje de que el plagio es inaceptable y que se toman las medidas adecuadas para solucionar el problema. Hacer que los estudiantes envíen sus trabajos mediante el sistema también ayuda a reforzar su efecto preventivo. En lugar que el profesor mande todos los trabajos en una carpeta Zip a su email de URKUND, es muy aconsejable dar directamente este email a los alumnos para que lo manden ellos directamente. El email lo genera el equipo de informática de la universidad y suele ser el usuario que asignen seguido de @analysis.urkund.com y automáticamente se recibe mensaje al correo del profesor con el informe [7]. 3. Resultados y Discusión – El programa anti-plagio se ha pasado dentro de la asignatura “Investigación, desarrollo e innovación del currículum” del grado en pedagogía, tercer curso, curso 2016/2017, segundo cuatrimestre. De un total de 62 matriculados, la muestra ha sido de 57 estudiantes, 48 mujeres y 6 varones. Las tareas analizadas han sido dos: 1) resumen-análisis de un libro que han elegido los estudiantes de la bibliografía propuesta (54 trabajos) 2) Unidad didáctica (54 trabajos) El plagio se ha analizado de tres fuentes: 1) Internet 2) Material publicado 3) Otros alumnos 4) Sitios web para copiar Tabla 1. Número de trabajos con % de plagio UNIDAD DIDÁCTICA RESUMEN/ ANÁLISIS 0% 16 1-5% 13 6-10% 12 11-20% 5 21-30% 2 31-40% 1 31 12 2 2 2 1 41-50% + 50% 5 4 Las dos tareas han sido analizadas por el programa anti-plagio URKUND aportando los siguientes resultados: De las dos actividades ha habido mayor plagio en la tarea de unidad didáctica que en resumen/análisis. Desglosando la unidad didáctica un 19% no han utilizado el Copy&Paste. Después de la corrección de los trabajos se constata que todo lo incluido tiene todo bien referenciado. 13 trabajos tienen entre un 1 y 5% de plagio. Tras el análisis de los mismos constatamos que es debido al apartado de legislación, pero no todos los alumnos lo han puesto en referencias bibliográficas. Lo mismo ocurre con los 12 trabajos que presentan entre un 6 y 10%. En 5 trabajos encontramos entre un 11 y 20%. Aquí ya se puede observar que han copiado no solo legislación sino algún apartado como objetivos, competencias, etc. 2 trabajos tienen entre un 21 y 30% y 1 entre un 31 y 40 %. Estos trabajos ya presentan mayores problemas ya que incluso han copiado algunas actividades que tenían que desarrollar en la Unidad Didáctica. Por último 5 trabajos presentan más del 50% de plagio en sus trabajos. El trabajo que mayor plagio presenta ha sido de un 88%. Los datos extraídos han sido muy significativos para la calificación y evaluación de los mismos. A mayor % de plagio mayor penalización en la nota. Hasta un 10% el plagio detectado no ha afectado a la nota ya que examinando cada uno de los trabajos se ha podido comprobar que ha sido al incluir legislación educativa y las competencias del currículum. A partir del 11% la nota ha ido bajando conforme aumentaba el % de plagio. Cada una de las tareas tiene un valor de 2 puntos. Se ha establecido el umbral en 30% como trabajo no admisible si se pasa. Ha habido un trabajo que han presentado entre el 31 y 40% que tras comprobar que la mayoría ha sido por incluir bibliografía se ha aprobado, pero reduciendo la calificación notablemente. El mayor problema lo han presentado 5 trabajos con más del 50% de plagio. Éstos han tenido la calificación de suspenso. Esta herramienta ha sido muy útil ya que 4 de los 5 alumnos fueron a la revisión ya que no estaban de acuerdo con la nota. En ella se les mostró el informe anti-plagio que fue muy 363 esclarecedor ya que aporta en todo momento la página web de donde se ha extraído la información. Por lo que las revisiones no tuvieron mayor dificultad con el resultado que los alumnos tienen que ir a la segunda convocatoria. En cuanto a la tarea resumen/análisis del libro elegido por los alumnos los resultados han sido sorprendentes ya que las directrices fueron muy claras, había que leerse el libro, hacer un resumen y análisis crítico del mismo. Este tipo de tareas se utiliza con la finalidad de conseguir unas competencias de síntesis, autonomía y pensamiento crítico. 27 de los estudiantes han plagiado desde un 3 hasta un 87%. El sistema de calificación ha sido el mismo que la anterior tarea y coinciden los alumnos que han obtenido un % de plagio en ambas tareas. Tabla 2. Fuentes de plagio Internet Material publicado Otros alumnos Sitios web % trabajos que han copiado de esas fuentes 85% 5% 8% 2% La mayor fuente donde se ha acudido para buscar información para realizar los dos trabajos ha sido internet. Han salido multitud de páginas web. Desde páginas de legislación educativa, LOMCE, Reales Decretos, Decretos, etc. a otras unidades didácticas colgadas en internet. Lo que llama la atención los sitios web (4º lugar de la tabla) que en este caso han sido páginas dónde están colgados resúmenes de libros. Los informes no sólo nos han dado un % de plagio, sino mayor conocimiento de las páginas por donde se mueven los alumnos para hacer los trabajos. Los resultados han sido sorprendentes ya que partimos de la premisa que la mayoría de los alumnos abusan del uso del Copy&Paste. En este caso podemos comprobar no ha sido así. Los datos obtenidos tras el análisis de los trabajos nos dicen que, de un total de 108 trabajos analizados, sólo 6 trabajos han presentado un % de plagio muy significativo. En cuanto al programa anti-plagio TURNITIN se han pasado 20 trabajos para poder comparar los informes finales. Se constata que en todos los casos TURNITIN da un % más alto de plagio que URKUND. Analizando estos datos comprobamos que este programa permite excluir algunas fuentes como, por ejemplo, citado en la universidad. En TURNITIN los títulos, índice, algunas palabras que ya se han incluído en otros trabajos da plagio. Por tanto, manualmente hay que ir excluyéndolo. También tiene la opción de excluir menos del 1% ya que no se considera significativo, ya que como hemos indicado puede deberse a simplemente una palabra. Así pues, tras excluir algunas fuentes los resultados son parecidos. 4. Conclusiones - Tras el análisis de los resultados consideramos muy importante explicar el uso del Copy&Paste y sus consecuencias en nuestras clases. Los docentes debemos potenciar la cultura del esfuerzo y saber hacer buen uso de los recursos en internet. Estamos inundados por tal cantidad de información que es muy fácil hacer uso de ella sin citar la fuente. Trabajando esto en el día a día podremos reducir la alta tasa de plagio de los estudiantes. Desde la asignatura de “Investigación, desarrollo e innovación del currículum, objeto de estudio en este trabajo, se ha utilizado una metodología que potencia el trabajo autónomo del estudiante y que les impulsa a redactar trabajos de propia autoría, utilizando diferentes fuentes y referenciándolas siempre. Desde el primer día se ha incidido en esto. Pensamos que también ha ayudado que a lo largo de las sesiones se ha trabajo sobre todo la tarea de la Unidad Didáctica. Se han aprovechado las prácticas para ir explicando y trabajando las diferentes partes de la unidad didáctica. Pensamos que el éxito del no abuso en exceso del copy&paste en esta tarea, ha sido que los alumnos tenían que ir desarrollando cada uno de los apartados en clase, en el momento y sin consultar fuentes de internet. El dejar espacio en clase para explicar las partes del trabajo y dar lugar a que los estudiantes lo desarrollen pensamos que ha sido positivo en los resultados del control anti-plagio. La docente durante las sesiones ha ido revisando cada una de las unidades didácticas permitiendo el avance los alumnos en la misma. Concluimos, por tanto, que la metodología utilizada por la docente de dedicar sesiones para realizar los trabajos ha favorecido que los estudiantes no hayan abusado del copiado sin citar la fuente y a al hacer una revisión tan detallada ha permitido que los alumnos lleven al día la tarea y no se les acumule para el final. Uno de los mayores problemas que nos encontramos es este, precisamente si no llevan los trabajos al día, 364 llega el momento de casi la entrega y las prisas suelen ir acompañadas del “copy&paste”. Por tanto, es fundamental explicar al inicio de las clases qué es el plagio, como se detecta y ayudarles a que busquen herramientas para no caer en él. En cuanto a la comparación de los dos programas anti-plagio podemos afirmar que encontramos más fácil de usar URKUND ya que simplemente enviándolo al email que nos asignan como usuarios nos envían el informe a nuestro email de la universidad. Es muy importante simplificar en estos casos, ya que cuando nos encontramos corrigiendo los trabajos también están los exámenes, prácticas, etc. Si se encuentra una herramienta difícil no se utilizará. Con este estudio pretendemos establecer un punto de partida en el análisis de los programas anti-plagio en la universidad y como futura línea de investigación establecemos hacer un estudio inter-profesorado, con más muestra, con diferentes metodologías docentes para poder comparar distintas variables con la finalidad siempre de mejorar nuestra práctica docente. 5. Referencias [1] C. Heine. J.M. Martín, Estrategias para prevenir y detectar el plagio académico en Humanidades. Universidad de Granada., 2, (2013) p. 1168-1179. [2] J. Surda. R. Comas. M. Morey, Las causas del plagio académico entre el alumnado universitario según el profesorado. Revista Iberoamericana de Educación. 50 (2009) p. 197-220. [3] R. Comas. J. Sureda, Ciber-Plagio Académico. Una aproximación al estado de los conocimientos, Revista TEXTOS de l CiberSociedd, 10 (2007). [4] R. Comas. Urbina, The “Copy and Paste” Generation: Plagiarism Amongst Students, a Review of Existing Literatura. International Jorunal of learning. 12 (2005) [5] A. Soto, El plagio y su impacto a nivel académico y profesional. E-Ciencias de la Información Revista electrónica semestral., 2, (2012). [6] P. Balbuena, El plagio como ilícito legal. Revista Ventala Legal., (2003) [7]. Urkund, consultado el 8 de junio de 2017 disponible en http://www.urkund.com/es/sobre-urkund/965plagiarism CV científico Laura Monsalve Lorente es Licenciada en Pedagogía y Doctora en Educación por la Universitad de Valencia. Profesora en el Departamento de Didáctica y Organización Escolar de la Universitat de València. Es miembro de la Unidad de Investigación en Política de la educación de la Universidad de Valencia. Ha participado en varios proyectos de investigación de la Universidad de Almería y la Università del Salento (Italia). Ha realizado estancias de investigación en la Universidad de California, School of education (Exeter, UK), en la Università del Salento (Italia), en Örebro Universitet (Suecia), en la Universidad de Verona (Italia) y en la Universidad de Almería. Imparte docencia en los grados de Pedagogía y Magisterio de la Universitat de València. Sus ámbitos de investigación son la didáctica y organización escolar así como estudios políticos y comparados de la educación. 365 Learning language in an active way K. O’Hara (1), L. Silva (1,2), S. Duarte (1,3)& R. Brás (1,4) (1) Sports Science Department, Universidade Beira Interior, Portugal +351917733487, ohara@ubi.pt (2) email L.Silva (3) email Salomé (4) Research Centre in Sports Sciences, Health Sciences and Human Development, Portugal e, rmmb@ubi.pt 1. Introduction A key element of the Europe H2020 growth strategy is to develop education, culture, inclusion and citizenship, considered the pillars of the European society. The need for a more inclusive, competitive, cohesive and intelligent Europe in a changing and globalize world, implies new learning approaches in order to develop 21st century skills (OECD 2012, 2007), where learners must have “adaptive expertise” or “adaptive competence”. To accomplish this, citizens need to learn how to generate, process and sort complex information; to think systematically and critically; to make decisions by weighing different forms of evidence; to ask meaningful questions about different subjects; to be adaptable and flexible to new information; to be creative; and to be able to identify and solve real-world problems as also develop social skills that allowed conscious citizenship. According to the World Health Organization, one fifth of children are overweight due to children life style not achieving the proposed goals of 60 min of moderate / vigorous intensity daily physical activity (PA) .Classroom inactivity is evident: from about eight hours at school, six are passed in the classroom, sitting in static and often uncomfortable positions (Donnelly,2011), leading to fatigue and risk factors such as back pain. Geldhof, De Clercq, Bourdeaudhuij & Cardon (2007) indicated that in a 1st cycle class, a traditional school pupils spend on average 97% of the time seated in positions of bad posture. Authors show that that during the school year the children spent more than 25% of the time, with the trunk flexed at 45° and almost half the time with the neck folded.Neck flexion is known to increase the load of the cervical vertebral column later in adulthood According to Keeley (2009), cognitive performance is mainly related to psychophysiological changes in brain function, while academic performance is associated not only with cognitive performance, but also with family context and environment, social and with quantity and quality of teachers. Vigorous PA results in better academic performance and is positively associated with school grades (Coe, 2006). Kwak (2009) and Ericsson (2008) observed that increasing the frequency of Physical Education per week (that is, from one day to two days per week) had a positive effect on school performance and positive effect on attention. Several authors suggest that PA has a clear influence on cognitive development, namely concentration, working memory, inhibition and classroom behavior, aspects that are the basis for school success, (Tomporowski,2003; Kamijo et al., 2012). On the other hand, some studies have also shown contradictory evidence on the link between PA and cognition (Keeley, 2014). Taras (2005) argues that children who participate in physical activities that promote cooperation, sharing and compliance, transfer these principles to the classroom context. In this way, we can conclude that PA in school presents itself to improve academic performance, health issues, behavioral and psychosocial aspects. For Esteban-Cornejo et al. (2015), Trudeau & Shephard (2008) and Rasberry et al. (2011), academic performance can be worked out in the classroom, in Physical Education and even in extracurricular activities, physical education in schools has a positive effect on academic performance. There is a great deal of research suggesting that PA can have positive benefits on reading performance and math skills, increasing task time, classroom behavior, and improving concentration levels 366 In a review of nine studies on PA and academic performance, Kibbe et al. (2011) reported that eight studies found positive associations between activity and indicators of cognitive abilities and attitudes, academic behavior, and academic performance in the classroom. Beside that, none of the studies found negative associations. A study applied in 24 US primary schools involved 90 minutes/week of moderate to vigorous intensity of physically active lessons in which academic performance was considered a secondary outcome. At the end of the study, the 117 children who received the intervention had higher academic scores than the 86 school children in the control group in reading, spelling and mathematics (Donnelly & Lambourne, 20011). Reinforcing this trend, the California Department of Education (2005) evaluated more than one million classifications of children in a physical fitness test that measured aerobic capacity, body composition, strength and flexibility, and the California Standards Test, which provides indexes of language and mathematics. Also in this study, the results of PA were strongly correlated positively with academic performance, with girls showing a stronger relationship than boys. Mavilidi, Okely, Chandler,Cliff & Paas (2015) investigated the potential benefits of learning a new language (Italian), with movements of body parts (gestures) and rigorous exercise movements using School is a privileged context for the promotion of the Physical Activity. The beneficial relations between the practice of the exercise and the school performance are well known. However there limited that focus the use of PA to develop mother langue’s, and none for Portuguese. The aim is to implement a program of physical activity in the classroom context aiming to improve mother langue’s, Portuguese, and at same time be active. 2. Experimental During 5 weeks, 65 pupils with ages between 8 and 12 years (9,48 ±0,66) were randomized divided in two groups (group of control, GC, and the experimental group, GE). The assessment of knowledge acquired Portuguese was accomplished through written tests and the physical activity was monitored through devices PAM (physical ativity monitor, model AM 300). The protocol was approved by the University of Beira Interior Research Ethics Boards and the Portuguese Government Educational Ministry. Parents were informed and gave their permission for the student’s participation. 2.1 Measuring Physical Activity Accelerometers to evaluate the amount of physical activity are comum used to access PA. The PAM accelerometer measures human energy expenditure by tracing in all three directions of body movements. PAM has a 3D accelerometer, wireless connection, memory for two months of minutes and information on punctuation and zone. The device is worn on the waist and will recognize the difference between walking and running (Verwey, et al 2014). Both groups were informed that during that period and at school hours, from 9:00 am to 4:00 pm, they used a device that was used to monitor their PA. 2.2 Assessment of Portuguese Knowledge A Pré and Post evaluation was made. The knowledge tests have based in the National test proposed by the Portuguese Ministry of Education to the 4th year of schooling. Portuguese grammatical knowledge was verified, with questions of transversal approach to the several years of schooling, as singular / plural, classification of words, (as for accentuation, number of syllables and morphologically), spelling and degrees of adjectives. 2.3. Game /Exercise Design Exercise were created by integrating PA with Portuguese language contents, taking in consideration the students motivation and team group situations. Situations were developed considering the 21st century skills / key competences frameworks (Binkley et al., 2012; Häkkinen et al., 2017), based on the corresponding reference framework for European Key Competencies for lifelong learning (European Parliament and the Council of the European Union, 2006). This framework consists of ten skills that have been categorized into four groupings as follows: a) Ways of thinking: 1) Creativity and innovation; 2) Critical thinking, problem solving, and decision making; and 3) Learning to learn and metacognition; b) Ways of working: 4) Communication and 5) Collaboration (teamwork);c) Tools for working: 6) Information literacy and 7) ICT literacy and d) Living in the world: 8) Citizenship – local and global; 9) Life and career; and 10) Personal and social responsibility, including cultural awareness and competence. 367 The representativeness of a practice environment in sport and PA refers: (1) to its resemblance to an actual performance situation (ecological) (Dicks, Davids, & Araujo, 2008) and (2), to the possibility of transfer of decision making processes / feelings / options / learning from those situations to the contexts of everyday life (Pinder, Davids, Renshaw, & Araujo, 2011). To be able to define the notion of representativeness of and the transfer between such diverse fields, like PA, a common concept has to be introduced - the concept of perceived action opportunities or affordances (Rietveld & Kiverstein, 2014). Activities are based on perceived action possibilities in specially-designed experiential learning environments (Hristovski, Balague & Vazquez, 2014), and acting upon them, we will be able to transfer the concept of representativeness to many action domains of each learner’s behaviour 2.4 Statistical methods A descriptive statistic, Shapiro-Wilk test for testing for normality and Mann-Whitney test were used. The data were analyzed using the software Statistical Package for the Social Sciences (SPSS 19 for Windows). 3. Results and Discussion Comparing the “GlobalPortuPré” variable, there were no significant differences between groups (p=0.984). As in the variable "GlobalPortuPost” later, no significant differences were also identified (p=0.361). In this way, both groups were at the same level of knowledge. According Mavilidi et al. (2015) the potential benefits of learning from a new language (Italian) through PA in higher. They used an experimental group (intervention through FA) and a control group (without PA intervention). Also, these authors concluded that all students learned new words, the most positive learning benefits were nevertheless found in the experimental group who learned through physical exercise. Regarding the Portuguese test, the contents evaluated in the test included materials already worked in the 2nd and 3rd year of schooling in the Portuguese test a uniformity was noticed Knowledge between groups. However, when analysing the evaluation test, in questions numbers "Tpor_P9_ pré, Tpor_P9_ pré; Tpor_P10_ pré, Tpor_P10_ pré; Tpor_P11_ pré, Tpor_P11_ pré the Gc, we found that they present significant differences respectively p = 0.013; P = 0.015 and p = 0.025. In Ge, only differences in the "Tpor_P3_pré , Tpor_P3_post" variable are observed for a p = 0.044. Regarding the evaluation of physical activity in the classroom, a Mann-Whitney test were used and no significant differences between groups in the PA during and after test. However, when we compared the groups after the intervention, we observed that there are significant differences (p =, 000) regarding the amount of physical activity that each child performs. This situation was observable and is in line with the hypothesis raised at the beginning of the study, which reported that the AF in the classroom context allows to increase the levels of AF of the child. To Donnelly & Lambourn, (2011), PA in classroom context, can be an important strategy to be active since, in general, students spend most of their time sitting. If PA integrated in classroom we will have very positive results in the physical fitness of the students (Vale, Santos, Miranda, Silva & Mota, 2011). In an Australian pre-school children (3-5 years old), were divided in three experimental groups and a control group. The children had to learn, in 4 weeks, 14 words in Italian. The results showed that although all students learned new words, the most positive benefits of learning were found in the experimental group, which they learned through physical exercise or gestures. The authors concluded that physical exercise had greater effects when integrated into the learning task, rather than separate. When analyse – number of Hours being active pré and post interventions (Ha_pré- Ha_post variables), there were significant differences in the levels of PA before and after the intervention in both groups. These differences are, however, in opposite directions, the Gc comes from 10.1% to 7.8% and the Ge from 9.3% to 17.6%. The intervention allowed the children of the Ge to increase the PA by 10%, removing them from the inactivity that is registered in a traditional classroom, fighting the sedentary lifestyle and chronic illnesses such as obesity or diabetes. The data obtained allow us to conclude that this type of intervention presents itself as a plausible strategy to counteract sedentary lifestyle that according to the WHO presents itself as a public health epidemic. The results of our study are in agreement with Lagarde & LeBlanc. (2010) who say that schools have been identified as the ideal context for Promote healthy lifestyle behaviors, seeking to increase PA, decrease excess weight, develop eating habits and healthy lifestyles. When comparing PA with gender, significance difference was found (boys: Gcp=0.004; Ge p=0.000; girls: Gc p=0.12 and Ge p=0.001). In general girls are less active than boys and that their levels of PA are lower 368 is thus contradicted. The introduction of PA in the classroom context is an excellent strategy for girls to be active and combat school inactivity and consequently obesity and other diseases aggravated by children's inactivity. Erfle & Gamble (2015) analysed the effect of increasing PA to regulate and reduce childhood obesity. 30 days of Physical Education were implemented during one school year to the experimental group besides the control group followed their normal non-daily EF programming. The intervention demonstrated significant improvements in the students' physical fitness. Ahamed et al. (2007) conducted a 16-month study in 8 schools (6 intervention and 2 control). Their goal was to increase students' PA 10 minutes / day in different settings (school, home ...). The results were based on the measurement of the amount of leisure PA (evaluated on 7 days of self-report, 5 times throughout the intervention), and school performance, (assessed by the Canadian performance test - CAT-3). There was no difference in leisure PA between the intervention group and the control group, and school performance did not change with the increase in PA in 10 minutes daily. They concluded that the additional 10 minutes of PA were not sufficient to improve school performance. The authors observed that dedicating this time to daily PA did not compromise children's academic performance. In line with this, in 2005 the California Department of Education evaluated more than one million classifications of children in a physical fitness test that measured aerobic capacity, body composition, strength and flexibility, and the California Standards Test, which provides indexes Of language arts and mathematics. Also in this study the results of PA were strongly correlated positively with the academic performance, with the girls evidencing a stronger relationship than the boys (Tomporowski, Catherine, Miller & Naglieri, 2007). 4. Conclusions Considering the results about knowledge contents, our findings are in agreement with literatures (Dumont & Istance,2010; Howard-Jone et al., 2011; Huebner, Drane & Valois, 2010; OECD, 2007; Spires , 2008) were learning can be optimized if students a) were involved in real life and meaningful problem-based activities, b) if is based on situated practice, c) extended engagement of self as an extension of an identity to which the player is committee, d) participate in practical situations (games) that operates at a player’s “outer regime of competence” e) are challenging and f) participate in a cooperative team work. Our results suggest that the exposure to new content, new ways of presenting knowledge, context and real situations of interest (Dumont & Istance, 2010), special is this kind of population. Create motivation and engagement in the learning process is crucial for its exit (Yazzie-Mintz, 2007). 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Center for Evaluation and Education Policy, Indiana University. 371 En base a una visión formativa de futuro en las ingenierías A. Guerra (1), L. Sánchez (2), A. Holguera (3) (1) Alicia Guerra Guerra 927-257238 aguerra@unex.es (2) Lyda Sánchez de Gómez 927-257982 lydasan@unex.es (3) Almudena Holguera Palacios 616140888 almholguera@gmail.com 1. Introducción – Se está reclamando una nueva visión de Universidad. Entre los fundamentos de esta afirmación, destacamos los hechos siguientes: -Una sociedad en plena transformación que ya exige unas organizaciones gestionadas de forma más transparente y ética. -Los requerimientos por parte de organismos, pronunciamientos y foros internacionales de prestigio de una Universidad alternativa más actual, amplia e integradora cuya misión sea favorecer el desarrollo permanente de sus alumnos y egresados como ciudadanos globales y responsables. -Recientes informes que emanan de reputados encuentros y estudios que, en los inicios de esta Cuarta Revolución Industrial, prevén la necesidad por parte de las organizaciones de (a) una formación en valores –será la revolución de los valores- que coloque el crecimiento económico al servicio de la persona, (b) acompañada, mucho más que en el actual EEES, del desarrollo de capacidades y habilidades nuevas y rápidamente cambiantes de tipo social tales como la inteligencia emocional, la persuasión, la colaboración o la coordinación –soft skills- que permitan al profesional seguir contando con ofertas de trabajo de forma sostenida en el tiempo [1, 2]. Esto provocará la demanda por parte de las organizaciones –empresas incluidas- de nuevos perfiles profesionales, rápidamente cambiantes, ahora o recientemente inexistentes. Por parte del empleado, cada vez trabajará más con objetivos de desarrollo personal aplicados a los proyectos realizados en su trabajo. ¿Y el rol de los centros educativos? La única opción posible será la de practicar una formación muy de corte transversal alineada con este conjunto de necesidades que irán surgiendo en las organizaciones. Anticipando este escenario social y laboral, diseñamos e implementamos una dinámica formativa, con la intención de que se integre en el plan docente, con un doble objetivo: lograr la sensibilización real del alumno de los Grados en Ingeniería Informática de la Escuela Politécnica (UEX) relacionada con su competencia transversal más vinculada a la práctica de valores cívicos (Preocupación por el desarrollo humano y compromiso social, Nivel 1), al tiempo que hacerlo desarrollando un conjunto de habilidades sociales orientadas a que estos inminentes profesionales continúen siendo competitivos en los futuros mercados laborales: entre otras, el pensamiento crítico y socioambiental, creatividad, gestión de personas, colaboración y coordinación, inteligencia emocional, orientación a servicios, negociación y flexibilidad cognitiva [3]. Todo ello en un contexto educativo de ingenieros informáticos. En definitiva, se trata de una actividad de innovación educativa que, además de inculcar al alumno su sentir solidario con los problemas sociales –lo que encierra en sí mismo un valor- por la vía de la proactividad informática ante las deficiencias de la sociedad, intenta mejorar la empleabilidad de estos inminentes profesionales al contribuir a esa formación dinámica y volátil que se espera (Tabla I). A-Educación basada en la ética cívica Tabla I. Objetivos de la acción docente Interiorizar una cultura profesional basada en la ética: visualizar las posibilidades de atender los retos sociales con soluciones informáticas (empowerment). 372 B-Formación fundamentada en el desarrollo intenso de capacidades-habilidades blandas (soft skills) y rápidamente cambiantes Desarrollar no sólo capacidades actuales de gestión de organizaciones, sino aquellas que ya comienzan a exigirse, al tiempo que asimilar la aceleración con la que éstas pueden ir cambiando 2. Metodología – Para esta dinámica de innovación docente escogemos la metodología Design Thinking [4, 5] y los métodos de Creatividad e Innovación social [4] (Imagen 1). Imagen 1. Métodos elegidos para implementar la metodología En relación con ella, seleccionamos para cada una de sus fases las que consideramos las técnicas más eficaces [6] de acuerdo con las características de cada una de ellas (Tabla II). Tabla II. Características de Design Thinking, fases y técnicas elegidas Características Selección de técnicas Fases Técnica Empatía EMPATIZAR MAPA DE ACTORES Trabajo en equipo DEFINIR PERFIL USUARIO Prototipo IDEAR CO-CREACIÓN Lúdico PROTOTIPAR PROTOTIPO EN IMÁGENES Gran contenido visual y plástico: VERIFICAR PROTOTIPADO DE LA EXPERIENCIA una imagen vale más que mil palabras La actividad concreta para ello consistió en grabar un vídeo participativo de los alumnos y profesores de la asignatura (conjuntamente ambos Grados en Ingeniería Informática), y lanzarlo a continuación por redes sociales, concienciador de la necesidad de orientar la enseñanza informática a la solución de retos sociales. El vídeo, de una duración de 3,26 m., consta de dos bloques principales: (A) Formulación de la pregunta “Ingenieros informáticos: ¿¡para qué!?”, a modo de presentación del tema que sigue. (B) Desarrollo del tema: 5 minivídeos consecutivos que abordan cinco ámbitos de actuación de la informática con potencial de atender importantes retos sociales existentes. Se trata de: Informática y (1) Cooperación al desarrollo, y (2) Educación generalizada, y (3) Inclusión social, y (4) Telemedicina, y (5) Protección ambiental. 373 Las escenas se diseñaron a partir de imágenes temáticas localizadas adaptándolas al contexto educativo universitario y al formato vídeo. En ello cooperó decisivamente el Director del Aula de Danza de la Universidad de Extremadura, así como en la edición del vídeo, un voluntario entregado a nuestro proyecto. La labor de grabación y edición resultó no sólo compleja, sino determinante del resultado: una grabación que equilibra el mensaje sensibilizador del impacto social de la informática con la calidad creativa y artística. A continuación, se colgó en YouTube. Su difusión a través de las redes sociales del centro refería el motivo y tema del vídeo, así como el vínculo para su visualización: https://www.youtube.com/watch?v=cvVp5AJnu-c En cuanto a la planificación y organización de la actividad docente (Tabla III), sólo aparentemente rápida, dada su naturaleza, su condición de primera edición de esta experiencia y que los alumnos no disponen de excesivo tiempo, resultó finalmente más laboriosa de lo previsto. Pero la satisfacción por el resultado compensó el esfuerzo. COMPONENTES ACTITUD Tabla III. Elementos de la planificación y organización docente EJECUCIÓN CRITERIOS ELECCIÓN Clave en la iniciativa: motivación Vídeo de sensibilización sobre las intervenciones informáticas en la sociedad y medio ambiente y coloquio posterior con ONG elegida Proceso creativo en sí y con un carácter de innovación social (Imagen 1) Actividad muy relacionada con la generación del alumnado y su titulación. Esto reforzado al lanzar el vídeo por redes sociales Técnicas (Tabla II): Co-creación con el alumnado: envían propuestas de temas concretos y composición (foro virtual) Aparición en los títulos de crédito del vídeo de los nombres de todos los alumnos participantes, asignados a cada uno de los microvídeos en los que participan Efecto divulgador por varias redes sociales, en especial YouTube, además de aparecer los títulos de crédito en inglés para globalizar el impacto de la iniciativa EQUIPO DE TRABAJO Diversidad: enriquece la actividad Núcleo organizador: desde inicio al final Unión de los alumnos de ambos Grados Participación artística del Director del Aula de Danza de la Universidad de Extremadura Participación resto miembros del equipo de trabajo: profesores de la asignatura, alumnos voluntarios de la titulación conocedores de grabación y edición de vídeos Profesores de la asignatura Director del Aula de Danza de la Universidad de Extremadura ONG vinculada a las ingenierías 374 Persona/s conocedoras de actividades similares: guía/n el proceso Que contextualice de forma adecuada el tema Amplio ESPACIO Voluntarios en grabación y edición de vídeos Aula espaciosa del centro Luminoso Paredes libres Inspirador MATERIALES Refuercen el mensaje y su contexto Cámara de vídeo Material informático: portátiles, impresoras, móviles, proyectores, prototipo electrónico, sillas de ruedas, muletas, pañuelos, macetas y otro material vario Material vinculado al tema concreto: escena de retos sociales (proyectada), imágenes del tema, … 3. Resultados y Discusión – Tras la planificación, organización y ejecución de la actividad, confirmamos el éxito alcanzado entre los alumnos –principales destinatarios-, al tiempo que en la misma sociedad a raíz de la visibilidad del mensaje proporcionada por las redes. Finalmente, decidimos aplicar una sintética gestión del conocimiento con vistas a la realización de futuras ediciones de experiencias de objetivo y contenido similares. 4. Conclusiones – A la necesidad de adaptar los objetivos y metodologías docentes, innovadoras por las razones referidas, debe unirse la elección de dinámicas formativas los más idóneas posible para el perfil del alumnado destinatario. Nuestra gratitud para todos aquellos participantes en esta actividad. 5. Referencias [1] WEF, The Future of Jobs. Employment, Skills and Workforce Strategy for the Fourth Industrial Revolution. 46º Foro Económico Mundial de Davos (Worl Economic Forum): Dominando la Cuarta Revolución Industrial. Davos-Klosters (2016). [2] Human Age Institute, Soft Skills 4 Talent. Fundación Human Age Institute (2016). [3] MG, Business & Talent Paper #1. El futuro del Empleo. ManpowerGroup (2016). [4] I. Capdevila, How Can City Labs Enhance the Citizens’ Motivation in Different Types of Innovation Activities? In Aiello, M. y McFarland, D. (Eds.), Social Informatics (pp. 64-71). SocInfo 2014 International Workshops Barcelona, Spain, November 10 (2014). [5] E. Hirshman, Technology: Reshaping economy and educational goals. Educasereview, january/february, 8-9 (2016). [6] García, R., Wert, A., y Zuinq Studio, Design Thinking en español (2016) Descarga 5/11/2016: http://designthinking.es/home/index.php 375 More than one side: Approaching competence-based teaching through digital storytelling Laura V. Fielden Burns , Mercedes Rico Garcia Introduction The creation of the European Higher Education Area (EHEA) has forced educational institutions to reflect on whether universities provide the necessary training to satisfy academic and professional demands, resulting in, among other initiatives, the adoption of competence-based approaches, where students acquire not only theoretical knowledge and specific skills (specific competences), but also master other competences, aptitudes and attributes transferable to a great deal of occupational situations and areas. Among those competences digital skills have become a major issue in a world increasingly more dynamic and interconnected. These ICT concerns have been incorporated into institutional planning and strategies for education in Spain and are present at the curricular level in Spanish universities. Primary education majors specializing in English as a foreign language at the University of Extremadura should acquire certain competences (specific - content based- and transversal, specifically in ICT) in the course English Didactics II that will aid them as future instructors. Some specific competences in the course are: CE69 - Have knowledge of linguistic, psycholinguistic, sociolinguistic and didactic foundations in language learning and are able to evaluate their development as well as communicative competences. CE71 - Plan teaching and assessment, as well as be able to select, conceive of and create teaching strategies, types of activities and class materials. CE70 - Acquire full communicative competence as well as solid linguistic knowledge (Phonology, phonetics, grammar and pragmatics) and socio-cultural aspects of the foreign language that is being taught. These specific competences for foreign language teaching are key to ensuring students understand the theoretical movements and discoveries behind applied linguistics, are able to plan their teaching and evaluate students adequately, as well as utilize English in class communicatively. The course programming for English Didactics II also contemplates transversal competences, in particular, in ICT: CT1.3 - Use new information technology as an intellectual tool and as an essential component for keeping up to date, learning and communicating. and in collaborative learning: CT1.4 - Handle and use social and interpersonal skills in relationships with others as well as work in multidisciplinary groups in cooperative ways. Despite advances in digital competency in the European Union, fostering these skills remain an educational mandate, in particular “being able to use such digital technologies in a critical, collaborative and creative way” which addresses our second transversal competence and cooperative learning (European Commission, 2012, p. 1). 376 Among the media technologies providing opportunities to improve learning through ICT and foster collaborative work in creative ways is group digital storytelling, a dynamic union of narrative and technology which can enhance educational practice. We wanted to experiment with applying DST to the conceptualization and understanding of methodological approaches in foreign language teaching, which is an understudied area for DST. In the following sections we will briefly examine the pertinent literature on digital storytelling, focusing on these in the context of foreign language teaching, and then go on to the distinct phases of the DST project development in the study here, and its results. We will finish with recommendations for future applications for foreign language classes. Digital storytelling: Overview Typically, in digital storytelling students use different digital media, including photos, videos and on-line tools to create a video that tells a story, usually personal or event-related, such as one’s family history. When used in a foreign language setting, DST is often a tool for language skillspecific practice, or as a way to hone other communicative skills, such as narration (Prado, 2014). Finally, DST clearly provides students with the opportunity to develop their digital competence using ICT and media tools -e.g. the Internet, social media platforms, video recording devices. Digital Storytelling is an effective tool for student engagement (Smeda, Dakich, Sharda, 2014; Suwardy, Pan and Seow, 2013, whose effectiveness may lie in the role students have as creator of the learning object (Pascual, 2013). Through DST a series of on-going, in and out-of-class activities are established such as “multimodal composition, critical reflections, regular peer feedback, small and large group discussions, and constant conscious redesigning and redefining of language learning” (Vinogradova, 2014). This active pedagogical approach can engage students in deep and meaningful learning, creating a constructivist (Vygotsky, 1980) environment in which learning is a contextualized process of building knowledge. The process of DST requires multiple stages as the project moves forward, as well as personal implication in terms of solving open questions. When these stages and paces take place in a foreign language, we are developing communicative competences in real-time and within an authentic environment for problem solving. Although traditionally DST is used to tell personal stories, in theory it can be a way to organize and present information on any subject. A handful of studies have applied DST to areas like maths or science, but none so far have used DST with applied linguistics theory. Problem Current pedagogical practice in learning competences require instructors to rethink their classroom content to cover not simply core learning concepts particular to their area of instruction (Specific competences) but also a range of additional skills and attitudes (Transversal competences), where in particular digital competence is often found lacking. The objectives of this study were to design a project that would address the content of the two specific competences noted earlier, on methodological theory and English as a foreign language, in the course English Didactics II. We wanted to do so through an application that also takes into account these two 377 important transversal competences highlighted in the course programming: digital competencies and collaborative learning, focusing in particular on the development of digital competence through the use of media tools on-line in DST. While digital storytelling has existed for a few decades, its use in education has been researched relatively recently over the past fifteen years (Holtzblatt & Tschakert, 2011). One of the areas in need of more research is the application of DST in areas which are not simply personal stories or events, but rather the actual academic content under study, in this case English Didactics . Aim As a novel approach to DST as a learning object whose creation addresses the five learning competences discussed earlier, in this study at the University of Extremadura, Spain, education majors in their seventh semester of university used DST to tell about the evolution of language learning theories as a way to research and then consolidate their understanding of the same, concretely through an on-line animation software called Moovly. Study Context, Participants and Tools Students were in their fourth year of study in the Didactics Department of the University of Extremadura, on their way to becoming primary school teachers. About half the students had a B1 level, and a few had a B2, whilst many hovered between an A2 and a B1 (N=34). English medium All phases of the video project took place in English, so that communicative competences in general (negotiation of points of view, collaborative decision making, etc) as well as English communicative competences (using specific structures and terminologies to express personal opinion, agreement or disagreement, negotiation of meaning, etc) were practiced throughout the project stages. Students received points toward their final marks by using English only in class, so this was actively utilized and monitored by the instructor. Tools: Material & software - This project utilized Moovly, an online tool that enables users to create and then generate multimedia content: video presentations, animated info graphics, animated videos, and any other video content which includes a combination of animation and motion graphics. It offers a free version, which is quite complete, where students can upload audio and visual files, as well as use, free as a student, libraries of images, shapes, animations, etc. The tool is quite user-friendly and there is an education license free for students’ use. Design Phase 1: Brainstorming to introduce topic. Students were given several names of foreign language teaching methodologies and asked to brainstorm with their groups, in English, about how one might teach through them (Silent Way, Natural Method, Suggestopedia, Audio-Lingual). 378 Phase 2: Small groups quick-research 3 methodologies on-line and create large pictocards that show how that methodology teaches language. Emphasis is on the visual and concrete. Phase 3: Small groups tell other groups about their research using the cards, rotating groups every 10 minutes in a fair-like event. The idea is to get general breadth of information on the different methodologies and concepts. Phase 4: Larger groups get back together to consolidate knowledge, do more research and create a physical timeline of methodologies and theoretical concepts, with 1 icon per methodologyconcept. This helps students prepare narration sequence and settle concepts in chronological time and in a simplified, visual formal, which also prepares them for the visualization aspect of the video project. This Phase begins in class and is completed outside of class, as well. Graphic 1 Phase 4 Methodologies and Concepts in Applied Linguistics Timeline Phase 5: Video project. A. Students further research concepts and methodologies in order to answer the research question: What led us to teach foreign languages, in this case, English, the way we teach today in primary school? They were instructed to discuss how the various movements and concepts contributed to new methodologies like CLIL and communicative teaching strategies which are active in primary schools in Spain nowadays. They needed to research these methodologies further in order to fill out concept maps. Video project B: Students put research together in a narrative script to tell the story of applied linguistics, and how we teach foreign languages, in particular, English, in primary schools today. They are told they must: 1. organize the story into a group script in written format (writing skills); 2. tell the story, using their script, with their voices in recorded audio (Speaking and pronunciation skill focus); 3. Use images or video: the story must be predominantly visual and they cannot have more than 7 words of text in a given scene 379 4. Be content-centered: they must answer the research question What led us to teach foreign languages, in this case, English, the way we teach today in primary school? through the narration of the timeline. Implementation: Editing, presentation and digital skills in use Once the pre-video phases were complete, for the creation of the video itself, students collaborated together in English during class sessions carried out in the department’s computer lab, so that they could get specific help from the instructor as they worked with the digital tools in use. The actual Moovly studio sessions took place over 4 class periods, in which students finished around 80% of the video, the rest being done outside of class. Below follow two examples of students’ videos. In the first, they are discussing how the concept of behaviorism has contributed to applied linguistics’ development. Here students have utilized the animation features available in Moovly to move through a slide with sequenced, animated arrows that can be programmed to appear at determined points in the video, as well as Moovly library clipart. Graphic 2 & 3 Video Screen Captures In the second image, the video has begun with the founder of modern linguistics, Saussure, and with an image students have uploaded to the Moovly studio. Here also the group has made use of the pre-fabricated video animation tools available in Moovly, where hands can be inserted to write text, move images, etc. Evaluation & Feedback Students received continuous feedback, both orally in class throughout the work process in groups, as well in written format on each phase’s final product (student quick research results in presentation fair with pictocards, timelines, video script, and video itself). This continuous feedback was done through student and teacher dialogue in class, as well as on the comments section of the groups’ blogs, where they posted their project phase results. Evaluation also took place in: - In-class observation: Teacher and students behavior, interactions, group negotiations and English use - Students’ self reflection: students were able to respond to instructor in blog posts on the project process - Interviews: in the course exit interviews completed one-on-one with the instructor at the end of the semester students were asked to give an individual overview of their work in the course and comment in particular on the video project. 380 Learning Outcomes: Competence acquisition - Specific competences for English didactics: - CE69 - Theories and methodologies for language learning: Students worked this competence by focusing on a research question on how different concepts and methodologies in applied linguistics have contributed to how English is taught nowadays. Phases 1-5A. - CE70: English language knowledge and communicative use: By using English to carry out the preparatory process and the creation of the video, the students honed their English language skills communicatively, using them to navigate real problems with their classmates and instructor. A variety of language skills were used: speaking in the planning and execution process of the project in general, pronunciation in the audio recording process for the video, writing and grammar in the script process, listening in group work and in checking audio in project. Phases 1-5B - CE71 - Plan teaching and assessment, and materials: Students were able to view the planning, and assessment process theoretically, as they learned about the expected outcomes in various methodologies and concepts. - Transversal competences: - CT1.3 - Use new information technology in intellectual endeavors: Students were required to learn to use a new, interactive digital animation software called Moovly that required them to record audios, manage animations, both prefabricated and their own, upload or insert images, text, and videos, and sequence ideas and events. Phase 5 A and B. . - CT1.4 on collaborative learning: Finally, students honed their communicative competences as they managed group issues and decisions, which included making suggestions, negotiating, planning and carrying out actions to reach a final, collaborative product. Phases 1-5B Conclusions The use of technology in education can increase learners’ skills including writing, design, research, technology and communication. In this sense, digital storytelling can facilitate a constructivist approach for teaching and learning, combining digital media with active teaching and learning practices that afford the opportunity to practice communicatively in the language being learnt, in this case English. The unique opportunity posed by digital storytelling offers the chance to connect content (both theoretical and linguistic), students, and teachers in a dynamic learning experience that uses the foreign language at the same time as it is being studied. Taking this approach, the teacher is a facilitator, while the students work together and employ a variety of skills to arrive at the final product and create a DST video, doing everything in English, both the process and the video itself. This was possible since the majority of the planning and work sessions took place in the classroom itself where students’ language use was monitored. Apart from building on learners’ technology and language skills, digital storytelling enhances learners’ motivation, and helps teachers in building constructivist learning environments that encourage creative problem solving based on collaboration and peer-to-peer communication. In addition, 381 digital storytelling can be used to facilitate integrated approaches to curriculum development that will allow instructors to treat a variety of important learning competences, and engage learners in higher order thinking and deep learning. References Barrett, H. (2006). Researching and evaluating digital storytelling as a deep learning tool. In C. Crawford et al. (Eds.),Proceedings of Society for Information Technology & Teacher Education International Conference 2006 (pp. 647-654). Chesapeake, VA: AACE. European Commission/EACEA/Eurydice, 2012.Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Eurydice Report. Luxembourg:Publications Office of the European Union. Holtzblatt, M., & Tschakert, N. (2011). Expanding your accounting classroom with digital video technology.Journal of Accounting Education, 29 (2), 100-121. http://www.unesco.org/education/educprog/lwf/dl/edict.pdf Accessed: 21 June 2011. Pascual Lence, B. (2013). Digital storytelling in foreign language teaching. In Alcantud-Díaz, M., and Gregori-Signes, Eds. Experiencing Digital Storytelling. JPM Editions. Prado Soler, B. (2014). Digital storytelling: A case study of the creation, and narration of a story by EFL. Digital Education Review 26, 74-84. Smeda, N., Dakick, E., and Sharda, N. (2014). The effectiveness of digital storytelling in the classrooms: A comprehensive study. Smart Learning Environments, 1(6). Suwardy, T., Pan, G., and Seow, P. (2013). Using digital storytelling to engage student learning. Accounting Education 22(2), 109-124. Vinogradova, P. Stories in a language classroom: Engaging students through a meaningful multimodal task. FLT Magazine. July 14, 2014. Rtrd http://fltmag.com/digital-stories/. Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press. 382 Teaching Physics in English at the UEx: goals, lessons learnt and challenges Juan J. Meléndez (1), Fernando J. Álvarez (2), Juan D. Solier(3) (1) Departamento de Física Phone: +34 924 28 96 55; Email:melendez@unex.es (2) Departamento de Ingeniería Eléctrica, Electrónica y Automática (3) Departamento de Física Aplicada Universidad de Extremadura. Avda. de Elvas, s/n, 06006 Badajoz (Spain) 1. Introduction One of the core objectives of the Bologna Declaration of 1999 is the promotion of mobility for students, in order to ease their “access to study and training opportunities”, and for teachers, researchers and administrative staff, by the “recognition and valorisation of periods spent in a European context researching, training and training” [1]. Regardless of this explicit mention, mobility and internationalisation are clearly essential concepts of the Bologna process and subsequent philosophies of the Declaration. In some sense, the creation of the European Higher Education Area (EHEA) could be considered as the stance adopted by European countries towards the scenario posed by a global world [2, 3]. Several strategies have been developed to accomplish the ambitious goals of the EHEA: the design and implementation of Degrees with modified structures, the coordination and recognition of international curricula, the setting up of collaborative learning, etc. In particular, important efforts have been made to launch Content and Language Integrated Learning (CLIL) programs, consisting of methodologies for learning a given subject in a foreign language. These strategies have been recognized by the European Commission as key tools to achieving the language learning goals of the European Union [4]. In this context, the University of Extremadura in Spain (UEx) designed and implemented a five-year (201418) strategic plan focused on bilingual teaching as a tool to ease mobility (in the aforementioned sense) as well as to increase the innovation, internationalisation and quality of its teaching. This plan resulted in the CLIL project Learn in English, launched during the academic year 2014-15. The aim of this project is to provide the tools to develop some courses taught in English in selected centres of UEx (namely the Faculties of Sciences, Economics and Veterinary Science, the School of Industrial Engineering and the Polytechnic). In particular, the project is focused on providing the pedagogical and administrative procedures to guarantee high-quality bilingual teaching, including the training of and support for teachers to improve their competence in the English language, as well as the recognition of their work. Although the Learn in English program does not mention it explicitly, it is expected that its success might give rise to a fully bilingual Degree in the near future, at least for some disciplines. The Learn in English project was scheduled to have three stages: 1. Academic year 2014-15. Identification of the UEx centres interested in launching the project. These centres had to be interested in bilingual teaching and their faculty had to be accredited for a certain level of English language, ideally for C1. In addition, they had to have enough free hours in their teaching load to take on the subjects taught in English without the need for new contracts. As a temporary measure, faculties accredited for B2 were allowed to participate in the program during the second stage, described below. After this first stage, the aforementioned five centres were the only ones willing to participate that fulfilled these requirements. 2. Academic year 2015-16. The design and teaching of the bilingual courses, with the constraint that their counterparts in Spanish should be kept unchanged. For the faculty, participation in the program was recognized by an extra 25% on its teaching load as well as by considering it as a 383 relevant merit for eventual salary supplements. In addition, free instruction in CLIL skills as well as exemption of C1 level examination fees were provided to the faculty participating in the program. 3. Academic years 2016-17 and 2017-18. With ideally the faculty having been accredited for C1 level of English, the third stage focuses on encouraging them to participate in innovative teaching programs designed to increase the offer of bilingual courses. After three academic years of implementation, we have a relatively wide understanding of the successes, troubles and lessons learnt within the Learn in English project. This is the reason for this paper. We are presenting below a detailed analysis of the main problems faced and goals achieved during the first years of the project, emphasizing possible solutions to the former and lessons learnt from the latter. In addition, we provide a quantitative discussion of the students’ acceptance and satisfaction rates. Finally, general conclusions, which are greatly encouraging in our opinion, are stated. 2. Results and Discussion 2.1. Problems with the practical implementation of the project Before presenting the measures of the Academic Progress Scores within the Learn in English project, which will evidence its encouraging benefits, we will state some problems detected during its implementation: I. The first issue is related to the limited number of faculty members involved in the project. As we have already mentioned, voluntary faculty members willing to participate in the project must fulfil some requirements, namely to be accredited for an adequate level of English language as well as to accommodate the new classes within their working load. For the first academic years, a total of eight subjects where taught simultaneously in English and in Spanish. This number could be enough for testing purposes during a project plan, but it is clearly insufficient to achieve the goal of a fully bilingual Degree in Physics. II. The implementation of the project gave rise to an extended timetable, from 8 AM to 2 PM instead of the traditional from 9 AM to 1 PM. The main reason for this extension was the constraint that each professor participating in the project had to teach the same subject in English and in Spanish. The unfavourable issue, more than the extension itself, was that the English lessons were assigned either to the 8 AM - 9 AM slot or to the 1 PM - 2 PM slot, whereas those in Spanish were kept within the traditional time zone. Thus, the students enrolled in the English lessons receive their lessons discontinuously and at inconvenient times compared to their classmates taught in Spanish, which is clearly detrimental for the former. III. Finally, we remark that the lecture groups in English and in Spanish were unbalanced in many cases, with more students attending the lessons in Spanish. Although, in our opinion, this fact has advantageous consequences, as discussed below, it also results in the relatively poor, and somewhat disappointing, success of the project with respect to the implication of the students in the Learn in English project. 2.2. Measures of Academic Progress Scores In this section we present a comparative analysis between the Measures of Academic Progress (MAP) scores obtained in the Spanish and English groups of activity of all the courses with students in both groups. Particularly, we have used the following MAPs in this analysis: − − Rate of Return (RR): percentage of total enrolled students who passed the course. Rate of Success (RS): percentage of enrolled students who passed the course having taken the exam. 384 Tables I and II below present the MAP figures obtained during the academic year 2015-2016 in the eight courses with students in the Spanish and English groups of activity. As can be seen in Table I, four courses present better RR results in the Spanish groups than in the English ones, whereas three courses present opposite results. In one course (the only one which is mainly experimental), the results were the same in both groups of activity. As shown in Table II, this situation is reversed when dealing with the RS (3 courses with better results in the Spanish groups and 4 with better results in the English groups) Table I. Rate of Return Table II. Rate of Success 2.3. Discussion The implementation of any new teaching methodology is never without difficulties, mostly when it is done from scratch. In this sense, the list of practical problems detected during the first years of implementation should not be discouraging for faculty members or students, especially if some relatively simple solutions may be given. Let us focus first on the number of faculty members participating in the project. Creating structures to allow more professors to achieve the required level in English language could substantially increase this number. These would include offering lessons taught by native English advisory instructors or funding to acquire teaching materials; funding for stays at English-speaking Universities for training would also be desirable. In addition, we think that relaxing the requirement that the English and Spanish 385 courses have to be taught by the same teacher would result in reduced teaching loads, and this would cause the English lessons to be more attractive for potential faculty members. This relaxation would also help to solve the non-optimal timetable issue, in the sense that a subject could be taught in Spanish and in English simultaneously, within the traditional 9 AM - 1 PM timetable, provided that both groups have different teachers. This way, the additional teaching load associated with the classes in English would be returned to the teacher’s area of knowledge, where it could be more easily distributed, in principle. In any case, if one has the goal of a fully bilingual Degree in Physics in mind, offering subjects either in Spanish or in English, but not in both languages, could also solve the timetable issue. Even though it would be desirable given the philosophy of the Learn in English project, it is maybe too soon to think about this target at this pilot-program stage. We just state it as possibility for further University politics in this respect. The solution of the timetable issue would also yield, in our opinion, a substantial increase of the enrolment of students in courses taught in English, which would correct in part the aforementioned imbalance. Of course, their previous skills in English language, or their insecurity about their own skills could cause the students to feel uncomfortable with Physics lessons taken in English. In our opinion, this may be regarded as a secondary factor. Fortunately, the current syllabus of Primary and Secondary Education in Spain greatly favours and eases the learning of a foreign language, mainly English. Our (still limited) experience demonstrates not only that students exhibit an adequate level of English when they access the University, but also that students with a good level of English tend to have good skills in other disciplines, in general. We will be back to this below. In any case, the ultimate success of the Learn in English project, with the final target of a bilingual Degree in Physics, will require a clear and continuing implication on the part of the University Departments, Centres and Rectory team. In the end, this project goes beyond the mere incidental existence of subjects taught in English, even of a bilingual Degree. It constitutes the response of our University to the challenges of the EHEA and, in turn, of the global world in which we live. Let us focus now on the analysis of the MAP scores. Firstly, we must remark that this data corresponds only to the academic year 2015-16, when the number of students enrolled in the English courses could be regarded low for reliable statistics. Thus, this data, although realistic, should be considered provisional, since variations could be found in subsequent academic years. In any case, the most evident conclusion from Tables I and II is that, in general, there are no significant differences between the scores achieved by the students taught in English and in Spanish. When significant differences are observed, the rates are higher for students enrolled in the English courses. In particular, we notice the importance of the RS scores (Table II), which show that all the enrolled students who took the exam passed the course in five cases, namely “Quantum Physics I”, “Physics of fluids”, “Laboratory of Electronics”, “Thermodynamics I” and “Thermodynamics II”. Some singularities are observed from data in Tables I and II, corresponding to “Laboratory in Electronics” and “Electromagnetism II”. The former is an essentially practical subject, with a heavy load of laboratory tasks that make it very popular among the students. This fact explains the exceptional rates of 100 % exhibited in all cases. Note that this holds not only for classes taught in English, but also for those taught in Spanish. As for “Electromagnetism II”, the abnormally low RR and RS are explained because there was just one student enrolled in the course taught in English, who did not take the exam and, therefore, did not pass the course either. This is the main consequence of the unreliable statistics stated above. The analysis of the RS scores from Table II yields some other interesting conclusions. Although the results are quite similar, the students taught in English exhibit the higher rates, which is somewhat surprising. Indeed, enrolment in courses in English, which is voluntary, presupposes the students to have an adequate level in English and the will to be taught in English during an entire course. In principle, this should constitute an additional difficulty to those inherent of the Physics subjects themselves. Eventually, the students enrolled in English courses could realise that they cannot deal successfully with the subjects they took, and it would result in poorer rates of success compared to their classmates taught in Spanish. However, 386 the results of Table II show that, in most cases, the trend was the opposite, and the RS is higher for students taught in English. In our opinion, this means that students who find themselves skilled and motivated enough to take lessons in English are, in general, those with better previous background (particularly in Physics) as well. In other words, the students enrolled in courses in English are, on average, the best students. In this respect, it is worthwhile to mention that 2nd-year students achieve some of the best results. For 2nd-year subjects, given the expected inexperience of the students, one would expect relatively low RS as it is understandable that the students recognise their lack of skills in English as the course proceeds. On the contrary, one finds most of these subjects exhibit the highest rates of return and success. In our opinion, this suggests that the students enrolled in these subjects are exceptionally good. Regarding Tables I and II, we could discuss the effect of the number of enrolled students and the time zone of the courses taught in English. In our opinion, these two factors play opposite roles. As we have mentioned in the context of the practical problems, subjects in English were taught within the extended timetable. Taking into account that students taught in English were enrolled in some other courses in Spanish too, it is understandable that they decided to leave the former as they realise the severe workload it entails to take both types of subjects, especially if they were involved in classes at 8 AM and 2 PM. With some exceptions (including the aforementioned singularities), this could explain the lower RR (Table I) exhibited by the subjects taught in English compared to those in Spanish. But this yields in turn a reduced number of students per group. We have thus a scenario in which there are relatively few students in the classes taught in English (in part due to their time zone), but these obviously make the most of their lessons and, therefore, yield the good RS for courses in English shown in Table II. 3. Conclusions To conclude, the results from this study and their analysis demonstrate the success of the Learn in English during the second academic year of its implementation. Even though there are some practical issues that need to be resolved, these results are highly encouraging for the faculty members participating in it. We hope that this work will serve to motivate more faculty members as well as students willing to participate in this challenging but interesting CLIL experience. Finally, we would like to remark that the development of the project has been possible due to the high degree of motivation, enthusiasm and courage exhibited by the faculty members participating in it. They claim that this experience was not only very useful for them, but also fully satisfying. The students have the same feeling. Given this evidence, it would be desirable that the University authorities (Department Heads, Deans and Rectory team) get more involved at all levels in this initiative, so that the final target of a bilingual Degree in Physics may become real in a near future. 4. References [1] Joint Declaration of the European Ministers of Education convened in Bologna on 19 June 1999. [2] H. de Wit, F. Hunter, L. Howard, y E. Egron-Polak, “Internationalisation of Higher Education. Directorate-General for internal policies”. Policy department B: Structural and Cohesion Policies. European Parliament, 2015. [3] J. Knight, “Higher education in turmoil. The changing world of internationalisation”. Sense Publishers, Rotterdam, the Netherlands, 2008. [4] Commission of the European Communities, “Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006”. Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee and the Committee of the regions, 2003. 387 Network technologies in Higher education as mechanisms to overcome geodemographic obstacles? T. Rezer (1), T. Olshevskaya (2) Institute of Public Administration and Enterprise at Ural Federal University ABSTRACT Throughout its history, higher education has generally been quick to adapt new technological advances. Many universities have embraced off-campus education using different web-based educational systems such as learning management systems (LMSs) and personal learning environments (PLEs). This work explored geodemographic features of students (gender, age, marital status, nationality, place of birth, military status) influencing quality of education, and technologies which can be used to overcome these barriers. The project seeks to answer the question: Is it possible to solve geodemographic problems in universities using network advances? First, we present the efforts carried out at Ural Federal University (UrFU) toward conducting predictive analytics to academic data collected from 2015 through 2017. Then, blended learning models are used to yield positive results in the higher education sector. This educational technology is supporting both teaching and learning processes; it has expanded course offerings, it has increased student’s engagement and motivation towards learning. Key words: networking, geodemographic features, blended learning, learning management systems, personal learning environments A huge country, on the one hand, contains a diversity of landscape and richness of culture, but on the other hand, faces a great number of problems (social and economic, geodemographic, educational, logistical, etc.). As a rule, the population of big countries is concentrated mainly in the urban areas. Cities are seen as educational centres of a country as a large proportion of a nation’s wealth is concentrated & invested in cities. Nowadays, the system of traditional higher education rests on the paradigm of campus universities located in big cities. It is important to mention that this paradigm sentences some territories, especially rural ones, to the lack of specialists with higher education. Young people, leaving for big cities to enter universities, usually never come back. Moreover, this tendency has a negative influence on secondary education. No schools, no parents with children. This can lead to the loss of settlements. Network technologies based on the paradigm of distributed universities are to solve the problem of recruitment. According to Peter Ferdinand Drucker, a wold-known management consultant, ‘thirty years from now the big university campuses will be relics. Universities won't survive. It's as large a change as when we first got the printed book.’ P. Drucker considers that the main reason of this situation is the increase of campus education fees [1]. In Russian Federation, for instance, there is also the educational paradigm shift. From the research of Mikhail Karpenko, Vice President of the Russian Academy of Sciences, distributed universities will prevail on the Russian market of Higher education and by 2035 their share in the total population of Russian students will have been 83% (8065,4 thousand out of 9718 thousand of total number of Russian students by 2035) [2]. Following this scenario, significant improving the quality of life of the most active section of the population could happen. Mainly two forces determine this situation: accessibility and affordability of Tertiary Education. As practice shows, network technologies can be implemented in many different ways: from course management systems (CMSs) and learning management systems (LMSs) to personal learning environment (PLE). Such e-learning systems as CMSs and LMSs offer a great variety of workspaces to facilitate 388 information sharing and communication between participants, to let educators produce content material, prepare assignments and tests, chats, blogs, forums, news services, etc [3]. Some examples of such systems are Blackbord [4], Moodle [5], WebCT [6], LectureCapture [7], TopClass [8], Ilias [9], Claroline [10]. Nowadays, personal learning environment (PLE) is of particular interest for both educators and students. PLE is a combination of resources, tools and links connected with education. PLE consists of available cloud tools and services: networking, knowledge-sharing communities, distance learning courses, mind mapping, e-Portfolio, RSS Reader, bookmarks, presentations, etc. The most commonly used personal educational environments are, for example, Epsilen Environment [11], PLEX [12] and PebblePad [13]. The new paradigm of modern education incorporates primarily the requirement for informatization of education as an important factor for its development. As far as we are concerned, the complete informatization of education is impossible. Neither educators, nor students are ready to avoid real, face-toface communication. In this regard the role of the participant is modified too because in online education communication is asynchronous. In a study conducted in 2002, through a meta-analysis, it was found that 232 studies conducted with students in classrooms and online students online, students working on line have less retention of information, but more analysis abilities than students taking similar classes in a classroom. Apparently the comparisons made so far in different parts of the world, only prove that both options have different characteristics of the analysis of the information and the execution of tasks, but it is not possible to determine whether one is better than the other, because they depend on both pupils and teachers skills to ensure the success, and the history of the traditional education shows that there will always be a normal curve of execution in any educational program [14]. As a result, the ability of an educator to manage the course taking into account the advantages of both online and in class education is considered to be the most efficient. There is an option that can be called blended learning. Blended learning can be described as a combination of face-to-face and online learning. Traditionally there are six models of blended learning: Face-to-face Driver, Rotation, Flex, Online Lab, Self Blend, Online Driver [15]. This educational technology is supporting both teaching and learning processes; it has expanded course offerings, it has increased student’s engagement and motivation towards learning. It is important to notify the usage of the above-mentioned models can help avoid geodemographic obstacles in universities such as the number of students, gender, age, marital status, nationality, place of birth, military status, nationality, religion, etc. To increase the effectiveness of educational institutions higher education administrators and policy-makers should investigate various geodemographic features of students in order to get more feedback for teachers’ instruction. Geodemographic data analytics should also be applied to analyse e-learning data to identify the most useful blended learning models to tailor the learners’ needs. It goes without saying that courses should be flexible and give students the opportunity to choose what and to what extent to be blended. Discussing the problem of e-learning we should not forget about the fact that University is not only the place or platform where students can gain knowledge but also communicate and socialize, taking part in different societies, events, performances, clubs, learning how to deal with people. Having analysed the current situation connected with e-learning in Higher education, we can communicate the following findings: in spite of the fact that e-learning is more accessible and affordable it will not replace in-class education in the nearest future in Russian Federation. The course will consist of 70% of e-learning and 30% of face-to-face learning. REFERENCES [1] Lenzner R., Johnson S. Seeing things as they really are // Forbes. 03.10.1997. http://www. forbes.com/forbes/1997/ 0310/5905122a_7.html [2] Образовательная геодемография России / Под ред. М.П. Карпенко. М.: Изд-во СГУ, 2011. 224 с. [3] Mohammed M. Olama, Gautam Thakur, Allen W. McNair “Predicting student success using analytics in Course Learning Management Systems”, Proc. Of SPIE Vol. 9122 91220M, 1-8 (2014). [4] BlackBoard. (2017). Available at: http://www.blackboard.com/. 389 [5] Moodle. (2017). Available at: http://moodle.org/. [6] WebCT. (2017). Available at: http://webct.com/. [7] LectureCapture. (2017). Available at: http://lecturecapture.com/. [8] TopClass. (2017). Available at: http://topclass.nl/. [9] Ilias. (2017). Available at: http://ilias.de/. [10] Claroline. (2017). Available at: http://claroline.net/. [11] Epsilen Environment. (2017). Available at: http://www.epsilon.gr/environment/overview. [12] PLEX. (2017). Available at: https://www.plex.tv/. [13] PebblePad. (2017). Available at: http://www.pebblepad.co.uk/. [14] Alma Dzib Goodin “Online Or In Class: The Shifting Educational Paradigm”, DISTANCE AND ONLINE LEARNING, (2012/05/23). [15] Lisa R. Halverson, Kristian J. Spring, Sabrina Huyett, Curtis R. Henrie, Charles R. Graham “Blended Learning Research in Higher Education and K-12 Settings”, Instructional Psychology & Technology, Brigham Young University, 1-30, (2017). 390 An Optimal, Personalised And Predictive Study Method P. G. Oliveras (1) (1) Plaza San Juan de Ribera 6, piso 4 puerta 10. 46520, Puerto de Sagunto (Valencia). +34 679 641 196 – pablo.gonzalez.consultant@gmail.com 1. Introducción - "Lee el libro de texto y repasa los deberes antes de venir a la clase. Toma buenas notas. Examínate a ti mismo a menudo…". Estos son sólo algunos de los consejos de estudio que instructores, algunos libros de texto e incluso guías de estudio recomiendan a los estudiantes para rendir bien en un curso. Un gran número de investigaciones ha intentado identificar las técnicas óptimas [14,16,42,23,25,38,39,15,18] Desafortunadamente, dada la ambigüedad de los resultados de las investigaciones anteriores (es decir, lo que se encuentra que funciona en un estudio a menudo no parece funcionar en otro), es difícil encontrar el mejor consejo -apoyado empíricamente- para dar a los estudiantes sobre cómo estudiar. [13;8;36). No obstante, éste fue el objetivo que inició esta investigación. Uno de los problemas para alcanzar este objetivo parece radicar en el gran número de factores que afectan al aprendizaje, entre los que no todos son intrínsecos de la técnica de estudio. Una generalización aceptada de estos factores consiste en una clasificación de cuatro categorías: material de estudio (vocabulario, contenidos de lectura, definiciones, etc.), condiciones de aprendizaje (ambiente, ruido, condiciones familiares y sociales, etc.), características del aprendiz (edad, capacidad de memoria de trabajo, dominio anterior de los contenidos, etc.) y finalmente criterios y efectos que sí son privativos de la técnica de estudio (resolución de problemas, relectura, recuerdo libre, recuerdo con pistas, etc.). [6] En 2013, un minucioso estudio analizó 10 técnicas de estudio desde las 4 perspectivas mencionadas y emitió una valoración final de su utilidad [Tabla I] [6]. Tabla I.. Técnica Descripción Utilidad Interrogatorio elaborativo Generar una explicación de por qué un hecho o concepto es cierto Moderada Auto explicación Explicar cómo se relaciona la nueva información con la información conocida, o explicar las medidas tomadas durante la resolución de problemas Moderada Resumen Escribir resúmenes (de varias longitudes) de textos a aprender. Baja Subrayado Resaltar, durante la lectura, porciones importantes de contenidos a aprender. Baja Mnemónicos Uso de palabras clave e imágenes mentales para asociar contenidos verbales Baja Pictogramas mentales Intentar formar imágenes mentales de materiales de texto mientras lee o escucha. Baja Relectura Reestudio de contenidos después de una lectura inicial Baja Pruebas de repaso Auto-prueba de repaso o práctica sobre el material a ser aprendido Alta Repaso distribuido Implementar un plan de repaso o práctica que amplíe en el tiempo las actividades. Alta Repaso intercalado Implementar un plan de prácticas que mezcle diferentes tipos de problemas o diferentes tipos de contenidos, dentro de una sola sesión de estudio. Moderada Fuente: Dunlosky et al, 2013 [6] En general, la gran mayoría de las técnicas de estudio nacieron hace más o menos tiempo como resultado de una idea intuitiva y un proceso de ensayo y error, que ayudaba a descubrir si la nueva técnica debía descartarse o bien aplicarse y/o mejorarse. A día de hoy, después de casi dos siglos de progreso en campos como Psicología Cognitiva, Pedagogía, Biología –en especial en Neurociencia-, existe un extraordinario número de hallazgos que nos permiten una mayor comprensión del delicado mecanismo con el que el cerebro aprende. En consecuencia, hoy son posibles análisis de técnicas de estudio clásicas tan exhaustivos como el citado en la Tabla I. Constituyen análisis descendentes (“top-bottom”), por los que cada técnica de 391 estudio es examinada desde la perspectiva de nuestro conocimiento científico para determinar por qué es efectiva o por qué no lo es. La primera decisión esencial para diseñar esta investigación fue innovar desde su mismo planteamiento, e invertir el tipo de análisis, siguiendo un razonamiento ascendente (“bottom-up”). El presente trabajo de investigación partió de revisar los hallazgos más importantes en Neurociencia y Psicología Cognitiva que afectan al aprendizaje, diseñar e implementar una técnica de estudio que las incorpore y verificar empíricamente su efectividad.2. Diseño de una técnica óptima de estudio. El proceso de diseño de la técnica óptima de estudio siguió un modelo ordenado de construcción en tres fases, homólogo a la construcción de un edificio: 1) Base, 2) Estructura y 3) Detalles. 2A. Base - Varios mecanismos por los cuales el cerebro humano almacena, olvida y recupera información han sido estudiados y confirmados masivamente. Por un lado, (1) cualquier información almacenada decae inevitablemente con el paso del tiempo, esbozando una curva exponencial conocida como Curva de Olvido, descubierta por el psicólogo alemán Hermann Ebbinghaus, en 1885. Por otra parte, (2) cada repaso posterior de la información almacenada redibuja su correspondiente curva de olvido aunque suavizando su pendiente, lo que implica que la información durará más tiempo después de cada revisión [Imagen 1] [7]. Ambos principios son invariables, más allá de que no sólo cada estudiante tiene su propia curva de olvido, sino también que la curva es Imagen 1. Las curvas de olvido son más ligeramente diferente para cada información almacenada. Asimismo, ambos suaves tras cada repaso. mecanismos son independientes de cualquier otro factor a considerar, sea cual sea su categoría (material de estudio, condiciones de aprendizaje o características del aprendiz): en cualquier caso, aunque con intensidades distintas, los efectos ocurren invariablemente. Estos principios, por su relevancia y universalidad, deben ser considerados necesariamente como la base esencial en la que se fundamente una técnica de estudio potencialmente óptima. La “repetición espaciada” es una ya clásica técnica de estudio que aprovecha estos principios, muy efectiva para la memorización de conceptos o glosarios [Tabla I], en especial si se trata de un gran número de ítems. Pero la repetición espaciada, aunque muy eficaz, no es óptima debido a dos factores: 1. Sólo se ha adaptado al aprendizaje declarativo (conceptos, hechos, etc.) y no al procedimental (en la que lo necesario es la práctica y no el repaso como tal). 2. Los intervalos de espaciado entre repasos son fijos y arbitrarios, lo cual tiene dos defectos: a. No tiene en cuenta que la curva del olvido es ligeramente distinta para cada ítem. b. No considera que la curva del olvido difiere también para cada estudiante. Por estos motivos, se planeó una técnica de estudio basada en la que se bautiza como “Repetición espaciada óptima”. “Repetición espaciada óptima”. La repetición espaciada óptima es la innovación principal de esta investigación que consiste en una optimización de la repetición espaciada clásica: los intervalos de espaciado no son fijos, sino variables, en función de la curva del olvido para cada nivel de dominio y para cada usuario. Para la implementación de la repetición espaciada óptima, además de un conjunto de ítems, un aprendiz, y un periodo de tiempo de al menos algunas semanas donde establecer sesiones de repaso diarias, también es necesario establecer niveles de dominio para los ítems. Inicialmente todos los ítems tienen nivel 0. Cuando un usuario acierta una pregunta, su nivel para dicho ítem se incrementa en 1 y cuando la falla, se decrementa en 1. Cumplidos estos requerimientos, el método calcula diariamente el intervalo de espaciado para cada ítem hasta el siguiente repaso, del modo que se explica a continuación. La curva del olvido es una curva exponencial (R=e-t/s), que describe el decaimiento exponencial del recuerdo o retención (R) a lo largo del tiempo (t), donde s es el coeficiente de fortaleza de la memoria para ese usuario y dicha información. Esto puede ser entendido de la siguiente manera: dados un ítem X de nivel N y un usuario U, pasados T días después de la primera exposición, la curva describe la probabilidad de recuerdo del usuario U para el ítem X en el instante T. La función de cualquier curva exponencial puede ser interpolada si se conocen al menos dos puntos de la curva, y éste es el cálculo que efectúa el método de “Repetición espaciada óptima”: el cálculo del s (intensidad de memoria) a partir de dos puntos. Imagen 2. La curva del olvido El primer punto (T0, R0) de la curva viene dado por el mismo instante T0=0 en el que el usuario repasa la información. Para t=T0=0, siempre se verifica que 392 R=100%, por tanto (T0, R0) = (0, 100). El segundo punto se calcula en el siguiente repaso: para un instante T1 (medido siempre en días), la retención R1 se puede estimar calculando el rendimiento efectivo del usuario para todos los ítems de nivel de dominio del ítem considerado (N), obtenido del promedio de aciertos y fallos de ítems de ese nivel. Una vez conocidos 2 puntos de la curva se puede interpolar su función, tras lo que, hallada la curva de olvido de cada nivel, sólo es necesario establecer un umbral de probabilidad de acierto para calcular el intervalo de espaciado para cada ítem. Por ejemplo, conocida la curva de olvido (R=e-t/s), si el umbral se fija al 75% de acierto (Rn=75%), el instante Tn (intervalo de espaciado) se obtiene fácilmente, despejando t en la función. En este ejemplo, el intervalo de espaciado será un número de días tal tras los que la probabilidad de acierto del usuario será del 75%. En la “repetición espaciada óptima”, este umbral también es variable, y va siendo aumentado en la medida en que el usuario progresa, después de haber repasado todos los ítems al menos 1 vez. En síntesis, el método de “Repetición espaciada óptima” utiliza cada curva con dos propósitos: 1. Espaciar. Cálculo del día idóneo para el siguiente repaso de cada ítem. 2. Predecir. Cálculo de la retención de cada ítem dado un número de días, lo cual puede ser extrapolado para la totalidad de la materia. 2B. Estructura – Siguiendo el planteamiento “bottom-up” fijado, se optó por cuestionar qué convierte a un estudiante en un buen estudiante, es decir, qué características o patrones poseen, tales que son capaces de dotar a su aprendizaje un alto rendimiento y mantenerlo en el tiempo indefinidamente. A finales del siglo XX, varios estudios [2;33;34;35] sugieren que la metacognición 26 y la motivación son clave para convertirse en un buen estudiante. Aspectos metacognitivos. Los estudiantes eficaces planifican su estudio, fijan objetivos, se monitorizan y se auto-evalúan, lo cual está directamente relacionado con el buen rendimiento. Asimismo, la motivación de estos estudiantes, sea interna (los contenidos de estudio son de su interés) o externa (la consecución de las metas es la base de su estimulación), se retroalimenta gracias precisamente a que se sienten partícipes de su aprendizaje, adquieren control del proceso y son conscientes de que los logros dependen de sí mismos. Los alumnos con dificultades, no disponen de estas habilidades naturales y/o carecen del conocimiento para desarrollarlas. [22;2;33;34;35] Dada esta realidad, una técnica de estudio óptima debe estructurarse en un entorno que facilite la planificación, la auto-monitorización y la auto-evaluación del aprendizaje, de modo que aporte a todos los alumnos herramientas para adquirir y desarrollar dichas capacidades metacognitivas. Es decir, la técnica de estudio no debe sólo estar orientada al aprendizaje cognitivo (de unos conocimientos específicos), sino también metacognitivo (aprender a aprender). Aspectos motivacionales Alcanzar un buen nivel metacognitivo incide por sí mismo en la motivación, pero es posible y necesario potenciarlo por otros caminos. Un mecanismo natural arraigado genéticamente en el ser humano, que despierta la curiosidad, es placentero y permite descubrir destrezas útiles es el juego [11]. Ya ha sido demostrada una correlación alta entre un componente lúdico en el aprendizaje y el rendimiento del mismo [12]. La razón parece ser múltiple, aunque una de las claves es el incremento y mantenimiento de la motivación. Además de motivar, el juego ayuda a los alumnos a desarrollar su imaginación, a tomar mejores decisiones y adquirir resiliencia en el estudio. Por otro lado, una investigación realizada en 2001 [37] demostró que para optimizar el aprendizaje no es tan importante la recompensa sino lo inesperado de la misma. El juego es un entorno idóneo para introducir novedades en el aprendizaje. Por estos motivos se decidió que el entorno de la técnica óptima de estudio debe ser un juego interactivo en formato digital. 2C. Detalles Se recopiló y seleccionó un número de hallazgos en Neurociencia y Psicología Cognitiva directamente involucrados en el aprendizaje, con el objetivo de caracterizar la técnica de estudio. • La importancia del sueño. Dormir adecuadamente es imprescindible para rendir en cualquier actividad física o cognitiva, pero también es determinante para el aprendizaje por otros motivos. Ya en sus comentados trabajos sobre la memoria, Ebbinghaus concluyó que el aprendizaje es más efectivo cuando 26 La metacognición, atendiendo a su raíz etimológica, se refiere a "más allá del pensamiento". Específicamente, y aplicado al aprendizaje, esto significa que abarca los procesos de planificación, seguimiento y evaluación del propio entendimiento o rendimiento de un aprendiz.[43] 393 el espaciado entre repasos es al menos de 1 día [7]. La razón detrás de este fenómeno, como se descubrió posteriormente, está en el sueño. Se ha demostrado que los procesos de memoria se fijan, estabilizan y mejoran durante el sueño [32;24]. • “Spacing effect”. Ebbinghaus también descubrió el llamado “Spacing effect” (“Efecto de memoria espaciada”), por el que el aprendizaje es más efectivo cuando el repaso se distribuye a lo largo de un período de tiempo en un número de sesiones cortas, en lugar de estudiar la misma cantidad de información en una sola sesión larga [7;4;41;20;10]. • “Testing Effect” Se conoce como “Efecto de prueba” al incremento que experimenta la memoria de largo plazo cuando parte del período de aprendizaje se dedica a recuperar la información a recordar mediante preguntas con retroalimentación adecuada (es decir, una pregunta seguida de la respuesta del estudiante y finalmente su verificación), en lugar de mediante un repaso pasivo (p.ej. releer la información) [3]. El “Testing Effect” tiene además otras ventajas indirectas para el aprendizaje: por un lado entrena el recuerdo activo (el realmente necesario para un estudiante, para acceder al recuerdo) [26] y por otro incrementa la motivación y genera recompensas implícitas durante el estudio. El “Testing effect” ha sido verificado tanto para preguntas de recuerdo libre o de recuerdo asistido o con pistas. [27] • Límite de la atención. Se ha verificado que la capacidad de atención o concentración en una tarea cognitiva, imprescindible para iniciar la asimilación de la información, decae notablemente después de aproximadamente unos 20 minutos. Esta es la razón fundamental por la que sesiones de aproximadamente dicha duración son más efectivas. [30] • La memoria de corto plazo es lo primero. Tal como predice el modelo “Multialmacén” (Multi-store model) sobre el funcionamiento de la memoria, ya hay evidencias de que una información debe pasar necesariamente por la la memoria de corto plazo (STM 27) antes de alcanzar la de largo plazo (LTM 28) [1]. Posteriores estudios demostraron que la probabilidad de que una información sea transferida a la LTM es directamente proporcional al número de repeticiones de la información antes de llegar a la STM [29]. • “Efecto de Primacía” El efecto de primacía se conceptualiza como la mayor probabilidad de retención de los primeros ítems que de los posteriores durante el estudio o revisión de una serie [Imagen 3].[1] • “Efecto de Recencia”. El efecto de recencia es la mayor probabilidad de retención de los últimos ítems, debido a que la actividad cognitiva tiene menos eventos distractores que los anteriores, ganando mayor oportunidad de permanecer en la STM [Imagen3].[1] • “Interleaving effect”. (Efecto de Intercalado). Con ciertos límites, una mayor Image 3 Efectos de primacía y recencia variedad de los temas que se estudian favorece el aprendizaje más que si el estudio se realiza de manera estrictamente secuencial (separando temas y abandonándolos una vez hayan concluido). Lo más efectivo es no dejar de repasar todo lo que se ha estudiado mientras se comienzan nuevos temas. [Tabla I] [28] • Feedback. El feedback o retroalimentación se conceptualiza como la información proporcionada por un agente (maestro, ordenador, experiencia…) al respecto del rendimiento o comprensión de un estudiante durante el aprendizaje. El refuerzo, la evaluación, los premios o castigos son ejemplos de feedback. Un análisis sintetizado sobre más de 7000 estudios acerca del feedback demostró que es uno de los factores más influyentes en el aprendizaje, y aún es más efectivo si es inmediato y en formato audiovisual o asistido por ordenador. [17] • “Principio multimedia”. El cerebro aprende de forma más sólida cuantos más asociaciones es capaz de registrar para cada información. Este mecanismo se ratifica en el denominado “Principio Multimedia”: el aprendizaje es más sólido a partir de textos e ilustraciones que con textos únicamente [Imagen 4] [40]. • Memoria operativa. La memoria operativa o memoria de trabajo es la faceta 29 de la memoria de corto plazo que nos permite mantener cierta cantidad de información Image 4. El aprendizaje con palabras e (unos 7 ítems) durante algunos segundos (aproximadamente 20), esencial para imágenes es más efectivo que solo con encadenar razonamientos y construir ideas. Sobrepasar sus límites produce una l b 27 Del inglés “Short Term Memory”. Del inglés “Long Term Memory”. 29 Hoy muchos académicos no hacen distinción entre la STM y la memoria operativa. 28 394 sobrecarga de la memoria operativa, lo cual no optimiza el aprendizaje. Asimismo, se verificado que la memoria de trabajo está directamente relacionada con el rendimiento académico, y puede entrenarse con ciertos ejercicios [5;21]. La tabla cruzada a continuación [Tabla II], muestra las características de la técnica de estudio y los principios de diseño que las justifican. Tabla II.. Características de la técnica de estudio óptima y los principios de diseño que los justifican. Adaptado a aprendizaje declarativo. Cada ítem se repasa de manera espaciada. Adaptado a aprendizaje procedimental. Los ítems están clasificados por temas, de modo que el tema se practica espaciadamente, pero cada ítem es siempre inédito. Juego en el que se premia la constancia, el esfuerzo y rendimiento, en ese orden. Estructura Memoria operativa Feedback Ppio. multimedia Interleaving effect Efecto de recencia Efecto de primacía STM X X X X X X X X Cada sesión es de aproximadamente 20 minutos. X Monitorización general del alumno respecto a su constancia y rendimiento. X Evaluación inmediata de cada intento del usuario X X Información al usuario de su Constancia (Número de sesiones semanales), Esfuerzo (Tiempo efectivo), Rendimiento (Cantidad de estudio en función del esfuerzo), Nivel de la materia (General y por ítem. 7 niveles), Homogeneidad del aprendizaje (Basado en la dispersión del nivel de cada ítem respecto al promedio). X X Predicción relativa del nivel del alumno después de n días. X X El alumno puede realizar sesiones extra (esfuerzo) X Cada sesión se compone de sub-sesiones de aproximadamente 7 ítems. X Cada ítem dispone de una imagen. Si procede, también sonido. Detalles Atención X Entorno web o dispositivos móviles. Planificación automática de sesiones diarias de ítems Testing effect X Spacing Effect X Sueño Mem. procedimental Mem. declarativa Motivación Repetición espaciada óptima: espaciado variable, calculado a partir de la curva de olvido de cada ítem, para cada estudiante. Metacognición Base Diseño de una técnica óptima de estudio Curva de olvido Principios de diseño X Cada ítem puede ser preguntado al usuario en varios métodos: flashcards, recuerdo libre (caja de texto), recuerdo con pista (pregunta test) y algunos otros como sopa de La sesión se planifica con los ítems de nivel más bajo (retención débil) al principio. X X X X X La sesión se planifica con los ítems inéditos al principio o al final de la sesión. X X Cada ítem fallado se repite más tarde en la misma sesión hasta que el usuario lo X El usuario puede registrar una pista para sí mismo en cada ítem. X El usuario dispone de consejos para cada ítem, si el instructor los registró. X El usuario puede escribir mensajes al instructor para cada ítem. X X X 2. Investigación – Después de diseñar la técnica óptima de estudio, el objetivo de la investigación fue implementar la técnica y verificar su efectividad. 395 Participantes y temporalización. Para ello, se contó con la participación de 56 alumnos (30 niñas y 26 niños) de 6º grado de la Escuela Primaria (Escuela "CEIP Natividad", en Burjassot, España) durante 12 semanas y la colaboración del profesor y jefe de estudios. Preparación. El trabajo se preparó con las siguientes fases: 1. Se dividieron los contenidos temáticos de la asignatura de Lengua Castellana del tercer trimestre en ítems, generando 250 preguntas y sus respectivas respuestas. 2. Se eligieron 250 imágenes diferentes, y se vinculó coherentemente cada una de ellas a las 250 preguntas. Análogamente, se eligieron 122 sonidos para 122 de las preguntas. 3. Se implementó la aplicación AngryQuestions y se configuró con un umbral de acierto inicial del 70% (ver apartado Diseño - Base). En síntesis, el funcionamiento de AngryQuestions consiste en un ciclo continuo en el que cada iteración corrige la anterior: a. En cada acceso del usuario, la aplicación propone una sesión de preguntas que el estudiante debe responder. b. La aplicación evalúa todas las respuestas, almacena los resultados, y actualiza la curva de olvido para cada usuario y cada nivel de dominio. Image 5. Pantalla inicial de la aplicación Image 6. Detalle de una pregunta-dictado en la c. Con las curvas de olvido por nivel y el umbral de acierto, calcula los días de espaciado para cada ítem de la sesión. d. Para cada nueva sesión solicitada por el usuario, la aplicación identifica las preguntas que deben ser repasadas hoy (porque su espaciado ha concluido hoy) y completa una sesión añadiendo (o no) un mínimo de 7 nuevas preguntas, aún inéditas. 396 Table III. Alumno Nota T1 Nota T2 Mejora (%) ▲ Sesiones / semana Alumno 41 5.0 4.0 -20.0 0.5 Alumno 26 6.6 6.5 -1.5 1.5 Alumno 39 9.0 9.0 0.0 2.9 Alumno 13 9.3 9.5 2.2 2.4 Alumno 7 6.2 6.5 4.8 1.8 Alumno 3 9.5 10.0 5.3 2.1 Alumno 11 9.0 9.5 5.6 1.8 Alumno 34 9.0 9.5 5.6 2.8 Alumno 30 9.0 9.5 5.6 3.1 Alumno 6 6.5 7.0 7.7 3.0 Alumno 18 6.1 6.6 8.2 3.2 Alumno 53 5.5 6.0 9.1 3.3 Alumno 32 6.4 7.0 9.4 1.8 Alumno 22 5.0 5.7 14.0 4.9 Alumno 52 5.0 5.8 16.0 5.4 Alumno 10 5.0 5.8 16.0 3.8 Alumno 33 4.8 5.6 16.7 3.7 Alumno 5 6.0 7.0 16.7 5.0 Alumno 51 5.0 5.9 18.0 3.7 Alumno 8 5.5 6.5 18.2 3.8 Alumno 55 8.0 9.5 18.8 5.0 Alumno 54 4.9 5.9 20.4 3.6 Alumno 37 5.5 6.7 21.8 4.7 Alumno 16 5.7 7.0 22.8 3.7 Alumno 27 4.8 5.9 22.9 5.6 Alumno 35 6.5 8.0 23.1 3.4 Alumno 21 5.2 6.5 25.0 4.5 Alumno 1 7.2 9.0 25.0 3.9 Alumno 31 7.0 9.0 28.6 4.1 Alumno 36 5.4 7.0 29.6 4.7 Alumno 47 5.5 7.2 30.9 4.1 Alumno 23 6.0 8.0 33.3 3.8 Alumno 4 4.4 5.9 34.1 4.7 Alumno 14 7.0 9.5 35.7 4.6 Alumno 48 5.1 7.0 37.3 6.0 Alumno 42 6.3 8.8 39.7 5.2 Alumno 15 4.2 5.9 40.5 4.9 Alumno 38 3.4 4.8 41.2 4.8 Alumno 56 6.7 9.5 41.8 4.6 Alumno 46 3.1 4.4 41.9 3.8 Alumno 49 7.0 10.0 42.9 3.8 Alumno 19 4.0 5.8 45.0 3.4 Alumno 24 4.0 5.8 45.0 3.8 Alumno 25 5.8 8.5 46.6 5.9 Alumno 9 5.8 8.5 46.6 6.8 Alumno 50 3.2 4.8 50.0 6.0 Alumno 28 5.0 7.5 50.0 5.8 Alumno 29 5.6 8.5 51.8 5.9 Alumno 2 3.8 5.9 55.3 6.5 Alumno 17 2.6 4.2 61.5 5.6 Alumno 43 5.2 8.5 63.5 6.6 Alumno 44 5.2 8.5 63.5 5.5 Alumno 45 5.3 8.7 64.2 5.9 Alumno 40 3.0 5.0 66.7 5.3 Alumno 12 2.4 4.8 100.0 5.4 Alumno 20 1.5 4.0 166.7 5.9 Media grupo 5.6 7.1 32.0 4.3 397 Metodología. Se contó con la a los alumnos a utilizar la deberes. El docente durante las 12 semanas gracias estudiantes fueron tarea: el uso diario de la posible. colaboración del profesor, que instó herramienta en sustitución de los monitorizó el uso de la aplicación a la información que facilita. Los responsables únicamente de una herramienta en la medida de lo 3. Resultados y Discusión – estudiantes fueron evaluados, comparados con los del los que se obtuvo una calificaciones. Por otro lado, Después de 12 semanas, los y los resultados (“Nota T2”) fueron trimestre anterior (“Nota T1”), con Image 7. Detalle de una pregunta-test en la medición de la mejora de las aplicación AngryQuestions. AngryQuestions calcula la regularidad o constancia del Tabla IV.. usuario en el estudio medido en Regularidad de uso Mejora de dominio o número de sesiones por semana, nota (%) con el que fue posible completar (sesiones/semana) una tabla que relaciona los datos mencionados por alumno (Tabla Media 4.33 29.57 III). Se ordenaron los datos en función de la mejora que Desviación típica 1.28 17.85 obtuvieron los alumnos tras el estudio, y se descartaron los Covarianza 17.13 percentiles 5% y 95% para sortear posibles errores muestrales (líneas Coeficiente de correlación 0.76 amarillas en la tabla III) y finalmente encontrar el grado de correlación de ambas variables. La gráfica a continuación [Imagen 8] muestra la relación de regresión de las dos variables (“Mejora de la nota”, en el eje horizontal y “Regularidad de uso”, en el eje vertical). La Tabla IV muestra los valores estadísticos del espacio muestral así como sus medidas de dispersión. La covarianza positiva indica que sí existe una correlación directa entre las dos variables estudiadas. El coeficiente de correlación es positivo y cercano a 1, lo cual es señal de que dicha correlación es fuerte, es decir, que una variable explica la otra de manera directa. Para encontrar más evidencias de la correlación, se dividió la muestra poblacional en dos subgrupos: el subgrupo 1 correspondió al conjunto de estudiantes cuya regularidad fue menor que la media (4.33 sesiones a la semana) y el subgrupo 2 que agrupó al conjunto de estudiantes por encima de dicha media. Se analizó entonces, por separado, la mejora de la nota de cada grupo reforzando la íntima relación de ambas variables (Tabla V). Aproximadamente a la mitad de la duración del estudio, se observó que la homogeneidad del Imagen 8. Table V. Mejora del grupo más regular y del menos regular. aprendizaje se resentía, es decir que Subgrupo menos regular Subgrupo más regular una parte de los estudiantes –los más retrasados- no progresaban con (sesiones/semana<4.33) (sesiones/semana>4.33) suficiente velocidad (los ítems no subían de nivel). Esto tiene como Mejora del dominio 19.64% 39.51% consecuencia que el espaciado 398 sigue siendo reducido, por lo que las sesiones se componen primordialmente de los mismos ítems, no dejando espacio para ítems inéditos. En ese momento, el instructor incluyó una recompensa por esfuerzo, de modo que las sesiones extra eran más premiadas que al inicio del juego. Esta situación desveló la gran importancia que tiene poner en juego todos los ítems más incluso que el avanzar en solo algunos. Esto fue corroborado por el rendimiento de algunos pocos alumnos (por ejemplo los alumnos 9 y 43), que lideraron el nivel de esfuerzo con gran diferencia, es decir, extendieron sus sesiones diarias con múltiples sesiones extra muy rápidamente, por lo que muy pronto tuvieron las 250 preguntas en juego. Su rendimiento final fue también excelente. En general, aunque los temas comparados no eran exactamente los mismos, nunca había habido un aumento tan considerable de un trimestre a otro para este grupo antes, los resultados sugieren que el uso del método está fuertemente correlacionado con la mejora. Además, una fuerte evidencia es que los estudiantes con mayor frecuencia de uso obtuvieron una mejoría más amplia. Adicionalmente, los 4 rangos de marcas (de Insuficiente a Excelente) aumentaron su promedio final. Y muy interesante, el promedio final (7.1) coincide con el umbral de éxito del sistema (70%), lo que sugiere que el método sí es capaz de predecir el resultado. No obstante, para que esto pueda conseguirse, la dispersión del nivel para los ítems ha de ser baja, es decir, que el nivel de todos los ítems se acerque a la media del nivel general. 4. Conclusiones – Ha sido verificado en decenas de ocasiones que tanto la repetición espaciada, como el "efecto de espaciado" y el "efecto de prueba" garantizan un aprendizaje muy sólido, y efectivamente, éstos son generados constantemente por la aplicación. En consecuencia, aunque se esperaban buenos resultados, éstos superaron notablemente las expectativas. No obstante, aunque los datos demuestran que la técnica de estudio ha sido un factor determinante en la mejora de los alumnos, sería imprudente considerar suficiente una sola investigación, y en este sentido animamos a docentes e instructores a repetir el experimento. Otra dirección a la que pueden encaminarse futuras investigaciones es comparar el método de Repetición Espaciada clásica y la técnica innovadora diseñada (Repetición Espaciada Óptima) para verificar el grado de mejora que introduce. Sin embargo, en nuestra opinión, existen ya algunas evidencias que sugieren la superioridad de la nueva técnica. Una razón es que se maximiza el aprovechamiento en el tiempo de estudio. En la Repetición espaciada clásica, los intervalos de espaciado son fijos y en consecuencia se producen constantemente dos situaciones que decrementan la efectividad. Por un lado, cuando el alumno se enfrenta demasiado pronto a preguntas cuyo dominio es muy alto, la mayor parte del tiempo utilizado habrá sido desperdiciado (cada repaso tiene un coste de oportunidad). Lo mismo pasa en la situación inversa: en ocasiones el estudiante se enfrentará a preguntas demasiado tarde, por lo que la evolución de la retención de ese ítem se verá retrasada en sucesivas iteraciones. Con la Repetición Espaciada Óptima lo que se fija – inicialmente- es la probabilidad estimada de acierto de cada ítem, no los intervalos, por tanto se garantiza dicha probabilidad en el momento del repaso. La evidencia más fuerte, adicionalmente, es que dicha probabilidad es recalculada en cada repaso de cada ítem de cada usuario, basado en los resultados del propio alumno, y dado que la cantidad de información crece, la precisión del cálculo es también mayor. Otra característica diferenciadora es que cuando la probabilidad de acierto es superada por los resultados efectivos -es decir, que el usuario supera el rendimiento esperado-, el método comienza a aumentar el umbral de acierto paulatinamente, para acercarse al dominio real del usuario. En consecuencia, los intervalos se espaciarán más, pero no pondrá en peligro el dominio de la materia, porque la auto-corrección del método es constante. Otro aspecto que debe valorarse muy positivamente es la innovadora capacidad de la técnica en facilitar aprendizaje no declarativo. En el experimento, 20 de las 250 preguntas consistían en un análisis sintáctico de oraciones, en el que el estudiante debía señalar el sujeto, predicado, etc. Este tipo de ejercicio necesita la práctica del estudiante, no el repaso de una frase concreta, porque lo que se persigue es el saber-hacer, no la retención. La aplicación puede configurarse para que este tipo de ítems estén “hermanados”, de manera que nunca se repiten. Es decir, el ejercicio sigue el mismo patrón de espaciado dependiendo del nivel obtenido, pero en cada nueva exposición, la pregunta es inédita (en el ejemplo, un nuevo ítem de los 20 “hermanados”, con una oración nueva en castellano). Esta característica de la aplicación -la capacidad automática de desafiar al alumno en aquello que más necesita en el momento más adecuado independientemente del contenido- demuestra su utilidad para potencialmente cualquier materia, sin necesidad de que el ítem requiera repaso: la práctica también puede ser espaciada. Por otra parte, una de las columnas de la estructura del método fue proveer un entorno para adquirir y desarrollar la metacognición de los alumnos. La herramienta planifica las sesiones de estudio, testea y 399 evalúa permanentemente, tareas metacognitivas que en realidad liberan al alumno de llevarlas a cabo por iniciativa propia. Esto puede ser a priori controvertido, y puede argumentarse que va en la dirección contraria de lo que se persigue. Sin embargo, se observaron evidencias de que no es así. Se observó, por ejemplo, que 12 alumnos –con bajo rendimiento en trimestre anterior- tuvieron un nivel de esfuerzo por encima de la media: demostraron iniciativa al iniciar sesiones extra de la herramienta cuando no era obligatorio. También se observó que 48 de los 56 alumnos enviaron al menos 1 mensaje al instructor expresando dudas o preguntas al respecto de algún ítem, lo cual es sin duda permite hipotetizar que en efecto favorece la metacognición de los estudiantes. En cualquier caso, en nuestra opinión la herramienta es una plataforma muy adecuada para llevar a cabo investigaciones en esta dirección, no solo porque es posible obtener una rica variedad de información, sino también debido a que los alumnos aprenden implícitamente cuál es la manera de estudiar -con constancia, planificando, testeando y distribuyendo el estudio-, precisamente porque pueden identificar su propio éxito y el de otros como producto del trabajo propio, y adquirir, sin proponérselo, un hábito virtuoso que les ayudará a aprender a aprender. También se observó un notorio aumento de la motivación de los alumnos. Era esperable debido a que la técnica fue diseñada con varias características que son motivadoras por sí mismas de manera comprobada (el juego interactivo en el aprendizaje, el entorno multimedia, el Testing Effect, el feedback). No obstante es difícil valorar en qué medida influyen cada uno de ellos. Por ejemplo, sabemos que la novedad en un proceso de aprendizaje fomenta la motivación, y el experimento en sí mismo lo fue para los alumnos. En consecuencia, es posible que la motivación disminuya una vez el juego dejara de ser percibido como una novedad. No obstante, nuestra opinión es muy favorable porque el entorno permite ajustes durante su uso por medio de cambios en los premios e incentivos que el instructor puede introducir en cualquier momento. El potencial como entorno motivador es muy considerable. Otra característica que sin duda merece una valoración especial es la capacidad de predicción de la nueva técnica. La aplicación aporta una predicción de la nota del usuario a N días (con la asunción de que el usuario deja de estudiar hoy). El docente durante la investigación decidió que no se mostrara esta información al alumno pero fue utilizada extensivamente por el instructor para monitorizar a sus alumnos. Nuestra opinión es muy optimista a este respecto, porque las posibilidades de progreso en este campo son muy interesantes. Por un lado creemos muy positivo, desde el punto de vista metacognitivo, que un alumno disponga de este dato, porque le ayudará a conocerse a sí mismo (le mostrará qué implicaría dejar de estudiar, cuál es el verdadero nivel de su aprendizaje, etc.) y por tanto podrá tomar mejores decisiones. Por otro, la técnica permite investigar, más ambiciosamente, una predicción más compleja: estimar la nota del alumno en N días manteniendo el ritmo actual de estudio. No fue parte de esta investigación, pero creemos de gran utilidad progresar en esta dirección. 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A trial has been made to prove the importance of a strong, efficient higher education sector to get sustainable economic growth & development of a country. This study emphasis on the issue that Europe can focus more on higher education which can be a vital source of economic activity to the national economy, with a graduate workforce raising productivity and contributing to the economic growth like UK, USA. In this study it is concentrated on how local role and impact of higher education institutions to the national economy grew interest in a country to work as an enterprise, using their global links – especially for the peripheral regions, with a positive influence particularly during times of recession. Across Europe the growing emphasis on regional ‘smart specialization’ is encouraging business, government and universities to work collaboratively to help identify, develop and maintain the particular strengths that will make for regional economic success. To have better, sustainable, stronger and more accountable economy universities can bring many benefits to their national economy, research and educational support and can work with regional businesses as well as playing an important role in civic society. Key Words: Economic crisis, higher education, economic growth, international students. Introduction Economic crisis is related to the banking panic including significant production and financial sector disasters, creates the stock market‘s breakdown, financial bubbles, currency devaluation and foreign loans, causes turmoil on international markets, leads a sharp deterioration in economic activity and might cause an economic recession. The most common economic crisis occurs when business cycle concentration exists having certain financial institutions or funds invested in financial assets lose most of their value, inflation increment, unemployment etc. The economic and financial crisis can be evaluated through GDP growth rate, inflation rate, unemployment rate, public debt, budget deficit, balance of payments, exchange rate, etc. (Silvia et al, 2011). The European economy was in the midst of the deepest recession since the 1930s, with real GDP projected to shrink by some 4% in 2009, the sharpest contraction in the history of the European Union (Marco Buti, 2009). The European crisis represents the third stage of the global crisis and is characterized by a combination of signs of productive recovery in some countries with recession in others, by the reproduction of the neoliberal orthodoxy in the economic policy of the major countries, and the formation of new areas of speculative bubbles and financial fragility (Arturo Guillén, 2012). The crisis has exacerbated strains within the euro area. Many of the euro area‘s 16 member countries have been running large current account and fiscal deficits, coupled with anemic growth and high debt ratios (Belka, 2009). As a result the unemployment rate increased in euro area to 11.6% in 2014 which was 7.5% in 2007. In 2014, Greece is leading with 26.5% followed by Spain (24.5%), Croatia (17.3%), Cyprus (16.1%) and Portugal (14.1%). On the other hand in 2014, this rate was 6.1% in United Kingdom, 6.2% in United States and 3.6% in Japan (Source: Eurostat Statistics). Developed countries are welcoming more investment in higher education now a day as it accelerates the economy and society to move forward. Greater investment in universities increases the quality and quantity 30 This paper refers Europe excluding UK. 403 of highly educated graduates as they take their experience and knowledge to future employers and become key players in the knowledge society/economy (IUA, 2005). In recent years Europe’s contribution to international advancement of research and learning is in decline. There is no European (except UK) university in the world’s top twenty where 14 from United States of America (USA).The number of American noble laureates are the highest for the last 3 decades. Consistent investment in universities has led USA as a world leader in higher education, especially in research & development (R&D) which is strongly linked with its economic accomplishment and Europe is only now struggling to catch up. The purpose of this paper is to explain the concept of higher education and its impact in the economic accomplishment. A trial has been made to prove the importance of a strong, efficient higher education sector to get sustainable economic growth & development of a country. This study emphasis on the issue that Europe can focus more on higher education which can be a vital source of economic activity to the national economy, with a graduate workforce raising productivity and contributing to the economic growth like UK, USA. In this study it is concentrated on how local role and impact of higher education institutions to the national economy grew interest in a country to work as an enterprise, using their global links – especially for the peripheral regions, with a positive influence particularly during times of recession. Experimental International students mean who have crossed a national border to study. These students are not residents or citizens of the country where they study. Concentration is on the higher studies students, mainly graduate, post graduate and PhD students. This paper aims to present a number of arguments in favor of investment in higher education mainly graduate, post graduate and PhD students. It tries to have some evidences to prove that having a highly educated population has enormous economic and societal impacts with the line of reputed previous relevant literatures (David, 1997; Grossman et al., 2001; Bramwellet al., 2005; Robert Solow, 1956; Barro, 1991; Abramovitz, 1956; Solow, 1957; Lichtenberg and Siegel, 1991). In particular the study will investigate Europe’s position in investing higher studies and R&D works, International students and its economic impact, Europe’s policies regarding international students, leading countries luring more international students and their economic expansion[here USA, UK has been selected for the case study based on their top ranked attractiveness and economic expansion from the international students (source: www.theguardian.com)], Europe’s initiatives in this perspective and some concluding remarks. In this study, secondary data have been used, all the analysis, tables, calculations have been done from reputed articles, researches and from Eurostat statistics & NAFSA. Results and Discussion A statistics on international students and where do they go by OECD (2013) refers over the past three decades, the number of students enrolled outside their country of citizenship has risen dramatically, from 0.8 million worldwide in 1975 to 4.3 million in 2011, a more than fivefold increase. During the period 2000-11, the number of foreign tertiary students enrolled worldwide more than doubled, with an average annual growth rate of almost 7%. Asian students represent 53% of foreign students enrolled worldwide. USA, UK, Germany, France & Australia were the top 5 preferred countries for the international students during the period 2000–11. This report said that USA and UK both had market shares of the international education around 10% - 25% while Germany, France & Australia had 5% - 10%.UNESCO statistics reveal in 2014 top 20 countries for international students ranked as USA, UK, France, Australia, Germany, Russia, Japan, Canada, China, Italy, South Africa, Malaysia, South Korea, Austria, Netherlands, Spain, United Arab Emirates, Singapore, Egypt and Saudi Arabia (www.theguardian.com) where USA had total number of students 740482 followed by UK with 427686, France with 271399, Australia with 249588 and Germany with 206986 and so on. A Case Study on USA Many statistics from different dimensions (such as world’s top 20 universities, number of noble laureates, largest spending in R&D activities, international student’s most preferred destination etc.) proved that during the period 2000-14, USA was the global leader in world education followed by UK. International students bring a lot of money into the United States. In 2011, Francisco Sánchez (Under SecretaryInternational Trade, Commerce Department) said that U.S. has “no better export” than higher education. 404 Lawrence Henry “Larry” Summers (former secretary of the Treasury, 8thDirector of National Economic Council and former president, Harvard University) lists “exporting higher education”—bringing more international students to American institutions—for economic growth. Table: Contribution to U.S. Economy by Foreign Students and their Families Total number of foreign students Part 1: Net Contribution to U.S. economy by foreign students (2011-12) Contribution from tuition and fees to U.S. economy Contribution from living expenses Total contribution by foreign students Less U.S. Support of 28.2% Plus Dependent’s living expenses Net Contribution to U.S. economy by foreign students and their families Source: NAFSA, 2012 764495 $15812000000 + $13997000000 = $29809000000 - $8399000000 + $397000000 = $ 21807000000 Table: Contribution to U.S. Economy by Foreign Students’ Dependents (2011-12) Spouses’ Contribution Children’s Contribution % of married students 7.9% No. of couples in the U.S. % of spouses in the U.S. 85% No. of children per couple No. of spouses in the U.S. 60191 No. of children in the U.S. Additional expenses for a spouse Additional expenses for a child 25% (% of student living expenses) (% of student living expenses) Spouses’ Contribution $268000000 Children’s Contribution Net contribution to U.S. Economy by Foreign Students’ Dependents: $397000000 Source: NAFSA, 2012 60191 0.6 35965 20% $128000000 A Case Study on UK Financial crisis knocked in United Kingdom in 2008. The recession lasted from for five quarters and was the deepest UK recession since the war. The FTSE 100 ends closes down by 31.3% since the beginning of 2008, the biggest annual fall in the 24 years since the index was started. It affected many sectors including banks and investment firms, with many recognized and established businesses having to collapse. Manufacturing output declined 7% by end 2008.The unemployment rate rose to 8.3% (2.68 million people) in August 2011. The government part-nationalizes three leading UK banks with a 37 billion pound rescue package. It also pumps billions into the UK financial system after record stock market falls precipitated by the global "credit crunch". The Bank of England cuts interests rates to 1.5%, the lowest level in its 315year history in 2013. Recession ended in 2014. Many evidences proved that to meet the economic crisis one of the key player was higher education sector. UK exported their world reputed education and imported international students for higher studies which contributed their economy a lot regionally and nationally. During the recession period (2008-2014), UK government took many policies to lure international students. Major policies have been summarized  As per OECD report (2013), Asian students represent 53% of foreign students enrolled worldwide what was the main target area for UK.  UK did a lot of education fairs, seminars in Asia such as Bangladesh, India, China, South Korea, Taiwan, etc where they have declared many spot scholarships may be 10%/15% waive of tuition fees which was very attractive for the potential international students as British degree has a different eminence worldwide. Although spot scholarships were very little but prestigious so that solvent awardees did not have second though about the high living costs and others.  UK High commission made Visa processing procedures easier for international students to encourage them for the study. They have been given part-time job permit during study. If an international student could successfully finish Masters, an opportunity of 2 years job permit post study had been given. At that time UK insured that skilled graduates can only enter into their job market which contributed a lot to its GDP. 405  Many opportunities for international student’s family members have been given by easy visa processing procedure, spouse’s full time job permit, extension of visa with main applicants etc. With 130 higher education institutions overall, in terms of turnover the higher education sector in England makes up 83% of all UK higher education. It has total revenue of £23.3 billion (the UK as a whole has revenue of £27.9 billion), employs over 262,700 staff and has over two million students spread across England in the financial year 2011-2012 (Kelly et al, 2014). The regional effect of the revenue from the international students in the financial year 2011-12 can be summarized as follows – Table: Regional Revenue with Total International Students Total Revenue No. of Students Region (billion) outside UK East of England £2.46 32730 East Midlands £1.70 25945 London £5.80 102995 North East £1.10 18860 North West £2.60 34270 South East £3.80 48675 South West £1.70 23915 West Midlands £1.95 36140 Yorkshire & Humberside £2.20 33655 Source: Kelly et al, 2014 No. of Students from other parts of UK 52405 84695 113995 40505 80030 98170 70225 76580 94430 European Union’s Initiatives European Union (EU) has a wide range of initiatives including policy dialogue, bilateral agreements, and programs to support mobility and scholarships – particularly to establish international networks among universities and alumni. In recent years, EU countries have also developed national strategies and policies to lure international students. A multifaceted picture of the policies and strategies of European countries and universities to draw international students is painted by a report from the European Commission. It is published by the European Migration Network run by the commission, presents an analytical synopsis and statistics on the immigration and mobility policies of states.  National strategies in Austria, Belgium, Estonia, France, Luxembourg, The Netherlands, Poland, Slovenia, Spain focus on magnetizing ‘The Brightest and The Best’ – mostly masters and PhD students who can contribute to knowledge in sectors key to the economy.  Retention of skilled workers is also a key feature in Austria, Estonia, Germany, Greece, Netherlands, Poland, Portugal and Slovenia, with this perceived as an important source for driving socio-economic growth and development, particularly due to demographic changes and scarcity of skilled workers.  Poland aims to increase the share of international students from 4.9% in 2012 to 10% in 2015, Spain from 4.9% in 2012 to 10% in 2015, and Finland wants to raise the number of foreign degree students by 77%, from 11303 in 2007 to 20000 in 2015.  Ireland aims to raise the economic impact of international education to €1.2 billion a year, an increase of €300 million on current levels.  “There seems to be great interest to attract students from emerging economies in an effort to strengthen economic ties with these nations. For example, Belgium and Luxembourg target China for the recruitment of students,” said the report.  Some 75% of international courses in The Netherlands are taught entirely in English. The availability of study in English is also well developed in Sweden. The Polytechnic University of Milan has decided that all masters and PhD courses from 2014 will be taught in English, but this has sparked debates in Italy on the rights of Italian students to study in their language. In Slovenia, institutions are expected to develop a number of – especially postgraduate – programs in foreign languages by 2020 in order to attract more international students. In Poland and Lithuania, courses in foreign languages was set as an important criterion for assessing quality and in the longer term such courses will receive additional state funding. Conclusion 406 This study focuses on the major benefits in investing more in higher education, R&D activities for both in regional as well as national economy. Europe is still lagging behind in this era comparing with USA, UK as these countries have exported their education by importing many international students in exchange money which contributes a lot to their GDP to overcome the global crisis. Although EU commission and European countries have taken some initiatives to get back their previous position in the global education but some more modifications in the policies and immigration rules might be needed. The main barrier in EU countries for maximum international students is language. In different countries different languages are needed for the study and there is no second language in somewhere. If for the whole EU countries a single language can be selected (like common currency is Euro) or English might be established as second language, maximum international students will get chances to breathe especially from the Asia as they represents more than 50% of total international students. If Visa is concerned, there are still obstacles, especially regarding the length of time taken to issue visas or permits and the conditions that must be fulfilled. Countries have different practices regarding accompaniment by family members. Although most allow this, it is often limited to doctoral students and only a few countries grant family members access to the labor market. This should be allowed to the Master’s students otherwise they will switch to other countries for taking more facilities. Imposition of less strict immigration rules should be encouraged. Sometimes it might be better to migrate educated, skilled people rather than refugees in a humanitarian ground. USA, UK are giving more facilities in case of Visas, family members, spouses are allowed to the labor market, less strict immigration rules, post study job permit etc. and making their economy successful with contributing more in GDP or having skilled, educated human capital to drive the economic growth. EU commission’s policy is to lure international students focusing on ‘The Brightest and The Best’ what should be changed as the brightest and the best students are not ready for studying by their own money, they need full funded scholarship. Europe can give full funded scholarship a few but should concentrate on the richest students with specific qualifications to boost up their economic growth to overcome the financial crises. Finally according to Sir Andrew Witty (2013) universities benefit their local areas, not only through education and research but also as economic actors in themselves, being a vital source of economic activity in a region, with a positive influence particularly during times of recession. Reference 1. Arturo Guillén (2012). Europe: The Crisis within a Crisis. International Journal of Political Economy, Volume 41, Issue 3, 2012 2. Barro, R. (1991). Economic Growth in a Cross Section of Countries. Quarterly Journal of Economics, 106(3). pp. 407-502. 3. Belka, M. (2009).The impact of the crisis on new EU member states, Role and Contribution of the Fund in the Crisis. IMF Publications: 1. 4. Bramwell A., Nelles J. and Wolfe D. A. (2005).Knowledge, Innovation and Institutions: Global and Local Dimensions of the ICT Cluster in Waterloo, Canada, Paper presented at the DRUID Academy PhD Conference, Aalborg, Denmark, January 27-29. 5. David, P. (1997). The Knowledge Factory: A Survey of Universities. The Economist, (October 4, 1997), p.4. 6. Department for Business, Innovation and Skills (2013). Encouraging a British Invention Revolution: Sir Andrew Witty’s Review of Universities and Growth. 7. Grossman J.H., Reid P.P. & Morgan R.P. (2001).Contributions of Academic Research to Industrial Performance in Five Industry Sectors. Journal of Technology Transfer. January, 26(1-2) pp. 143-152. 8. Irish Universities Association (IUA), (2005). Reform of 3rd Level and Creation of 4th level Ireland: Securing Comparative Advantage in the 21st Century. Irish Universities Association, Dublin. 9. Marco Buti (2009). Economic Crisis in Europe: Causes, Consequences and Responses. DirectorGeneral, Economic and Financial Affairs, European Commission; European Economy 7/2009. 10. OECD. (1982). The university and the community: the problems of changing relationships. Centre for Educational Research and Innovation, OECD, Paris. 11. OECD (2003). Education at a Glance 2003. OECD, Paris. 12. OECD (2004). Review of Higher Education in Ireland. Higher Education Authority, Dublin. http://www.hea.ie/index.cfm/page/publications/category/143/section/details/id/795 407 13. Solow, R. (1956). A Contribution to the Theory of Economic Growth. Quarterly Journal of Economics70, pp. 65-94. 14. Lichtenberg, F.R. and Siegel D. (1991). The Impact of R&D Investment on Productivity – New Evidence using linked R&D-LRD data. Economic Inquiry. Vol 29(2) pp 203-229. 15. Silvia C. Marginean, Ramona Orastean (2011). Globalization and economic crisis in European countries. International Journal of Economics and Finance Studies 01/2011; 3(1):209-218. 16. The Economic Benefits of International Students to the U.S. Economy Academic Year 2011-2012. NAFSA: Association of International Educators. http://www.nafsa.org 17. Ursula Kelly, Iain McNicoll & James White (2014). The Economic Impact of Higher Education Institutions in England. Universities UK. April, 2014. 18. http://www.theguardian.com/higher-education-network/blog/2014/jul/17/top-20-countriesinternational-students 408 Estrategias de innovación educativa y motivación del alumnado de Bachillerato en la didáctica de las ciencias sociales. De la teoría a la práctica M. Corrales Serrano (1), J. Sánchez Martín (2), J. Moreno Losada, F. Zamora Polo (1) García de Paredes 4, 4C, Badajoz TF: 674964987 Mail: mariocorralesserrano@gmail.com (2)(3) Facultad de Educación. Universidad de Extremadura, Badajoz. 1. Introducción – La etapa de Bachillerato es una etapa en la que se dan una serie de particularidades que influyen, en mayor o menor medida, en la motivación con la que el alumnado afronta los estudios de las diferentes disciplinas académicas que se cursan. El presente estudio pretende abordar algunas de estas particularidades y su influencia en las decisiones que el alumnado toma en esta etapa de Bachillerato. Una de las elecciones más importantes que se lleva a cabo en esta etapa es la elección de modalidad de estudios. En el sistema actual, el alumnado puede decantarse por uno de estos cuatro itinerarios principales: Ciencias y Tecnología, Ciencias Sociales, Humanidades y Artes. Son muchos los elementos que actúan como elementos motivadores en positivo o en negativo para que el ELECCIÓN DE MODALIDAD BACHILLERATO 2015alumnado se decante por una u otra 2016 modalidad. Un análisis de los datos de elección del alumnado nos muestra un desequilibrio entre a 3643 3432 cantidad de alumnos que opta por la modalidad de Ciencias y 2170 2134 Tecnología en relación con las demás posibilidades. La imagen 1 1281 1254 nos muestra los datos de elección de modalidad del alumnado 1º BACH 2º BACH extremeño en las tres modalidades que más interesan a nuestro trabajo, Ciencia y Tecnología Ciencias Sociales Hmanidades según datos del departamento de estadísticas de Profex.es Imagen 3: Elección de modalidad de alumnos de Bachillerato en Extremadura. Fuente: Profex.es Teniendo esto en cuenta, nos plateamos conocer mejor las motivaciones que mueven al alumnado a llevar a cabo su elección, para descubrir algunas posibles causas del desequilibrio, y plantear algunas posibles soluciones. Como punto de partida, surgen una serie de preguntas de investigación: ¿Qué entendemos por motivación, y cómo se aplica este concepto a la actividad del estudio? ¿Existen algunos factores que influyan en la motivación que tienen los alumnos cuando estudian Humanidades? ¿Cómo percibe el alumnado de Bachillerato las disciplinas académicas asociadas a las Humanidades? ¿A qué se debe esa percepción? ¿Qué particularidades debería tener una estrategia didáctica que tuviese como objetivo mejorar la motivación del alumnado de bachillerato en las disciplinas académicas de Humanidades y Ciencias Sociales? Para poder dar respuesta a estas preguntas de investigación, el objetivo principal de nuestra investigación es doble: 409 - Por una parte, conocer la proporción de alumnado que se decanta por cada modalidad, así como los factores motivacionales, tanto internos como externos, que influyen en esta elección de modalidad. - Por otro lado, y teniendo en cuenta los resultados que obtengamos en el primer objetivo, tenemos como objetivo la aplicación de una estrategia en las materias de Ciencias Sociales que haga crecer la motivación del alumnado de cara a dichas materias. Estos objetivos nos señalan dos hipótesis principales desde las que desarrollar nuestro trabajo: Hipótesis 1: El alumnado de Bachillerato se siente menos motivado a estudiar materias relacionadas con la rama de Humanidades, por influencia de algunos factores de motivación externa, como la utilidad, las posibilidades de futuro, etc. Hipótesis 2: Una estrategia que tenga como objetivo subir el nivel de motivación del alumnado Bachillerato de cara a la modalidad de Humanidades y Ciencias Sociales tiene que mostrar la utilidad y las posibilidades de aplicación práctica de los saberes humanísticos y sociales. En lo que se refiere a la metodología empleada, desarrollaremos una metodología híbrida, combinando elementos cuantitativos y cualitativos, que desarrollaremos más adelante. 2. Marco teórico – En el estudio de las motivaciones que hacen que el alumnado de Bachillerato se decante por una modalidad concreta de Bachillerato, tenemos como marco referencial algunas nociones teóricas básicas que nos sitúen en una adecuada comprensión del concepto motivación, y de sus implicaciones didácticas concretas. Por un lado, la definición del concepto motivación es una tarea difícil. Como base para nuestro trabajo, podemos quedarnos con algunas ideas clave. Como definición básica, tenemos como referencia la de Pintrich y Schunk [1]: «La motivación es el proceso que trata de explicar cómo el conjunto de pensamientos, creencias y emociones se transforman en una acción determinada a la consecución de un objetivo». A esto, debemos añadir la idea de que la motivación es un proceso que tiene un inicio (motivación inicial) y una continuidad (motivación para la tarea). El otro elemento que hemos de tener en cuenta es el enfoque del análisis de la motivación atendiendo al origen de su punto de inicio. Podemos distinguir en este sentido entre dos tipos de motivación: a) Motivación intrínseca es la motivación cuyo punto de arranque está en el interés que el objetivo despierta en sí mismo, por el hecho de ser lo que es. b) Motivación extrínseca, que hace referencia a un motor que está fuera del objetivo en sí, y que se deriva de la consecución del objetivo. [2]. Estos son los principales elementos teóricos que tenemos en cuenta en nuestro estudio para acercarnos a la comprensión de la motivación de los estudiantes de Bachillerato en su elección de modalidad. 3. Fase Experimental – La fase experimental de nuestra investigación se ha llevado a cabo sobre una muestra de población que ha sido seleccionada en un muestreo de conveniencia, eligiendo a sujetos que cumplieran con las condiciones establecidas para nuestro estudio. El total de la muestra es de 50 sujetos, chicos y chicas pertenecientes a los dos cursos de la etapa de bachillerato, a dos de las modalidades posibles de estudio en esta etapa. Algunas características interesantes de la muestra son las siguientes: a) Edad: Los sujetos de la muestra tienen edades comprendidas entre los 16 y los 20 años, que se corresponden con las edades mínimas de inicio de los estudios de la etapa de Bachillerato y con las edades máximas de repetidores de dichos cursos, distribuidos en proporciones equilibradas. b) Género: En lo que se refiere al género, encontramos una distribución bastante equitativa, con 52% de chicas y 48% de chicos. c) Modalidad de estudios: En relación con la modalidad de estudios, hemos de decir que nos encontramos con una muestra inusualmente equilibrada, ya que tenemos un 50% de CC y Tecnología y un 50% de Humanidades y CC Sociales. El desarrollo de esta fase experimental tiene dos etapas diferenciadas, atendiendo a la metodología híbrida que hemos empleado. La parte cuantitativa de la investigación consiste en la aplicación de un cuestionario de veintiuna cuestiones referidas a elementos de motivación interna y externa, validado por cuatro expertos, que el alumnado que se toma como muestra valora en escala Likert, de 0 [no estoy nada de acuerdo con esta afirmación] a 10 [Estoy totalmente de acuerdo con esta afirmación], que nos permite saber qué tipo de factores motivan más a los alumnos de cada modalidad. En la parte cualitativa de nuestra investigación hemos propuesto al alumnado la elaboración de una redacción libre, más o menos de un folio de extensión, en la que el alumnado tenía que responder a dos sencillas cuestiones: 410 ¿Qué carreta te gustaría estudiar? ¿Cuáles son los motivos que te llevan a decidirte por esa carrera? La finalidad de este acercamiento es tener un elemento de contraste con la foto fija que siempre es un análisis cuantitativo, y poder contrastar los elementos que han aparecido en el análisis de los resultados del cuestionario con otros resultados, procedentes de la misma muestra, pero obtenidos con otro método diferente. Por este motivo, nos parece de especial interés la oportunidad que esta prueba nos brinda para triangular los resultados del cuestionario, así como para poder conocer elementos que influyen como motivadores para las decisiones del alumnado y que no estuviesen presentes ya en la formulación de las preguntas de nuestro cuestionario de manera expresa. Estos datos han sido analizados posteriormente mediante la herramienta de investigación cualitativa WebQDA, estableciendo como patrón de análisis un esquema de categorías de motivación relacionado con las que aparecen en el cuestionario cuantitativo. 4. Resultados y Discusión – Si cruzamos los resultados de nuestra investigación cuantitativa y cualitativa, observamos algunos elementos interesantes para los objetivos de nuestra investigación: En lo que se refiere a la motivación de tipo intrínseco, los datos muestran un equilibrio entre el alumnado de las diferentes modalidades. En lo que se refiere a motivaciones extrínsecas, el alumnado de Ciencia y Tecnología se muestra más motivado que el alumnado de Humanidades y Ciencias Sociales. Entre los elementos externos que marcan la diferencia de motivación entre el alumnado de una y otra modalidad, destacan la utilidad, la aplicación práctica y la posición socioeconómica que permiten los estudios que se desean cursar. Las imágenes 2 y 3 ilustran estas conclusiones: 80 Factores extrínsecos 70 68,2 60 50 40 30 20 49,6 Posición socioeconómica 51 30% 31 10 32% 38% Aplicación práctica Utilidad 0 Ciencia y Tecnología Humanidades y CCSS M. Int M. Ext. Imagen 2: Motivación intrínseca y extrínseca por modalidades Imagen 4: Factores extrínsecos de motivación. Ante los desequilibrios que aparecen en los datos, nos parecen interesantes las opiniones de algunos expertos que están llamando la atención sobre las consecuencias de la pérdida de interés por las ciencias humanas y sociales, en favor de la Ciencia experimental y la técnica. Destacamos la opinión de tres expertos: En primer lugar, nos interesa la reflexión del filósofo y novelista francés Michael Henry en su obra «La Barbarie». La idea central de la obra es que en los últimos siglos ha tenido lugar un proceso que podemos calificar como barbarie, que es la reducción de todo el ámbito del saber al mundo de la ciencia experimental, dejando de un lado el arte, la ética o la religión. Lo que para Husserl era el mundo de la vida se ha transformado en Henry en el mundo de la ciencia. Esta reducción en lo que el fenomenólogo francés considera una barbarie. Según Michel Henry, hay una serie de Rasgos que definen lo que le llama la Barbarie, en la que ya hemos entrado, y que no conoce antecedente en la historia de la humanidad. Los más importantes se desarrollan en los primeros capítulos de la obra [3]. 411 - - - Podemos decir que nos sólo han caído en crisis los valores estéticos de la época del Renacimiento, y de los posteriores Barroco y Romanticismo, sino que también están en crisis otros fundamentos de la vida social, como son los valores éticos, religiosos, cívicos y, en definitiva, culturales. No sólo estamos ante una crisis de la cultura, sin más, sino que la situación es mucho más grave, ya que podríamos estar acercándonos a su total destrucción. El autor parece tener un especial empeño en situarnos ante un panorama realimente trágico, que podría incluso llegar a ser irreversible. ¿qué es lo que ha provocado la crisis en la que se encuentra la cultura humana, y por extensión, la humanidad en general? La respuesta a esta pregunta constituye tal vez la idea central de la que parte nuestro autor en su reflexión, y podríamos sintetizarla de la siguiente manera: «Ante nosotros tenemos en efecto lo nunca visto la explosión científica y la ruina del hombre. Tal es la nueva barbarie que no es seguro esta vez que pueda ser superada». [4] El italiano N. Ordine, sale al paso de una de las cuestiones que, a priori, más desmotiva al alumnado del área de CC Sociales y de Humanidades: La utilidad. En su obra «La utilidad de lo inútil» acepta el reto de demostrar hasta qué punto las humanidades y ciencias sociales tienen cosas fundamentales que aportar a la construcción del mundo actual, aunque estas aportaciones no encajen del todo en los parámetros de utilidad propios de algunas ciencias tal y como las entendemos habitualmente: «La paradójica utilidad a la que me refiero no es la misma en cuyo nombre se consideran inútiles los saberes humanísticos y, más en general, todos los saberes que no producen beneficios. En una acepción muy distinta y mucho más amplia, he querido poner en el centro de mis reflexiones la idea de utilidad de aquellos saberes cuyo valor esencial es del todo ajeno a cualquier finalidad utilitarista. […] Si dejamos morir lo gratuito, si renunciamos a la fuerza generadora de lo inútil, si escuchamos únicamente el mortífero canto de sirenas que nos impele a perseguir el beneficio, sólo seremos capaces de producir una colectividad enferma y sin memoria que, extraviada, acabará por perder el sentido de sí misma y de la vida. Y en ese momento, cuando la desertificación del espíritu nos haya ya agostado, será en verdad difícil imaginar que el ignorante homo sapiens pueda desempeñar todavía un papel en la tarea de hacer más humana la humanidad». [5] Por su parte, la filósofa norteamericana Martha Nussbaum en «Sin fines de lucro», define la situación de declive de las Humanidades y Ciencias Sociales como una crisis silenciosa, que tiene una incidencia de ámbito mundial, y que afecta a todo el panorama de la educación. [6] En el primer capítulo de su reflexión, Martha Nussbaum establece una especie de ecuación en la que relaciona el declive de los estudios humanísticos y sociales con una serie de consecuencias. Los miembros de dicha ecuación serían los siguientes: Las decisiones políticas de los países priman por encima de cualquier otra cosa el desarrollo económico y la producción de riquezas. Este hecho hace que aquellos saberes que tienen una aplicación productiva práctica, sean beneficiados en las planificaciones académicas de los países, en detrimento de aquellos saberes que resultan aparentemente menos útiles para este fin del desarrollo económico y productivo (como es el caso de las Humanidades y las CC Sociales). Sin embargo, el desarrollo económico no garantiza que, simultáneamente, también se den otro tipo de desarrollos, como el desarrollo social, el democrático, el de los derechos humanos, etc… La consecuencia de todo esto es que, en la práctica, cuanto más se apuesta por el crecimiento económico y productivo, y más se deja de lado el desarrollo de otro tipo de saberes, más se retrocede en índices de democracia y de derechos humanos. [7]. 5. Propuesta de estrategia didáctica – Todo lo que venimos desarrollando, nos hace caer en la cuenta de la necesidad de implementar el proceso de enseñanza y aprendizaje con una estrategia didáctica que incida en los siguientes elementos: Conexión directa entre lo que se explica teóricamente y los problemas que suceden en el mundo en el que vivimos. 412 - Incidencia en la relación teórico-práctica de los saberes humanísticos y sociales, de modo que no sean percibidos únicamente como saberes teóricos. Puesta de manifiesto de la utilidad de los saberes humanísticos y sociales en la resolución de problemas de la sociedad actual, y su conexión con las profesiones a las que se puede aspirar desde estos saberes. Como estrategia didáctica posibilitadora de todas estas cuestiones, proponemos el diseño del laboratorio de Humanidades y Ciencias Sociales adaptado a los estudios de Enseñanza Secundaria, en el que se desarrollen actividades prácticas programadas con metodologías de Aprendizaje Basado en Proyectos/Problemas (ABP), desde un entorno gamificado. Ambos elementos inciden en la motivación extrínseca del alumnado, un tipo de motivación que es deficitaria en estos saberes, a la luz de nuestras investigaciones. 6. Conclusiones –Después de todo lo trabajado a nivel teórico y práctico, podemos aportar algunas ideas interesantes: En primer lugar, destacamos la importancia de conocer los elementos motivacionales que influyen tanto a nivel interno como externo en el proceso de enseñanza y aprendizaje en la etapa de Bachillerato, y especialmente el campo de acción que se abre para la didáctica desde todo lo relacionado con la motivación externa. En segundo lugar, creemos interesante la aportación de haber detectado la incidencia de factores de motivación interna y externa en los alumnos de la etapa de Bachillerato, así como una mayor valoración de las cuestiones internas sobre las externas. Esto, como ya hemos apuntado, puede ser fruto de muchas cosas, y puede sufrir una evolución en la etapa de estudios, pero por el momento, es interesante didácticamente hablando el conocer la incidencia de ambos tipos de motivaciones, que pueden tener uso en las estrategias didácticas a emplear en la etapa. En este sentido, quizás la más interesante aportación de este trabajo es la herramienta del cuestionario que hemos utilizado, así como del resto de herramientas, y que pueden servir como instrumentos de medición de la motivación en la etapa de bachillerato, con diversas aplicaciones. En tercer lugar, destacamos la conexión de nuestro trabajo con la preocupación que se está manifestando en algunos ámbitos sociales, ante el deterioro de la valoración de las Ciencias Sociales y Humanas. Por último, como camino a explorar, consideramos interesante la aportación de estrategias didácticas, como el Laboratorio de Humanidades y Ciencias Sociales, que puedan incidir en las carencias motivacionales del alumnado de cara a estos saberes. Juntamente con las todas estas aportaciones que juzgamos interesantes, hemos de apuntar una serie de limitaciones que nos hemos encontrado en la realización de este trabajo, tanto de tipo bibliográfico, como en lo que se refiere a la cantidad y características de la muestra utilizada. 7. Referencias [1] [2] [3] [4] [5] [6] [7] P. R.Pintrich, H. Shunck, Motivación y aprendizaje, Prentice Hall, Madrid, 2004, p. 4. VV.AA. Manual de psicología de la educación, Ediciones Pirámide, Barcelona, 2014. p. 78. M. Henry, La barbarie, Caparrós, Madrid ,2006. p. 23-41. Ibid. p. 33. N. Ordine. La utilidad de lo inútil, Acantilado, Barcelona, 2013. p. 9. M. Nussbaum, Sin fines de lucro, Katz, Buenos Aires, 2010. p. 15. Ibid. p. 35-36. 413 On the Design of New Tool for Gamifying Formative Assessment L. Tankeleviciene (1), A. Janavicius (1) Siauliai University, Lithuania +37061111424, lina.tankeleviciene@gmail.com 1. Introduction. Gamification is supposed to be one of the main trends in the e-Learning area. It can be applied for different pedagogical purposes and in various learning process stages [1, 2]. Our research is oriented towards its particular application area – formative assessment. While having practical experience in using Kahoot! during the lessons and conducting analysis of functional capabilities of other tools related to formative assessment we decided to design and develop our own tool for better satisfying some typical and additional requirements: a) persistent storage of data and various reports on demand; b) simple user interface, possibility to localize the system; c) effective gamification elements, well-liked by pupils; d) simple user scenarios, not heavy-weight system; e) components for increasing teacher tasks’ effectiveness. Our objectives of the paper are as follows: a) to analyse other tools for assessment, paying more attention to Kahoot!, Socrative, and Formative; b) to argue design decisions for system architecture, components, data model, main usage scenarios, and gamification elements used; c) to present experimental results of testing the new system in real settings. Constructive research is chosen as the main research methodology: 1) Personal experience is the main source from which the practically relevant research problem was taken; 2) Understanding of theoretical background is acquired during analysis of the scientific/practical literature; 3) The architecture of the software system is the main innovative construct in this research; 4) Experimental testing of the system and analysis of the results shows potential applicability of the solution. 2. Gamification in Education. There are various gamification definitions. Perhaps the most used are these two: 1. Gamification is the use of game design elements in non-game contexts [3]. 2. Gamification is the process of game-thinking and game mechanics to engage users and solve problems [4]. Game mechanics are tools and techniques represented by some user interface controls and interactivity components that are used as building blocks for gamifying a website or application. By utilizing them correctly we can build a highly motivational user experience around existing website functionality or content. Points, levels, leaderboard, badges, challenges and quests are the most popular gamification elements. In education area different gamification elements are used. For example, we personally have used or participated while using the following: 1. Points o Points for active working during lessons („karma“ points) o Points for extra activities in Moodle environment o Gathering of non-visible (virtual) points for additional scholarship o Minimising points for delayed task completion 2. Levels o Programming assignments in Hour of Code (https://code.org/) o Other educational games with levels 3. Leaderboards o The list of the best students (for scholarship) o The list of the most active students in Moodle course o Awards (the best student, the most scientific student, the most international student, the most active student, etc.) o Public congratulations (in website of University or department, in Facebook, on the bulletin board) 414 4. Badges o Stickers in the pupils’ notebooks 5. Challenges and Quests o Tournaments during lessons (working in groups, making assignments to other groups) o Hackathon – event for programmers, testers, computer network administrators, etc., where they are working intensively on tasks in groups. o Treasure hunts in gymnasiums, colleges, universities. The most important aspect while using any educational technology in teaching/learning process is to understand that technology is only the tool. We must have a purpose of using it in the real context. Possible aims for employing gamified experience can be expressed as: o Making assessment process more interesting; o Promotion of more active learning; o Promotion of additional learning; o Consolidating class community. 3. Tools for Assessment. Assessment is a process of permanent accumulating, interpreting and summarizing of information about the learners’ results, making concrete decisions about learners’ accomplishments and progress [5]. In modern education paradigm assessment is understandable as structural part of educational process. Therefore, our tool is intended for short and quite frequent assessment activities – formative assessment. Formative assessment helps to provide learning perspective, enhances motivation, and encourages students to analyze existing achievements or learning gaps. The system being developed can be used at the end of the lesson in order to check the understanding of a new topic, in order to consolidate some knowledge, and even before starting new topic to show the potentiality of the new knowledge. By analysing similar systems it was found that they have flaws. Most of analysed systems do not have features that are planned in the system being created: there are no gamification elements, classroom and student management, long-term results for students. Systems, which partially have these functionalities, do not have other important features, for example, the ability to watch results in real time, the teacher cannot control the test. Further three systems, which are the most similar to the system being created, are described, including their pros and cons. Kahoot! system lets teachers and students create their account but it only opens one feature – creating and using quizzes. Tests are made from questions and four options for answers. A question and answers are shown on the teacher’s computer screen and the options for answers are shown on the student’s computer screen, differentiated by colours and geometric shapes, so the tests can be solved by students, who cannot read or distinguish colours. The flaw of the system is that test results are not connected to a student and his account. The student joins the test using a key, given by the teacher. After the test, the teacher can export results in a Microsoft excel worksheet format, but the system does not store any data. Socrative. The problem found is the same as in the Kahoot! system – it is not possible to tie students to their teachers’ tests. It works using a similar principle, but the teacher has a few options: weather to control the change of questions or to allow students to solve the test on their own. This system has more configuration options, for example, the making of the question is more difficult, there can be more answers to choose from, open ended questions are also possible. Questions, answers and results are not shown on the main screen and the interactivity is more dedicated to the teacher, so he could watch changes as they are happening. Another con is that there are no gamification elements which could motivate students to compete. Results can be exported in a Microsoft excel worksheet format, but these results are less detailed than in the Kahoot! system. Formative. In this system, the teacher has the ability to create a classroom and the student can create an account and join the classroom using the key, provided by the teacher. The system is more dedicated for students to solve a test individually while the teacher can watch results, evaluate or make a comment in real time. There is a possibility to create complicated questions, even including graphs. The system does not contain gamification elements, tests cannot be solved in a group with the results on screen. The student cannot see their results anymore if the classroom is deleted or they are expelled from the classroom. Also, if the question or an answer is edited, the results for the student’s test changes, for example, if the correct answer was A, but the student chose B, we can see they answered incorrectly, but if the teachers edits the 415 question and changes the correct answer to B, the answer in the results of the test solved before will be shown as correct. According to this analysis and our intention to use quiz system for short formative assessment experiences, requirements for the new system were gathered, as mentioned in the introduction. 4. Design of New System. The software proposed consists of two systems: a) The main purpose of administrative system is to collect, manage and provide the necessary data, to get requests from teachers, pupils and survey system; b) Quiz management system tracks student and teacher activities, provides data to them at the time of the testing, makes the requests to the administration system. Two user groups are foreseen: teachers and pupils. Classes and tests are the main resources, managed by teacher. The teacher creates a class in which students can be imported from a CSV file, or the pupils themselves can register into the class with a given key. Every test is made of questions of the type “one of many”. The number of responses is now limited to 4 responses. Every test and every question has an attribute, indicating if it can be deleted. The main idea of such an attribute is not removing physically from the system data records that can be further required while implementing some user tasks. For example, if the test is already solved by some class, we can’t delete this test and its questions, because they can be further requested while forming reports about all tests solved by particular class. Data on tests’ solutions are stored. Even if the same class uses the same test repeatedly, data are stored for every test execution. Additionally to the data model the main use cases were foreseen. Common user use cases are registration and login. In the scope of administrative system, the main functionality for teacher concerns management of schools, classes, tests and test solutions. The main functionality for pupil concerns management of related classes (joining, disjoining, search, review), joining the test which is executed at that moment, reviewing their own results and awards. In the scope of quiz management system, the main functionality for the teacher concerns starting and managing test execution, for the pupil – joining an active (executed at that moment) test and answering the questions. The main user interface for the teacher is shown in Image 1. Image 1. The main user interface for the teacher We have chosen to implement the following gamification elements: points, awards, and leaderboards. While the test is executed, pupils see points of other pupils on the main classroom’s screen, in such way the system encourages competition among pupils. After the test pupils who have got the biggest amount of points are awarded with gold, silver or bronze medals. We don’t consider response time as important, so, several medals of each type can be dedicated during one execution of the test. The excerpt of pupil’s user interface is presented in Image 2. 5. Research of pupils’ opinion about the systems developed. Image 2. Example of pupils’ user interface Research tasks were as follows: 1. Figure out the level of end-user satisfaction with a system; 2. Identify the areas for improvement in order to increase the potential user satisfaction. The methods used in this research: questionnaire and verbal frontal discussion. The organization of research: 416 1. May 2017. The system was tested by 70 pupils from Siauliai Romuva gymnasium and Gasciunai basic school from Joniskis district. 2. May 2017. Immediately after the usage of a system, exploratory questionnaire was filled by 50 pupils. Subsequently, we discussed the tests and the system with each class. 3. Background: pupils joined 2 or 3 tests only. From 8 to 10 questions were included in every test. Tests were related to topics that were studied in the spring semester. Pupils were imported as users into the system in advance. 4. The survey was anonymous, created using Google Forms. It consisted of 4 closed questions (one choice of several) and one open-ended question. Further in this section results of this research will be described. The open-ended question was formulated as follows: What do you propose to improve in this new system? 30 pupils answered this question, but most haven’t proposed anything specific. Typical answers were “It was all OK” and similar. Oral discussion with pupils allowed gaining some insights, for example: 1. The first page must be presented in Lithuanian (user interface can be localized; Lithuanian and English user interfaces are now supported). 2. Quite empty and boring window while loading the test (as the test is executed synchronically, we must wait while all pupils in the class join the test). 3. They want to see own position in the class according to the amount of gathered points (now this list can be shown by the teacher). Answers to the other questions are presented in the tables I, II, III and IV below. Table I. Pupils’ opinion about the system Table III. Colours and pictures Answer % Answer % Liked very much 62 Liked very much 66 Liked 26 Liked 26 Moderately 12 Moderately 0 Didn’t like 0 Doesn’t matter 8 Table II. Easy to use Answer % Table IV. What do pupils like? Very easy 68 Answer % Not difficult 30 Check owns knowledge 46 Had problems 2 To compare himself with others 14 Compete and win 36 Other 4 417 6. Results and Discussion. The system developed was tested during the lessons in gymnasium and rural school. The overall impression is very good. We foresee further extension possibilities of the system: a) more types of reports; b) more types of questions (until now only one true answer from four possible is implemented). 7. Conclusions. Analysis of the problem area and possible to use systems shows, that there are no software for completely satisfying teachers’ requirements. The system developed is suitable for periodical, consistent series of gamified assessments. It was well accepted by the pupils of different ages. 8. References [1] C. C. N. Menezes, R. De Bortolli. Potential of Gamification as Assessment Tool. Creative Education, 2016, 7, 561-566. [2] D. Dicheva, C. Dichev, G. Agre, G. Angelova Gamification in Education: A Systematic Mapping Study. Educational Technology & Society, 2015, 18 (3), 75–88. [3] S. Deterding, D. Dixon, L.E. Nacke, K. O'Hara, M. Sicart. Gamification: Using Game Design Elements in Non-Gaming Contexts. In Proceedings of the 2011 Annual Conference Extended Abstracts on Human Factors in Computing Systems (CHI EA'11), 2011, Vancouver, BC, Canada. 2425-2428. [4] G. Zichermann. Gamification by Design. O’Reilly Media, Sebastopol, CA, USA, 2011. [5] F. Ivanauskiene, L. Tankeleviciene. Education Technologies for Organizing Assessment in Distance Studies. Information Technologies and Control. Kaunas: Technologija, 2004, 4 (33), p. 41-44. 418 Detección y prevención del plagio en educación superior L. Monsalve-Lorente(1) (1) Avda. Blasco Ibáñez, 30. Departamento de Didáctica y Organización Escolar Universitat de València 46010 Valencia. 963983715 1. Introducción – La detección y prevención del plagio en educación superior surge de la necesidad de luchar frente a un fenómeno que según confirman estudios realizados en el marco del Espacio Europeo de Educación Superior va en aumento gracias a las nuevas tecnologías en forma de internet. Hoy en día el acceso a documentos electrónicos por parte de los estudiantes fomenta la mala costumbre del Copy&Paste, es decir, copiar y pegar contenidos sin identificar el origen real de las fuentes utilizadas [1]. En este trabajo se intenta constatar si esta práctica está normalizada entre los estudiantes universitarios o por el contrario no se abusa del plagio. ¿Pero realmente conocemos que % de los estudiantes hacen uso del plagio? A partir de un exhaustivo análisis de la literatura existente, en el que se recopilaron las principales causas descriptas, Park (2003) en Sureda (2009) añadió a las ya señaladas por Dordoy cinco nuevas atribuciones, la primera de las cuales es que se copia porque algunos estudiantes perciben esos «atajos» como una demostración inteligente y aceptable; es decir: copian porque han interiorizado unos falsos valores. Una segunda causa está en entender el plagio como un desafı́o, una forma de enfrentarse a la autoridad. La desmotivación, el creer que la demanda del profesor es irrelevante o que no lo valora adecuadamente es la tercera causa que Park señala en su análisis. La cuarta está en el convencimiento de algunos alumnos de que lo que hacen no es malo. Finalmente, los resultados de Park apuntan a la ausencia, total o parcial, de mecanismos de disuasión: se copia porque el alumnado, al comparar los riesgos y los beneficios de plagiar, considera los segundos muy por encima de los primeros [2]. Otro aspecto a destacar es el concepto de ciber-plagio académico, la irrupción de las tecnologías de la información y la comunicación (TIC) ha provocado o facilitado importantes cambios que no pueden valorarse de forma positiva. Es el caso del llamado ciber-plagio académico [3]. Siguiendo a estos autores, Comas y Sureda (2007) internet y sus peculiaridades ha modificado la manera en que se accede, consulta y emplea la información en el ámbito educativo y académico. El WWW se ha convertido en fuente de referencia primordial para la documentación académica por quienes forman parte de cualquier proceso de enseñanza-aprendizaje. La gran cantidad de recursos, materiales, artículos, multimedia, libros, revistas especializadas, bases de datos, portales temáticos, etc. Accesibles a través de internet, la facilidad y comodidad de acceso a los mismos y la gratuidad de la mayor parte de ellos son sin duda factores de gran ayuda para cualquiera que desee consultar información con finalidades académicas y, en cierta manera, no se concibe hoy en día un trabajo académico, el planteamiento de una investigación, la ampliación de contenidos de una asignatura, el trabajo en un aula, etc. Sin contar con la ayuda de internet como elemento de consulta [3]. Seguimos con Comas y Sureda (2007) cuando afirman que el plagio en el ámbito académico parece haber existido siempre. Ahora bien, la mayor parte de estudios y análisis que sobre el tema se han hecho señalan que el aumento exponencial de penetración de internet; la mayor facilidad de acceso a los contenidos digitales en general y los albergados en la Red en particular, han provocado un auge en las prácticas de plagio entre el alumnado univeristario [3] [4]. Según Balbuena (2003) citado en Soto (2012) el delito de plagio atenta directamente contra los derechos de autor de una obra en particular, ya que toda obra debe poder ser distinguida de otras similares. Al cometer plagio se daña tanto los derechos morales del autor sobre su obra, ya que no se le está dando su debida acreditación y paternidad sobre la misma, y también los derechos patrimoniales o de explotación, debido a que se introduce en el mercado otra obra que copia en gran parte a la primera haciendo que ambas compitan entre sí [5] [6]. Por todo esto, vemos la necesidad de estandarizar el uso de los programas anti-plagio que cada Universidad pone a disposición de los profesores e investigadores. A su vez, existen numerosos programas disponibles en la red de manera gratuita. En este trabajo nos vamos a centrar en el análisis realizado a través de dos programas Urkund y Turnintin. El objetivo principal de este trabajo es analizar, a través de un estudio de casos, si el plagio se ha normalizado entre las prácticas de los estudiantes del Grado de Pedagogía de la Universidad de Valencia. Para conseguir los objetivos hemos tomado como muestra a un grupo de 62 estudiantes del Grado de Pedagogía de la Universidad de Valencia durante el curso 2016/2017. El programa anti plagio utilizado ha 419 sido el URKUND, utilizado por la Universidad de Valencia. Se han analizado 108 trabajos. 54 correspondientes a un resumen-crítica de un libro de la asignatura y 54 unidades didácticas que los alumnos han ido elaborando a lo largo del segundo cuatrimestre. Con el objetivo de conocer la eficacia del URKUND, los trabajos que han obtenido un % de plagio significativo se han enviado al programa TURNITIN. Son ya muchas universidades españolas que se suman a la utilización del programa anti-plagio URKUND, entre ellas está la Universidad de Valencia. Además, el pasado 21 de diciembre se publicó que el consorcio de casi la totalidad de las universidades catalanas (UB, UAB, URV, UdG, UdL, UPC, UOC) ha adquirido este programa de software. URKUND ofrece un sistema totalmente automático para gestionar posibles plagios. El sistema puede utilizarse de varias maneras, por ejemplo, desde el Moodle o enviando los trabajos por email. Para ello el profesor deberá contactar con los servicios informáticos de la universidad. Éstos le crearán una cuenta de usuario y un email al que enviarán los trabajos. Automáticamente los informes llegan al email del profesor. URKUND no juzga si se ha plagiado o no, simplemente da el % de texto que se ha encontrado en otras fuentes, y asimismo enumerándolas. No necesita instalar ningún software y no utiliza interfaces complicadas. Esto significa que es muy fácil de usar [7]. Figura1: informe urkund Fuente: elaboración propia extraído de Urkund (2017) La diferencia con TURNITIN es que URKUND no necesita cargar el trabajo en ninguna herramienta y la carga y comprobación de cada documento conlleva un gran esfuerzo sumado al elevado volumen de corrección de los trabajos hace que muchos profesores desistan en su utilización. En muchas ocasiones los profesores tienen que priorizar otros asuntos, lo que complica la posibilidad de detectar casos de plagio. En algunos casos el plagio es fácil de detectar. Principalmente consiste en un estudiante que copia textualmente fuentes que los profesores conocen. Frecuentemente, el texto suele ser suficiente para describir la trampa. Pero encontrar la fuente es el mayor reto. Casi siempre se requiere el texto original para demostrar que un fragmento de texto se ha plagiado. Las fuentes plagiadas se pueden clasificar en tres áreas: Internet, material publicado y material de otros estudiantes. Es muy difícil encontrar las fuentes sin ayuda [7]. URKUND también presenta un efecto preventivo, es decir, las que evitan que tenga lugar. Implementar un sistema como URKUND envía un claro mensaje de que el plagio es inaceptable y que se toman las medidas adecuadas para solucionar el problema. Hacer que los estudiantes envíen sus trabajos mediante el sistema también ayuda a reforzar su efecto preventivo. En lugar que el profesor mande todos los trabajos en una carpeta Zip a su email de URKUND, es muy aconsejable dar directamente este email a los alumnos para que lo manden ellos directamente. El email lo genera el equipo de informática de la universidad y suele ser el usuario que asignen seguido de @analysis.urkund.com y automáticamente se recibe mensaje al correo del profesor con el informe [7]. 3. Resultados y Discusión – El programa anti-plagio se ha pasado dentro de la asignatura “Investigación, desarrollo e innovación del currículum” del grado en pedagogía, tercer curso, curso 2016/2017, segundo 420 cuatrimestre. De un total de 62 matriculados, la muestra ha sido de 57 estudiantes, 48 mujeres y 6 varones. Las tareas analizadas han sido dos: 1) resumen-análisis de un libro que han elegido los estudiantes de la bibliografía propuesta (54 trabajos) 2) Unidad didáctica (54 trabajos) El plagio se ha analizado de tres fuentes: 1) Internet 2) Material publicado 3) Otros alumnos 4) Sitios web para copiar Tabla 1. Número de trabajos con % de plagio UNIDAD DIDÁCTICA RESUMEN/ ANÁLISIS 0% 16 1-5% 13 6-10% 12 11-20% 5 21-30% 2 31-40% 1 31 12 2 2 2 1 41-50% + 50% 5 4 Las dos tareas han sido analizadas por el programa anti-plagio URKUND aportando los siguientes resultados: De las dos actividades ha habido mayor plagio en la tarea de unidad didáctica que en resumen/análisis. Desglosando la unidad didáctica un 19% no han utilizado el Copy&Paste. Después de la corrección de los trabajos se constata que todo lo incluido tiene todo bien referenciado. 13 trabajos tienen entre un 1 y 5% de plagio. Tras el análisis de los mismos constatamos que es debido al apartado de legislación, pero no todos los alumnos lo han puesto en referencias bibliográficas. Lo mismo ocurre con los 12 trabajos que presentan entre un 6 y 10%. En 5 trabajos encontramos entre un 11 y 20%. Aquí ya se puede observar que han copiado no solo legislación sino algún apartado como objetivos, competencias, etc. 2 trabajos tienen entre un 21 y 30% y 1 entre un 31 y 40 %. Estos trabajos ya presentan mayores problemas ya que incluso han copiado algunas actividades que tenían que desarrollar en la Unidad Didáctica. Por último 5 trabajos presentan más del 50% de plagio en sus trabajos. El trabajo que mayor plagio presenta ha sido de un 88%. Los datos extraídos han sido muy significativos para la calificación y evaluación de los mismos. A mayor % de plagio mayor penalización en la nota. Hasta un 10% el plagio detectado no ha afectado a la nota ya que examinando cada uno de los trabajos se ha podido comprobar que ha sido al incluir legislación educativa y las competencias del currículum. A partir del 11% la nota ha ido bajando conforme aumentaba el % de plagio. Cada una de las tareas tiene un valor de 2 puntos. Se ha establecido el umbral en 30% como trabajo no admisible si se pasa. Ha habido un trabajo que han presentado entre el 31 y 40% que tras comprobar que la mayoría ha sido por incluir bibliografía se ha aprobado, pero reduciendo la calificación notablemente. El mayor problema lo han presentado 5 trabajos con más del 50% de plagio. Éstos han tenido la calificación de suspenso. Esta herramienta ha sido muy útil ya que 4 de los 5 alumnos fueron a la revisión ya que no estaban de acuerdo con la nota. En ella se les mostró el informe anti-plagio que fue muy esclarecedor ya que aporta en todo momento la página web de donde se ha extraído la información. Por lo que las revisiones no tuvieron mayor dificultad con el resultado que los alumnos tienen que ir a la segunda convocatoria. En cuanto a la tarea resumen/análisis del libro elegido por los alumnos los resultados han sido sorprendentes ya que las directrices fueron muy claras, había que leerse el libro, hacer un resumen y análisis crítico del mismo. Este tipo de tareas se utiliza con la finalidad de conseguir unas competencias de síntesis, autonomía y pensamiento crítico. 27 de los estudiantes han plagiado desde un 3 hasta un 87%. El sistema de calificación ha sido el mismo que la anterior tarea y coinciden los alumnos que han obtenido un % de plagio en ambas tareas. Tabla 2. Fuentes de plagio Internet Material publicado Otros alumnos Sitios web % trabajos que han copiado de esas fuentes 85% 5% 8% 2% La mayor fuente donde se ha acudido para buscar información para realizar los dos trabajos ha sido internet. Han salido multitud de páginas web. Desde páginas de legislación educativa, LOMCE, Reales Decretos, Decretos, etc. a otras unidades didácticas colgadas en internet. Lo que llama la atención los sitios web (4º lugar de la tabla) que en este caso han sido páginas dónde están colgados resúmenes de libros. 421 Los informes no sólo nos han dado un % de plagio, sino mayor conocimiento de las páginas por donde se mueven los alumnos para hacer los trabajos. Los resultados han sido sorprendentes ya que partimos de la premisa que la mayoría de los alumnos abusan del uso del Copy&Paste. En este caso podemos comprobar no ha sido así. Los datos obtenidos tras el análisis de los trabajos nos dicen que, de un total de 108 trabajos analizados, sólo 6 trabajos han presentado un % de plagio muy significativo. En cuanto al programa anti-plagio TURNITIN se han pasado 20 trabajos para poder comparar los informes finales. Se constata que en todos los casos TURNITIN da un % más alto de plagio que URKUND. Analizando estos datos comprobamos que este programa permite excluir algunas fuentes como, por ejemplo, citado en la universidad. En TURNITIN los títulos, índice, algunas palabras que ya se han incluído en otros trabajos da plagio. Por tanto, manualmente hay que ir excluyéndolo. También tiene la opción de excluir menos del 1% ya que no se considera significativo, ya que como hemos indicado puede deberse a simplemente una palabra. Así pues, tras excluir algunas fuentes los resultados son parecidos. 4. Conclusiones - Tras el análisis de los resultados consideramos muy importante explicar el uso del Copy&Paste y sus consecuencias en nuestras clases. Los docentes debemos potenciar la cultura del esfuerzo y saber hacer buen uso de los recursos en internet. Estamos inundados por tal cantidad de información que es muy fácil hacer uso de ella sin citar la fuente. Trabajando esto en el día a día podremos reducir la alta tasa de plagio de los estudiantes. Desde la asignatura de “Investigación, desarrollo e innovación del currículum, objeto de estudio en este trabajo, se ha utilizado una metodología que potencia el trabajo autónomo del estudiante y que les impulsa a redactar trabajos de propia autoría, utilizando diferentes fuentes y referenciándolas siempre. Desde el primer día se ha incidido en esto. Pensamos que también ha ayudado que a lo largo de las sesiones se ha trabajo sobre todo la tarea de la Unidad Didáctica. Se han aprovechado las prácticas para ir explicando y trabajando las diferentes partes de la unidad didáctica. Pensamos que el éxito del no abuso en exceso del copy&paste en esta tarea, ha sido que los alumnos tenían que ir desarrollando cada uno de los apartados en clase, en el momento y sin consultar fuentes de internet. El dejar espacio en clase para explicar las partes del trabajo y dar lugar a que los estudiantes lo desarrollen pensamos que ha sido positivo en los resultados del control anti-plagio. La docente durante las sesiones ha ido revisando cada una de las unidades didácticas permitiendo el avance los alumnos en la misma. Concluimos, por tanto, que la metodología utilizada por la docente de dedicar sesiones para realizar los trabajos ha favorecido que los estudiantes no hayan abusado del copiado sin citar la fuente y a al hacer una revisión tan detallada ha permitido que los alumnos lleven al día la tarea y no se les acumule para el final. Uno de los mayores problemas que nos encontramos es este, precisamente si no llevan los trabajos al día, llega el momento de casi la entrega y las prisas suelen ir acompañadas del “copy&paste”. Por tanto, es fundamental explicar al inicio de las clases qué es el plagio, como se detecta y ayudarles a que busquen herramientas para no caer en él. En cuanto a la comparación de los dos programas anti-plagio podemos afirmar que encontramos más fácil de usar URKUND ya que simplemente enviándolo al email que nos asignan como usuarios nos envían el informe a nuestro email de la universidad. Es muy importante simplificar en estos casos, ya que cuando nos encontramos corrigiendo los trabajos también están los exámenes, prácticas, etc. Si se encuentra una herramienta difícil no se utilizará. Con este estudio pretendemos establecer un punto de partida en el análisis de los programas anti-plagio en la universidad y como futura línea de investigación establecemos hacer un estudio inter-profesorado, con más muestra, con diferentes metodologías docentes para poder comparar distintas variables con la finalidad siempre de mejorar nuestra práctica docente. 5. Referencias [1] C. Heine. J.M. Martín, Estrategias para prevenir y detectar el plagio académico en Humanidades. Universidad de Granada., 2, (2013) p. 1168-1179. [2] J. Surda. R. Comas. M. Morey, Las causas del plagio académico entre el alumnado universitario según el profesorado. Revista Iberoamericana de Educación. 50 (2009) p. 197-220. [3] R. Comas. J. Sureda, Ciber-Plagio Académico. Una aproximación al estado de los conocimientos, Revista TEXTOS de l CiberSociedd, 10 (2007). [4] R. Comas. Urbina, The “Copy and Paste” Generation: Plagiarism Amongst Students, a Review of Existing Literatura. International Jorunal of learning. 12 (2005) [5] A. Soto, El plagio y su impacto a nivel académico y profesional. E-Ciencias de la Información Revista electrónica semestral., 2, (2012). [6] P. Balbuena, El plagio como ilícito legal. Revista Ventala Legal., (2003) [7]. Urkund, consultado el 8 de junio de 2017 disponible en http://www.urkund.com/es/sobre-urkund/965plagiarism 422 CV científico Laura Monsalve Lorente es Licenciada en Pedagogía y Doctora en Educación por la Universitad de Valencia. Profesora en el Departamento de Didáctica y Organización Escolar de la Universitat de València. Es miembro de la Unidad de Investigación en Política de la educación de la Universidad de Valencia. Ha participado en varios proyectos de investigación de la Universidad de Almería y la Università del Salento (Italia). Ha realizado estancias de investigación en la Universidad de California, School of education (Exeter, UK), en la Università del Salento (Italia), en Örebro Universitet (Suecia), en la Universidad de Verona (Italia) y en la Universidad de Almería. Imparte docencia en los grados de Pedagogía y Magisterio de la Universitat de València. Sus ámbitos de investigación son la didáctica y organización escolar así como estudios políticos y comparados de la educación. 423 Innovative Technologies and International Experts' Networking in Higher Education in the Age of Globalization: Pros and Cons (Ural Federal University case) A. Kurumchina Mira, 19, Yekaterinburg, Russia, 620000 +7 (912)64-36-358, a.e.kurumchina@urfu.ru 1. Introduction. This paper is devoted to the research of both positive and negative influences of international experts’ networking on development of national scientific schools and usage of innovative technologies in higher education. International networking is an important part of any scientific sphere, but on the other hand education and sciences always work for national defence, that is why they could not be absolutely open. The problems of openness and transparency, influence of foreign experts, reforming of domestic scientific and technical schools, grant system, domination of cheaper humanities education over technical one will be examined in this article. What results do we have in Russia now? What are the perspectives? We will look through last approximately 20-25 years of two Russian regional universities: Ural State University and Ural Polytechnic Institute which now jointed in Ural Federal one and Ural Branch of Russian Academy of Science. 2. Experimental. From the very beginning universities were regarded as corporations based on their autonomy and independence of any king, emperor or religious authority, such model was developed by the Bologna university. On the other hand, the model of modern university (the faculty governance one) appeared in Modern Early period in Europe. In Russia there was a mixture of two European models namely Humboldtian and French ones. But now our university system is under a great reforming and transformation into corporate university where power is transferred from faculty to managers [3]. This research is based on analytical methods. The author examined university’s web site, local scientific papers such as “Nauka Urala” and “Uralsky Federalny” (“Za Industrialnie Kadri”). The first one is published by the Ural Branch of Russian Academy of Science, the second one belongs to the Ural Federal University. The reforming started after the collapse of the USSR (1991). There were many changes in university and Academy of Science life that time. New market economy destroyed the finance system of this social sphere and the state government was not interested in scientific work results, but international foundations such as Soros Foundation and some foreign universities (North American and European ones) were. They have already had developed grant system and worked with it. That’s why during this period such organizations supported science in our country [1]. This fact is considered contradictory. Some researchers argue that it has had a positive result. But others insist that foreign foundations and grants were the means to buy Russian technologies for a penny. According to the interviews from 50 representatives of universities and Ural Branch of the Academy of Science more than 50% of them think the same way. Russian science was closed for the world that time. Most publications were written in Russian that is why Russian technological developments were closed for foreign specialists. This explain the fact that Russian scientists were confused while listening to some foreign experts who came with lectures, because the lectures content had been already discovered and published in Russian by our scientists. There is no exact statistic data of how many technologies of Russian scientists were bought and transported to the west using foundation and grant system. But we know that there were other negative aspects of this transformation. The most difficult period for modern Russian science and education was during Yeltsin’s time since 1991. Being a scientist or a school teacher meant to live worse than some unemployed person in Europe that time. That is why there were two types of emigration. The first one was “external emigration” (about 80 000-120 000 highly qualified scientists left the country), and internal one namely when young scientists and university and school teachers, associate professors and even professors became businessmen, trade entrepreneurs, and even janitors. Practically for ten or even fifteen years this sphere became absolutely unpopular among young people looking for a job and choosing their professional future. Most of them would like to be businessmen but not scientists. The second period of the reformation of science and education started in 1997. The leader of it was a Minister of Education, Mr. Vladimir Philippov. He implemented united state exam for school children and initiated joining Russia to Bologna process. The results of this reform can be found here [2]. Along with some other transformation and innovations in school education mathematics was divided into two levels (common and professional), and the sciences like physics and chemistry are taught only in the 424 class specializes in math. The one reason was that it was too expensive to teach them. As for humanities they focused mostly on economy and marketing. The most popular and prestigious specialties have been economics, marketing, and PR and advertisement. It seemed that this difficult situation became better at the beginning of 21st century. In 2006 a new stage of university reform began. It concerned of foundation of big federal universities in every federal region. The first was Siberian Federal university made of Krasnoyarsk state university, Krasnoyarsk State Technical University and other two ones. Then another federal university appeared in the South Federal region (South Federal University). From 2009 till 2014 they founded 8 federal universities more. In 2009 Russian President Dmitry Medvedev issued an edict to create Ural Federal university by joining of two big and different Ural universities – Ural State University and Ural State Technical University (former Ural Polytechnic Institute). In every region it was very painful process that has not come to its end till now. It happened not only with Ural universities, it was the whole Russian education and science reforming. There are several points of view on this reform. The first considers such transformations like a necessary, inevitable thing which can help to keep Russian education and science at an international level. It is easier to carry out any research in such a big structure because it incorporates different fields of studying, especially in the situation when interdisciplinary approach becomes more and more productive. It has modern equipment and a lot of money to lead scientific work. The great advantage of such federal university is an access to electronic resources of scientific literature and periodic. Another important quality of federal universities is their international activities. Thank to the development of international scientific networking Ural Federal University has 400 foreign partner universities from 64 countries. The university participates in international networking projects such as BRICS Network University, CIS Network University, University of SCO, UArctic and Association of Technical universities of Russia and China. Every year about 150 students of our university go abroad to carry their scientific research in the frame of Academic mobility Programme. There is a local group of students of technical specialties BEST in Ural Federal University. Our university participates in some international scientific programmes like FP7, HESP, ReSET etc. There are some applied scientific projects in collaboration with universities of Germany, South Korea and the USA. University invites foreign Professors to read lectures and to lead research here as well. Ural federal university is a famous regional platform for such international scientific activities as Final of the World Championship on Programming (ACM-ICPC). The First Forum of Rectors of BRICS Network University took place here etc. [4]. Many international students have a opportunity to study in Russia. For the last 5 years we have developed about 20 master programmes in English in the Ural Federal University. There are some joint and dual degree ones. That is the result of scientific networking with India, Kazakhstan and some European universities. It took us about 20 years to become experienced in working with grant system and networking in higher education. Thanks to all these reforms we implement new online approaches to the education 31. Besides the science some of cultural events are led in federal universities. For instance, Viennese festival of music films takes place in front of the Ural Federal University. And this event has a great popularity among Yekaterinburg citizens. Nevertheless if we look at the statistic data we will see that about 30% of the global market of international education belongs to the USA, and Russia has only 0,3%. The author of this paper considers it as a perspective. All information above told about positive aspects of transformation in education in Russia. But there are some cons too. As the author has already stressed it concerns faculty. All these “innovations” led to the incredible staff reduction and brain-drain. The figures mentioned above describe situation in 1990s, but at the beginning of 2000s this process has not stopped. One of the reasons for brain-drain is bureaucracy in education and science system. Today university faculty should write lots of useless documents describing educational process. We always have done this but not in such quantity. On the other hand we feel great pressure because of unbelievable working hours and overloading with lectures and seminars. Faculty staff do not have time for science. Another reason is connected with salaries which in universities are not competitive in the salary market at all. And the main one is about university independence. Humboldtian model is transforming into corporate model which means that faculty cannot influence any aspect of university life any more. Staff reduction is the result of implementation of on-line technologies. As a technology on-line education has its positive and negative aspects. There is no need to talk about positive influence of on-line education and its opportunities. But the negative side is that students have less and less time to communicate with the professors. Federal educational standard prescribes to increase practice instead of lectures. In such a situation student cannot have enough space for having theory and dialogue with the professor that leads 31 According to the conference programme my colleagues will make a report about this. 425 to the prevalence of applied approaches to education instead of classical university model. Generation gap, brain-drain and staff reduction are factors which destroy university science today. Another contemporary tendency is development of different free educational platform like EdX, where any person can take the course they are interested in. And there are some national and international platforms. Today UrFU do its best to participate in the implementation of national on-line education platform along with other big Russian universities. It demands UrFU faculties to be in a constant professional progress and to be more competitive. This very brief description of the situation with Russian education and UrFU shows that education and science market is complicated and competitive one. And UrFU must do even more than its best to participate in this competition. Of course phenomenon of commercialization of education not always leads to positive consequences as it has been said above. 3. Results and Discussion. According to the Tkach’s research 80% of respondents think that education reforming has led to crisis and degradation of domestic science [2, p. 27]. Some specialists consider situation with grants and international education as ambiguous. On one hand international grants are good opportunity for our specialists to work with foreign colleagues, to participate in international conferences and to have practice in foreign laboratories. But on the other hand such a system leads to what they call collateral brain-drain because of difficult situation in Russian science as it is. 4. Conclusions. Along with the whole Russian science, local Ural university’s science is under the great reforms now. Many faculty representatives consider it as a systematic crisis which makes it difficult to work, but an experience of previous generations helps young scientists to work more consciously. Nevertheless we know that it is not a unique Russian situation. This is the whole world process which works for marketing interests of several world universities. It leads to the unification of education, and national science loses its important role in the developing and increasing of national technological status. 5. References [1] Бялый, (2013, October 9). Проблемы постсоветской науки: истоки и факторы кризиса. Retrieved May 9, 2017, from http://rossaprimavera.ru/article/problemy-postsovetskoy-nauki-istoki-i-faktory-krizisa [2] Ткач, Д., Гомцян, О. Остапенко, А. Хагуров, Т., Щипкова, А. (2014). Классический университет: вызовы времени и пути развития. Краснодар: Парабеллум. [3] University (2017, June 5). Retrieved from https://en.wikipedia.org/wiki/University [4] Международная деятельность университета. (2017, February 19). Retrieved June 08, 2017, from http://urfu.ru/ru/international/ 426 Campus Virtual Tutorial (CVT) como herramienta dentro del Plan de Orientación al Estudiante de podología (PODOPOE) Dra Raquel Mayordomo Acevedo (1), Dra Ana María Pérez Pico (2), Dr Pedro Dorado (3) (1) Departamento de Anatomía, Biología Celular y Zoología, Centro Universitario de Plasencia (CUP), Plasencia, Cáceres, España. rmayordo@unex.es , tlf: 927 257000 (ext; 52182) (2) Departamento de Enfermería CUP, Plasencia, Cáceres, España (3) Departamento de Terapéutica Médico Quirúrgica, CUP, Plasencia, Cáceres, España 1. Introducción El campus virtual (concretamente el de la Universidad de Extremadura o CVUEX) es, a día de hoy, una herramienta útil para la enseñanza y aprendizaje del alumno y lleva funcionando para las asignaturas de la titulación de Podología desde el inicio de la implantación del plan Bolonia [1,2,3]. La principal finalidad del Plan de Orientación al Estudiante (POE) es facilitar la adaptación del estudiante a nuestras aulas y favorecer la relación interpersonal de todos los integrantes del proyecto [4]. Esta es la tercera convocatoria de dicho Plan, aunque este llevaba funcionando como Plan de Acción tutorial de la titulación (PATT) más de 10 años en nuestra Universidad. El POE se inicia en el momento en el que el alumno comienza sus estudios en la Universidad de Extremadura y finaliza en el momento en el que culmina con la superación de todos los créditos contemplados en su plan de estudios. Por lo tanto, dicho plan dura varios años y engloba varios cursos académicos lo que implica que las necesidades del alumno variarán a lo largo de los años y esto hace que el plan se deba adaptar a las necesidades según los cursos y alumnos correspondientes. En primer curso se realizarán actividades enfocadas principalmente a que el alumno conozca la organización y los servicios de la Universidad, su titulación, y las opciones de matriculación y a compañeros de cursos superiores que les servirán de guía en sus inicios universitarios. En los cursos intermedios se dará prioridad a las opciones de movilidad, tanto nacional como internacional, y/o a la configuración del curriculum vitae, entre otros aspectos. Y en último curso, el plan se enfocará a la elaboración del Trabajo Fin de Grado y la orientación laboral del alumno que serán los objetivos prioritarios. En la actualidad proponemos también utilizar el Campus Virtual, como una herramienta de posible utilidad en la tutorización transversal de los alumnos matriculados en el POE. En este trabajo exponemos el proceso de creación de un Campus Virtual enfocado a la tutorización del Plan de Orientación al Estudiante de la titulación de Podología de la 427 Universidad de Extremadura y analizaremos la opinión del alumno y de los profesores tutores sobre esta herramienta virtual. 2. Puesta en marcha del Campus Virtual Tutorial Con el fin de poder llegar a los diferentes alumnos que intervienen en el plan y adaptarnos a la tecnología, nos proponemos como mejora del mismo la creación de un Campus Virtual Tutorial (CVT) en la titulación de Podología curso 2016-2017 (Fig. 1). Para hacer posible la creación del CVT se contó con la Oficina de Ayuda del propio Campus Virtual para que creara el espacio de trabajo y la profesora responsable del Plan matriculó a todos los alumnos y profesores participantes. Un total de 13 profesores (de los 23 que conforman la titulación) se sumaron a esta nueva experiencia. Los alumnos que se inscribieron en el plan fuero un total de 111 de los cuales 40 de primer curso, 38 de segundo curso, 12 de tercer curso y 21 de cuarto curso. Hay que hacer constar que el actual POE de la titulación de Podología no había utilizado el Campus Virtual y tan solo algunos profesores en su propia asignatura dentro del campus habían utilizado alguna vez este medio para atender al alumnado de manera puntual. Figura 1. Aspecto del Campus Virtual Tutorial del PodoPOE del curso 2016/2017. Una vez matriculados todos los alumnos y profesores, y subidas las presentaciones y material, se procedió a agrupar a los alumnos por tutor para de esa forma poder atenderles con cierta privacidad. Este aspecto no fue fácil de conseguir pues en las primeras pruebas algunos mensajes llegaron a todos los inscritos de forma generalizada. Una vez consultada la Oficina de Ayuda del Campus Virtual, la comunicación entre los grupos se desarrolló de manera adecuada. El Campus Virtual Tutorial para podología se denominó PodoPOE. El contenido del PodoPOE se inicia con la presentación del Plan, recogido en un powerpoint y algunas 428 fotos de las sesiones en las que se presentó de forma presencial dicho plan a los alumnos. De esta manera se da la bienvenida a todos los miembros de esta actividad y se dejan claros los requisitos de participación y las actividades propuestas. A partir de ese momento se inicia la conexión virtual con el alumno, al cual se informa de manera periódica de todos los cursos y actividades ofertadas por el plan, entre las que podemos destacar las siguientes: -Cursos cortos centrados en la adquisición de competencias trasversales como: • • • • • • -Seminarios de Hablar en público y sin miedo Búsqueda de empleo fuera de España Taller de Uso de los recursos de la biblioteca Taller de iniciación al Campus Virtual Comunicación no violenta Conferencia yoga y vida fortalecimiento de conceptos y aspectos que se complementan el curriculum como: • Seminario de Aspectos clínicos en Anatomía de la extremidad inferior • La podología como profesión autónoma • Utilización del programa Mendeley para gestión de la bibliografía -Charlas y actividades del Centro Universitario de Plasencia para poder conseguir créditos extra y que suponen un compromiso con la institución universitaria a la que pertenecen, que los alumnos realizan de forma voluntaria (Desayuna con la Ciencia, Noche de los Investigadores, Pint of Science, Jornadas de Puertas Abiertas, entre otras). -Tutorías entre iguales. Los alumnos de primer curso son tutorizados por alumnos de cursos superiores de manera que ello les motiva y se generan expectativas positivas de formación en los alumnos que comienzan. Así mismo el alumno tutor tiene la oportunidad de enseñar a un igual todo lo que ha aprendido. Se facilitan a los alumnos los horarios y calendarios de las distintas actividades y a los profesores, además, se les facilitan las fichas de inicio de curso así como las fichas de control y las plantillas para la memoria final de manera que todo está asequible en cualquier momento para cada uno de los agentes implicados. 3. Resultados y Discusión El Campus Virtual facilita la interacción entre el alumno y el profesor tutor, entre los alumnos de cada grupo y también entre los profesores lo cual nos permite llegar a crear una comunidad virtual. También permite a los alumnos estar informados de todo lo que ocurre en su entorno formativo y sus posibilidades de mejora con inmediatez y sin necesidad de su presencia física en el Centro de estudios, tanto de las actividades relacionadas con las competencias personales y también profesionales que deben adquirir a lo lardo de su carrera. Esto hace 429 que sea un sistema que se adapte a ellos, no ellos al sistema. También nos permite compartir ideas, inquietudes, y puede ayudarnos a disminuir las reuniones presenciales. A pesar de que hay detractores que defienden la presencialidad como imprescindible para el proceso educativo y social podemos afirmar que los alumnos han respondido satisfactoriamente al proyecto. Primero por una mayor afluencia de alumnos ya que hemos superado las 100 inscripciones frente a las 60 de media en ediciones previas, que puede explicarse porque la publicidad que se le daba era muy limitada y además el campus virtual supone una referencia permanente. Profesor 1 Profesor 2 Profesor 3 Profesor 4 Profesor 5 Profesor 6 Profesor 7 Profesor 8 Profesor 9 Profesor 10 Profesor 11 Profesor 12 Profesor 13 Totales Alumnos inscritos 10 10 10 8 8 8 8 8 8 8 8 8 9 111 Asistencia a tutorías 8 6 6 8 4 3 3 2 4 3 8 2 6 63 Asistencia a talleres (>1) 8 8 8 7 7 7 8 6 8 8 8 8 8 99 Tutoría entre iguales 2 1 2 2 1 2 2 0 1 2 1 0 2 18 Alumnos abandonan 1 1 1 1 1 0 2 0 0 1 0 3 1 12 Tabla 1. Distribución de los alumnos por profesor y actividades realizadas por cada grupo. En la tabla 2, se recogen el número de alumnos que han seguido el plan distribuidos entre los profesores que participan en el proyecto. Se reflejan los alumnos que han asistido a las reuniones con el mismo, a los seminarios y talleres ofertados, y los que han realizado tutorías entre iguales. También detallamos los que han abandonado el proceso por completo. La utilización del CTV por parte de los alumnos ha sido la siguiente: 86 alumnos han visitado y utilizado el campus virtual y tan solo 18 alumnos no han visitado nunca dicho campus. Entre profesores y alumnos el 80% de los participantes en el plan accedió al CVT y tuvo acceso a la información en el mismo. Tan solo el 20% de los participantes no lo hizo en ningún caso. También recogemos la valoración positiva del profesorado sobre la utilización del CVT como una herramienta de difusión efectiva tanto para comunicarse con sus alumnos como con el resto de los participantes del Campus. En general los profesores accedieron al campus inicialmente, aunque algunos de ellos (la mitad) no lo han utilizado de forma efectiva a lo largo de todo el curso tan solo al principio. Hay que destacar a 6 del total de 13 han continuado de manera efectiva dentro del CVT hasta su finalización. 430 Destacamos los aspectos positivos y negativos del uso del campus virtual como herramienta de orientación docente y destacamos algunos aspectos que coinciden con lo analizado por Luque Gil y colaboradores (2006). La tabla se realizó después de elaborar un cuestionario de satisfacción a todos los integrantes del Campus Virtual Tutorial. PUNTOS CLAVE POSITIVOS - Sencillez de manejo. - Comunicación permanente con los alumnos. - Facilita la gestión de la información. - Disponibilidad permanente de la información. - Posibilita los primeros contactos con el alumnado con la enseñanza virtual. - Facilita el acercamiento a nuevos métodos de formación. PUNTOS CLAVE NEGATIVOS - Falta de experiencia educativa por parte del profesorado en su consideración como medio de formación/comunicación. - Plataforma en principio no muy adecuada para el fomento del trabajo en grupo. - Sobrecarga de trabajo para el docente. - Necesidad de adaptarse a nuevos métodos de enseñanza-aprendizaje. - Elevada dependencia del funcionamiento del sistema. - Falta de acceso a Internet por parte del alumnado. Tabla 2. Aspectos positivos y negativos del Campus Virtual Tutorial analizados tras la finalización del proyecto de las opiniones de sus participantes. 4. Conclusiones Aunque el Campus Virtual requiere que sus usuarios tengan un mínimo de destrezas informáticas para su participación activa, su inclusión dentro del Plan de Orientación al Estudiante es muy recomendable por la accesibilidad que supone, la mejora en la interacción a distintos niveles (profesor-alumno, alumno-alumno y profesor-profesor) así como la agilidad a la hora de informar de las actividades paralelas a su proceso formativo académico. Abre la posibilidad de plantear foros de debate y hace que el alumno dedique el tiempo adecuado (y de su elección) a esta actividad de orientación y tutoría que normalmente le sería más difícil en el plano presencial. 5. Referencias [1] Real Decreto 1393/2007, de 29 de octubre, BOE 260, de 30/10/2007 [2] Reglamento general de actividades tutoriales del PDI. Aprobado en sesión del Consejo de Gobierno celebrada el 4 de diciembre de 2007). [3] Normativa de uso del Campus Virtual de la UEX. Consultado el 30 de mayo de 2017. https://campusvirtual.unex.es/portal/NormativaDeUso [4] López Noguero, F. (2005): Metodología participativa en la enseñanza universitaria. Madrid: Narcea. [5] Luque Gil AM.; Vías Martínez J; Delgado Peña JJ; Navarro Jurado E; Blanco Sepúlveda R. 2006. Utilización de las actividades del campus virtual como estrategias de enseñanza-aprendizaje y apoyo a las dinámicas de Grupo. Departamento de Geografía. Universidad de Málaga. Consultado el 30 de mayo de 2017 www.uma.es/ieducat/new_ieducat/ambito_3/com.1_pie07_036.pdf 431 II Public Speaking Seminar: Analysis of results M.I. Rodríguez-Cáceres*, M.E. Martín Navarro, M.L. Sánchez Mendoza, J. Sansón Martín, A. Serrano, E. Viñuelas Zahínos, J.C. Corchado, N. Mora-Díez, D. RodríguezGómez, M.I. Acedo-Valenzuela, M. Alexandre Franco, E.M. Cuerda Correa, C. Fernández González, C. Durán Valle, M.V. Gil Álvarez, M. Palomino-Vasco, F. Luna Giles, E. Botello, E.M. Rodríguez Franco, A. Pérez Pereira, S. Martillanes Costumero Faculty of Sciences, University of Extremadura, Badajoz, Spain (*) Phone: +34924289300 (86132); maribelro@unex.es 1. Introduction In addition to focusing on acquiring technical specific knowledge, courses taught by the Faculty of Sciences of the University of Extremadura favor the development of core skills, generally termed as transversal competences [1]. One major competence is the ability to clearly and accurately communicate to specialist and general audiences, and the use of Information and Communication Technologies (ICTs). These basic skills are essential to succeed on the labor market. The acquisition of these competences is specifically tested during the last term of studies, when students have to defend their final project in front of an academic tribunal. It is expected that Science students acquire these core competences by means of oral expositions and seminars throughout their studies. However, these skills are not systematically graded and, therefore, major learning gaps can persist. These weaknesses are evident when students defend their final project. In order to solve this shortcoming, the seminar "II Public Speaking" is offered to the Faculty of Sciences students on their last year. The seminar aims to help students effectively develop communication skills by practicing the elaboration and oral presentation of a topic of their interest. The suitable use of ICTs was also promoted. This study analyzes the main results obtained during the different sessions of the seminar. 2. Methodology This seminar learns from the pilot course taught to Chemistry students the year before [2]. It expands the expertise field to additional Science disciplines, and involves new lecturers and students. A total of 18 lecturers and 5 PhD researchers (faculty) participated in the seminar. The seminar took place from October to December 2016. It had a total duration of 50 hours, divided between 27 hours for face-to-face classroom training and 23 hours for assignments. The classroom training consisted of three theoretical lectures and seven practical sessions with oral expositions given by the students. The new seminar shows improved activities such as a coaching session taught by experts external to the University. The seminar started with two lessons given by a university lecturer with expertise in communication. He addressed the fear of speaking in public and explained some techniques specific for dealing with heterogeneous audiences. He also developed a group dynamics experiment to improve self-esteem and deal with stress. Based on the conclusions of the Chemistry students’ seminar the previous year, it was decided to move the group dynamics to the first sessions of this second edition, in order to give the student some skills to deal with the fear of speaking in public from the very beginning. Also, other lecturer taught about useful techniques for presentations and public speaking. 432 The theoretical training was completed by an innovative coaching session given by the coaching company "Train Your Talent". In this session, the oral and gestural communicative skills were specifically addressed. During the practical sessions, each course student had to give two 10-minute talks about a specific scientific topic: a first one based on his/her previous knowledge, and a second one improved by the suggestions received. For the first one, the topic was freely chosen by each student, not necessarily related to his/her final project. Students prepared a speech and some slides with key items and right after the speech, the faculty discussed about the presentation and gave suggestions. The rubrics shown in Figure 1 were designed to grade the talks. While speeches were evaluated by faculty (Figure 1-a) and peer students, slides were reviewed and graded only by faculty (Figure 1-b). A recorded video of the speech was made available through an on-line platform, for free access during the grading process. The main results were reported back to the student with suggestions for its improvement. Suggestions received after the first talk were expected to be considered for the elaboration of the second talk, which topic had to be related to the students’ final project. In parallel to these speeches, and in order to give useful examples of public speaking, some graduate students from the seminar taught the previous year, who had already passed the final project exam, gave short talks. b) a) Figure 1.- Evaluation rubrics: a) speech; b) slides After the rubric was filled by faculty and students, results were statistically analyzed. The comparison focused, on one hand on grading differences between faculty and peers, and on the other hand, on the improvement achieved for the second talk after feedback. 433 3. Results and Discussion This section presents the main results obtained evaluating oral presentations and Power Point slides of the thirteen students enrolled in the seminar “II Public Speaking” Seminar. Figure 2.- Mean scores for each criterion in the rubric and uncertainty of the mean (plotted as error bars). Figure 2 shows the mean scores and their uncertainty for each of the nine criteria considered in the rubric (Figure 1). The uncertainty of the mean was calculated as the standard deviation of the mean, multiplied by the Student t-factor. It is to note that almost half the class (12 out of 25 students) quits taking the seminar due to colliding schedules with other classes and other personal reasons. Therefore, the results shown correspond exclusively to those 13 students that completed the seminar. The scores awarded both by peer students and faculties are plotted separately (Figure 2). In general, peers awarded higher scores than faculty. The difference between groups is reduced in the case of the second talk, except for items three (posture) and four (eye contact), where differences remain the same. Peer student scores for the second talk decrease with respect to the first talk, likely due to a critical eye developed during the seminar. Items seven (organization) and eight (conclusions) show a notable improvement from first to second talk possibly as a result of the knowledge acquired during the seminar, and to the students' applying suggestions received after the first talk. Figure 3 shows a pie chart with the numerical proportion of scores awarded by peers, faculty and both groups together. Figure 3 confirms results shown by Figure 2 regarding higher scores awarded by peers. For instance, the mean score awarded by peers for the first talk is 7.6, while faculty awarded a 6.3. This difference of 13% is reduced to 5% for the second talk. In this case peers were more critical and their mean score decreased to 7.5. In contrast, faculty awarded a mean value of 7.0, which means an increase of 7% with respect to the first talk. If both groups are taken together, the overall score increases from 7.0 to 7.3. 434 Figure 3: Mean scores for the talks. Value "0" corresponds to dropout students. Figures 4 shows the scores awarded for each criterion to Power Point slides. Only faculty evaluated the slides. Presentations were quite good in general, including first talks. Although criteria 1 (cover), 2 (introduction) and 7 (conclusions) scored worst, they significantly improved on the second talk. Items Figure 4.- Mean scores for each criterion in the rubric and error (plotted as error bars). 435 Figure 5 shows the numerical proportion of scores for the presentation document achieved for first and second talks. If dropout cases are not considered (represented by value "0"), a notable improvement in the quality of the presentations can be seen. Thus, the mean score increases from 7.0 for the first talk to 8.1 for the second, which means a gain of 11%. Scores I Scores II Figure 5.- Mean scores for the slides of the two talks. Value "0" corresponds to dropout students. 4. Conclusions The seminar “I Public Speaking” succeeds to help students acquire transversal abilities. Thus, students definitely enhanced their communicative skills, as demonstrated by the generally better results obtained in the second talk in respect to the first one. The training lessons and methodology developed during the 2015/2016 seminar, exclusively tested for Chemistry students, have shown to be also suitable for a wider audience such as Science students. 5. Acknowledgments The authors are grateful to Servicio de Orientación y Formación Docente (SOFD) and the Faculty of Sciences of the University of Extremadura for financial support. 6. References [1] Degrees in Faculty of Sciences of University of Extremadura, https://www.unex.es/conoce-lauex/centros/ciencias/titulaciones/grado [2] M.I. Rodríguez-Cáceres et al. Proceedings of EDULEARN'2016, pg. 6757, Barcelona, 4-6 Julio, 2016, ISBN: 978-84-608-8860-4. [3] M.I. Rodríguez-Cáceres et al. Proceedings of EDULEARN'2016, pg. 6767, Barcelona, 4-6 Julio, 2016, ISBN: 978-84-608-8860-4. 436 An inclusive experience improving the educational success in disadvantaged contexts schools: The MUS-E® Programme. Montserrat Rincón Asensio (1), Javier Cabello Sánchez(2). (1) Departamento de Ciencias de la Educación de la Universidad de Extremadura. Facultad de Educación. Av. de Elvas, s/n. 06006, Badajoz, Spain. (2) Departamento de Matemáticas de la Universidad de Extremadura. Facultad de Ciencias. Av. de Elvas, s/n. 06006, Badajoz, Spain. Tel: 924289300, ext. 51623. 1. Introduction Within an approach to inclusive methodologies that focus on improving academic outcomes in primary schools located in disadvantaged areas, we will deal in this paper with a nonstandard program: the MUS-E®. This program is not primarily focused on educational success but on creativity, integration, sharing, respect of diversity and trasmission. However, our study shows that this program contributes to raise the educational success in the basic subjects (Spanish Language and Mathematics). Within the “Centros de Atención Educativa Preferente (CAEP)” Net we find 24 Elementary Schools, all of them located in disadvantaged areas. A high proportion of the pupils in this schools belong to groups at risk of social exclusion, e.g., ethnic minorities, late entries into the education system or troublesome neighbourhood coexistence. We have analysed 18 Primary Schools that share some characteristics, like kind of pupils or social, family, educational or cultural environment. All of these schools apply ground-breaking innovative methodologies, but just half of them apply the MUS-E® Program. We have focused our study on the evolution between the academic years 2013-2014 and 2015-2016, and we have seen that the evolution has been better in the schools where the MUS-E® program is implemented. When we try to define the concept of Educational Inclusion we may refer to a huge number of authors, like Echeita Sarrionandía [7], Biniés Lanceta [3], Ainscow [1] or Casanova and Rodríguez [4]. All of them put the origin of the educational inclusion on an attempt to ease the social exclusion of the pupils by means of legislative reforms. It should be clear that, if we want to live in an equal and fair society, we need to reinforce the rôle of the educational system as equalizer. In order to understand the concept of Educational Inclusion we need to go back to the very beginning, back in the 60’s. In these few decades, we have seen how the educational system has evolved from traditional segregative schools to integrative, comprehensive and, eventually, inclusive schools. Throughout these last years, the idea of inclusive education has become ingrained in our society and our school system, as well as the needs to ease the educational barriers due to gender, age, race, sexual orientation or any other factor. In Spain, this development is closely related to the legislative changes in the last 30 years and the way teachers must deal with heterogeneous classrooms. The first of this legislative reforms was the LOGSE (Ley de Ordenación General del Sistema Educativo), established in 1990. This Act began the ideas of integrating schools, the LOE (Ley Orgánica de Educación), which took as a fundamental principle the equity to remove the personal inequalities and the nowadays LOMCE (Ley Orgánica para la Mejora de la Calidad Educativa) which respects the previous principles but does not improve anything about attention to diversity. Many researchers (see, e.g., [12]) have analysed the development from the seminal concepts of Educational Inclusion to the nowadays achievements. They have focused on different frames (gender, disabilities, ethnic group, etc.) and showed its relation with compensatory education and the elimination of the different barriers. Furthermore, many authors have focused their works on the way the curriculum can affect the inclusion (see [3, 4]), and have shown that we must understand the inclusion as a tool that removes the inequalities related to the Right to Education. This rapid development has led to new challenges and barriers we will need to deal with: 437 4. • Amongst the main challenges we find the necessity of finding new creative educational approaches that focus on educational equity. This way, we will favour the coexistence inside the schools and the development of principles like social justice, interculturality, the respect to diversity and the value of equity without any discrimination. Amongst the barriers that we will need to deal with, we find the teachers’ lack of initiative, low motivation for innovation, managerial staff’s lack of initiative, low expectations when dealing with changes, small knowledge about the educational inclusion, as well as poor training in inclusive teaching and active methodologies. The inclusive educational approach leads us to consider every single source of inequality and forces the educational system to be able to respond to every need and to include and respect every individual difference. Besides, the concept of attention to diversity has become more and more important. Within this inclusive educational system, we need to implement specific steps to better the educational support and ensure that every pupil will achieve the standard goals. So, educational inclusion and attention to diversity share the same aim: achieve the educational equality by benefiting every pupil. As stated in Gimeno, J. (2002), there exists a kind of diversity that must be reinforced since it enriches the experience in the classroom. On the other hand, there is an unfair kind of diversity, that emanates from gender, racial, religious, educational, social or cultural discrimination. In order to eradicate this discrimination the system needs the whole education community to get involved. This way, and targeting our efforts towards improving the school coexistence, we could reinforce the diversity as an enriching oportunity for schools, pupils, families and teachers. With these thoughts in mind, the Yehudi Menuhin Foundation gave birth to the MUS-E® programme in 1993. In Spain, some schools have implemented this innovative, active, participatory learning-teaching methodology since 1996. This programme emphasises the importance of working with emotions in the classroom – but also outside the classroom, the importance of improving the interpersonal skills and relations between different cultures or races. This is reached by means of different artistic disciples, such as music, dance, capoeira or circus. Aside, it is a powerful integration tool, as it eases the differences between pupils and emphasises a common goal: the artistic performance. The Santa Engracia school was the pioneer in implementing the MUS-E® programme in Extremadura in 1999. Since then, other nine schools have joined the MUS-E® Network. The MUS-E® allows the full school community to work on the curriculum through dance, music or drama, merging the formal and educative with the artistic, creative frame. When we try to determine whether this programme is inclusive or not, we must be careful. We can undoubtfully state that it is close to inclusion since many disadvantaged pupils, in areas with former high absenteeism rates, attend regularly to school and achieve the official goals by means of this unusual methodology that focus chiefly on motivation and set aside the usual textbooks. This pupils are impeled to respect the diversity and to treat each other as an equal. This results on a higher motivation that allows them to achieve better outcomes when dealing with the basic subjects: Spanish language and Mathematics. The MUS-E® schools, located in disadvantaged areas, comprise pupils at risk of social exclusion, with problems derived from unemployment, job insecurity, frequent changes of residence due to field work or street trades, troublesome neighbourhood coexistence, etc. Due to these circumstances and the sociocultural environment, with all kinds of social marginalization, this schools have been frequently seen as ghettoes where the lack of educational, cultural and social resources has been maintained through the decades, causing risk of exclusion to these pupils. This is the environment where the MUS-E® is implemented. It is understandable that the highest rates of early school leaving come from these schools, and its main goal is to reduce these rates. The way that it works is by looking for an artistic activity that could interest, and so, involve the pupils and their families. The idea behind this is that from the pupils point of view, the artist and the teacher are indistiguishable, both working on the artistic performance and on the curriculum. No need to say that without the involvement of the staff this could never work, so teachers should be encouraged to give their best instead to be expected to give their best. For this methodology to achieve real inclusion in disadvantaged school environments, the following cimcurstances, that we have received first-hand by means of interviews, must be fulfilled: 438 10. The whole school staff must aknowledge the existence of a diverse, multicultural curriculum, with a source of interculturality that enriches the coexistence inside and outside the classroom. This diversity must be carefully respected when we try to fulfill the individual necessities, not only the pupils’ ones, but also their families’, regardless of the disctint origins, races or personal circumstances. 11. The evidence that the families are actually involved in the children education, with real chances for parents to take part in the school life and decisions. When this is real, the families feel integrated in the school so there exists a much better relation between them and the education system, improving the motivation of their children. 12. The development of a curriculum that respect the diversity, with realistic and clear aims and creative, active methodologies, more focused on the learning-teaching processes than on learning numerical outcomes, supporting the good behaviours more than punishing the bad ones, and reinforcing the cooperative work and school coexistence over the curriculum. 13. An appropriate teachers’ training that allows them to deal with a socio-educational disadvantaged classroom by means of diverse methodological strategies so that the usual curriculum can be followed but emphasising the educational processes instead of the academic outcomes. 14. The existence of a good working environment, being crucial that the managerial staff reinforces both confidence and respect between the workers. 15. The existence of cooperative nets allowing the workers to collaborate and linking them so they can help, and take advantage of, each other. In this environment the teachers are more prone to share their good practices and to offer advice when dealing with unsolved problems. When facing the intrinsic cultural diversity and the poor educational environment of these schools, more specifically those that implement the MUS-E® programme, the staff must respond to all the pupils, but must have as their main aim the inclusion of the most disadvantaged students, the ones who have biggest educational delay. So, among the measures that aims to attention to diversity, the greatest emphasis is given to the ordinary measures that accept the methodological challenge of including all the pupils in the classroom instead of segregating the educationally delayed ones. This is exactly what happens when integrating the MUS-E® methodology in the ordinary curriculum. The MUS-E® programme is chiefly understood as an early-leaving prevention programme, but it also reinforces the self-esteem and the relations inside the school and in the whole neighbourhood or town, creating links between all the parts of the society. In Aparisi-Romero’s words ‘no one discuss the social importance of education, but every one discusses the way that educators work and how they try to carry on with it’ (Aparisi-Romero, J.A., 2013,p.124). 2. Experimental – We have developed a statistical study on the evolution of the academic success in the basic subjects (Spanish Language and Mathematics) between the academic years 2013-2014 and 20152016. The descriptive analysis showed some differences between both groups. The resulting data are in following tables: Table I: MUS-E® schools’ data. 439 Table II, CAEP, Non MUS-E ® schools’ data. where • PropL2013 is the success rate in Spanish Language during the academic year 2013-2014 • PropM2013 is the success rate in Mathematics during the academic year 2013-2014 • PropL2015 is the success rate in Spanish Language during the academic year 2015-2016 • PropM2015 is the success rate in Mathematics during the academic year 2015-2016 • DifPropL1315 is the difference between L2015 and L2013 • DifPropM1315 is the difference between M2015 and M2013 • Mean is the mean of these two differences. With the descriptive analysis, we saw that the sample means were the following: Means Spanish Language Mathematics Mean MUS-E® Schools +5,24 +4,69 +4,97 Non MUS-E® Schools -1,58 -2,31 -1.95 This lead us to the belief that the MUS-E® Program, without being focused in educational success, could have helped to improve the academic outcome. So, we run a hypothesis test to onfirm this preliminary impression. The test we run was a Mann-Whitney-Wilcoxon U test for the difference of the means for the variable “Mean”, differentiated by the factor “Muse”, and gave us a p-value of 0.03998, so we deduced that the poblational means differ. 3. Results and discussion When using methodologies that approaches to inclusion, not only one achieves the goal of lowering the absenteeism rates, but also the academic outcomes in the basic subjects, at least when comparing these two academic years. It seems that this programme motivated the pupils to assist regularly to the classroom and attend the lectures with a higher interest than before, so that their outcomes have improved significantly in these three last years. Obviously, the study has been developed with a little number of schools, since there are just 11 schools where the MUS-E® is implemented in Extremadura, and not every set of data was available. In following years, we will try to analyse whether this trend is sustained in time or not, and try to study the situation in the remainder of Spain. 4. Conclusions With the due care, and being fully aware of the lack of information and of the multiple factors that affect the educational success in addition to the outcomes in Mathematics and Spanish Language, we have tried to divulge the seeming relation between the implementation of the MUS-E® programme and the evolution of the educational success in the framework of CAEP schools. It seems that the MUS-E® programme has helped to the schools where it is implemented to improve the outcomes, thanks to a better relation between the pupils and their families with the academic staff and the artists. We will try to extend this study to the whole Spain in order to have a better approach to what is going on with this, at first glance, strange educational programme, how it is developing and whether it could deserve a better governmental behaviour. In any case, it is clear that it deserves, at least, a closer look. 5. References 440 [1] Ainscow, M. Rutas para el desarrollo de prácticas inclusivas en los sistemas educativos. Revista de Educación, 327, 69-82. [2] Aparisi Romero, J.A. Una escuela inclusiva cada vez más necesaria, también en tiempo de crisis. En: Chisvert Tarazona, M.J., Ros Garrido, A., Horcas López, V., “A propósito de la inclusión educativa, una mirada ampliada de lo social”, Octaedro, Barcelona, 2013. [3] Biniés Lanceta, P., La inclusión educativa, un derecho. Aula De Innovación Educativa, 205, (2011) 60-64. [4] Casanova, M. A., y Rodríguez, H. J., “La inclusión educativa, un horizonte de posibilidades”, Editorial La Muralla, 2009. [5] Cohen, L., Manion, L. and Morrison, K. “Research Methods in Education” (6th edition), Routledge, 2011. [6] De Puelles Benítez, M., “Educación, igualdad y diversidad cultural.” Biblioteca Nueva, Madrid, 2005. [7] Echeita Sarrionandía, G., y Sandoval Mena, M., Educación Inclusiva o educación sin exclusiones. Revista de Educación, 327, (2002) 31-48. [8] Extremera Pacheco, N. y Fernández-Berrocal, P., El papel de la inteligencia emocional en el alumnado: evidencias empíricas. Revista electrónica de investigación educativa, 6(2), (2004), 1-17. [9] González González, M. T., Absentismo y abandono escolar: una situación singular de la exclusión educativa. REICE: Revista Electrónica Iberoamericana sobre calidad, eficacia y cambio en educación, 4(1), (2006) 1-15. [10] Ledesma Marín, N. (2013). Una escuela inclusiva cada vez más necesaria, también en tiempo de crisis. In Chisvert Tarazona, M.J., Ros Garrido, A., Horcas López, V., (2013): A propósito de la inclusión educativa, una mirada ampliada de lo social, Barcelona: Octaedro. [11] López Azuaga, R., Bases conceptuales de la inclusión educativa. Avances en Supervisión Educativa: Revista de la Asociación de Inspectores de Educación de España, 14, (2011). [12] Santos Guerra, M. Á., Democracia escolar o el problema de la nieve frita. In: Volver a pensar la educación. (Congreso Internacional de Didáctica), pp. 128-141, Fundación Paidei, 1995. 441 Lidia Andrades University of Extremadura Department of Business Administration and Sociology, Faculty of Business Administration and Economic Sciences, Spain e-mail: andrades@unex.es Frederic Dimanche Director, Ted Rogers School of Hospitality and Tourism Management Ryerson University, Canada e-mail: fdimanche@ryerson.ca Soraya Morales Carretero University of Extremadura Department of International Relations, Spain e-mail: sorayamoralesc@gmail.com NETOUR, a network towards TDC by enhancing the quality of the education delivered at Russian Universities. Lidia Andrades, Frederic Dimanche, Soraya Morales Carretero JEL classification: L83 (Tourism); I2 (Education and Research Institutions); Q01 (Sustainable Development). Conference paper Abstract Russia is one of the fastest growing tourism markets (+8% growth in 2011) with many resources that are yet untapped. This paper presents NETOUR, a project of European and Russian universities that aims at boosting Russia’s competitiveness as a tourism destination. The purpose of this project, funded by the European Commission through a TEMPUS grant, is to propose a model for cooperation between universities and the main stakeholders in the tourism sector, in order to favour its sustainable development. Following a situation analysis of tourism in Russia, both from a supply and demand side, the researchers conduct an analysis of the gaps that exist between what Russian universities propose in tourism management education and what tourism professionals expect from higher education training and the competences they need to succeed. The results lead to university curriculum revisions on the one hand, and continuing education proposals on the other hand. The pillars that support NETOUR are: (1) Knowledge transference between Universities and society: facilitating the adoption of innovations by tourism firms, as well as reinforcing students’ employability; (2) Lifelong learning: identifying tourism professionals' knowledge, updating needs, and proposing specialized training according to their requests; (3) Open dialogue between the various stakeholders in the sector (i.e., policy makers, entrepreneurs, local population, alumni, students, professors, professional associations, etc.); (4) Design of new tourism management curricula according to the real educational needs of the sector. This ambitious three-year project should yield benefits for all tourism sector stakeholders and lead to improving the competitiveness of Russia as a tourism destination. Keywords: Tourism, Competitiveness, Network, Higher Education. 442 1.- INTRODUCTION The network for excellence in tourism through organizations and universities in Russia (NETOUR) is a TEMPUS project aimed to foster positive sustainable change in Russian Universities involved in teaching and research in the area of Tourism Management as a key activity for social and economic development. TEMPUS is the European Union’s programme, which supports the modernisation of higher education in the EU's surrounding area. This programme promotes institutional cooperation that involves the European Union and Partner Countries and focuses on the reform and modernisation of higher education systems in the Partner Countries of Eastern Europe, Central Asia, the Western Balkans and the Mediterranean region. TEMPUS provides support to consortia of institutions composed of universities, university associations and other stakeholders, like organizations and public institutions that should be useful to achieve the objectives intended by the consortia (EACEA, 2013). Specifically, the programme look forward fulfil the following objectives: To enhance the quality and relevance of higher education in the partner countries; To build up the capacity of higher education institutions in the partner countries and the EU, in particular for international cooperation and for a permanent modernisation process, and to assist them in opening themselves up to society at large; To foster the reciprocal development of human resources; To enhance networking among higher education institutions and research institutions across the Partner Countries and EU Member States; and to enhance mutual understanding between peoples and cultures of the EU and of the partner countries. In the case of NETOUR consortium, it brings together under UEx leadership, 15 highly recognized European and Russian institutions, such as SKEMA Business School (France), the French Institute for Tourism, Manchester Metropolitan University (United Kingdom), the Dublin Institute of Technology (Ireland) or the University of Lapland (Finland). Other Spanish Universities involved in the project are the Polytechnic University of Cartagena and the University of Jaen. On the Russian side, the Russian State University of Tourism and Services in Moscow, the St. Petersburg Interregional Resource Center, St. Petersburg State Polytechnic University, St Petersburg State University of Service and Economics, Volga State University of Technology, the Natural Park of Chavash Varmane in Mari El Republic, Sochi State University for Tourism and Recreation, and Kuban State University of Physical Education, Sport and Tourism are partners in this Project as well. Picture 1 Members of NETOUR consourtium representatives during the kickoff meeting celebrated at UEx, February 2013. Source: www.netour.eu NETOUR was designed based upon the idea that tourism serves society in contributing to its prosperity and well-being, increasing standards of living, generating wealth for the territory (Crouch & Ritchie, 1999; Dwyer et al., 2004; Mazanec & Ring, 2011; Dimanche & Andrades, 2012) and in promoting a region or country, enhancing its image and even favouring its exports (Dwyer & Kim, 2003; Elliot, 2011). Certainly, tourism’s economic significance is now well recognized for less developed countries (e.g., Thailand, Tunisia, or Caribbean island states), as well as for developed countries (e.g., Canada, France, Spain, or the USA). Both the World Travel and Tourism Council and the United Nations world Tourism Organization publish reports highlighting the economic significance of tourism, its continued growth over the past decades, and prospects for overall ongoing future growth. In the case of Russia, the “Targeted Programme Development of Incoming and Domestic Tourism in the Russian Federation, 2011-2018”, approved by the Government of the Russian Federation, Order N644 2/8/2011, defines Tourism as a strategic sector, a priority for the socioeconomic development of the country. It is aimed to foster Russian competitiveness as a tourism destination. 443 Hence Tourism Destination Competitiveness (TDC) has been a topic of interest for all around the world policy makers and tourism researchers over the last two decades. Nonetheless, as more countries / destinations emerge on the map and all attempt to boost tourism, the competition for international visitors and their dollars/euros is increasing. As a result, destinations engage in increasingly sophisticated management and marketing strategies to become more competitive and academic researchers agree about the strategic importance of destination competitiveness (Dimanche & Andrades, 2012). Addressing this fact and Russian priorities in the field, the resolution of NETOUR is to work with Russian universities, institutions and businesses in order to develop and sustain the tourism sector in Russia, enhancing its competitiveness. To achieve this goal the roll of Universities networks becomes crucial. The project was designed with a 3 years horizon, October 2012 - October 2015, although it has been planned to assure its sustainability beyond the project implementation period. Since the TEMPUS programme is a very competitive one, only 8 up to the 200 proposals presented targeting Russia as a partner country were awarded, it can be considered that the sustainable development model which inspired NETOUR, has been validated by the European experts who assessed the proposal together with the Russian representatives of its governing bodies. And that is why the authors and managers of NETOUR have believed in the usefulness of presenting NETOUR development model to the academic community, even when at the moment there are only intermediate results available, as the project is still under implementation. In the next section the rationale of NETOUR and its main objectives are described. After that, its methodology, defined to boost the sustainable change in Russian tourism sector, is presented in section two. Finally, interim conclusions about the experience derived of NETOUR implementation are presented, mainly concerning the coordination and management of the consortium, as well as the international cooperation, which is essential to afford successfully the challenges addressed by NETOUR. 1. The rationale of NETOUR and the pursued objectives. NETOUR is an initiative that arises from the firm belief that the sustainable tourism development of a country, encouraged by universities, can foster significant social, economic, and environmental benefits to that country. NETOUR developers believe that a well planned and sustainably managed tourism development in Russia, a country with a growing economy but with tangible social problems, could lead to further growth, and would contribute to impose Russia’s international image through democratic values and its existing resources: History, heritage, nature, culture, etc. However impossible it may seem for tourism to revitalise directly or indirectly an economy and a society, it has to be emphasized that tourism is a strategic sector because of the many impacts it has on a country. It is of such significance that, as it was already mentioned, the Russian Federation (Order 644 of the Government, August 2, 2011) defines it as a strategic sector in its “Targeted Programme Development of Incoming and Domestic Tourism in the Russian Federation (2011-2018).” Furthermore, universities are where knowledge is created and managed, where the human resources who lead the country are developed. University-level students are those people upon which the future of society depends. NETOUR works with the following two premises: First, the relevance of tourism as a socioeconomic development driving force and, second, the role of universities as stakeholders of social progress through knowledge. Subsequently, NETOUR aims at promoting social development in Russia with universities and through the tourism sector. To attain this goal, and taking the consortium partners’ tourism expertise, the project has started analysing the current situation of the tourism sector, both at higher education and professional levels. It aims at developing specific actions to promote significant and sustainable changes to be led by universities in the Russian tourism sector. As society needs flexibility to adapt to ongoing change; it needs knowledge updating processes and new skill acquisitions to allow people to be actors of their environment. Consequently, Universities must educate and also have a social mission and responsibility: They should meet the demands of the labour market. Thus, the universities’ capacity to propose education and training suitable to the needs of the labour market becomes a cornerstone for the welfare of a country. This is where NETOUR provides its main contribution. More specifically, the general objectives pursued by NETOUR may be described as follows: 1. To diagnose Russian University Curricula in the fields of Tourism Management, as an engine of progress and development, in order to identify weaknesses and strengths. 2. To implement revised curricula under the principles of the EHEA, the EU Strategy 2020, focused on market and industry needs. 444 3. To improve skills and therefore, the employability of Russian tourism students. 4. To enhance dialogue between Universities and companies that will ensure continuous curriculum and human resources updating. 5. To increase the level of commitment of Russian governing bodies to ensure the implementation of changes beyond the project’s timeline. 6. To build up stable education and academic networks between EU leading Institutions in the fields of tourism management and Russian institutions that have potential influence on their geographic area, therefore creating a multiplying effect. Thus, NETOUR aims at offering guidelines to improve tourism management syllabi in Russian universities. These syllabi are intended to favour interaction among university students and tourism companies and to further promote employability and to show to businesses how university graduates can help increase their competitiveness. In order for tourism management syllabi to be efficient and to provide competitive advantages to businesses for hiring university graduates, they must include innovations in the field. Therefore, the syllabi will offer real advantages and add differential elements to the students’ professional skills. Moreover, NETOUR has been designed to favour the innovation and knowledge transference between Universities, tourism firms and tourism policy makers. Suitably, the knowledge generated by research projects conducted by European members of the NETOUR consortium is to be used in order to update curriculum contents for students through seminars and for business people, promoting the development of lifelong learning in society at large. Moreover, NETOUR addresses the necessity of involving policy-makers in every curricular reform planned. This is due to the fact that reforms have a position in the social, economic, and legal contexts. This situation establishes the framework in which tourist businesses operate and determines the training needs that should be met by universities. Thus, NETOUR plans to channel with the universities the dialogue between policy makers and business people. The intention is to provide policy makers with training courses that enable them learn about the tourism sector and its problems in depth. As a result, they will be able to formulate laws responding to the reality of tourism issues or to university educational matters in tourism. Finally, NETOUR bets on better preparing students so that they will be able to improve the sector and as a result have an impact on society as a whole. So, it puts forward a real and effective curricular reform that will contribute to Russian society. It proposes the following: to analyse in order to understand, to design in order to execute, to learn by executing, to reflect upon experience and to suggest the changes to be introduced to improve the sector. In the end, NETOUR's philosophy starts by working together with the Russian partners in order for them to lead the development of this model, and then to follow it in the future, extending its benefits to other Russian universities and to the country as a whole. 2. NETOUR methodology Since the general purpose of NETOUR is to work with Russian universities and businesses to help improve (1) university products (curricula and student expertise), and therefore the employability of Russian tourism students, and (2) tourism organizations' efficiency through a qualified workforce, in order to develop and sustain the tourism sector in Russia. Both industry and universities will work together to respond to the growing needs of the Russian tourism sector. As it has been already described, this wide objective has been approached through a number of specific objectives. To materialize them a series of specific actions have been planned during the three years of the project horizon, and 21 deliverables –as reports, handbooks, international conferences or a national data centre to monitor tourism in Russia- will be provided. Two lines of action have been defined to improve Russian University Curricula. Line one, consisting on a review of the tourism curricula being currently delivered by Russian University partners, to identify its adequacy to EHEA standards and the principles of the Strategy 2020. Line two, consisting on reviewing the relevance of the curricula delivered to industry and markets needs. For the first analysis, a checklist will be produced including specific standards promoted within the AHEA, in the course of the Bologna Process, and the Strategy 2020. The results of this study will allow the consortium to identify the weaknesses to be compensated. The second analysis is a more complex one, as it requires a previous detection of needs on the tourism sector. For this purpose, it has been planned an analysis of the tourism sector in the areas of influence of the Russian partner universities (current demand and supply, main 445 competitors at destination level). This analysis will be based on secondary information, plus additional data collected by Russian partners. Tourism sector analysis will focus on the three main tourism products considered as strategic for the Russian Federation: cultural, nature-based and business tourism. Additionally, the tourism sector analysis will be broaden with information gathered through tourism management alumni from Russian University Partners. For this purpose, an online survey will be conducted to learn about their current position in the sector and in the companies they work for; their knowledge needs will also be assessed. Each Russian partner will develop 200 online interviews, among the last 10-year graduates, picked at random. A sample of 20 interviews per each of the last 10-year graduations will be searched. That will produce a data base containing data of 1200 alumni, 120 per year within the last decade. The reason why alumni are involved in the detection of the sector needs is because they can offer first hand information on both the knowledge gained at college which has proven to be more useful, and the potential knowledge they consider they lack. Furthermore, this first contact with alumni will be used to develop a number of deliverables, which are planed to be offered during NETOUR implementation. Specifically, contacting the alumni during the first year of NETOUR implementation will be used to develop a mentoring programme during the second year. After curricular revision, which has been developed during the first year of the project, the specific NETOUR objectives aim at implementing several strategies to improve the present situation of tourism sector, as well as to foster a positive change and to increase international cooperation between universities for the long term, during the second and third year of the project implementation. Additionally, in order to improve skills and, consequently, the employability of Russian tourism students, a number of actions will be developed which will enhance students theoretical education and practical skills. Thereby, concerning theory, updated teaching materials will be produced such a handbook about tourism management, which will include worth revising Case Study with data gathered by students. Additionally, concerning training, NETOUR offers the mentoring programme promoting links between former alumni and University. That is a way of fostering the creation of university community where University learns what is relevant, from professionals who were their former students, while students return to University to update knowledge. As a result of all the designed actions, NETOUR offers an alternative University Community model, in which the relation between alumni and University remains long-life to co-create joint value. So for instance, the mentoring programme within NETOUR goes past the traditional internships, as in this case, student supervisors are not exclusively academic; furthermore, each fellow will have a mentor in the host company who will help throughout the internship. Mentors will be outstanding professionals in the field of tourism, picked among the alumni corps and recruited during the phase of diagnosis. Students’ assignment will consist on analysing a problem, previously defined by the company, and elaborating a technical report on how to solve the deficit. Consequently, this programme is expected to improve collegeindustry relations and increase student skills and employability. On the other hand, being a NETOUR priority enhancing dialogue between Universities and companies, continuous curriculum and human resources updating is guaranteed under this University Community model. A part of the above referred actions, an updating course for tourism professionals has also been foreseen for the second year of the project horizon (meeting lifelong learning principles). This course will count on experts internationally known in the fields of tourism who are members of the teaching boards of the Universities participating in NETOUR. The course is also aiming at recognizing mentors contributions across the mentoring programme. While NETOUR wide objective is to improve curricula through exhaustive analysis based on reality and experience, the efforts might vanished alter the Project lifetime unless an institutional frame is established in which the proposed reforms find a future projection. In this sense, NETOUR is supported by the Russian State University of Tourism and Service (RSUSTS) the main methodological centre of service and tourism curriculum design of the Russian Federation. RSUSTS leads and unites over 460 educational institutions of the Russian Federation specializing in tourism and service training. Furthermore, NETOUR has foreseen future sustainability of the mission by attempting at increasing the level of commitment of Russian governing bodies; this will ensure implementation of changes beyond the project’s lifetime. Therefore, NETOUR has foreseen the organization of workshops where decision makers in the fields of tourism and education, plus other stakeholders (tourism managers, both public and private, as well as tourism entrepreneurs, museum managers, natural park managers, etc) are invited, in order to enhance cooperation between university and society on tourism fields. The diagnosis carried out about tourism situation from both perspectives, academic and professional, will also be presented along these workshops. Since NETOUR, as a consortium, attempts to last beyond the project lifetime, a second wide objective of this project is to build up stable education and academic networks between EU leading Institutions in the fields of tourism management and Russian institutions that have potential influence on 446 their geographic area, therefore creating a multiplying effect. With this purpose, two main actions were planned: (1) Organizing an International Conference in Sochi to reinforce networking within NETOUR and to open this network to other universities within the Russian territory and beyond. (2) Establishing a Data Centre to continue the data collection process initiated by NETOUR, about the tourism sector analysis, to help universities respond to society's changing needs. This data centre will be located in RSUTS, with branches in the other partner universities, so collection data points are spread all over the project’s action territory. Last but not least, in order to achieve the NETOUR goals, an action plan has been designed, involving all collectives interested both in university product improvement (curricula and student expertise) and in the growth of tourism organizations' efficiency through a qualified workforce. This plan of action has been designed on the bases of a pedagogic philosophy agreed and shared by all NETOUR members. The underlying principle is that anyone’s learning motivation either teachers, students, entrepreneurs or policy makers is the bases for social progress. NETOUR suggests a number of challenges to awake the learning motivation while offering training programmes so target audience, either academic, students, employers or decision makers gain the necessary skills to face successfully these challenges (Csikszentmihalyi, 1996, 1998). Furthermore, NETOUR expects to offer, on regular systematic basis, the necessary feedback for individuals to track their own progress while developing their tasks. In that way, motivation remains in the course of the learning process as learners feel rewarded by own achievements and, accordingly, will be keen on repeating the experience of personal growth through learning. According to this approach, the question to answer is how to challenge stakeholders to motivate learning? NETOUR considers that in terms of motivating lifelong learning, there are two key aspects to take into account: contents and methodology. For this reason, NETOUR suggests to operate on the tourism curricula to make them more challenging, and to produce a better learning experience an a sounder qualification of students. Concerning contents, practical utility and adequacy to the sector needs must be ensured, for which a previous diagnosis proves necessary. Moreover, contents should be original and innovative, capable to catch its target audience’s attention and interest. This will be achieved by bringing University research closer to industry needs. Finally, in terms of the processes intended to ensure quality, the pedagogical approach adopted is not confined to the purely academic project, but also affects the basis of the monitoring carried out by UEx during the project implementation. For UEx, the biggest challenge is coordinating a large group to work on tasks diverse and interrelated, such that the delay of a task-force could endanger the rest of the team. To meet this contingency, it has been foreseen a continuous monitoring of the evolution of the work teams which will be reflected in a calendar that will be visible to all partners in the virtual workspace at www.netour.eu. At the time it is detected that a team is not meeting its objectives, the cause of the delay will be identified and the necessary assistance will be offered to retrieve the scheduled rate. The assistance will consist on providing the necessary skills to carry out the potential tasks delaying the project, the necessary equipment to go forward, or, even the necessary qualified staff. 3.- NETOUR results As has been described throughout this paper, NETOUR is a complex and challenging project which promotes a university community model aimed to work with universities and institutions to ensure that universities serve society, providing a qualify labour source, adapted to the real needs of the tourism sector, and able to guarantee lifelong learning. Some of the achieved outputs obtained across the project implementation are listed below: Andrades, L., & Dimanche, F. (2017). Destination competitiveness and tourism development in Russia: Issues and challenges. Tourism Management, 62(), 360-376. https://doi.org/10.1016/j.tourman.2017.05.008 Andrades-Caldito, L., Dimanche, F., & Morales-Carretero, S. (2015). A review of tourism development issues: The case of Russia. Conference Proceedings of the II International Symposium on Innovation in tourism marketing. ESIC Business and Marketing School, Valencia, Spain. Andrades, L., & Dimanche, F. (Eds.). (2015). Tourism Curricula Report. Network for excellence in tourism through organizations and universities in Russia. Spain: University of Extremadura. 447 Andrades, L., & Dimanche, F. (Eds.). (2015). Cultural tourism in Russia. Network for excellence in tourism through organizations and universities in Russia. Spain: University of Extremadura. Andrades, L., & Dimanche, F. (Eds.). (2015). Nature-based tourism in Russia. Network for excellence in tourism through organizations and universities in Russia. Spain: University of Extremadura. Andrades, L., & Dimanche, F. (Eds.). (2015). Business tourism in Russia. Network for excellence in tourism through organizations and universities in Russia. Spain: University of Extremadura. Andrades, L., & Dimanche, F. (Eds.). (2015). Tourism in Russia: An introductory report. Network for excellence in tourism through organizations and universities in Russia. Spain: University of Extremadura. Andrades, L., Dimanche, F., Vapnyarskaya, O., & Kharitonova, T. (2015). Tourism management (ch. 3). In F. Dimanche, & L. Andrades (Eds.), Tourism in Russia: A management handbook (pp. 57e99). Bingley, UK: Emerald. Andrades, L., Dimanche, F., & Ward-Perkins, D. (2015). Trends and issues (ch. 9). In F. Dimanche, & L. Andrades (Eds.), Tourism in Russia: A management handbook (pp. 351e381). Bingley, UK: Emerald. Dimanche, F., Andrades, L., & Fedulin, A. (2015). Introduction (ch. 1). In F. Dimanche, & L. Andrades (Eds.), Tourism in Russia: A management handbook (pp. 383e394). Bingley, UK: Emerald. Dimanche, F., Andrades, L., & Fedulin, A. (2015). Conclusions (ch. 10). In F. Dimanche, & L. Andrades (Eds.), Tourism in Russia: A management handbook (pp. 383e394). Bingley, UK: Emerald. 4.- REFERENCES Crouch, G.I., and Ritchie, J.R.B. (1999). Tourism, competitiveness, and societal prosperity. Journal of Business Research, 44(3), pp. 137–52. Dimanche, F. and Andrades, L. (2012): Towards a demand approach to measure Tourism Destination Competitiveness. In Proceedings of the Tourism businesses as key drivers of economic development: A Symposium on Measuring the Performance and Economic Contribution of Tourism. Montreal Convention Center, Quebec, Canada. Dwyer, L., Mellor, R., Livaic, Z., Edwards, D., and Kim, C. (2004). Attributes of destination competitiveness: A factor analysis. Tourism Analysis, 9(1-2), pp 91–102. Dwyer, L., and Kim, C. (2003). Destination competitiveness: Determinants and indicators. Current Issues in Tourism, 6(5), pp 369-414. EACEA -Education, Audiovisual and Culture Executive Agency, European Commision- (2013). TEMPUS IV (2007-2013): Overview of the Programme. http://eacea.ec.europa.eu/TEMPUS/programme/about_TEMPUS_en.php [accessed 27.05.2013]. Elliot, S. Papadopoulos, N. and Kim, S. (2011). An Integrative Model of Place Image: Exploring Relationships between Destination, Product and Country Images. Journal of Travel Research, 50(5), pp. 520-534. Mazanec, J.A, and Ring, A. (2011). Tourism destination competitiveness: Second thoughts on the World Economic Forum reports. Tourism Economics, 17(4), 725–751. 448 449

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