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“I Will be…” Personalización de la enseñanza- aprendizaje del inglés en grado undécimo a través de la construcción del proyecto de vida
Get PDFThis Master’s Thesis addresses the decontextualization and depersonalization of the English
teaching-learning process at the departmental educational institution Venecia. Aiming to
provide a solution to this problem, an intervention proposal is designed to personalize the
teaching-learning of English for eleventh-grade students, through the construction of a life
project. Consequently, a classroom project titled “I will be…” is developed, where a series of
activities focused on self-recognition, identification of skills, interests, and projection towards
a future are carried out, integrating the thematic contents of the English area in the Eleventh
grade according to the curricular guidelines of the Ministry of National Education. The result
is a creative proposal that offers English teachers a guide that can be adapted and personalized
in different educational contexts, interested not only in improving academic knowledge but
also in the personal and integral growth of the human being.El presente Trabajo de Fin de Master aborda la descontextualización y despersonalización del
proceso de enseñanza-aprendizaje del inglés en la Institución Educativa Departamental
Venecia. Con el objetivo de aportar una solución a este problema, se diseña una propuesta de
intervención para personalizar la enseñanza-aprendizaje del inglés de los estudiantes de grado
undécimo, mediante la construcción del proyecto de vida. En consecuencia, se elabora un
proyecto de aula titulado “I Will be…” donde se desarrolla una serie de actividades dirigidas al
auto-reconocimiento, identificación de habilidades, intereses y proyección hacia un futuro,
integrando los contenidos temáticos del área de inglés en grado undécimo según los
lineamientos curriculares de Ministerio de Educación Nacional. El resultado es una propuesta
creativa que le brinda los docentes del área de inglés una guía que puede adaptarse y
personalizarse en diferentes contextos educativos interesados no solo por mejorar el
conocimiento académico sino también el crecimiento personal e integral del ser humano
El Dogma Woke. Una respuesta cristiana ante la ideología de moda
No full textDesde hace años la sociedad y la cultura están divididas, y los principios que compartíamos han dejado de ser obvios. Ese colapso no es accidental: se ha planeado y documentado durante décadas, y adopta el nombre de ideología Woke. Este libro examina su historia, sus actores y su hoja de ruta, dejando al descubierto una ideología de ruptura de cariz fundamentalista, en abierta colisión con el cristianismo. El Woke, según su autora, erosiona la amistad entre sexos y razas, se encamina a la violencia y a la corrupción de la infancia, y sus defensores siempre logran salir ilesos. Los arquitectos de esta revolución saben, desde hace años, que la transformación de Occidente tenía que pasar por la desestabilización de las costumbres sociales, familiares y religiosas de la ciudadanía. El camino para descifrar esta ideología exige, por tanto, identificar y comprender sus principios operativos. Mientras que el movimiento Woke es una religión que propugna la división, el cristianismo es una restauración de la persona, de la familia y de la creencia, una alternativa para alcanzar una sociedad más armoniosa
Learning with technologies in the digital age: Now and the future
Get PDFCurrently, digital technologies are present in the design of learning in most educational contexts. Digital learning occurs in online or blending spaces that afford teacher-student and student-student interactions. This chapter introduces some of the main areas of interest in designing learning with digital multimodal technologies and its pedagogical implications. It focuses on the topics that are revisited in the volume and that will be of interest for scholars and end-users of digital learning: designing learning and simulation programmes, digital learning designs, digital learning with embodied teaching, digital learning interactions, and digital literacies. A way to conceptualise today’s notion of design in education is through the theoretic approach of designs for learning and designs in learning (Selander et al., 2021). This approach can effectively frame the design of simulation programmes for teacher education in the present digital era. Simulation-based education engages students in experiential learning; enhances the mastery of course materials; fosters critical thinking, communication, and collaboration skills among others; and embraces teaching strategies that recreate real complex realities that students will encounter as professionals (Schnurr & MacLeod, 2021). Digital learning designs have the potential to support teaching and learning. The study from a multimodal perspective of the design of digital resources (e.g., teaching videos on YouTube that scaffold knowledge), online learning environments (e.g., those created with Google Classroom and Moodle which promote critical inquiry skills), and online courses (which foster learners engagement) will bring to the forefront constrains and affordances of semiotic technologies and implications for learning and teaching. Embodied teaching enhances digital learning. Awareness of how gaze operates in video-mediated spaces (e.g., popular social media videos) or how non-verbal cues −gestures and facial expression− contribute to meaning making (e.g., when using OpenCourseWare videos) will set up the grounds for multimodal-centred teacher training programmes. Interaction is a cornerstone of both face-to-face and digital learning. In the virtual context, digital learning interactions take place synchronously and/or asynchronously and are linked to learners engagement. Digital learning interactions can be facilitated by apps that foster the construction of online communities through different communicative modes (e.g., Flipgrid which enables video discussions), tasks and online learning platforms that promote multimodal collaboration and communication (e.g., e-portfolios), or online learning analytics platforms that enhance collaborative multimodal meaning making (e.g., WiREAD+ which promotes collaborative critical reading online). Finally, digital education implies the development of digital literacies which are featured by multimodality. Teachers and learners are users and producers of new digital genres. The multimodal study of these digital genres (e.g., the genre of online video games reviews in the context of ESP learning) will have pedagogical implications in the development of learners’ multimodal literacy. Besides, formative classroom assessment of new multimodal texts (e.g., in one-to-one classrooms) will have implications for teachers’ development. These contributions embody the current trend in designing learning with semiotic technologies. In the last part of the chapter, we outline a forward-looking research and practice agenda that aims to facilitate the development of meaningful and effective designs of learning with digital technologies
Unveiling the Intersection of Age and Gender in the Emotional Well-being of Older Students: A Pilot Study at the Permanent University for Adults in Alicante (Spain)
No full textThis study assesses the emotional impact and well-being of older students at the Permanent University for Adults in Alicante (UPUA), focusing on how demographic characteristics, specifically age and gender, influence these perceptions. Utilizing a descriptive and analytical design, a sample of older students was analyzed by applying self-administered questionnaires to collect quantitative data. The results highlight significant differences in emotional well-being related to age and gender, as well as variations in the perception of loneliness and life satisfaction. The study also identifies questionnaire items that, depending on their correlation and relevance, suggest areas for intervention to improve the quality of life and educational experience of this population. This comprehensive approach provides a foundation for the development of personalized educational strategies aimed at promoting emotional well-being among older adults
Attitudes and practices of educational researchers towards the use of social media to disseminate science
Get PDFIn recent years, there has been a notable increase in the use of digital platforms in higher education and science. This tendency has impacted how knowledge is produced, accessed and disseminated, considering the Internet and social media strategies. This study seeks to investigate the attitudes and practices of educational researchers when it comes to sharing science on social media. An online survey (N = 487) was used to measure participants’ motivations for using or not social media, frequency of use, attitudes and practices for sharing scientific research and sociodemographic characteristics. Overall, findings reveal that there is high support for the use of social media for academic purposes. Most researchers prefer to publish full results over partial results. The researcher’s perception of the importance of social media is greater than the actual use of them. Finally, we identify some of the main reasons that facilitate or limit the academic use of social media, thus contributing a contextualised reflection on such use
La pedagogía como elemento fundamental en el tratamiento del Alzheimer
Get PDFAlzheimer's dementia has a high incidence in the population and studies estimate that this
disorder affects more and more people. Therefore, this paper aims to know the main
difficulties arising from this disease and show how pedagogy can offer a comprehensive and
necessary intervention.
Pedagogical work accompanies pharmacological treatment, offering prevention and
intervention that seeks to preserve and stimulate the cognitive abilities of the patient, based
on theories such as brain plasticity and cognitive reserve; as well as to strengthen their
behavioral, relational and emotional weaknesses. In addition, the role of pedagogy includes
interdisciplinary work with other professionals and close collaboration with family members.
Thus, pedagogy creates and develops programs, evaluates them and adapts them to the
specific needs of each situation.
The conclusions show the scarce literature and the little relevance that is still given to
pedagogy in this field; being necessary to include it in the treatment for the intervention to be
complete.La demencia tipo Alzheimer tiene una gran incidencia en la población y los estudios estiman
que este trastorno afecta cada vez a más personas. Por ello, el presente trabajo pretende
conocer las principales dificultades que se derivan de esta enfermedad y mostrar cómo la
pedagogía puede ofrecer una intervención integral y necesaria.
La labor pedagógica acompaña al tratamiento farmacológico, ofreciendo una prevención e
intervención que busca preservar y estimular las habilidades cognitivas del enfermo,
basándose en teorías como la plasticidad cerebral y la reserva cognitiva; así como fortalecer
sus debilidades conductuales, relacionales y emocionales. Además, el papel de la pedagogía
incluye un trabajo interdisciplinar con el resto de profesionales y una colaboración cercana
con los familiares. Así, la pedagogía crea y desarrolla programas, los evalúa y los adapta a las
necesidades específicas de cada situación.
Las conclusiones, ponen de manifiesto la escasa literatura y la poca relevancia que todavía se
le da a la pedagogía en este ámbito; siendo necesario incluirla en su tratamiento para que la
intervención sea completa
Metodología activa y digitalizada en L2: efecto en el rendimiento académico
Get PDFLa enseñanza de la asignatura de Inglés como L2 está en una búsqueda constante para conseguir el método más exitoso del aprendizaje educativo. La incorporación de metodologías activas y de la tecnología al contexto educativo conlleva cambios en la forma de enseñanza y en la manera de aprender. Esta investigación analiza el efecto en el rendimiento académico que tiene una metodología activa digitalizada durante dos meses en Educación Secundaria Obligatoria. La muestra está constituida por 60 estudiantes con edades entre 15 y 16 años (M: 15.18; DE: 0.39) de un Centro Educativo de Madrid Capital (España) que son asignados aleatoriamente a un grupo control y un grupo experimental. El grupo control recibe una enseñanza tradicional centrada en clase magistral y el grupo experimental recibe una metodología activa digitalizada como la gamificación con diversos ejercicios. Los resultados en el examen final evidencian un rendimiento académico significativamente mejor en el grupo experimental. Este hallazgo indica que el empleo de una metodología activa digitalizada como la gamificación prepara mejor para el examen final a los estudiantes de Educación Secundaria. Este estudio exploratorio propone una metodología de enseñanza de L2 con efecto positivo sobre el aprendizaje y rendimiento académico previsiblemente generalizable a otros cursos
Predicting emergency health care demands due to respiratory diseases
Get PDFBackground: Timely care in the health sector is essential for the recovery of patients, and even more so in the case of a health emergency. In these cases, appropriate management of human and technical resources is essential. These are limited and must be mobilised in an optimal and efficient manner.
Objective: This paper analyses the use of the health emergency service in a city, Jaén, in the south of Spain. The study is focused on the most recurrent case in this service, respiratory diseases.
Methods: machine Learning algorithms are used in which the input variables are multisource data and the target attribute is the prediction of the number of health emergency demands that will occur for a selected date. Health, social, economic, environmental, and geospatial data related to each of the emergency demands were integrated and related. Linear and nonlinear regression algorithms were used: support vector machine (SVM) with linear kernel and generated linear model (GLM), and the nonlinear SVM with Gaussian kernel.
Results: Predictive models of emergency demand due to respiratory disseases were generated with am absolute error better than 35 %.
Conclusions: This model helps to make decisions on the efficient sizing of emergency health resources to manage and respond in the shortest possible time to patients with respiratory diseases requiring urgent care in the city of Jaén
Problematic Internet use and Internet gaming disorder: Overlap and relationship with healthrelated quality of life in adolescents
Get PDFGeneral Problematic Internet Use (GPIU) is a dysfunctional use of Internet handling and management in general. In contrast, Internet Gaming Disorder (IGD) is a specific behaviour linked to online videogames. Both problems are becoming common in adolescents, but they have hardly been studied simultaneously, and the joint relationship of the two constructs with Health-Related Quality of Life (HRQoL) is unknown. The general objective of this study is to analyse the relationship between GPIU and IGD and their association with HRQoL. The study is analytical and cross-sectional with 2,024 participants (46.4% boys, n = 939) from 16 schools of 7 Spanish regions. The mean age and standard deviation were 14.20±1.42, with a range of 11-18 years. The Spanish versions of the KIDSCREEN-10, the Revised Generalized and Problematic Internet Use Scale 2 and the Internet Gaming Disorder Scale were used. Of the total sample evaluated, 15.5%
of the participants had high levels of GPIU, and 3.3% of video game players presented IGD. The dimensions of GPIU are strongly associated with those of IGD. HRQoL correlated significantly and negatively with
all the dimensions of GPIU and I GD (p <.001). Participants who reported problems with GPIU or IGD, individually or conjointly, had significantly lower scores in HRQoL than those with no problems.El Uso problemático general de Internet (GPIU) supone un uso disfuncional del manejo y la gestión de Internet en general. En cambio, el Trastorno de juego por Internet (IGD) es una conducta específica vinculada a los videojuegos en línea. Ambos problemas comienzan a ser frecuentes en adolescentes, pero apenas han sido estudiados simultáneamente ni se conoce el papel conjunto de ambos constructos sobre Calidad de vida relacionada con la salud (CVRS). El objetivo general de este estudio es analizar la relación entre el GPIU y el IGD y su asociación con la CVRS. El estudio es analítico y transversal con 2024 participantes (46,4% chicos, n = 939) procedentes de 16 colegios en 7 regiones españolas. La media de edad y desviación típica fue de 14,20±1,42 en un rango de 11-18 años. Se usaron las versiones españolas del KIDSCREEN-10, del Revised Generalized and Problematic Internet Use Scale 2 y del Internet Gaming Disorder Scale. Un 15,5% del total de la muestra evaluada reportó niveles altos de GPIU y un 3,3% de los jugadores de videojuegos presentó IGD. Las dimensiones del GPIU están altamente asociadas a las del IGD. La CVRS correlacionó significativa y negativamente con todas las dimensiones del GPIU y del IGD (p < ,001). Los participantes que reportaron problemas en el GPIU o el IGD, individual o conjuntamente, presentan puntuaciones significativamente más bajas en la CVRS
Mecanismos de inscripción de los nacidos por gestación subrogada en el Registro Civil español
Get PDFDespite the fact that Spanish legislation sanctions surrogacy agreements with full nullity, this does not prevent many people from going to foreign countries where this practice is legal and subsequently seeking the registration of children born by this technique in the Spanish Civil Registry, so it is appropriate to review the rules of application in this area.Pese a que la legislación española sanciona los acuerdos de gestación subrogada con la nulidad de pleno derecho, ello no evita que multitud de personas acudan a países extranjeros donde esta práctica sí es legal y que pretendan posteriormente la inscripción de los nacidos por esta técnica en el Registro Civil español, por lo que procede revisar las normas de aplicación en esta materia