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Vivir a través de las fronteras: Ciudadanías transnacionales y condiciones económicas en la migración colombiana de Granada
No full textUniversidad de Granada. Máster en Estudios Latinoamericanos. Cultura y Gestión. Trabajo Fin de Máster. Curso académico 2022/202
Audiovisual creative processes for the inclusion of sexual and gender diversity in initial teacher education
No full textLa diversidad sexual y de género sigue sin aparecer dentro de la formación inicial del profesorado de forma generalizada. No incluir estos temas en la formación del profesorado contribuye a perpetuar una escuela que no atiende las diversidades sexo-genéricas, facilitando la inacción del profesorado ante situaciones de homofobia y transfobia porque no cuenta con los recursos para dar una respuesta educativa. Ante esta situación resulta urgente diseñar e implementar estrategias que contribuyan a la formación del profesorado para poder abordar estas cuestiones en sus aulas como parte de su actuación pedagógica. Desde la educación musical se facilita un espacio para trabajar estos temas mediante la interacción del lenguaje sonoro y visual. De este modo, se brinda una oportunidad para que el profesorado en formación experimente el desarrollo de la creación audiovisual como estrategia para la inclusión de la diversidad sexual y de género en los centros educativos. Mediante una investigación cualitativa, se discuten los temas surgidos en las producciones audiovisuales y en las reflexiones elaboradas por el estudiantado tras el proceso de creación. Los resultados muestran la oportunidad que ofrece la creación audiovisual desde un enfoque crítico en la formación del profesorado para conocer y profundizar sobre las diversidades sexo-genéricas, para visibilizar y concienciar a la comunidad sobre su no inclusión en las aulas; así como la relevancia de la educación musical para reflexionar sobre cuestiones de justicia social en pro de la transformación del contexto a través de la experiencia musical en la escuela.Sexual and gender diversity still does not appear in initial teacher education in a generalised way. Not including these issues in teacher education contributes to perpetuating a school that does not address sexual and gender diversity, facilitating teacher inaction in the face of homophobia and transphobia because they do not have the resources to provide an educational response. In view of this, it is urgent to design and implement strategies that contribute to the training of teachers to be able to discuss these issues in their classrooms as part of their teaching activities. Music education provides a space to work on these issues through the interaction of sound and visual language. In this way, it provides an opportunity for trainee teachers to experience the development of audiovisual creation as a strategy for the inclusion of sexual and gender diversity in schools. Through qualitative research, the themes that emerged in the audiovisual productions and in the reflections elaborated by the students after the creation process are discussed. The results show the opportunity offered by audiovisual creation from a critical approach in teacher education to learn and deepen about gender diversity, to make visible and raise awareness in the community about its non-inclusion in the classroom; as well as the relevance of music education to reflect on issues of social justice for the transformation of the context through musical experience at school
Elaboración de materiales didácticos digitales para la enseñanza práctica de nuevos conocimientos y técnicas en el ámbito forense
No full textLa elaboración de recursos y materiales didácticos digitales, a partir de los materiales analógicos existentes, ha permitido mejorar la distribución y accesibilidad de los mismos a través de la Plataforma de Recursos de Apoyo a la Docencia (PRADO) por parte del estudiantado matriculado en las asignaturas Odontología Forense (Grado en Odontología) e Investigación en Odontología Forense (Máster Universitario en Ciencias Odontológicas), contribuyendo a su reusabilidad y a su adaptación a las necesidades de un estudiantado diverso. La digitalización de los materiales didácticos ha contribuido a ofrecer una formación académica de calidad, actualizada y adaptada a los nuevos tiempos, permitiendo el desarrollo de las competencias digitales de los estudiantes, futuros profesionales de la salud. Además, se prevé adaptar y utilizar estos materiales en otras asignaturas afines del área en el próximo curso académico.Departamento de Medicina Legal, Toxicología y Antropología Física, Universidad de Granada. Grupo BIO-253 de la Junta de Andalucía
Continuing Professional Development of Compulsory Secondary Teachers: an Opportunity to Fill the Gaps in Initial Training when Confronted with the Social Problems of Secondary School Students in Andalusia (Spain)
No full textCopyright (c) 2025 Elisa Velasco, Mar Venegas, Kiko Sánchez-Miranda
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.Aim. This paper analyses the curriculum relating to continuing professional development of teachers in Andalusia, Southern Spain, focusing on what we define as ‘the social problems of secondary school students’. This training is offered to secondary school teachers by the Andalusian educational system. We understand the term ‘continuing teacher professional development’ as the training given to secondary school teachers during the course of their professional teaching career. This includes all the training activities involved in the preparation of teachers for scientific, technical, didactic and professional areas throughout their working life.
Methods. An exhaustive analysis of the 32 Teacher Centres within the Andalusian public education system was carried out. The Teacher Centres are the bodies responsible for providing continuing professional development on broad and diverse subjects to practising teachers during their professional careers. This research was undertaken during the 2018/202 academic year. The data collection followed the technique of documentary analysis of secondary sources, in this case the websites of the 32 Andalusian Teacher Centres.
Results. Only 96 of the 1,142 activities training for teachers are used to work on specific structural and generational social problems of secondary school students in Andalusia.
Conclusion. The results of this research show that the content of the training is insufficient to address and work on the social problems of Andalusian students
Heritage as a catalyst for critical thinking in the training of future primary and early childhood education teachers: An analysis from the Andalusian community
No full textEl artículo analiza el papel del patrimonio como herramienta para
fomentar el pensamiento crítico en la formación de futuros docentes de
Educación Infantil y Primaria en Andalucía. A partir de una experiencia
didáctica desarrollada en la Universidad de Córdoba y la Universidad de
Granada, se promueve una comprensión crítica del patrimonio, su valor
identitario y su dimensión social. La metodología empleada se basó en
el análisis de problemáticas patrimoniales locales y en la elaboración de
propuestas educativas, buscando activar la conciencia cívica del alumnado.
El estudio destaca la necesidad de una formación docente más sólida y
contextualizada en educación patrimonial, capaz de integrar el patrimonio
en la enseñanza como un recurso para construir ciudadanía crítica, inclusiva
y comprometida con su entorno social y cultural.This article analyses the role of heritage as a tool for fostering critical thinking in the training of future teachers of pre-school and primary education in Andalusia. Based on a didactic experience developed at the University of Cordoba and University of Granada, it promotes a critical understanding of heritage, its identity value and its social dimension. The methodology used was based on the analysis of local heritage issues and the development of educational proposals, seeking to activate the civic awareness of Students. The study highlights the need for more solid and contextualised teacher training in heritage education, capable of integrating heritage into teaching as a resource for building critical, inclusive citizenship that is committed to its social and cultural environment
ECOE: Estación 2. Dispensación de medicamentos con y sin receta. Dispensación de omeprazol. ECOE (Evaluación Clínica Objetiva Estructurada) de Prácticas tuteladas (PT)
No full textEstación 2 de Farmacología en la ECOE: dispensación de omeprazoleVicerrectorado de Calidad, Innovación Docente y Estudios de Grado. Universidad de Granada (UGR). PID con código nº 24-61 y titulado Elaboración de casos clínicos por el alumnado como estrategia para mejorar su preparación para afrontar la Evaluación Clínica Objetiva Estructurada (ECOE).Este documento constituye un ejemplo detallado de material docente para el desarrollo de una estación de Evaluación Clínica Objetiva Estructurada (ECOE) en el ámbito de la Farmacología, centrado en la dispensación de omeprazol. El archivo incluye el guion para el actor que representa al paciente y las indicaciones para el evaluador, estructurado en torno a una situación simulada de dispensación de un medicamento con receta. Se describen el perfil del paciente ficticio, la secuencia esperada de interacción y se especifican los distintos ítems a evaluar, junto con los porcentajes asignados a cada competencia.
El diseño contempla la evaluación de competencias técnicas (como la dispensación adecuada, el conocimiento sobre la forma farmacéutica y la interpretación del cartonaje), competencias educativas (relativas al asesoramiento en salud y la información posológica) y comunicativas (incluyendo aspectos verbales y no verbales, así como la empatía). Aunque no se incluye una rúbrica como tal, los ítems están organizados con criterios y porcentajes definidos, lo que permite una valoración estructurada y coherente del desempeño del estudiante. Este documento, por tanto, representa una herramienta formativa sólida que facilita la simulación de escenarios clínicos reales, mejorando la preparación práctica del alumnado.Universidad de Granada PID nº 24-6
GPTBot Development for Translation Purposes: Flowchart, Practical Case and Future Prospects
No full textThis paper explores the development and evaluation of a GPTBot tailored for institutional translation tasks. It addresses a gap in applied research on how generative AI can be adapted for domain-specific translation workflows, particularly in academic institutions. The aim of this work is to design and implement UGRBot, a chatbot based on ChatGPT-4 that supports the translation of institutional texts at the University of Granada (UGR) while also outlining a structured and replicable methodology for creating specialised chatbots to enhance translation processes. The methodology includes: (1) chatbot development using a knowledge base of 57 bilingual institutional documents; (2) evaluation of output quality using BLEU scores, comparing UGRBot with DeepL and Google Translate; and (3) a focused assessment on the translation of 100 institutional terms. A reference corpus in English of 14,521 words was compiled from UGR administrative and regulatory documents, with human translations serving as the benchmark. BLEU scores were computed using the Natural Language Toolkit library in Python, employing 4-gram analysis for full-text evaluation and bigram analysis for terminology translation. Results show that UGRBot outperformed both baseline systems in the translation of specialised institutional terminology, achieving the highest BLEU score in this area. However, limitations include lower performance across full-length texts. In conclusion, this research documents the development of a domain-specific GPTBot and its implementation in an institutional context, offering a transferable framework for integrating generative AI into specialised translation workflows
Multi-methodological approach to residential behavior and everyday life. A survey analysis
No full textOn the disagreement problem in Human-in-the-Loop federated machine learning
No full textThe popularity of Artificial Intelligence (AI) has risen sharply in recent years, revolutionizing applications in
most sectors with unprecedented functionalities. Milestones and achievements like ChatGPT demonstrate not
only the impressive capabilities of AI, but also how accessible such technologies have become in recent times.
However, the success of AI applications depends heavily on the underlying information integration processes.
Among the most important processes are the training of the AI model at the core of the application and
the collection and pre-processing of training data. In particular, the task of collecting high-quality training
data can be very costly and resource-intensive, as in many cases large amounts of data have to be annotated
manually. Human annotators must have extensive expertise for certain tasks in order to provide high-quality
training data. In this paper, we present a framework to maximize the efficiency of human experts in a Machine
Learning (ML) scenario, with the aim of optimizing the use of human expertise in active learning. This is done
by constantly measuring the quality of human experts’ input, as well as by involving human annotators only
when needed. We showcase the benefits of our proposed framework by applying it to a problem in image
classification, proving its usefulness to reduce the cost of annotating training data. The source code of the
framework is publicly available at https://github.com/human-centered-ai-lab/app-HITL-annotator.Austrian Science Fund
(FWF), Project: P-32554European Union’s Horizon
2020 research and innovation programme under grant agreement No.
826078 (Feature Cloud)European Union’s Horizon
2020 research and innovation programme under grant agreement No. 101079183 (BioMedAI TWINNING)Knowledge Generation
Project PID2023-149128NB-I00, funded by the Ministry of Science,
Innovation and Universities of Spain (Proyectos de generación de
conocimiento n◦ PID2023-149128NB-I00