87,048 research outputs found
Atención a la diversidad a través del método de la Flipped Classroom
No full textUno de los retos con el que se encuentra la escuela es adecuar su estructuración (sus programas, sus prácticas, sus modalidades de enseñanza...) a las leyes del país en el que se encuentra y, a su vez, a las nuevas propuestas educativas que se van realizando. En la escuela uno de los temas de constante actualidad y de mayor interés es la inclusión. Por inclusión debemos entender que cada alumno es importante y que se debe responder a las características individuales; paralelamente, todos deben ser tenidos en cuenta. Para alcanzar esta meta en el campo de la educación, es necesario proyectar nuestra mirada hacia nuevas propuestas para ir renovando los métodos de enseñanza/aprendizaje. La escuela viene tiempo realizando propuestas para centrar la atención en el alumnado y en sus procesos de aprendizaje. En esta comunicación proponemos la metodología de la Flipped Classroom como método para implementar una didáctica que sea verdaderamente inclusiva. En ella analizamos las características de la clase invertida (enseñanza centrada en el alumno, docente como guía, trabajo cooperativo, diferentes modalidades de proporción de los recursos...) y la comparamos con las características de la escuela inclusiva
La formación del profesorado de educación especial en tecnologías del aprendizaje y del conocimiento (TAC): de lo técnico a lo metodológico
No full text“Las políticas tienen una repercusión directa en el acceso a la formación del profesorado, apoyo e información en relación a las TIC”, indica el informe de la Agencia Europea para el Desarrollo de la Educación Especial (EADSNE) (2003, p.47). En España, tanto la LOE (2006) como la LOMCE (2013), refuerzan el binomio TIC- inclusión. Es necesaria también una actualización del profesorado en habilidades TIC para apoyar la inclusión (EADSNE, 2014). A ello ayudan indicadores que nos permiten identificar a los docentes competentes (DIGICOMP, 2013), no solo en términos de conocimiento técnico de las herramientas tecnológicas (TIC), sino en metodologías de diseño didáctico (TAC). En los últimos años se han difundido estrategias educativas en este ámbito como el “flipped classroom” (Mazur, 1997). La metodología EAS (Episodios de Aprendizaje Situados) (Rivoltella, 2013; 2015) que hemos experimentado con un grupo de docentes de Educación Especial, ha sido diseñada a partir de la clase “flip”, tras su éxito en el ámbito internacional (Italia sobre todo), en clases ordinarias inclusivas, nunca en Colegios Específicos de Educación Especial (CEE). Es aquí donde radica la innovación de esta investigación en curso que presentamos
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
La formación del profesorado de educación especial en tecnologías del aprendizaje y del conocimiento (TAC): de lo técnico a lo metodológico.
No full text“Las políticas tienen una repercusión directa en el acceso a la formación del profesorado, apoyo e información en relación a las TIC”, indica el informe de la Agencia Europea para el Desarrollo de la Educación Especial (EADSNE) (2003, p.47). En España, tanto la LOE (2006) como la LOMCE (2013), refuerzan el binomio TIC- inclusión. Es necesaria también una actualización del profesorado en habilidades TIC para apoyar la inclusión (EADSNE, 2014). A ello ayudan indicadores que nos permiten identificar a los docentes competentes (DIGICOMP, 2013), no solo en términos de conocimiento técnico de las herramientas tecnológicas (TIC), sino en metodologías de diseño didáctico (TAC). En los últimos años se han difundido estrategias educativas en este ámbito como el “flipped classroom” (Mazur, 1997). La metodología EAS (Episodios de Aprendizaje Situados) (Rivoltella, 2013; 2015) que hemos experimentado con un grupo de docentes de Educación Especial, ha sido diseñada a partir de la clase “flip”, tras su éxito en el ámbito internacional (Italia sobre todo), en clases ordinarias inclusivas, nunca en Colegios Específicos de Educación Especial (CEE). Es aquí donde radica la innovación de esta investigación en curso que presentamos
[Newspaper Clipping: Author Claims Evidence of Second JFK Assassin #1]
No full textNewspaper article titled "Author Claims Evidence of Second JFK Assassin." The article states that author Richard J. Whalen concluded "that there is circumstantial evidence to support the theory of a second assassin in the shooting of President John F. Kennedy.
Micro design in special education
No full textSince DIGCOMP the European Commission [1] has provided new causes of reflection and many
competences indicators that can define a competent teacher, beyond a fruitful teaching within an
inclusive perspective with the use of ICT. Even more difficult is the research of more suitable methods
for the teaching-learning process by using ICT and their integration into the educational curriculum [8].
The research adopts the EAS methodology (Episodes of Situated Learning, [10]) allowing us to test
the flipped lesson [12] in "special contexts" where the teachers training is considered to be essential in
inclusive perspective with ICT [3].
The experimentation has started at the beginning of the academic year 2015/2016 and has included a
4 months monitoring period. The sample is a group of 11 teachers from the “Centro de Educación
Especial” (CEE) Fray Pedro Ponce de León, located in Burgos (Spain). The research focuses on the
research-action model, with a theoretical and practical training of 25 hours, which presents the EAS
method [9] [11], devices, Apps and environments 2.0 for the realization of inclusive activities with the
use of ICT. We adopt quantitative assessment tools (specially designed questionnaires on the
evaluation of digital and pre-post test experimental questionnaires) and qualitative assessment
(observation grids, interactions in a virtual platform, as well as essay questions inside of the
questionnaires) to collect the data.
A first analysis highlights that at the commencement of the training, 36.4% of teachers do not plan
learning content using ICT and only 36.3% of them do it "sometimes." Otherwise, at the end of the
training, 81.8% will plan digital content at least three times a week. These results demonstrate an
improvement of the digital that at the beginning of the training had shown the 45.5% of teachers
gaining low scores (18.2% for "no competent" and 27.3% "not very competent"). The end of the
training reports the 90.9% of the teachers defined as "sufficiently competent" for the creation of digital
content with the use of ICT (54.4% sufficiently; 27.3% quite; 9.1% a lot). The proposed methodology
(EAS) has proved to be useful to plan, organize and submit activities for 54.4% of the teachers who
participated in the trial. The remaining group (45.6%) did not have the opportunity to exploit fully the
potential of the methodology because of severe intellectual and physical disabilities of pupils, although
81.8% of the teacher has noted a general improvement in the motivation and in the learning ability of
their students.
The analysis of the questionnaires pre and post formation test detects how notwithstanding an initial
preparation often non-existent, teachers believe that the path has improved digital competencies of
teachers in 100% of cases. In conclusion, whilst the EAS method proved to be moderately useful to be
implemented in CEE, on the other hand we have found that it is highly effective for the training of the
teachers
Also By The Same Author: AKTiveAuthor, a Citation Graph Approach to Name Disambiguation
No full textThe desire for definitive data and the semantic web drive for inference over heterogeneous data sources requires co-reference resolution to be performed on those data. In particular, name disambiguation is required to allow accurate publication lists, citation counts and impact measures to be determined. This paper describes a graph-based approach to author disambiguation on large-scale citation networks. Using self-citation, co-authorship and document source analyses, AKTiveAuthor clusters papers, achieving precision of 0.997 and recall of 0.818 over a test group of eight surname clusters
John F. Kennedy telegram to Roosevelt
No full textJersey Homesteads (later the Borough of Roosevelt) was established in the 1930s as an agro-industrial cooperative community. It was established specifically for urban Jewish garment workers, many of whom had emigrated from Europe. President John F. Kennedy sent a telegram to the citizens of Roosevelt, New Jersey, apologizing for not being able to attend the memorial dedication in honor of former President Franklin Delano Roosevelt. (Jersey Homesteads became Roosevelt in 1945 in honor of the president.) President Kennedy expressed his gratitude to the people of Roosevelt for constructing the memorial, and commented that it will serve as a constant reminder of Roosevelt's good works
Logarithmic variance profiles and the corresponding f-1 spectra of temperature fluctuations in turbulent Rayleigh-Bénard convection
No full textWe report experimental results for the temperature variance 2(z) and the corresponding frequency spectra P(f) in turbulent Rayleigh-Bénard convection (RBC) in a cylindrical sample of aspect ratioT= D/L = 1:00 (D = 1:12 m is the diameter and L = 1:12 m the height). The measurements were conducted in the Rayleigh-number range 1011 < Ra < 1:35 1014 and Pr ' 0:8. For Ra = 1:35x1014, 2(z) could be described well by a logarithmic dependence on the vertical position z in a range of z 1 < z < z 2 with z 1 ' 70 and z 2 = 0:1L. Here L=(2Nu) is the thickness of a thin thermal sublayer adjacent to the horizontal plate where the heat flux (denoted by the Nusselt number Nu) is carried mostly by thermal diffusion. In the log layer, we found that the temperature spectra had a significant frequency range over which P(f) f with close to 1. As Ra decreased, increased so that the log layer became thinner. At Ra = 2:05 1011, z 2 < z 1 and therefore there was no range for a log layer. Correspondingly, the temperature spectrum near the horizontal plate did not have the f1 scaling form either
Maine author Franklin F. Gould recalls his first glimpse of the outside world
No full textMaine author Franklin F. Gould recalls his first glimpse of the outside world as he relates how, as a young farm boy in the late 1800\u27s, he drove his father\u27s horses on an errand to an icebound river
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