1,721,011 research outputs found
Anàlisi de diferents mètodes i processos pel disseny de seqüències didàctiques competencials
Full text linkVivim en una societat de canvis constants que fa necessària una actualització contínua de la manera d'ensenyar i aprendre. Els conceptes de competència i ensenyament competencial prenen cada vegada més importància en qualsevol procés educatiu. L'article que es presenta a continuació planteja dos objectius principals: d'una banda, analitzar aquells processos i metodologies que defineixen una seqüència didàctica competencial; i d'altra banda, determinar les variables i/o processos que són requisit indispensable per garantir la competencialitat d'una seqüència didàctica. Per tal d'assolir aquests objectius, l'article es divideix en dues parts. La primera, de caire més teòric, pretén exposar els processos que hauria d'incloure tota programació didàctica, així com presentar els tres mètodes d'ensenyament més freqüents en l'actualitat: L'aprenentatge basat en Continguts Curriculars, l'Aprenentatge basat en Problemes (ABP) i l'Aprenentatge basat en Investigació (ABI). La segona part, analitza un recull de 40 seqüències didàctiques i les correlacions i associacions que es produeixen entre elles. Els resultats obtinguts indiquen que el mètode d'ensenyament ve determinat pel punt de partida que pren el docent, però no es veu afectat pel curs escolar ni per l'assignatura a la qual pertany.We live in a society of constant changes makes it necessary to constantly update the way of teaching and learning. The concepts of competence and competence education are becoming increasingly important in any educational process. The article presented below presents two main objectives: first, to analyze the processes and methodologies that define a teaching sequence competence; and secondly, to determine the variables and processes that are prerequisite to ensure the competence of teaching sequences. To achieve these objectives, the article is divided into two parts. The first, more theoretical, aims to expose the processes should include the entire educational program and present the three most common methods of teaching today: based learning curricula, problem-based learning (PBL) and the research-based learning (RBL). The second part analyzes a collection of 40 didactic sequences and correlations and associations that occur between them. The results indicate that the teaching method is determined by the starting point which takes the teacher, but it is not affected by the school year nor the subject to which it belongs
La importancia de la relación interpersonal entre docente y estudiante en el aprendizaje del chino en la EOIBD
Full text linkEl siguiente trabajo pretende estudiar la importancia de la relación interpersonal entre docentes chinos y estudiantes adultos hispanohablantes en el aprendizaje del chino en la Escuela Oficial de Idiomas de Barcelona Drassanes. A partir de este objetivo, hemos optado por una metodología de investigación mixta llevando a cabo un cuestionario a los alumnos y una entrevista a los profesores para obtener datos. Durante la redacción, nos centramos en la autoeficacia como un factor clave en el aprendizaje de idiomas. Basándonos en los datos, descubrimos estrategias y sugerencias para mejorar la relacione entre profesor y alumno.本研究以巴塞罗那德拉萨内斯官方语言学校中文学习为背景，旨在分析中文教师与讲西班牙语的成年学生之间的人际关系的重要性。同时，本文探讨了自我效能感对语言学习的影响并提出了改善师生关系的相关策略和建议。The following project aims to study the importance of the interpersonal relationship between Chinese teachers and adult spanish-speaking students in learning chinese at the Official Language School of Barcelona Drassanes. Based on this objective, we have chosen a mixed research methodology by carrying out a questionnaire to students and an interview with teachers to obtain data. During the writing process, we focused on self-efficacy as a key factor in language learning. Based on the data, we discovered strategies and suggestions for improving the teacher-student relationship
Learner identity and universal design for learning. A proposal for dealing with diversity
Full text linkL’atenció a la diversitat requereix comprendre les diferents maneres d’aprendre que mostra l’alumnat per tal de poder oferir una resposta ajustada. En els últims anys, l’anàlisi de l’aprenentatge s’ha focalitzat en la identitat de l’aprenent (LI), i l’aproximació dialògica en constitueix un marc de referència complet i versàtil. Des d’aquest paradigma, i complementat amb aportacions de la psicologia de l’educació, la pedagogia i la neurociència, en aquest article es proposa una atenció a la diversitat basada en, per una part, l’avaluació i l’anàlisi de la LI i, per l’altra, un disseny universal per a l’aprenentatge recolzat en quatre principis fonamentals: 1) la interacció i negociació entre docent i alumnat, 2) l’opcionabilitat i la flexibilitat en les activitats i els mitjans de representació i d’exposició, 3) les metodologies d’aprenentatge cooperatiu i 4) l’autonomia de l’alumnat basada en la metacognició i en l’avaluació continuada. Per al primer pas, consistent a conèixer la LI de l’alumnat, es presenta un qüestionari específic (LIQ) que pot ser utilitzat tant pel docent com pel mateix alumne i que facilita l’anàlisi i la reflexió sobre el posicionament de l’alumnat davant l’aprenentatge.Paraules clau: Atenció a la diversitat, identitat discent, aproximació dialògica, disseny universal de l’aprenentatge, aprenentatge cooperatiu, LIQ.Attention to diversity requires an understanding of students’ different ways of learning in order to provide an appropriate response. In recent years, the analysis of learning has focused on learner identity (LI), for which the dialogic approach constitutes a complete and versatile framework. On the basis of this paradigm, with contributions from educational psychology, pedagogy and neuroscience, this article proposes an attention to diversity focused, on the one hand, on the analysis of LI and, on the other, on the universal design for learning based on four fundamental principles: 1) interaction and negotiation between teacher and students, 2) provision of options and flexibility in activities and in the means of representation and expression, 3) application of methods of cooperative learning, and 4) empowerment of students based on continuous assessment and metacognition. For the first step, consisting of the evaluation of LI, we present a specific questionnaire (LIQ) that can be used by both teachers and students, facilitating the analysis of and reflection on how students face learning.Keywords: Attention to diversity, learner identity, dialogic approach, universal design for learning, cooperative learning, LIQ
Eines i recursos digitals per a la docència
Full text linkRecopilatori interactiu d'eines i recursos digitals per a la docènci
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Identitat discent i disseny universal de l'aprenentatgem : una proposta per a l'atenció de la diversitat
Full text linkL'atenció a la diversitat requereix comprendre les diferents maneres d'aprendre que mostra l'alumnat per tal de poder oferir una resposta ajustada. En els últims anys, l'anàlisi de l'aprenentatge s'ha focalitzat en la identitat de l'aprenent (LI), i l'aproximació dialògica en constitueix un marc de referència complet i versàtil. Des d'aquest paradigma, i complementat amb aportacions de la psicologia de l'educació, la pedagogia i la neurociència, en aquest article es proposa una atenció a la diversitat basada en, per una part, l'avaluació i l'anàlisi de la LI i, per l'altra, un disseny universal per a l'aprenentatge recolzat en quatre principis fonamentals: 1) la interacció i negociació entre docent i alumnat, 2) l'opcionabilitat i la flexibilitat en les activitats i els mitjans de representació i d'exposició, 3) les metodologies d'aprenentatge cooperatiu i 4) l'autonomia de l'alumnat basada en la metacognició i en l'avaluació continuada. Per al primer pas, consistent a conèixer la LI de l'alumnat, es presenta un qüestionari específic (LIQ) que pot ser utilitzat tant pel docent com pel mateix alumne i que facilita l'anàlisi i la reflexió sobre el posicionament de l'alumnat davant l'aprenentatge.Attention to diversity requires an understanding of students' different ways of learning in order to provide an appropriate response. In recent years, the analysis of learning has focused on learner identity (LI), for which the dialogic approach constitutes a complete and versatile framework. On the basis of this paradigm, with contributions from educational psychology, pedagogy and neuroscience, this article proposes an attention to diversity focused, on the one hand, on the analysis of LI and, on the other, on the universal design for learning based on four fundamental principles: 1) interaction and negotiation between teacher and students, 2) provision of options and flexibility in activities and in the means of representation and expression, 3) application of methods of cooperative learning, and 4) empowerment of students based on continuous assessment and metacognition. For the first step, consisting of the evaluation of LI, we present a specific questionnaire (LIQ) that can be used by both teachers and students, facilitating the analysis of and reflection on how students face learning
Variations on the Author
Full text link“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
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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