Revista de educación a distancia 2013, N. 38
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- PublicationOpen AccessLa Pizarra Digital Interactiva en las aulas de Castilla-La Mancha: análisis del rendimiento y la integración(Universidad de Murcia, Servicio de Publicaciones, 2013) Sánchez Chiquero, DavidThe educational and social context in which we stand requires continuous adaptations. The excessive and relentless progress of Information and Communication Technologies (ICT) requires us to revise and introduce new changes and improvements in the educational system, not only as a mere punctual allocation of materials but also as an analysis of the own educational practice in the classroom. This analysis of the teaching/learning process is leading us to new educational paradigms.
- PublicationOpen AccessLa formación del profesorado y el uso pedagógico de las TIC(Universidad de Murcia, Servicio de Publicaciones, 2013) Fainholc, Beatriz; Nervi, Hugo; Romero, Rosita; Halal, CarolWe review the underlying concepts to address the pedagogical use of IT on teacher training, rescuing the characteristic elements of a conception of contemporary education. The discussion reviews the elements that contribute to think teacher training as an articulation of factors that without denying the contexts, allow the appropriation of digital technology resources for the teaching process. It recognizes the value of action-research approach to rescue knowledge and its contribution to the construction of professional identity.
- PublicationOpen AccessIdentificación de las dificultades de regulación del tiempo de los estudiantes universitarios en formación a distancia.(Universidad de Murcia, Servicio de Publicaciones, 2013) Romero, Margarida; Barberá, ElenaOnline distance learning allows a high temporal flexibility, whose drawbacks have been scarcely studied. The aim of this study is to identify the temporal difficulties of online learners in the context of distance education in relation to the temporal flexibility of the virtual campus. Students in distance education need to regulate their learning time more than in traditional universities where the learning times are externally regulated by the institution and the faculty. In distance education the learning rhythms and schedules are allocated in a more flexible way by the teacher and the institution. The article discusses the need for a high development of the time self-regulation competency in relation to the temporal flexibility offered by the virtual campus. After that, we introduce the methodology for identifying the time factor difficulties of the participants through a focus group methodology with a sample of tutors with a high degree of experience. The results indicate the lack of planning and time management competencies are considered by tutors as the main difficulty of learners in distance learning.
- PublicationOpen AccessDesarrollo de Competencias Investigadoras en la Sociedad Red(Universidad de Murcia, Servicio de Publicaciones, 2013) Mena, Marta; Lizenberg, NoraThe task of scientific and technological research in the twenty-first century requires the development of multidisciplinary skills that go beyond specific disciplinary knowledge or methodological bases. The researcher of the Knowledge Society needs tools to effectively interact with colleagues in the same field of knowledge, uses specific databases and journals, gets access to relevant and updated research databases and journals, and in many cases, work together with colleagues who may be thousands of miles away. This paper introduces the Virtual Researchers Training Program at the National Technological University in Argentina, as a model for the development of these generic skills through a virtual campus network includes 32 nodes and a network of services that stimulate the generation of inclusive projects of innovative production.
- PublicationOpen AccessEl Trabajo Fin de Grado de Maestro: modalidad online con evaluación presencial(Universidad de Murcia, Servicio de Publicaciones, 2013) Arteaga Martínez, Blanca; Ahedo Ruiz, Josu; Gutiérrez Gómez-Calcerrada, Sonia; Solera Hernández, EvaAccording to the Bolonia agreements, all degrees must end with the Final Project (Trabajo Fin de Grado, TFG, in Spanish), whose main objective is to train students for their future profession. The current law in Spain allows some autonomy to universities to develop this task. This article presents an analysis of the situation on how Spanish universities offer the Degree in Teacher of Education and impart the Final Project. Differences between the universities are highlighted according to their ownership, paying special attention to the allocation of ECTS credits for the TFG. International University of La Rioja (UNIR) is taken as an example. This university offers the TFG in online mode, which can be an added challenge to both the development of the TFG and the evaluation of the competencies as defined in the degree.