¿La metodología Flipped Classroom contribuye a crear un aprendizaje significativo?

En las últimas décadas se ha tratado de impulsar un cambio metodológico en la enseñanza universitaria desde una enseñanza centrada en la actividad del profesorado a otra orientada al aprendizaje del estudiantado. Así, en nuestra labor como docentes debemos ser capaces de seleccionar correctamente las acciones que emprendemos en el contexto de la asignatura, con la intención de que el estudiantado logre un aprendizaje profundo y comprensivo, y no tan sólo el procesamiento superficial de la información. Para ello es esencial fomentar actividades de aprendizaje que promuevan el papel activo del estudiantado, en las cuales “no se pueda escapar de aprender”. En este sentido se han llevado a cabo experiencias en el aula teniendo en cuenta la denominada “clase al revés” (Flipped Classroom), la cual precisamente pretende fomentar el aprendizaje activo, colaborativo y la resolución de problemas. El propósito de este trabajo es valorar en qué grado los estudiantes perciben que han conseguido un aprendizaje significativo en el contexto de una asignatura en la que se ha seguido la metodología de la Flipped Classroom, así como valorar su satisfacción con la asignatura. Los resultados obtenidos proporcionan orientación al docente sobre la efectividad de las nuevas metodologías docentes en el proceso de aprendizaje

Análisis de los Ambientes virtuales para el diseño de una propuesta de interfase que sirva como herramienta en el desarrollo de proyectos de investigación

In the context of public and private universities, research in Industrial Design has not excelled at the level of other disciplines, in the particular case of the Autonomous University of the State of Mexico and its schools where the Industrial Design course is taught: Toluca, Zumpango and Valle de Chalco, the research area is below the institutional standards and other disciplines (UAEMéx University Statistics Agenda, 2015). According to the statistics of several accredited, certified and recognized evaluating bodies for the Industrial Design Area in Mexico, such as the ANUIES, CIEES and COMAPROD, among the factors that most influence not to improve the performance of design research are: the lack of an organized research process; lack of digital tools for resource management; and ignorance of the research process. Among several researchers on the subject, highlight the contributions of Margolin (2005) mentions that one of the particular challenges facing the community of researchers on design is to accept and include specialists who are located within different disciplinary traditions, this does not allow to follow advancing in finding new forms of design representation, so the area remains submerged in projects, forms and aspects already existing when trying to design new objects, without generating greater contributions / contributions to the design and much less to the research process .

TED talk as a simulation tool in a higher education for the learning process and improvement students´ motivation : an academic practice with students of the degree in business intelligence and a prospective.

The main mission of this project is to improve the professional skills of first year students and to measure their motivation, focus on self-learning and professionalism. For that, the professor uses The TED methodology as a great tool to develop these essential competences and introduces the student as the protagonist of the self- learning process. The TED tool was created to disseminate scientific results of great researchers. It has now become a system of scientific and social dissemination, used to improve formal and informal learning. Also, one of the skills that Spanish people need to work on is their communication skills and these kinds of projects are based on the effective communication competences and others that increase the motivation of students to self-learn and ask about newly acquired knowledge. This educational innovation project tries to use these tools to improve the professional and academic skills and reinforce the human dimension of students and the factor to motivate them to study and learn. It has been evaluated and with the advice of a mentor (subject teacher). The project has been evaluated using a quantitative and qualitative method and the conclusions are interesting because the students recommend it and indicates that their has been an improvement on skills, motivation, values and knowledge.

Innovative Business Models in Tourism Industry

This study examines the business models of four emblematic Digital Disruptive Intermediaries (DDIs), Airbnb, TripAdvisor, Expedia and Booking.com. The sources are constituted mainly by surveys, articles and expert opinions which are the main argumentation sources. The best practices for an ideal business model in tourism industry through the analysis of the DDIs are the findings of the study. The main functions of the DDIs are Cataloguing, Reordering or filtering, Ranking and Recommending, Bundling, Sharing, Intent Casting, Channelling Actors, Pricing and Matching Actors. The originality of the paper derives from the SWOT analysis of the business models of the four well known DDIs. There is no previous analysis which evaluates the business models and discloses the main functions they perform.

Using Apps in Formal Education to Improve Executive Functions in Preschoolers

The term Executive Functions (EFs) refers to a set of higher order cognitive processes that are critical for goal directed behaviour. They include inhibition (i.e., the ability to suppress task-irrelevant cognitive processing and ignore salient yet irrelevant features of the situation), shifting (i.e. the ability to switch between different operations or levels of processing), and updating (i.e. the ability to encode, hold and monitor incoming information in working memory, replacing information that is no longer relevant with new information). The most notable developmental change in children’s EFs occurs during the preschool period, and this is associable to and predictive of children’s general learning ability. For this reason, efforts to develop EFs in preschoolers is of vital importance. In recent years, only few studies have investigated the effect of EFs intervention on preschoolers, despite the potential preventive effect of early intervention on later developmental problems. A number of related solutions have been proposed over the years, including both paper-and-pencil activities and digital applications (e.g., software and videogames). However, few attempt have been made to integrate the many advantages of traditional, low-cost playful activities with the (often) powerful affordances of digital technologies. Hence, we propose just such a hybrid solution, with a set of mobile applications (apps) designed to foster EF development among early learners in education settings. We opted for such a solution as mobile apps have proved to be familiar, highly usable and well accepted among young children. At a more general level, this contribution seeks to provide useful input on the affordances and indicators that can help guide the effective choice of apps useful for developing EFs, and how these tools can be optimally introduced and employed in traditional teaching and learning programs.

Improving the effective communication soft skill in higher education engineering studies: an experience through written reports

With the new paradigm of higher education, courses syllabus are not only addressed to develop the knowledge in some specific contents, but also to let the student acquire a set of the so-called transversal competences or soft skills. Amongst these, the ability of the students to communicate in an effective manner is a soft skill that will present a key role in the future careers of the students. In this paper, the experience in two courses of the Aerospace Engineering Bachelor Degree working on the effective communication through written technical reports is presented. Different enhancements have been introduced over the years, including specific sessions to present best practices for written reports, assessment using rubrics or intermediate deliveries to provide feedback to the students before they deliver the final report. The analyzed courses belong to consecutive years and are taught in both Spanish and English, which provides a wide view for understanding the impact of each feature. With the current configuration, significant improvement in the students written reports readability is obtained. Their works are more rigorous in terms of writing and format. Nevertheless, the effect of these new features on the technical content of the reports is slight. Overall, the content is transmitted by the students in a more effective manner.

Metodología docente para la enseñanza técnica online. La experiencia Cursosagua

La enseñanza online ha llegado para quedarse. Su éxito se debe a que ha eliminado la barrera temporal y espacial, facilitando el acceso de estudiantes de todo el mundo. Sin embargo, un curso online de calidad no puede tratarse de una adaptación de una clase presencial a una clase online. Es necesario adecuar la metodología docente a este medio. Estre trabajo ilustra la metodología docente utilizada para la formación técnica online por CursosAgua, así como los resultados obtenidos.

Lessons learned from the implementation of a Service Management Office: the case of a World Food company in Latin America

This paper presents the case of evolution and lessons learned in information technology service management (ITSM) of a World Food Company in Latin America, with an emphasis on their process-driven strategy for integral transformation through the Information Technology Infrastructure Library (ITIL), as well as the creation of their Service Management Office (SMO). Their experience in implementing ITIL and an SMO presenting their roadmap and main challenges. As an extra added value, service quality has been enhanced through the use of business indicators and commitments from three perspectives: people, processes and technologies. These results reveal that the SMO has become a strategic complement for IT, in addition to being a fundamental element to ensure quality and efficiency in technology service management.

El perfil del alumno en el marco universitario de la enseñanza-aprendizaje

Los profesores universitarios, en el contexto de la enseñanza-aprendizaje, se están enfrentando a nuevos retos marcados por una sociedad educativa cada vez más influenciada por la globalización y los nuevos modelos pedagógicos. En este sentido, el objetivo del presente trabajo es conocer el perfil del alumno de la asignatura de Trazabilidad y Seguridad Alimentaria (enmarcada en el Máster profesionalizante de Ingeniería Agronómica de la UPV), así como sus preferencias con relación al tipo de clase y a las actividades en grupo que se proponen durante el transcurso de la misma. Esta información ha sido obtenida mediante encuestas cumplimentadas por 65 alumnos. El 81.5% de ellos son menores de 26 años, el 37% compaginan estudios con trabajo, y aproximadamente el 65% ha realizado prácticas en empresa. En cuanto a la asignatura, el 70% afirma poder llevar la materia al día y al 26% le gustaría el modelo de “clase inversa”. Es de destacar que este tipo de clase es especialmente valorado por los alumnos que trabajan. En relación a la explicación de los contenidos teóricos por parte del profesor, el 61% prefiere que sea completa, frente a un 37% que valora más que sólo se haga un resumen. Los recursos más utilizados por el alumno para estudiar son “PoliformaT”, “libros” y “videos”. Los trabajos que se realizan en la asignatura son considerados muy útiles, aunque en el cómputo total del Máster, consideran tener excesivos trabajos. El 63% prefiere que estos trabajos sean en grupo y un 56% ven necesario una puntuación individual para reflejar la implicación que cada uno de ellos ha tenido. En conclusión, la información obtenida permite plantear algunas mejoras en la metodología de la asignatura para adaptarla a las preferencias de aprendizaje y opiniones de nuestros alumnos y de este modo conseguir un maximo rendimiento.

Development of an interactive tool based on Education ERPs Software to support the learning of Transversal Competences

According to the current tendencies in University education strategies, students should develop not just the specific competences related to the particular degree they pursue, but also a series of transversal competences (TCs, also called key competences). Such TCs may be transferable between different contexts (personal, social, academic, etc.) while help students to solve problems from different perspectives and so, they would provide students with a holistic education and training. In this framework, the authors present in this paper a tool they have designed for the systematic analysis and evaluation of TCs so as to support students in the achievement of such competences. Moreover, the tool is able to help students to choose the courses that may help them to work out and complement the competences they may not be developed yet, as well as it suggests the most appropriate post-graduate courses for the students according to their background, particular interests and degree of development for the different TCs. The tool has been designed under the scope of vertical ERP systems, which have demonstrated their ability to create collaborative and learning environments with multiple communication functionalities between professors and students. Thus, the tool has been thought as an interactive framework that includes different indexes to monitor the level of development of the diverse TCs, so that it may be accessible to both professors and students during their entire academic life. The tools has been tested within the program of Transversal Competences of the Polytechnic University of Valencia, specifically to the Degree of Energy Engineering.