scholarly journals COVID-19: Threat or ally in the teaching-learning process in phytopathology?

2021 ◽  
Vol 39 (4) ◽  
Author(s):  
María Del Milagro Granados-Montero
Keyword(s):  
Learning Process ◽  
Culture Media ◽  
Teaching Experience ◽  
Information And Communications Technologies ◽  
Educational Project ◽  
Years Of Teaching Experience ◽  
Communications Technologies ◽  
The Family ◽  
Set Up ◽  
Teaching Learning

<p>Preventive confinement against COVID-19 changed the teaching-learning process of the Phytopathology course at the Faculty of Agronomy of the UCR. Information and Communications Technologies (ICT) were integrated into a program called ‘Phytopathology 2020, at the distance but together’. Each student received at her home a box of materials, including culture media and a paper microscope, that allowed her to set up and carry out different phytopathological techniques. The result obtained exceeded expectations and previous results in 16 years of teaching experience. The integration of the family into the educational project was surprising, fostering values of mutual commitment in education and prevention of COVID-19.</p>

scholarly journals ICT use by journalism professors in Colombia

2011 ◽  
Vol 27 (2) ◽  
Author(s):  
Elias Hung Said
Keyword(s):  
First Trimester ◽  
Learning Opportunities ◽  
Academic Programs ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
Pedagogical Strategies ◽  
Ict Use ◽  
Communications Technologies ◽  
Traditional Teaching Methods ◽  
Teaching Learning

<span>This article analyses how journalism professors at Colombian universities use information and communications technologies (ICT) in their teaching. Survey data was obtained during the first trimester of 2009 from 63 professors in journalism departments and from a total of 865 professors who are affiliated with journalism departments at 29 universities that belong to the Colombian Association of Journalism Departments and University Programs. These professors have, until now, replicated traditional teaching methods when employing currently available technological resources. The article discusses the factors that influence the teaching uses of ICT and the implementing of pedagogical strategies in the classroom. The results help define the profiles of professors in academic programs in which ICT use is limited, and factors such as investment of time and resources which determine the productive use of ICTs, as well as the implementation of pedagogical models related to new teaching-learning opportunities in the classrooms at Colombian universities.</span>

scholarly journals Geoparks and Education: UNESCO Global Geopark Villuercas-Ibores-Jara as a Case Study in Spain

Geosciences ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 27
Author(s):  
Rubén Fernández Álvarez
Keyword(s):  
Cultural Values ◽  
Learning Process ◽  
Qualitative Methodology ◽  
Positive Impact ◽  
Document Analysis ◽  
Cultural Resources ◽  
Educational Activities ◽  
Educational Project ◽  
Teaching Learning

The UNESCO Global Geoparks is a good didactic instrument that allows teaching territorial elements in transversal way. The geopark provides a means to address the teaching-learning process of both cultural values and natural values, including geology. This paper aims to highlight the educational activities that have emerged from the Villuercas UNESCO Global Geopark. For this purpose, a qualitative methodology based on document analysis and fieldwork has been used. Through a system of categories, we have analyzed the existing materials on the geopark’s website, its activity book and the schools that have been part of its educational project. The geopark and educational centers collaboration has 76 educational proposals that are developed in the territory of the geopark. Since 2011, all schools in its area of action participate in its educational project with a total of 2500 students per year. The Villuercas geopark involves all students in its territory and encourages learning of a significant, transversal and collaborative type. In the same way, it has a positive impact on environmental awareness and respect for the environment and cultural resources.

Gamification Assessment

2020 ◽  
pp. 94-110
Author(s):  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
University Education ◽  
Online Questionnaire ◽  
Innovative Teaching ◽  
The Core ◽  
The Subject ◽  
European Higher Education ◽  
Teaching Learning ◽  
Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

The non-linear potential of didactic action

2016 ◽  
pp. 51-70
Author(s):  
Maurizio Sibilio ◽  
Iolanda Zollo
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Linear Form ◽  
Adaptive System ◽  
Teaching Experience ◽  
Linear Potential ◽  
Triadic Interaction ◽  
Form Part ◽  
Non Linear ◽  
Teaching Learning

Starting from a perspective that views education as a complex and adaptive system, this paper is aimed at providing a first reflection on the concept of linearity, intended as a possible interpretation of the limitations arising from the characteristics and the relationships among the actors, the objects and the events that form part of the teaching-learning process. What results is a deterministic vision of teaching and a real negation of the embodied and situated dimension of teaching. This reflection forms part of a branch of educational research that investigates didactic corporealities - those aspects of teaching that are manifested in bodily form, real and metaphoric representations of the triadic interaction between the teacher, the student and the environment. This is configured as the set of elements that contribute to a complex meaning of the teaching experience, able to contribute to a deconstruction of linear schemes of action that are repetitive in nature and are inadequate to address the emerging needs of 21st Century classrooms. In order to foster and promote the success of all learners, a pluralistic and proteiform perspective is therefore required. This view paves the way to a non-linear form of teaching that is aware of the didactic morphologies that are the characteristics, the spaces, the functions and the potentialities of action during teaching.

scholarly journals Data Communication and Networking Concepts in User Datagram Protocol (UDP)

2020 ◽  
Vol 8 (5) ◽  
pp. 2765-2768
Keyword(s):  
Learning Process ◽  
Performance Metrics ◽  
Data Communication ◽  
Vital Role ◽  
Network Interface ◽  
Wireless Technology ◽  
User Datagram Protocol ◽  
Free Network ◽  
Set Up ◽  
Teaching Learning

In most popular standards, the UDP (User datagram protocol plays a vital role in Internet protocol. Normally, in the networking concepts are not required for set up communication between data paths and also the channels.it has used to addressing several different function and also provides data integrity at the source and destination. TCP and SCTP are designed for many applications in the network interface if error free network needed. So that, to improve the performance metrics of teaching learning process, the wireless technology based networking concepts involved major parts.

Gamification Assessment

2022 ◽  
pp. 84-101
Author(s):  
Beatriz Corchuelo Martínez-Azúa
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
University Education ◽  
Online Questionnaire ◽  
Innovative Teaching ◽  
The Core ◽  
The Subject ◽  
European Higher Education ◽  
Teaching Learning ◽  
Academic Year

University education is currently the object of numerous changes related to the implementation of the European Higher Education Area (EHEA). One of them involves placing the student at the core of the teaching-learning process through the use of active methodologies. During the academic year 2018/2019, with this objective in mind, Gamification was introduced in the subject of Microeconomics as an innovative teaching experience. This was carried out through the use of Kahoot. At the end of the course, the experience was evaluated through an online questionnaire combined with the analysis of the academic results. In general, the innovative experience was positive for the students because it increased their motivation and participation in the classroom, and improved the learning process. The experience also positively affected final results of the participating students.

Teaching Statistics

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
Social Sciences ◽  
Data Science ◽  
Teaching Experience ◽  
Introductory Statistics ◽  
Social Scientists ◽  
What Works ◽  
Years Of Teaching Experience ◽  
Statistics Course ◽  
Set Up ◽  
Selection Of

Students in the sciences, economics, social sciences, and medicine take an introductory statistics course. And yet statistics can be notoriously difficult for instructors to teach and for students to learn. To help overcome these challenges, Gelman and Nolan have put together this fascinating and thought-provoking book. Based on years of teaching experience the book provides a wealth of demonstrations, activities, examples and projects that involve active student participation. Part I of the book presents a large selection of activities for introductory statistics courses and has chapters such as ‘First week of class’- with exercises to break the ice and get students talking; then descriptive statistics, graphics, linear regression, data collection (sampling and experimentation), probability, inference, and statistical communication. Part II gives tips on what works and what doesn’t, how to set up effective demonstrations, how to encourage students to participate in class and to work effectively in group projects. Course plans for introductory statistics, statistics for social scientists, and communication and graphics are provided. Part III presents material for more advanced courses on topics such as decision theory, Bayesian statistics, sampling, and data science.

scholarly journals Necesidades formativas del docente universitario

2014 ◽  
Vol 12 (4) ◽  
pp. 161 ◽  
Author(s):  
María Teresa Espinosa Martín
Keyword(s):  
Learning Process ◽  
Teaching Experience ◽  
Educational Context ◽  
University Teachers ◽  
Generic Competencies ◽  
Educational Framework ◽  
Competency Based ◽  
Teaching Learning ◽  
High Level

<p>Las actualizaciones metodológicas y de concepto acontecidas en el proceso de enseñanza-aprendizaje que se lleva a cabo en las universidades desde la entrada en vigor del Espacio Europeo de Educación Superior (EEES), implican cambios en los distintos ámbitos que constituyen el contexto educativo: las instituciones, los alumnos y los docentes.<br />Este marco educativo requiere la adquisición de determinadas competencias, no sólo en los alumnos sino también en los docentes. Las competencias que debe desarrollar un docente universitario en la actualidad van más allá de una instrucción, pretendiendo lograr una mejora significativa de la calidad del proceso de enseñanza-aprendizaje del estudiante.</p><p>A partir de nuestra experiencia docente a lo largo de varios años y después de valorar el concepto de buen docente que se tiene desde los diferentes ámbitos, se marcan una serie de competencias genéricas que consideramos de formación imprescindible para todos los docentes que no posean un elevado nivel de desempeño.<br />Dentro de estas competencias destacamos las interpersonales, de comunicación, metodológicas, y tecnológicas, haciendo hincapié en la capacidad de evaluación, dada la importancia de realizar una formación por competencias y su respectiva evaluación por competencias en este marco educativo.<br />No resulta sencillo encontrar expertos que aporten formación significativa a los docentes universitarios en cada una de estas competencias. Encontramos docentes experimentados que desarrollan muy bien alguna de estas competencias pero necesitaremos especialistas en la materia, en ocasiones ajenos a la educación, para otras.</p><p><strong>ABSTRACT</strong></p><p><strong>Training needs of university teachers.</strong></p><p>The methodological and conceptual updates that occurred in the teaching-learning process that takes place in universities have been carried out since the entry into force of the European Higher Education Area (EHEA), imply changes in the different areas that make up the educational context : institutions, students and teachers.<br />This educational framework requires the acquisition of certain skills, not only by students but also by teachers. The skills to be developed by a university teacher currently extend beyond instruction, trying to achieve a significant improvement in the quality of the student‘s teaching-learning process.<br />From our teaching experience over several years and after assessing the concept of good teaching that you have from different fields, a number of generic competencies that we consider essential training for all teachers who do not have a high level of performance can be highlighted.<br />Among these competencies, we can highlight the interpersonal, communicational, methodological, and technological, emphasizing the assessment capacity, given the importance of a competency-based training and its evaluation competency in this educational context.<br />It’s not easy to find experts to provide a significant training for university teachers in each of these competencies. We found some very experienced teachers who put into practice some of these skills but we need specialists in the field for the other skills, sometimes outside of education.</p>

scholarly journals Enhanced eBooks in the teaching/learning process of electronics

2016 ◽  
Author(s):  
Cecilia Gimeno ◽  
Carlos Sánchez-Azqueta ◽  
Santiago Celma ◽  
Concepción Aldea
Keyword(s):  
Learning Environments ◽  
Virtual Learning Environments ◽  
Traditional Teaching ◽  
Information And Communications Technologies ◽  
Teaching Methodologies ◽  
Multimedia Resources ◽  
Communications Technologies ◽  
Invaluable Tool ◽  
E Learning ◽  
Teaching Learning

Information and communications technologies (ICTs) are an invaluable tool to facilitate and promote meaningful learning. Numerous higher education institutions have already adopted the use of virtual learning environments, incorporating e-learning along with traditional teaching methodologies as part of a mixed learning. M-learning maintains all the advantages of e-learning while adding the possibility of learning anywhere and anytime. This work presents an enhanced book in Electronics that contains a set of multimedia resources (images, videos, and apps) that have been specifically created to stimulate an adapted and interactive learning. The material presented in this work has been designed to be downloadable to mobile devices (smartphones and tables) running iOS and Android.

scholarly journals Renewal of the Teaching-Learning Process in the Bachelor of Sciences of Education UAEH

2018 ◽  
Vol 6 (11) ◽  
pp. 63-73
Author(s):  
Lydia Raesfeld ◽  
Rosa Elena Durán González ◽  
Irma Quintero López
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching Practices ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Monitoring And Evaluation ◽  
Research Process ◽  
Teaching Innovation ◽  
Complex Thinking ◽  
Teaching Learning

The Network of Communities for the Renewal of Teaching - Learning in Higher Education (RECREA) began in 2017 in Mexico with a collaboration between public universities and higher normal schools as a strategy to interact with teachers of both institutions to renew jointly their teaching practices in order to achieve better learning outcomes in students. The project supported by the Secretariat of Public Education of Mexico seeks to promote a culture of collaboration among academics for innovation and improvement of their teaching practices. Taking as a theoretical basis the complex thinking, coined by Edgar Morin, the formation of communities and networks of academics oriented to the innovation of the teaching practices, centered in the learning of the students and in the collective construction of knowledge, is fostered. Following a methodological framework of action research, a monitoring and evaluation plan of the teaching-learning process and its results is established, which allows to relate innovations and the use of ICTs with learning outcomes, to subsequently document and analyze teaching innovation experiences. and its results. Working from tasks or projects that reflect real situations and problems with a complex thinking approach, linking the work of the student with the advances, methodologies and results of research in the disciplinary and professional fields and incorporating the use of ICTs as support tools for academic work and for interaction with and among students, it is possible to form communities of academics to design and share experiences on teaching transformation and innovation, documenting the teaching experience based on a research methodology in the action.The paper documents the experiences and first results of the research process in a subject, called “Multicultural Mexico” in the case of a Mexican public university participating in the project and analyzes the active and collaborative participation in a community of teachers for the generation of teaching and learning proposals and methodologies for innovative learning.

Sign in / Sign up

Export Citation Format

Share Document