scholarly journals EL DOCENTE COMO ACOMPAÑANTE DE LOS APRENDIZAJES ACADÉMICOS Y DEL DESARROLLO DE CAPACIDADES PROFESIONALES. ACTITUDES Y HABILIDADES PARA GESTIONAR EL APRENDIZAJE EN CONTEXTOS DE ENSEÑANZA DE COMPLEJIDAD E INCERTIDUMBRE CRECIENTE

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Iliana Real Poveda ◽  
Irlanda Maridueña Macancela
Keyword(s):  
Knowledge Management ◽  
Learning Process ◽  
Current Knowledge ◽  
Knowledge Society ◽  
Teaching Skills ◽  
Educational Context ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
Long Life ◽  
Learning Concept

Uno de los retos de la actual sociedad del conocimiento es contar con docentes capaces de formar a las nuevas generaciones como gestores de sus aprendizajes, desarrollando en ellos  habilidades de selección y utilización del conocimiento en un contexto específico y a lo largo de toda la vida así como también aprender a aprender. En este documento se presenta una breve introducción del contexto actual en el cual prima la incertidumbre y el cambio y las bases teóricas con respecto a la práctica docente ligada a la motivación estudiantil, competencias didácticas que combinen la teoría y la práctica de modo significativo y  el concepto de  aprendizaje a lo largo de la vida, para finalmente presentar el perfil del docente como acompañante y gestor de capacidades profesionales en la sociedad del conocimiento. Palabras Clave: Competencias docentes, Competencias didácticas, aprendizaje significativo, sociedad del conocimiento. ABSTRACT One of the challenges of the current Knowledge Society is to count with professionals that are able to form new generations of students who are able to manage their own learning process, developing on them abilities of knowledge management to use it in specific contexts also known as learning for life. This document presents a brief introduction of the current educational context in which uncertainty and change rule, the article also describes the theoretical bases regarding teaching practices and their connection with students’ motivation, didactic competence, theory and meaningful practice combination and the long life learning concept. Finally a profile of the teacher’s new competences as a guidance and agent for developing professional skills in the Knowledge Society is presented. Keywords: Teaching skills, coompetences, didactic competences, meaningful learning, knowledge society. Recibido: septiembre de 2016Aprobado: noviembre de 2016

scholarly journals CONDICIONES Y PERSPECTIVAS DE LA FORMACIÓN PROFESIONAL EN EL CONTEXTO DE LA SOCIEDAD DE LA INFORMACIÓN Y EL CONOCIMIENTO

2017 ◽  
Vol 1 (1) ◽  
pp. 87
Author(s):  
José Grismaldo Pico Mieles ◽  
Oscar Santiago Barzaga Sablón
Keyword(s):  
Information Society ◽  
Vocational Training ◽  
Comparative Method ◽  
Knowledge Society ◽  
Business Management ◽  
Training Strategy ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
Competencias Profesionales ◽  
Training Professional

El presente trabajo aborda una de las problemáticas más acuciantes de la actualidad que es la formación profesional en el contexto de la sociedad de la información y el conocimiento en los marcos de la gestión empresarial. Su objetivo es analizar la importancia de la formación profesional y su impacto en la sociedad y en la empresa, a partir de la aplicación de novedosas estrategia de formación de competencias profesionales. Donde se analizan los factores que limitan el proceso de formación profesional. La metodología se fundamenta en la aplicación de métodos teóricos como: la abstracción científica, el método comparativo, el análisis de documentos y el método sistémico estructural funcional. PALABRAS CLAVE: sociedad de la información;   sociedad del conocimiento; formación profesional; competencias profesionales. ABSTRACT The present work addresses one of the most pressing problems of today who is vocational training in the context of the information society and the knowledge in the frames of the business management. Its objective is to analyze the importance of vocational training and its impact on the society and in the enterprise, from the application of innovative training strategy of professional competences. Where it analyzes the factors that limit the process of vocational training. The methodology was based on the application of theoretical methods as: the scientific abstraction, the comparative method, the analysis of documents and the functional structural systemic approach.  KEYWORDS:  information  society;  knowledge  society;  vocational  training; professional competences.

scholarly journals SOCIOFORMACIÓN EN CONTEXTO UNIVERSITARIO ECUATORIANO BAJO CONDICIONES DE COVID-19

2021 ◽  
Vol 6 (5) ◽  
pp. 66
Author(s):  
Ricardo Salazar Orozco
Keyword(s):  
Professional Training ◽  
Knowledge Society ◽  
University Education ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
The Face ◽  
Transnational Companies ◽  
Educación Virtual ◽  
Educational Paradigm ◽  
The Impact

Introducción: La socioformación universitaria, surge para abordar aprendizajes dirigidos a solucionar problemas a través de prácticas reflexivas, sumando el impacto generado por la COVID-19, cuyas influencias en Ecuador plantearon retos con el cambio de modalidad presencial a virtual. Objetivo: Analizar la socioformación en la nueva realidad y perspectivas universitarias del Ecuador frente a la COVID-19. Métodos: Se aplicó un diseño documental con revisión de la bibliografía en las bases científicas y buscadores Scielo, Google académico, Redalyc, Dialnet, utilizando las palabras clave: universidad, educación, virtual, COVID-19 y socioformación. Se encontraron 20 artículos, de los cuales se seleccionaron 15, que cumplieron los criterios de inclusión y exclusión, en inglés y español, publicados entre los años 2015-2021. Resultados: El impacto de la pandemia en la sociedad del conocimiento, genera la necesidad de garantizar formación profesional, recurriendo a herramientas que incluyan los estudiantes en el campo laboral, inclusive empresas transnacionales donde requieran mano de obra competente, adaptadas a diversas culturas, métodos, procesos y estructuras que reclaman multidisciplinariedad de conocimientos, donde la socioformación como paradigma educativo propicie en los universitarios la búsqueda, interpretación y solución de problemas. Conclusiones: Con la aplicación de la socioformación, como abordaje de problemas en el contexto de la COVID-19, en situaciones reales que demandan el cambio significativo en la vida, de manera colaborativa, se construyen conocimientos, interacción constante y permanente en acciones basadas en valores, que permitirá generar una sociedad más consciente de sus problemas   Palabras clave: Socioformación, universidad, educación, virtual, COVID-19   ABSTRACT   Introduction: University socio-training, arises to address learning aimed at solving problems through reflective practices, adding the impact generated by COVID-19, whose influences in Ecuador posed challenges with the change from face-to-face to virtual modality. Objective: To analyze socio-training in the new reality and university perspectives in Ecuador in the face of COVID-19. Methods: A documentary design was applied with a review of the bibliography in the scientific bases and search engines Scielo, Academic Google, Redalyc, Dialnet, using the keywords: university, education, virtual, COVID-19 and socioformation. Twenty articles were found, of which 15 were selected, which met the inclusion and exclusion criteria, in English and Spanish, published between the years 2015-2021. Results: The impact of the pandemic in the knowledge society, generates the need to guarantee professional training, resorting to tools that include students in the labor field, including transnational companies where they require competent labor, adapted to diverse cultures, methods, processes and structures that demand multidisciplinarity of knowledge, where socioformation as an educational paradigm propitiates in university students the search, interpretation and solution of problems. Conclusions: With the application of socioformation, as an approach to problems in the context of COVID-19, in real situations that demand significant change in life, in a collaborative way, knowledge is built, constant and permanent interaction in actions based on values, which It will allow to generate a society that is more aware of its problems.   Keywords: socio-training, university, virtual, education, COVID-19

scholarly journals ASESORAMIENTO PSICOPEDAGÓGICO VIRTUAL

2016 ◽  
Vol 4 (1) ◽  
pp. 349
Author(s):  
Judit García Martín
Keyword(s):  
Web 2.0 ◽  
Teaching And Learning ◽  
Knowledge Society ◽  
Instructional Program ◽  
Web 2.0 Tools ◽  
Web Tools ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
Educational Variables

Abstract.ON-LINE PSYCHOEDUCATIONAL COUNSELLING AND GUIDANCEWith the emergence of “knowledge society”, new approaches and educational and psychological theories have emerged. We have described a proposal of instructional program have been designed with Web 2.0 tools. We want to analyze the effects that the use of different web tools in the process of teaching and learning generate in various psychological and educational constructs, at the same time, we instruct in writing and others psychological and educational variables. We expect that the effectiveness and efficiency of various web tools for instruction will be confirmed. We hope to observe an increase of motivation, self-efficacy and academic performance as well as an improvement in quality of writing. This study is funded by the Spanish Ministry of Science and Innovation, National Program for Human Resources, Training of Research Staff, Predoctoral Research Grants subprogram (FPI-MICINN, currently MINECO) was awarded to J. García- Martín for four years (2011-2015).Keywords: writing, motivation, competences, web 2.0, instructionResumen.Con el surgimiento de la “sociedad del conocimiento” emergen nuevos enfoques y teorías educativas y psicológicas en las que se fundamentan los programas instruccionales actuales. Se describe una propuesta de programa instruccional 2.0 con el que se persigue analizar los efectos que el uso de herramientas web, durante el proceso de enseñanza-aprendizaje, produce en constructos psicológicos y educativos diversos al mismo tiempo que se ofrece asesoramiento psicopedagógico en variables psicoeducativas. Se prevé que se confirme la utilidad, efectividad y eficiencia de diversas herramientas web para la instrucción, que se observé un incremento de la motivación, de la autoeficacia y del rendimiento académico así como un aumento en la calidad de la escritura. Este estudio está financiado por el Ministerio de Ciencia e Innovación (MICINN) actual Ministerio de  Economía y Competitividad (MINECO), Programa nacional de Formación de Personal Investigador (FPI-MICINN), Subprograma de becas de investigación predoctorales, concedida a J. García-Martín para el cuatrienio (2011-2015).Palabras Clave: escritura, motivación, competencias, web 2.0, instrucción

scholarly journals Multimedia educativa como recurso didáctico y su uso en el aula

2017 ◽  
Vol 1 (10) ◽  
Author(s):  
Jaime Gabriel Espinosa Izquierdo ◽  
Delia Silvia Peña Hojas ◽  
Jacqueline Fatima Astudillo_Calderón ◽  
Camilo Jacinto Coronel Escobar
Keyword(s):  
Technological Change ◽  
Computer Science ◽  
Learning Process ◽  
Knowledge Society ◽  
Point Of View ◽  
Design Tools ◽  
Sociedad Del Conocimiento ◽  
Systemic Model ◽  
Cognitive Theories ◽  
Teaching Learning

En la presente investigación aborda la problemática de la multimedia educativa, desde el punto de vista de la producción de los mismos para fines educativos, la participación de los estudiantes en el diseño y elaboración de proyectos como herramientas para potenciar el proceso enseñanza – aprendizaje. Su objetivo es proponer la necesidad de diseñar herramientas en softwares donde en la elaboración de las mismas no sea necesariamente imprescindible la programación de las actividades, para propiciar que los docentes puedan realizar estos medios. Para la ejecución fueron utilizados  métodos didácticos interactivos que beneficien la retroalimentación en el  aprendizaje significativo de los estudiantes,  incorporando las distintas teorías cognitivas. Esta investigación aporta teóricamente  en un modelo sistémico con el fin de mejorar la interdisciplinariedad de las diferentes asignaturas con la informática, fomentando una mayor cultura informática para una mejor inserción en la sociedad del conocimiento. Palabras Claves: Aprendizaje,  Cambio tecnológico, Docencia, Método de aprendizaje.   SUMMARY In the present research it deals with the issue of educational multimedia, from the point of view of the production of the same for educational purposes, the participation of students in the design and development of projects as tools to enhance the teaching - learning process. Its objective is to propose the need to design tools in software where in the elaboration of the same it is not necessarily essential the programming of the activities, in order to encourage that the teachers can realize these means. For the execution of the same were used interactive didactic methods that benefit the feedback in the significant learning of the students, incorporating the different cognitive theories. This research contributes theoretically to a systemic model with the purpose of improving the interdisciplinarity of the different subjects with the computer science, fomenting a greater informative culture for a better insertion in the knowledge society. Keywords: Learning, Technological change, Teaching, Learning metho

scholarly journals Evaluación de satisfacción a los estudiantes sobre el uso del software Microsoft Teams

Minerva ◽  
2020 ◽  
Vol 1 (2) ◽  
pp. 13-18
Author(s):  
Mateo Sarauz ◽  
Jorge Shuguli ◽  
David Vaca ◽  
Rita Villafuerte
Keyword(s):  
Knowledge Society ◽  
Educación Superior ◽  
Multimedia Annotation ◽  
Educacion Superior ◽  
Sociedad Del Conocimiento ◽  
Palabras Clave ◽  
Engineering And Technology

El uso de las Tecnologías de la información y la comunicación ha permitido introducir mejoras en la forma como se desarrollan los procesos de enseñanza y aprendizaje, así como los procesos propios a la gestión y administración de las actividades académicas. Sin embargo, el índice de adopción de estas herramientas es reducido en cobertura y en profundidad. No obstante, para el uso de la herramienta Teams hay que detallar las ventajas y desventajas encontradas y finalizar con conclusiones en base a las experiencias personales. Palabras Clave: software, Microsoft Teams,  herramienta,  ventajas,  experiencia. Referencias [1]C. E. F. Pabón, «MÁS ALLÁ DE ZOOM, GOOGLE MEET, TEAMS…,» Slidesgo, vol. 1, nº 1, p. 12, 2020. [2]F. García, A. Correl, V. Abella y M. Grande, «La evaluación online en la educación superior en tiempos de la COVID-19,» EDUCATION IN THE KNOWLEDGE SOCIETY (EKS), vol. 21, nº 1, pp. 1-12, 2020. [3]G. Jose, C. Alfredo, G. Victor y GrandeMario, «Education in the Knowledge Society,» Ediciones Universal Salamanca, vol. 1, nº 12, p. 26, 14 05 2020. [4]E. Dans, «Educacion online: Plataformas educativas y el dilema de la apertura,» Universidad y Sociedad del Conocimiento, vol. 6, nº 1, p. 10, 02 03 2009. [5]A. Mauricio, A. Roberto, V. Edgar y F. Karen, «Convergencia de procesos de docencia universitaria: El uso de la aplicacion Teams de Microsoft,» ResearchGate, vol. 1, nº 1, p. 9, 21 11 2019. [6]B. Jose, L. Lina, H. Maria y J. Eusebio, «Utilización del alfa de Cronbach para validar la confiabilidad,» Engineering and Technology, vol. 11, nº 1, p. 9, 16 08 2013. [7]J.-J. a. C.-R. D. a. D. P. Monedero-Moya, «Usabilidad y satisfacción en herramientas de anotaciones multimedia para MOOC = Usability and Satisfaction in Multimedia Annotation Tools for MOOCs,» e-Lis, vol. 22, nº 44, p. 62, 2018. [8]I. Ros Martínez de Lahidalga, «Moodle, la plataforma para la enseñanza y organización escolar,» Ikastorratza, e- Revista de Didáctica, vol. 2, nº 50, p. 12, 2008. [9]D. Marlene, «Herramientas para la producción de materiales didácticos para las modalidades de enseñanza semipresencial y a distancia,» ACIMED, vol. 16, nº 2, p. 5, 2007. [10]C. Barbara, «Diseño y validación de un instrumento,» Universitat Illes Balears, vol. 4, nº 50, p. 415, 10 2006.

Qualitative analysis on perceived satisfaction in a b-learning program at a Portuguese University

2014 ◽  
Author(s):  
Célia Quintas ◽  
Ana Luísa Teixeira ◽  
Isabel Fernandes Silva ◽  
Jane Rodrigues Duarte
Keyword(s):  
Knowledge Management ◽  
Qualitative Analysis ◽  
Learning Strategies ◽  
Learning Process ◽  
Virtual Learning Environment ◽  
Learning Approaches ◽  
Learning Program ◽  
Perceived Satisfaction ◽  
E Learning ◽  
Learner Attitude

Knowledge management and learning are buzzwords in today’s society, both in terms of company competitiveness as well as in terms of education. Human resources are thus a priority for individuals and companies. The concept of knowledge management and of learning organizations has been object of increased interest by managers and scholars. The increased focus on these issues brings forth the individual as a crucial element in this process; individuals become key elements in competitiveness (Nonaka & Takeuchi: 1995) and protagonists of their own learning process (Senge: 1992).Additionally, the learning methodologies and strategies have also changed in the past decades, so that currently much is offered by means of b-learning and e-learning courses that, on the one hand, allow students to opt for several learning strategies, and on the other hand, require them to actively participate in their learning path. In fact, the evolution of ICT in studies and the growing experience of both teachers and students have gradually adapted to new methodologies. However, while materials and subject matter have been made easier and more accessible to students who do not attend classroom sessions, an underlying problem has always been present: bridging the physical distance among all the stakeholders involved in the learning process and all the difficulties that may emerge from this.Since its first edition in 2001, this Post-Graduation Program, now in its 12th edition, has undergone several changes, from its study plan to learning regime. As a means of responding to the demands of today’s market and in particular new learning styles, new possibilities have been made for attending the course which range from classroom, to blending and e-learning formats. As a means of fostering group spirit, synchronous and asynchronous participation of all students several changes were introduced this academic year. Besides the use of the Moodle platform, a Virtual Learning Environment (VLE) wiziq has been introduced.In 2013-14, the program includes students from Portugal (including the Azores), Mexico and Nigeria. Moreover, this Post-Graduation Program allows students to opt for f2f, b-learning and e-learning regimes, i.e., within the same group, some students attend classes by means of a VLE, others attend some classes f2f and others using the VLE and others attend f2f classes regularly, though they also have access to the VLE. A program that combines three learning approaches/methodologies/strategies allows the possibility of assessing possible differences in terms of efficiency of these three learning methodologies, considering that these imply a change in expectations, attitude and cognitive process.Our paper focuses on a study carried out in a Post-Graduation Program at a Portuguese university, on perceived satisfaction regarding the use of ICT tools in the program, a theme which has already been object of study at UAL in recent years, both in terms of assessing and monitoring learning progress, of learner attitude toward their learning paths (Fernandes Silva & Rodrigues Duarte. 2011a & b) and the tools and methodologies made available to them and of perceived satisfaction (Fernandes Silva & Quintas: 2013).This paper corresponds to a 1st stage of a broader study that will involve all students in the referred program in 2013-14 as well as all the lecturers. Initially, a qualitative analysis is carried out based on semi-structured interviews; at a 2nd stage, we aim to create a questionnaire to be applied to a wider population.

Formación Inicial Docente: Una mirada al Proceso de Construcción de Conocimiento Profesional desde la Práctica

2014 ◽  
pp. 143
Author(s):  
Pamela Labra Godoy ◽  
Rodrigo Fuentealba J.
Keyword(s):  
Teacher Education ◽  
Student Teachers ◽  
Social System ◽  
Knowledge Construction ◽  
Educational Context ◽  
Teacher Formation ◽  
Palabras Clave ◽  
The Social ◽  
Application Logic ◽  
Process Product

Resumen: Los procesos de formación de profesores han estado fuertemente influenciados por una lógica aplicacionista y una visión fragmentada y prescriptiva de la naturaleza del conocimiento. Se puede observar una enseñanza basada en la oralidad, en un bajo trabajo práctico y una escasa vinculación con la realidad educativa y los requerimientos del contexto. Se hace necesario que en dichos procesos se reconozca a los futuros profesores como sujetos de conocimiento con quienes se debiese generar una estructura curricular práctica activa y reflexiva.El reconocer la complejidad de los procesos que se llevan a cabo en el contexto educacional, hace necesario transitar desde una lógica instrumental/mecanicista, proceso-producto a una perspectiva epistemológica donde se rescate el dinamismo del ámbito educacional y la complejidad del sistema social en que éste se encuentra inserto. Palabras clave: Formación Inicial Docente - Construcción de Conocimiento Profesional – Prácticas – Reflexión Profesional Abstract Teacher education processes have been heavily  influenced by application logic, as well as, to a fragmented and prescriptive vision of the nature of knowledge, instead of the construction of it. A teaching process based on the predominance of oral discourse, low practical work, and a limited relation with educational reality and context needs, has been  observed. It seems necessary to recognize student - teachers as knowledge subjects with whom there should be an active/reflective curricular activity, and also recognize the complexity of the processes that take place in the educational context. In other words, it is necessary to move from an instrumental, process/ product perspective towards an epistemological perspective able to recognize the dynamism in the educational system and the complexity of the social system in which it is immersed. Key Words: Initial Teacher Formation- Professional Knowledge Construction- Practicum- Professional Reflection

PENDIDIKAN SEUMUR HIDUP ; KONSEP, PROGRAM DAN IMPLIKASINYA

2019 ◽  
Vol 8 (1) ◽  
pp. 32
Author(s):  
Mohammad Kamaludin
Keyword(s):  
Learning Process ◽  
Educational Program ◽  
Formal Education ◽  
Social Institutions ◽  
Stepping Stone ◽  
Clear Explanation ◽  
Long Life ◽  
Life Education

Long life education have many mention that made us confused to separate between formal and non-formal education. It need to give clear explanation likely on concept, program and so on. This article simplify explore one by one and side by side anything that it was easier for anyone. Especially on concept, long life education must have a permanent understanding so that decreasing mistake interpretation. After agree on it, it may a program can be ordered based on field reality. Like a stepping stone, the program must be done on and on as long as alive. Someone may be not realized if their own was living in educational program. So the program is depend on time and selves as a subject education goal. Then by time, long life education can implies to school, social, institutions, individual, and anything matter connected with learning process.

Learning objects management and evaluatio in an e-learning environment

1970 ◽  
Vol 6 (2) ◽  
Author(s):  
Hugo Rego ◽  
Tiago Moreira ◽  
Francisco José García-Peñalvo
Keyword(s):  
Knowledge Management ◽  
Learning Environment ◽  
Learning Process ◽  
Group Learning ◽  
Learning Objects ◽  
Authoring Tools ◽  
Learning Platform ◽  
E Learning ◽  
Teaching Learning ◽  
Educational Contents

The main aim of the AHKME e-learning platform is to provide a system with adaptive and knowledge management abilities for students and teachers. This system is based on the IMS specifications representing information through metadata, granting semantics to all contents in the platform, giving them meaning. In this platform, metadata is used to satisfy requirements like reusability, interoperability and multipurpose. The system provides authoring tools to define learning methods with adaptive characteristics, and tools to create courses allowing users with different roles, promoting several types of collaborative and group learning. It is also endowed with tools to retrieve, import and evaluate learning objects based on metadata, where students can use quality educational contents fitting their characteristics, and teachers have the possibility of using quality educational contents to structure their courses. The learning objects management and evaluation play an important role in order to get the best results in the teaching/learning process.

Działanowo-zadaniowe nauczanie języków obcych w ujęciu neuropedagogicznym: Zaangażowanie uczących się a efektywność kształcenia

2021 ◽  
Author(s):  
Sławomira Kołsut
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Human Life ◽  
Knowledge Society ◽  
Well Being ◽  
Multiple Perspectives ◽  
Modern Approach ◽  
Learning And Teaching ◽  
Modern School ◽  
Constructivist Model

The action-task approach is a modern approach to language learning and teaching, offering more opportunities for active participation in the class and greater engagement in the learning process than traditional approaches, which include for example the communicative approach. The aim of this publication is to show the action-task approach from multiple perspectives: pedagogical, glottodidactic and neurobiological. In the pedagogical dimension, it refers to the issues of the new culture of learning and teaching and to the constructivist model of learning. In practice, this means that learners acquire knowledge and skills actively through their own actions. This method implies that classes are oriented towards shaping learners‘ independence and their gradual acquisition of autonomy. In the modern school, the learner acquires, apart from knowledge, which is no longer the priority of teaching, the competences needed for future work. In the modern knowledge society, these competences are becoming increasingly important, as they are more difficult to acquire than generally available knowledge. Therefore, during the modern learning process the student is provided with conditions for the development of social, methodological as well as personal competences, which play a very important role in achieving individual well-being. The action-task approach is not only a constructivist way of learning and teaching languages, but also a philosophy, referring to considerations of learning, teaching, perception of reality, communication and interaction with fellow learners, and formation of attitudes and values needed in human life.

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