Multimedia educativa como recurso didáctico y su uso en el aula

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

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Simulation of Human Brain

Impact of AI Technologies on Teaching, Learning, and Research in Higher Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-4763-2.ch009 ◽

2021 ◽

pp. 150-160

Author(s):

Navita Malik ◽

Arun Solanki

Keyword(s):

Human Brain ◽

Computer Science ◽

Learning Process ◽

Intelligent System ◽

Classroom Teaching ◽

Reinforcement Material ◽

Ict Tools ◽

Mode Of Instruction ◽

Teaching Learning

AI is a branch of computer science that gives the ability to a computer to think and make decisions like humans. It stimulates the human brain in the computer and makes appropriate decisions when required. AI-enabled education impacts the designing of curriculum, mode of instruction, and many more. The use of these tools revolutionizing the education sector with the progression of ICT tools have now become AI-enabled. The main feature of an AI-enabled tool is personalization. These AI-enabled tools work like intelligent assistants for the students. The intelligent system having features like answer the queries of the students, give assistance, support learning, provide or take assignments, and provide reinforcement material according to their opted courses. A teacher has a minimum intervention with this process and has the role of a facilitator only. This chapter concludes that the AI-enabled teaching-learning process can't replace the classroom teaching; instead, it is handy. In the future, AI could replace the need of a teacher in class to some extent.

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Software libre: alternativa tecnológica en el proceso de enseñanza-aprendizaje / Free software: alternative technology in the teaching-learning process

RECI Revista Iberoamericana de las Ciencias Computacionales e Informática ◽

10.23913/reci.v2i3.15 ◽

2014 ◽

Vol 2 (3) ◽

pp. 27

Author(s):

Santiago Paz Leobardo

Keyword(s):

Learning Process ◽

Free Software ◽

Alternative Technology ◽

Calidad De Vida ◽

Sociedad Del Conocimiento ◽

Teaching Learning ◽

Tecnología Educativa

El Software libre como apoyo a las actividades docentes es una alternativa válida para ofrecer a los alumnos de los diferentes niveles educativos un ambiente propicio para la apropiación del conocimiento, además permite evitar dependencia tecnológica, reducir costos por el pago de licencias, así como formar respeto a las normas sobre derechos de autor. El presente trabajo pretende contribuir en la reflexión sobre la adaptación y utilización de esta tecnología educativa en los distintos momentos del proceso de enseñanza-aprendizaje a través de las diferentes tipologías de software en el ámbito educativo, que permitan al docente desarrollar ideas innovadoras, metodologías y estrategias que logren en el alumno un aprendizaje significativo, creativo y colaborativo, para ser considerados alfabetizados digitalmente en la sociedad del conocimiento al transformar su entorno y mejorar su calidad de vida.

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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

REVISTA CIENCIAS PEDAGÓGICAS E INNOVACIÓN ◽

10.26423/rcpi.v4i2.139 ◽

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

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FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN

Problems of Education in the 21st Century ◽

10.33225/pec/13.51.113 ◽

2013 ◽

Vol 51 (1) ◽

pp. 113-125

Author(s):

Gonzalo Sacristán-Pérez-Minayo ◽

Ruth María Martín-Moro

Keyword(s):

Adult Education ◽

Adult Students ◽

Lifelong Learning ◽

Learning Process ◽

Educational Process ◽

Point Of View ◽

Teaching Methodology ◽

Knowledge Based Economy ◽

Teaching Learning ◽

Developing Society

Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives. Key words: adult education, developing society, lifelong learning, teaching-learning process, teaching methodology.

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EFFECTIVENESS OF FLIPPED CLASSROOM LEARNING IN THE ACHIEVEMENT OF COMPUTER SCIENCE AMONG HIGHER SECONDARY SCHOOL STUDENTS

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v7.i10.2019.541 ◽

2020 ◽

Vol 7 (10) ◽

pp. 452-457

Author(s):

R. Latha ◽

Ramakrishnan N.

Keyword(s):

Computer Science ◽

Learning Process ◽

Flipped Classroom ◽

Teaching And Learning ◽

Classroom Learning ◽

School Students ◽

Text Book ◽

Theoretical Concepts ◽

Video Lesson ◽

Teaching Learning

Modern Techniques are introduced in teaching and learning process frequently one such technique is Flipped Classroom learning. Where the pupils are asked to learn the contents given to them at their home from the available sources and they review the topics in their classroom. Since every student collect information from various sources like YouTube, Video lessons, different types of educational apps, Magazines and sources from elders etc. the collection will be excellent to review and collective ideas can help them to learn better than routine blackboard chalk and talk method by doing. So, they learn effectively and their doubts are cleared through discussion with peers in the presence of teacher. The teacher can conclude the teaching learning process by giving extra information left untouched by the students. The researcher is a computer science teacher so she took a lesson from Eleventh Standard Computer Science text book of State board in the 4th Chapter of Volume - I, "Theoretical Concepts of Operating System" and she prepared a video lesson, that video lesson is utilized by the students to learn the contents allotted to them. The Conclusion of her studying, she found that flipped classroom learning is effectively impact in the course content to the students.

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Interacción y uso de tecnologías en los procesos de enseñanza y aprendizaje

Educatio Siglo XXI ◽

10.6018/educatio.413441 ◽

2020 ◽

Vol 38 (1 Marzo-Ju) ◽

pp. 119-138

Author(s):

Isabel María Gallardo Fernández ◽

Ana De Castro Calvo ◽

Héctor Saiz Fernández

Keyword(s):

Knowledge Society ◽

Knowledge And Attitudes ◽

Learning Challenges ◽

Sociedad Del Conocimiento ◽

The World ◽

Socialization Processes ◽

Teachers And Students ◽

El Sistema ◽

Teaching Learning ◽

Tecnología Educativa

El nuevo escenario de la sociedad del conocimiento y los desafíos de aprendizaje que debe enfrentar la educación en este milenio han sido determinados por la transformación del mundo en las esferas económicas, políticas y culturales.En este artículo analizamos los procesos de interacción que se producen en los contextos educativos cuando las tecnologías son una oportunidad para lograr cambios profundos que contribuyan a mejorar los procesos de enseñanza aprendizaje desde nuevos planteamientos pedagógicos y curriculares. Todo ello conlleva una reorganización de los centros educativos, la formación y actualización del profesorado y la colaboración de las familias. Los docentes tienen ante sí el reto de cuidar las relaciones y los ambientes que lo hacen posible. Este trabajo se vincula con el Proyecto Escuel@ Digit@l que se inscribe en el campo de la Tecnología Educativa y específicamente en la línea que tiene por objeto de estudio las políticas y las prácticas para la innovación e integración pedagógica de las TIC en el sistema educativo. Basándonos en los análisis y entrevistas realizadas como parte del desarrollo del Proyecto, presentamos algunas evidencias de la investigación acometida que muestran que únicamente la sustitución de un tipo de tecnología por otra no transforma la forma de enseñar ni los procesos para aprender en la sociedad del siglo XXI. El desarrollo y transferencia de habilidades, destrezas, conocimientos y actitudes se da desde el diálogo que se produce en la interacción entre docentes y alumnado lo que conlleva un universo de significados. The new scenario opened up by knowledge society and the learning challenges that education is facing nowadays have been determined by the transformation of the world at economic, political and cultural levels. In this article we explore the interaction and socialization processes that are taking place in learning environments when technologies are an opportunity to achieve deep changes that contribute to improving teaching-learning processes from a new pedagogical and curricular approach. All this involves a reorganization of education centres, the training and updating of the teachers and the collaboration of the families. Teachers face the challenge of taking care of the relationships and the contexts that make possible the articulation of the previously-mentioned lines of action. This work is linked with the Project Escuel@ Digit@l which is being developed in the field of Educational Technology and specifically aims to explore policies and practices for promoting innovation and the pedagogic integration of ICT in schools. The analysis and the interviews that have been undertaken as a part of the project show that the replacement of one type of technology for another does not transform either the form of teaching or the processes to learn in 21st century societies. The development and transfer of abilities, skills, knowledge and attitudes is produced from the dialogue which stems from the interactions between teachers and students.

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Analysis of the Use of VR and Haptic Devices in the Teaching-Learning Process for Blind People

UXD and UCD Approaches for Accessible Education - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-2325-4.ch009 ◽

2020 ◽

pp. 153-168

Author(s):

Mitsari Lucio Alonso ◽

Hugo I. Medellin-Castillo

Keyword(s):

Virtual Reality ◽

Learning Process ◽

People With Disabilities ◽

Point Of View ◽

Blind People ◽

User Centered Design ◽

Haptic Devices ◽

Advantages And Disadvantages ◽

Support Tools ◽

Teaching Learning

The inclusion of people with disabilities in society is an issue that is currently becoming relevant. This is why technology is in a constant struggle to develop tools that meet the needs of this sector of the population and with it fulfill this objective. One of these disabilities is blindness. Therefore, this chapter shows an analysis of the application of virtual reality (VR) and haptic devices as support tools in the teaching-learning of people with such disabilities through the study of various projects that have implement these technologies, obtaining the advantages and disadvantages offered by these resources. For this, an analysis is made from the point of view of accessibility that it presents as well as the approach of the user-centered design (UCD).

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A New Approach for Assessing Learners in an Online Problem Based Learning Environment

Learning and Performance Assessment ◽

10.4018/978-1-7998-0420-8.ch016 ◽

2020 ◽

pp. 307-324

Author(s):

Houda Tadjer ◽

Yacine Lafifi ◽

Hassina Seridi-Bouchelaghem

Keyword(s):

Problem Solving ◽

Computer Science ◽

Small Groups ◽

Learning Process ◽

Problem Based Learning ◽

Point Of View ◽

New Method ◽

Science Department ◽

New Approach ◽

Problem Solving Process

Problem-based learning (PBL) is an approach that improves students' skills in problem solving. The application of PBL as an approach of teaching in a class requires students' presence; such constraint cannot be fulfilled by all students. Therefore, it is important to avoid this problem by implementing an online PBL environment where students are grouped remotely and work together to solve a problem proposed by the teacher. This will guide the learning process of the learners and can evaluate their solution. In reality, we can find members who do not really contribute to solve a problem. From this point of view, the teacher's evaluation will not be adequate to estimate the contribution of the learner in the solution of a given problem. Therefore, it is important to think of another way for assessing learners' solution. So, the challenge is to implement an online PBL environment and to propose a new method for assessing students. In this paper, the authors present their system called Problearn. The developed system allows students to solve problems remotely in small groups. Furthermore, the system evaluates each student based on his behavioral profiles during the problem-solving process. To do so, the system must keep track of different actions carried out by the students. This system has been tested by students of a computer science department where they achieved very good results.

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