Incremento de la participación mediante la gamificación en la asignatura Dirección de Operaciones del Grado en Administración y Dirección de Empresas

RESUMEN En la actual sociedad de la información y del conocimiento se observa cómo la proliferación y el auge de los dispositivos móviles, hacen surgir nuevos modelos de aprendizaje que reformulan las metodologías didácticas, organizativas, y de formación de los currículos, para innovar en educación (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Los estudios que identifican las tecnologías emergentes que podrían impactar en el aprendizaje, la enseñanza y la investigación, prevén el aumento del uso y la incorporación de dispositivos y aplicaciones móviles en las aulas (Reig, 2013; Reig & Vílchez, 2013). Destaca el aprendizaje basado en juegos o gamificación, que permite desarrollar procesos de enseñanza-aprendizaje que facilitan la cohesión, la integración y la motivación, potenciando la creatividad del alumnado. Crear juegos entretenidos motivará al alumnado para que participe de forma activa en clase, fomentará una sana competencia entre los jugadores, y hará del aprendizaje algo más divertido (Aleksić-Maslać, Rašić, & Vranešić, 2018). Utilizando Kahoot en dispositivos móviles como soporte para las clases de Dirección de Operaciones del Grado en Administración y Dirección de Empresas de la Universidad de Cádiz, se consiguió motivar al alumnado y, aun existiendo otros factores determinantes, mejorar sus resultados de evaluación. ABSTRACT In today's information and knowledge society, the proliferation and rise of mobile devices has led to the emergence of new learning models that reformulate didactic, organizational and curricular training methodologies in order to innovate in education (Moreno Martínez, Leiva Olivencia, & Matas Terrón, 2016). Studies that identify emerging technologies that could impact learning, teaching and research, foresee increased use and incorporation of mobile devices and applications in classrooms (Reig, 2013; Reig & Vílchez, 2013). Learning based on games or gamification stands out, which allows the development of teaching-learning processes that facilitate cohesion, integration and motivation, boosting students' creativity. Creating entertaining games will motivate students to participate actively in class, encourage healthy competition between players, and make learning more fun (Aleksić-Maslać, Rašić, & Vranešić, 2018). Using Kahootin mobile devices as support for the classes of Operations Management of the Degree in Business Administration and Management of the University of Cadiz, it was possible to motivate the students and, although there are other determining factors, to improve their evaluation results.

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Blended Learning towards Social Capital in Higher Education

Handbook of Research on Didactic Strategies and Technologies for Education ◽

10.4018/978-1-4666-2122-0.ch057 ◽

2013 ◽

pp. 664-672

Author(s):

Michela Freddano

Keyword(s):

Higher Education ◽

Social Capital ◽

Blended Learning ◽

New Technologies ◽

Social Research ◽

Learning Processes ◽

Participatory Processes ◽

Faculty Of Education ◽

Teaching Learning ◽

The University

This chapter focuses on blended learning towards social capital by showing the experience of Methodology of Social Research II, the blended learning training course held at the Faculty of Education of the University of Genoa (A.Y. 2010/2011). Blended learning engages disciplinary, technical, and relational skills so that human capital and social capital are empowered. The evidence is that in higher education blended learning empowers teaching/learning processes and student achievement providing active student engagement into participatory processes promoted in educational and evaluation activities, involving students in balanced relationships with peers and teacher facilitated by new technologies and tutorship.

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Sustainable Blended-Learning in HEI

Advances in Human and Social Aspects of Technology - Technology for Creativity and Innovation ◽

10.4018/978-1-60960-519-3.ch015 ◽

2011 ◽

pp. 302-323 ◽

Cited By ~ 3

Author(s):

Paula Peres ◽

Sandra Ribeiro ◽

Célia Tavares ◽

Luciana Oliveira ◽

Manuel Silva

Keyword(s):

Higher Education ◽

Educational Technology ◽

Education Institution ◽

Learning Processes ◽

Web Technologies ◽

Innovation In Education ◽

New Learning ◽

Learning Scenarios ◽

Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

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Teaching-Learning Processes: Application of Educational Psychodrama in the University Setting

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17113922 ◽

2020 ◽

Vol 17 (11) ◽

pp. 3922

Author(s):

Jesús Maya ◽

Jesús Maraver

Keyword(s):

Thematic Analysis ◽

Role Playing ◽

Learning Processes ◽

Active Teaching ◽

Effective Teaching Strategies ◽

Specific Teaching ◽

Group Interviews ◽

Teaching Learning ◽

The University ◽

University Setting

The use of effective teaching strategies should be developed from teachers’ reflections on educational needs. This study has a twofold objective: to identify needs in teaching-learning processes in the university setting as well as to present and examine the effectiveness of four psychodramatic techniques: psychodramatic images, soliloquy, role-playing and roda viva. A qualitative design using thematic analysis was followed. All 128 teachers participating in the Training in Teaching Skills: Educational Psychodrama (nine courses) were evaluated. Teachers (62.5% women) were from different disciplines. Two semi-structured group interviews were conducted using the focus group procedure. Focus groups were held at the beginning and end of each course (18 in total). The phases of thematic analysis were used as discourse analysis strategies. Teachers reported the need to develop active teaching practices with large groups, strategies to motivate students and skills for conflict resolution with students. Concerning psychodramatic techniques, emphasis was placed on the psychodramatic images to promote active learning and group construction of contents, exploring previous ideas and as an evaluation resource. In addition, the structured use of role-playing was positively assessed. These results identify specific teaching needs and support the use of psychodramatic techniques as a valuable educational resource in higher education.

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Digital Literacy and Digital Didactics as the Basis for New Learning Models Development

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v15i14.14669 ◽

2020 ◽

Vol 15 (14) ◽

pp. 4 ◽

Cited By ~ 1

Author(s):

Zhi-Jiang Liu ◽

Natalia Tretyakova ◽

Vladimir Fedorov ◽

Marina Kharakhordina

Keyword(s):

General Education ◽

Digital Literacy ◽

Adult Population ◽

Knowledge Society ◽

Educational Process ◽

Actual State ◽

Digital Learning ◽

Learning Models ◽

School Teachers ◽

New Learning

An efficient organization of the educational process within rapid acceleration of the society digitization is impossible without increasing its digital literacy, if the latter is really estimated and new models of digital learning didactics are devel-oped respectively. So, it is necessary to study an actual state of digital literacy, as well as to search for and introduce new learning models in the educational system based on the use of modern innovative technologies and digital learning methods. The objective of the research is to examine the level of the digital literacy of teachers, and also opportunities and promising trends within the digital didactics for the formation of competencies as the basis of a new model for the develop-ment of a new learning model in the context of the formation of the digital knowledge society. Two main methods have been used – elaboration of the ab-stract and logical model and a survey. In the research the data obtained as a result of the survey conducted in 2018 by NAFI Analytical Centre related to the meas-urement of the digital literacy level of teachers and lecturers in Russia were used. The number of respondents made up 634 lecturers (higher education) as well as 555 teachers (general education). The digital literacy formation model was devel-oped based on the didactic learning triangle taking into account the synthesis of three learning environments – real, virtual and neurocognitive. The analysis of the survey data demonstrated that in the aggregate of the compared indices for differ-ent social groups of the population, school teachers and lecturers of higher educa-tional institutions have reached the higher level of the digital literacy, which sig-nificantly exceeds the average Russian level. So, in Russia as a whole the index of the digital literacy of the adult population by a similar measurement method makes up 52% out of 100% possible ones, school teachers – 87%, lecturers of higher educational institutions – 88%. The use of research results in practice is possible with the improvement of training programs, the exchange of internation-al experience and further researches.

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Inclusive University didactics and technological devices: a case study

EDUCATION SCIENCES AND SOCIETY ◽

10.3280/ess1-2018oa6248 ◽

2018 ◽

Author(s):

Catia Giaconi ◽

Arianna Taddei ◽

Noemi Del Bianco ◽

Simone Capellini

Keyword(s):

Students With Disabilities ◽

New Technologies ◽

Learning Disorders ◽

Learning Processes ◽

Inclusive Practices ◽

Teaching Learning ◽

The University ◽

Specific Learning ◽

Pedagogical Framework

This paper provides a review of projects related to new technologies used to favour the teaching-learning processes and the inclusive practices in the University context for students with disabilities and with Specific Learning Disorders. Authors present a review of strategies, trajectories and perspectives activated in the national and international scene, aiming to guarantee a significant pedagogical framework of reference. Furthermore, the paper focuses on a meaningful path activated at the University of Macerata, the project Inclusion 3.0, a relevant example of new technologies in support of teaching-learning processes and inclusion practices among all students.   

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Contacto y emociones en la enseñanza de deportes sociomotores de colaboración-oposición a futuros docentes de educación física

Cuadernos de Psicología del Deporte ◽

10.6018/cpd.434541 ◽

2021 ◽

Vol 21 (3) ◽

pp. 62-82

Author(s):

José Ignácio Salgado López ◽

José Andrés Sánchez Molina

Keyword(s):

Mixed Methods ◽

Qualitative Analysis ◽

Prospective Study ◽

Motor Task ◽

Negative Influence ◽

Learning Processes ◽

Motor Tasks ◽

Computer Tools ◽

Teaching Learning ◽

The University

Partiendo de la conceptualización de los problemas afectivos derivados del contacto (PADC) estudiamos su influencia en el aprendizaje de Rugby, Balonmano y Voleibol. El trabajo, desarrollado en el contexto universitario (n=16), se aborda dentro del paradigma cualitativo, mediante el análisis de contenido y con el apoyo de estrategias cuantitativas, siguiendo los Métodos Mixtos. El estudio prospectivo de los datos permitió describir la realidad a estudiar y el refinamiento de la metodología, centrada en el método de análisis de diarios con entrevista sobre los diarios, con el apoyo de herramientas informáticas de análisis cualitativo (Nvivo). Los resultados muestran la existencia de PADC y su influencia negativa en el aprendizaje de tareas motrices de los deportes estudiados. Las emociones que suscitan la aparición de estos problemas están fundamentalmente relacionadas con el miedo, aunque también con la ansiedad y/o la vergüenza. Además, se describen cuáles son los tipos de contactos que generan esos problemas. Igualmente, se concretan 29 factores que podrían ser valorados para disminuir la aparición de los PADC en procesos de enseñanza-aprendizaje de tareas motrices que impliquen contacto. La importancia de cada uno de estos factores varía en función del tipo de contacto que requiera la tarea motriz. From the conceptualization of emotional problems related to contact (EPRC), we study its influence in the learning of Rugby, Handball and Volleyball. This research, developed at the university sphere (n=16), is framed within qualitative framework through the analysis of content assisted with quantitative strategies (Mixed Methods).. The prospective study of the data allowed the description of the reality in study and the refinement in methodology. So, the method focused on the analysis of diaries with interviews about them with the support of computer tools of qualitative analysis (NVivo). The results show the existence of EPRC and its negative influence in the learning of motor tasks of the aforementioned sports. The emotions that facilitate the appearance of these problems are fundamentally related to fear, but also to anxiety or shame. In addition, the types of contacts that generate these problems are described. Furthermore, there were specified 29 factors that could be considerated to decrease the appearance of EPRCs in contact motor tasks teaching-learning processes. The importance of each of these factors varies depending on the type of contact that the motor task requires. Partindo da conceituação de problemas afectivos derivados do contacto (PADC), estudamos sua influência na aprendizagem de Rugby, Handebol e Voleibol. O trabalho, desenvolvido no contexto universitário (n=16), é abordado dentro do paradigma qualitativo, através do método de análise de conteúdo e com o apoio de estratégias quantitativas, seguindo os Métodos Mistos.. O estudo prospectivo dos dados permitiu descrever a realidade a ser estudada e o aprimoramento da metodologia, centrada no método de análise de diários com entrevista sobre os diários, com o apoio duma ferramenta computacional de análise qualitativa (Nvivo). Os resultados mostram a existência do PADC e sua influência negativa no aprendizagem de tarefas motoras dos desportos observados. As emoções produtoras desses problemas estão fundamentalmente relacionadas ao medo, mas também à ansiedade ou vergonha. Além disso, são descritos os tipos de contactos que geram esses problemas. Da mesma forma, foram especificados 29 fatores que poderiam ser avaliados para diminuir a aparência dos PADCs nos processos de ensino-aprendizagem de tarefas motoras que envolvem contacto. A importância de cada um desses fatores varia de acordo com o tipo de contacto que a tarefa motora exige.

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The future of student life: learning

On the Horizon ◽

10.1108/oth-05-2017-0021 ◽

2017 ◽

Vol 25 (3) ◽

pp. 161-164 ◽

Cited By ~ 1

Author(s):

Katie King

Keyword(s):

Higher Education ◽

Student Life ◽

Learning Approaches ◽

Learning Models ◽

Student Needs ◽

Content Type ◽

Higher Education System ◽

New Learning ◽

The Future ◽

The University

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Learning is explored here. New learning models and approaches and changing student expectations could lead to dramatic reshaping of the higher education landscape. The purpose of this paper is to summarize two scenarios about the learning domain from the Student Needs 2025+ project and highlight implications for the future of higher education. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. Findings Students will increasingly gravitate toward new learning models focused on experiential learning, taking advantage of advanced “edutech” and aimed at achieving specific outcomes. They will seek personalized learning approaches specific to their needs, and they will be increasingly willing to look outside the traditional higher education system if needed. The landscape will be characterized by power struggles: between the traditional players and the new entrants, between institutions and students and between competing philosophies of learning. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This research explores student life in its totality as way to more accurately identify student needs in the future.

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The use of education from neurosciences

International Research Journal of Engineering IT & Scientific Research ◽

10.21744/irjeis.v6n2.856 ◽

2020 ◽

Vol 6 (2) ◽

pp. 1-6

Author(s):

David Fernando Alcívar Alcívar ◽

Gina Mercedes Cuadros Solórzano ◽

Elsa María Figueroa Sandoval ◽

María Yessenia Mantilla Cedeño ◽

Marta Patricia Cuadros Solórzano

Keyword(s):

New Technologies ◽

Learning Processes ◽

New Learning ◽

New Knowledge ◽

Teaching Learning ◽

The Chairs

The general objective of this research is the use of new technologies in education starting from neurosciences since a study of the student must be carried out to identify their abilities and apply new knowledge techniques and generate new learning. Each of the teachers nowadays should consider the use of ICT, as support in the classroom as it allows students to use this software’s in the class that contains learning and then generate the same new knowledge that each one can evoke. Whenever necessary. The result that has been obtained is to identify software that contributes significantly to the teaching-learning processes in the different areas since by teaching the chairs with innovation, the interest of the students is aroused.

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