scholarly journals The weaknesses in the didactic material of the Ecuadorian educational system, allow the integration of design, innovation and creativity

Minerva ◽  
2021 ◽  
Vol 2 (6) ◽  
pp. 58-69
Author(s):  
Daniel Davila ◽  
Christian Barba ◽  
Kelly Peñaherrera ◽  
Cynthia Espinel ◽  
Maria Cristina Meza
Keyword(s):  
Qualitative Research ◽  
Conceptual Design ◽  
Design Methodology ◽  
Educational Environment ◽  
Training Process ◽  
Teaching Resources ◽  
Pedagogical Tool ◽  
El Sistema ◽  
Didactic Material ◽  
Formación Docente

This article establishes opportunities of design as a tool in the generation of teaching resources. The study reflects weaknesses in the training process used by teachers, many are built intuitively without the technical support of this discipline. A qualitative research, raises the analysis of the performance of the teacher in the classroom, the methodologies and teaching resources used; The comparison of bibliographic criteria, allows to establish judgments about the correspondence between the educational environment and the conceptual design, and a practical theorical analysis based on the product design methodology and supported by the synthetic analytical method, is the basis to demonstrate the viability in the construction of the didactic material. The results obtainedreflect that the design process and its implementation generate a level of interaction between student and teacher and functions as a pedagogical tool to reinforce and sustain knowledge. Keywords: Design; teaching materials; processes; opportunity. References [1]Ministerio de Educación, Constitución del Ecuador, Quito, 2015. [2]Ministerio de Educación, Instructivo para planificaciones curriculares para el sistema nacional de educación, 2017. [3]Ministerio de educación, Guía Metodológica para la implementación del currículo para educación inicial, Quito, Ecuador, 2014, p. 34. [4]Z. Esteves, N. Garcés, V. Toala and E. Poveda, «La importancia del uso del material didáctico para la construcción de aprendizajes significativos,» Innova, 2018. [5]C. Villanueva and N. Rojas, Importancia del material didáctico en el aula de educación inicial en familia comunitaria, 2013. [6]Guerrero and Idrovo, Estudio del material didáctico de la metodología de rincones lúdicos en educación inicial, Cuenca: Universidad de Cuenca, 2010. [7]M. Manrique and M. Gallego, «El material didáctico para la construcción de aprendizajes significativos,» Revista Colombiana de Ciencias Sociales, 2013. [8]P. Masaquiza, La utilidad de los materiales didácticos y su incidencia en el proceso de enseñanza aprendizaje de la asignatura de matemática en los estudiantes de cuarto año de educación general básica del centro educativo comunitario intercultural bilingue, Galápagos, 2018. [9]A. Morales, Elaboración de material didáctico, México: Red tercet milenio, Primera edición 2012. [10]Ó. J. R. C. ,. A. Barrera Pinilla, «Fundamentación en diseño para la creación de material didáctico en la educación tecnológica,» Iconofacto , pp. 45-60, 2012. [11]S. Peñafiel, Carencia de los materiales didácticos y su influencia en el desarrollo del proceso de enseñanza y aprendizaje de los niños y niñas del Centro Infantil “Fernando Daquilema”, Cuenca, 2013. [12]A. E. Frutos, P. A. Sánchez and A. G. Gualdo, «Evaluación de las fortalezas y debilidades del proceso educativo en centros de infantil, primaria y secundaria desde una perspectiva inclusiva,» Complutense de Educación, pp. 427-443, 2015. [13]D. A. Benavides Veletanga, Material didáctico como herramienta de estimulación temprana en el idioma inglés, Ambato, 2017. [14]I. González, «El recurso didáctico. Usos y recursos para el aprendizaje dentro del aula,» Escritos en la Facultad, p.106, 2015. [15]A. T. Giraldo and J. A. R. Soto, «El Juego como mediación pedagógica en la comunidad de una institución de protección, una experiencia llena de sentidos,» Revista Latinoamericana de Esetudios Educativos , pp. 105-128, 2017. [16]S. Olivares, El juego social como instrumento para el desarrollo de habilidades sociales en niños de tercer grado de primaria de la institución educativa San Juan Bautista de Catacaos-Piura, Piura, 2015. [17]E. C. M. Tulmo, Los recursos didácticos activos y su incidencia en el desarrollo de la motricidad fina de los/as niños/as de segundo grado paralelos a y b de EGB, Ambato: UTA, 2013. [18]C. C. Cabrera García, D. P. Saldaña Gómez, I. J. Fajardo Pacheco, K. Vargas Castro, L. J. López Bermeo, M. A. Jara Castro and M. Vargas Castro, Entorno educativo reflexiones y propuestas, Guayaquil: CIDE Editorial, 2020. [19]J. M. Reybet, Proceso de diseño fases para el desarrollo de productos, 2009. [20]Gutiérrez and Antuñano, Contra un diseño dependiente, México, 1992. [21]Ulrich and Eppinger, Diseño y Desarrollo de Productos, México: McGraw-Hill, 2013. [22]J. I. V. Masqui, Material didáctico en el proceso de enseñanza-aprendizaje del idioma inglés en estudiantes de octavo año de educación básica del colegio técnico Puerto Quito, periodo 2015-2015, Quito, 2015. [23]P. A. M. Muñoz, «Elaboración de Material Didáctico,» Red Tercer Milenio , 2012. [24]H. R. Vite, «Importancia de la formación de los docentes en las instituciones educativas,» Universidad Autónoma del Estado de Hidalgo, 2017. [25]V. D. Quero, «Formación docente, prátcica pedagógica y saber pedagógico,» Laurus Revista de educación , pp. 88-103, 2006. [26]A. M. M. Orozco and A. M. G. Henao, «El material didáctico para la construcción de aprendizajes significativos,» Revista Colombiana de Ciencias Sociales, pp. 101-108, 2012. [27]Hernández, Marrero, Ortega, Paz, Socorro, Suárez, Benítez, Bordón, Taboada, Taboada, Antón, Rodríguez and Hernández, «Materiales didácticos interactivos en ingeniería de fabricación,» 2015. [28]Frech, Conceptual design for engineers, Springer-Verlag Berlin Heidelberg, 1985. [29]A. Bastidas and H. R. Martínez, «Diseño social: Tendencias, enfoques y campos de acción,» Arquetipo, pp. 89-113, 2016.

AUTOMATION OF THE DEAN'S OFFICE FUNCTIONS IN ELECTRONIC INFORMATION-EDUCATIONAL ENVIRONMENT OF THE SOUTHWEST STATE UNIVERSITY

2017 ◽  
Vol 21 (6) ◽  
pp. 44-50 ◽  
Author(s):  
E. I. Anikina ◽  
A. S. Babkov ◽  
A. V. Malyshev
Keyword(s):  
Educational Environment ◽  
Federal State ◽  
Educational Standards ◽  
State University ◽  
Web Portal ◽  
Training Process ◽  
Electronic Information ◽  
State Educational ◽  
The University ◽  
And Training

Russian Federal State Educational Standards of 3+ generation impose serious requirements to resource support of educational and training process, including electronic information-educational environment of the University. In the Southwest State University (SWSU), a unified multimedia information and educational environment based on Internet-broadband access technologies was created; it successfully operates and keeps developing. The main concept of this environment construction is the idea of integrating data, applications, and business processes. SWSU Electronic information-educational environment (EIEE) is designed to provide information transparency of the University activities in accordance with the requirements of the current legislation of the Russian Federation in the sphere of education, to organize educational activities of the University and to ensure access of students and research and academic-staff of the University to information and educational resources. The main components of SWSU EIEE are: the actors of the education and training process (teachers, students, etc.), external digital library systems, internal automated information library system, “SWSU academic courses” subsystem, “Southwest State University Web portal” subsystem, and the official web site of the Southwest State University. “Southwest State University Web portal" subsystem makes it possible to automate traditional basic functions of Dean's office of the University, such as managing student conduct systems for students of Bachelor and Master Degree Programs of full-time and correspondence forms of training; recording and statistical processing of the data on students’ progress; recording students’ achievements; managing Dean's office workflow. As prescribed in Federal State Educational Standards of 3+ generation, Portal Modules are used to record the results of formative and summative assessment of students in accordance with SWSU current score rating system for learning outcomes.

Formación y desarrollo docente en lenguas extranjeras: revisión documental de modelos, perspectivas y políticas

2017 ◽  
Vol 8 (22) ◽  
Author(s):  
Yamith-José Fandiño-Parra
Keyword(s):  
Desarrollo Profesional ◽  
El Sistema ◽  
Formación Docente

La naturaleza y el alcance de las lenguas extranjeras (LE) han cambiado en los últimos años en la sociedad y en el sistema educativo. Estos cambios, tanto en la realidad cotidiana como en el conocimiento científico, obligan a un replanteamiento de las prácticas educativas en lo referente a la formación docente en LE. Este artículo ofrece una revisión teórica sobre la multidimensionalidad, complejidad y dinamismo de la formación docente en LE, estableciendo perspectivas, modelos y políticas. Inicialmente se hace un acercamiento al concepto de docente de lenguas, especificando las particularidades del docente de LE. Luego se hace una aproximación a la formación docente, precisando posiciones teóricas y metodológicas a la formación en LE. Finalmente, se aboga por la necesidad de revisar el desarrollo profesional de los profesores de LE desde el marco de su empoderamiento docente.

Reading the past to imagine the future

2015 ◽  
Vol 10 (4) ◽  
pp. 363-366
Author(s):  
Silvia Gherardi
Keyword(s):  
Qualitative Research ◽  
Qualitative Methods ◽  
Design Methodology ◽  
Personal Reflection ◽  
Research Topics ◽  
Content Type ◽  
Distinctive Features ◽  
The Past ◽  
The Future

Purpose – The purpose of this paper is to contribute to the ten years of the journal through a personal reflection. Design/methodology/approach – A review of the articles published in the last ten years. Findings – I argue that what has distinguished QROM in these ten years are two distinctive features: reflexivity on practices of qualitative research, and openness to the application of qualitative methods to unusual research topics. Originality/value – The main limit of the paper resides in the subjectivity of the person who has read the articles. Other readers may have different opinions and may have chosen different criteria.

Enabling formal MCS design and use: a meta-synthesis of qualitative research

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Marc Janka
Keyword(s):  
Qualitative Research ◽  
Design Methodology ◽  
Management Control ◽  
Employee Behavior ◽  
Goal Congruence ◽  
Management Control System ◽  
Content Type ◽  
Daily Work ◽  
Management Literature ◽  
Design Characteristics

Purpose This study aims to synthesize qualitative research in the accounting and management literature that builds on the concept of enabling formalization. The framework for the meta-synthesis integrates formal management control system (MCS) design applying the package typology and two modes of MCS use, namely, diagnostic and interactive. Design/methodology/approach The meta-synthesis is based on 34 case studies gathered by a systematic literature search. Qualitative research mining software (Leximancer) was used to facilitate an initial analysis, upon which an in-depth manual analysis was conducted. Findings The findings indicate that the generic features of enabling formalization – specifically, flexibility and repair – help employees better deal with inevitable contingencies in their daily work through continuous self-improvement. In many circumstances, there is a need to change common organizational practices, which sometimes requires realignment to direct employee behavior toward goal congruence. The (temporary) coercion of employees does not seem to cause dysfunctional behavior or resistance as long as the broader MCS package follows the design features of enabling formalization – specifically, transparency. The interactive use of personnel/cultural controls appears to play a crucial role within the whole MCS package in balancing tensions between coercion and enabling formalization. Originality/value This study adds to the understanding of formal MCS design characteristics perceived by managers and employees as enabling. Furthermore, it shows how managers of these organizations use formal MCS under enabling formalization.

To pay or not to pay: understanding mobile game app users' unwillingness to pay for in-app purchases

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Imam Salehudin ◽  
Frank Alpert
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Design Methodology ◽  
Self Control ◽  
Content Type ◽  
Mobile Game ◽  
Alternative Framework ◽  
Novel Concept ◽  
Perceived Unfairness ◽  
User Review

PurposeWorldwide In-app Purchase (IAP) revenues reached almost US$37 billion in 2017 and doubled that in 2020. Although the revenue from IAPs exceeds those from paid apps, only 5% of total app users make any IAPs. This paper investigates why some users will not make IAPs and develop a novel concept of users' Perceived Aggressive Monetization of IAPs as an alternative framework to explain IAP behavior.Design/methodology/approachGiven the newness of IAPs, this study uses qualitative research to understand the phenomenon and develop a model to explain the decision to spend on IAPs. In total, this study collected 4,092 unique user-generated comments from app user review sites and social media webpages where users discuss in-app purchasing.FindingsThe analysis reveals recurring themes that explain user unwillingness to make in-app purchases, such as conflicting meanings of free-to-play, perceived unfairness and aggressive monetization of IAP by app publishers, and self-control issues. Subsequent user interviews support the themes and suggest that IAP spending might be more impulsive.Originality/valueThe paper develops a new concept of perceived aggressive monetization. Additionally, it proposes a novel theoretical framework that future researchers can use to understand why some mobile game users are unwilling to pay for IAPs.

Giving voice to teachers through interpretative phenomenological research: a methodological consideration

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gideon Boadu
Keyword(s):  
Qualitative Research ◽  
Design Methodology ◽  
Classroom Practices ◽  
Phenomenological Research ◽  
Methodological Consideration ◽  
Content Type ◽  
Pedagogical Reasoning ◽  
Educational Issue ◽  
Interpretative Phenomenology ◽  
Phenomenological Research Design

PurposeThis conceptual article aims to examine the application of interpretative phenomenology to research on teacher experience. It covers methodological theory and practical interpretative approaches that are pertinent for generating useful insights into an educational issue.Design/methodology/approachDrawing on an illustrative research on secondary teachers' disciplinary and pedagogical reasoning and classroom practices in Ghana, this article explores the author's musings and introspection around carrying out an interpretative phenomenological research and demonstrates how the approach helped to amplify teachers' voices.FindingsThe article demonstrates that the canons of interpretative phenomenology and qualitative research in general, while translatable to practice, need to be regarded as a series of emergent decisions and actions rather than prescriptive set of principles. The article explains that educational researchers must recognise interpretation as the lifeblood of the approach and move beyond the description of essences and explicate participants' experiences of phenomena using workable frames of interpretation.Originality/valueThe article extends the current methodological knowledge base by contributing to international discussions on qualitative research and to an understanding of the applicability of interpretative phenomenological research design to research on teacher reasoning and practice. It also serves as a useful methodological resource for novice researchers.

scholarly journals Accounting for the messiness of the research process: the fieldpath approach

2018 ◽  
Vol 13 (4) ◽  
pp. 315-332 ◽  
Author(s):  
Perttu Salovaara
Keyword(s):  
Qualitative Research ◽  
Design Methodology ◽  
Research Process ◽  
Content Type ◽  
Environmental Consequences ◽  
Human Ethics ◽  
Conceptual Paper ◽  
The Common ◽  
Practical Implications

Purpose It has recently become more acknowledged that there is a quality of “messiness” to the qualitative research process. The purpose of this paper is to introduce the fieldpath approach—a hermeneutically inspired framework—to account for the non-linearity, uncertainty and ambiguity of the research process. Design/methodology/approach This conceptual paper reviews how the scope of hermeneutics has been partly misunderstood. The paper discusses how the scope of hermeneutics has lately been expanded by works such as Günter Figal’s (2010) Objectivity: The Hermeneutical and Philosophy. Findings The fieldpath approach proposes that a heightened relation to materiality enables the messiness of the process to be preserved, while at the same time offering a way to find one’s footing in the midst of ontologically incomplete phenomena that are still—in a processual fashion—forming and becoming. Research limitations/implications This is a conceptual paper. In addition to the research mentioned here, more studies would be needed to legitimise, test and refine the approach. Practical implications Objectivity provides an additional criterion for researchers to lean on when facing the non-linearity and unexpected turns inherent in the qualitative research process. Social implications The stress on materiality involves an ethical dimension. Post-human ethics are concerned with the future environmental consequences and sustainability of the material world. The way that matter matters in our methodologies is of primary importance. Originality/value First, the paper emphasises that hermeneutics, contrary to the common perception, does offer criteria for evaluating between interpretations. Second, it introduces the notion of hermeneutic objectivity, which stresses the importance of materiality for interpretations. Third, it introduces the fieldpath approach, which, based on the previous criterion of hermeneutic objectivity, allows for the messiness of the research process, while also preserving a tight grip on the hermeneutic imperative of “understanding in a new way”.

scholarly journals El desempeño docente en el sistema tutoral del plan único de especialización en enfermería

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Ma. Teresa Pérez Rodríguez
Keyword(s):  
El Sistema ◽  
Formación Docente

La evaluación de la práctica docente en el Sistema de enseñanza Tutoral del Plan Único de Especialización en Enfermería (PUEE), es una tarea sumamente compleja, que puede realizarse con diferentes enfoques por las diversas dimensiones que deben analizarse. Con esta investigación de corte descriptivo, observacional y transversal, se abordó el desarrollo de las actividades de los profesores que forman parte del Sistema de enseñanza Tutoral del PUEE, desde las experiencias y opiniones que manifestaron los 39 alumnos de la primera generación de egresados en 1998. Las opiniones de los alumnos de cinco de las especializaciones sobre las que se indagó (Enfermería del Adulto en Estado crítico; del Anciano; Cardiovascular e Infantil) son homogéneas entre sí, con una tendencia a calificar de parcial el cumplimiento de los objetivos de las diferentes modalidades de enseñanza que incluyen esta propuesta curricular. La excepción la constituye la especialidad en Salud Pública, cuyos estudiantes manifestaron mayor grado de satisfacción con el desarrollo del curso. Se destaca que la metodología y las técnicas de enseñanza de la mayoría de los tutores, son tradicionales y en opinión de los alumnos promueven el aprendizaje parcialmente. Esto nos hace pensar que será necesario contar con diversas estrategias de formación docente permanentes, ya que se trata de modificar esquemas muy arraigados respecto a las formas de enseñar Enfermería y la conceptualización del aprendizaje, tanto en el aula como en el entorno clínico. Esta investigación se concluyó en el año 2000.

Organizational access in qualitative research

2019 ◽  
Vol 14 (2) ◽  
pp. 172-193 ◽  
Author(s):  
Benjamin Nathan Alexander ◽  
Anne D. Smith
Keyword(s):  
Qualitative Research ◽  
Design Methodology ◽  
Primary Analysis ◽  
Organization Studies ◽  
Management Journal ◽  
Content Type ◽  
Systematic Assessment ◽  
Gain Access ◽  
Administrative Science

Purpose While organizational access is central to much qualitative research, little is known about how researchers secure it. The purpose of this paper is to provide a systematic assessment of this critical methodological step. Design/methodology/approach A systematic review was conducted to establish how researchers gained access to organizations for qualitative research. Access type was identified and explanatory indicators were inductively developed to illuminate how access was obtained in a sample of 216 qualitative articles published in Administrative Science Quarterly and Academy of Management Journal between 1986 and 2013. A supplemental review of 306 articles published in Organization Studies over the same period augmented the primary analysis with a broader view of published accounts of access. Findings Learning prior to entering organizations, researchers’ backgrounds, organizational insiders, and outside contacts facilitated access. The role of these factors, which served as indicators of legitimacy, varied with the type of access. In addition, the authors found that many articles provide little information about how the researchers gained access, regardless of a publication’s domicile. Originality/value This study furthers the understanding of how researchers gain access to organizations to conduct qualitative research and discusses the implications of the limited access accounts in published studies. In addition, this research provides practical guidance for authors, editors, and reviewers.

Consumer roles and values in selfie experience: a case of Korean young consumers

2018 ◽  
Vol 21 (4) ◽  
pp. 491-512 ◽  
Author(s):  
Yoo Jin Kwon ◽  
Kyoung-Nan Kwon
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Web 2.0 ◽  
Research Method ◽  
Design Methodology ◽  
Theory Approach ◽  
Qualitative Research Method ◽  
Content Type ◽  
Grounded Theory Approach ◽  
Depth Interviews

Purpose The purpose of this study is to understand the values consumers pursue and roles consumers partake in selfie practice. Design/methodology/approach A qualitative research method was adopted. In-depth interviews were conducted with selfie enthusiasts. Data were analyzed with grounded theory approach. Findings Diverse activities and reflections pertaining to selfies were analyzed, which uncovered three consumer roles departmentalized and the nine values that selfie practice generates for consumers. The three roles are subject, photographer and user of selfies, and the roles are orchestrated together or selectively performed if necessary. In consequence of the interplay of performances and expectations of the roles, consumers pursue and gain four collaboratively created values and five individually created values. Originality/value Findings of the study expand the understanding of values of selfie practice and consumer roles in Web 2.0.

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