Resultados "competences"
El valor de las tecnologías digitales en la mejora de la Educación Superior
Digital technology incorporates improvements in the teaching and learning process in Higher Education. With the aim of disseminating a reality that can become inspiring and promoter of new future practices, successful experiences of the University of Barcelona are made available. The 11 selected cases are considered emerging practices because they use technology for pedagogical purposes appropriate to the context.
Propuesta formativa en STREAM: una aproximación a la perspectiva global desde Cataluña
As a result of the participation in the research project Standardization of STEM and Coding Trainings, within the Erasmus+ program, we analyze the situation of STREAM in Catalonia, considering the support actions, promotion and impulse developed from the administration.
Itinerarios personalizados de aprendizaje para saltar de la formación a la aplicación: aprender en el mundo real con el soporte de la tecnología Blockchain
The training experience is described, in the university environment, through the design of personalized learning itineraries. It focuses on the characteristics of the training experience that allow acquiring skills that can be applied beyond the academic period.
Cap a una filologia digital en educació. Anàlisi descriptiva de l'ús de la tecnologia per a l'adquisició de competències, en el cas de llibres de text digitals de llengua i literatura catalana d'ESO
We analyse digital textbooks of the Catalan language and literature for ESO to describe how technology is used to achieve curricular competencies (linguistic, literary and digital) and non-curricular (digital philological and digital literacy) competencies. On the one hand, we identify digital philological competencies as a strategy to adapt the teaching and learning of language and literature to the digital reality of the discipline.
Designing learning technology collaboratively: analysis of a chatbot codesign. Education and Information Technologies.
We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases.
Peer assessment in online learning: Promoting self-regulation strategies through the use of chatbots in Higher Education.
We present an innovation project supported by the research framework in the Master’s in Education and ICT at the Open University of Catalonia (UOC) that scaffolds self-regulation using chatbots and focuses on peer assessment by means of essay writing. This activity develops student reflection and critical thinking while promoting self-regulatory capacity through peer assessment practice.
How does feedback contribute to student learning? Developing and assessing students’ competencies in a Master’s degree.
Even having designed an academic program based on competencies when students finish this program they are usually not aware of their competency development. Feedback can act as a promoter of this competency development but not all types of feedback can do it. It has to meet some characteristics, which requires that students adopt an active role once they get this feedback.
«La gamificación desde el aprendizaje cooperativo y la atención a la diversidad para contribuir al desarrollo de la competencia de aprender a aprender: experiencia en el Grado de Maestro de Educación Primaria»
The experience in the Primary Education Teacher Degree is presented with the conceptual framework of gamification from cooperative learning and attention to diversity to contribute to the development of the competence of learning to learn.
«Propuesta de diseño pedagógico para el aprendizaje autorregulado en entornos de docencia en línea. ¿Qué papel pueden jugar las analíticas de aprendizaje?»
A pedagogical design proposal for self-regulated learning in online teaching environments is presented.
