E-learning

En respuesta a las necesidades de leer textos en ingles de los estudiantes del ultimo ano de la Educacion Media de una Unidad Educativa Nacional en Venezuela, se diseno un prototipo de software para la implementacion del enfoque de la Lectura Extensiva en Ingles. En el presente articulo se reporta solamente la validacion por juicio de expertos del prototipo que hemos venido desarrollando en otros trabajos. Tres profesoras universitarias consideradas expertas en el diseno de materiales para la ensenanza de lectura en ingles fueron escogidas para evaluar el prototipo. Las expertas evaluaron positivamente varios aspectos formales del programa tales como seleccion de colores e imagenes, texto y distribucion de elementos graficos y funcionales. Tambien reportaron que el prototipo era amigable y facil de usar y adecuado para la audiencia para la cual fue disenado. Las evaluadoras observaron varias ventajas de este desarrollo y no senalaron ninguna desventaja. VALIDATION OF EXPERTS OF A CO...

In this article, the authors report part of an action-research project carried out with students of English at Unidad Educativa Bicultural Venezolano-Alemana Colegio Alexander von Humboldt. The project involved the designing, implementation and evaluation of an educational social network site created in NING for two classes of the above mentioned educational setting. As part of the evaluation process, the perceptions of the study participants were surveyed on aspects such as the web site design, usability, ergonomics and perceived benefits for English language learning. The results show that students’ perceptions were mostly favorable since they perceived the designed Social Network as useful, motivating, innovative, dynamic and communicative. Nevertheless, there is a little resistance from a considerable percentage of the participants who expressed that they would rather continue working on class contents in a traditional way or reported not being fully satisfied by certain aspects...

Cet article s'interroge sur l'écart de compétences entre diplômés de la formation à distance et diplômés de la formation présentielle. Il part du postulat selon lequel les apprenants de la formation présentielle du fait de leur proximité avec les enseignants seraient plus compétents que leurs homologues de la formation à distance qui évoluent dans un environnement marqué par les difficultés d'appropriation de l'outil d'apprentissage (plateforme). Les résultats issus de l' enquête menée sur les professionnels de l'information sortis de l'École de Bibliothécaires Archivistes et Documentalistes de l'Université Cheikh Anta Diop de Dakar, nuancent cette affirmation et montrent une différence des niveaux de compétences quand celles-ci sont observées du point de vue de leur catégorie : compétences techniques et compétences managériales. de la perception qu'en ont les diplômés de l'école. Il y va de pertinence sociale et académique de ses programmes.

In the fight against the spread of the coronavirus disease Covid-19, the Senegalese authorities had decided to suspend teaching in schools and universities throughout the country as of Monday 16 March 2020. The following question then arose for universities and higher education institutions: what are the modalities to ensure the continuity of the public service of education? The School of Library, Archivists and Documentalists (EBAD) of the Cheikh Anta Diop University of Dakar, with more than twenty years of experience in the field of distance learning, on the recommendation of the supervisory authority, had embarked on the implementation of a strategy to ensure pedagogical continuity. The aim was to enrol students initially enrolled in face-to-face training in distance learning. This initiative was fraught with uncertainty given the novelty of the situation and, above all, the many challenges to be met, particularly in terms of raising awareness among the players involved, the avai...

Az internet fejlődése, a videómegosztó portálok megszületése a tanítás-tanulás audiovizuális formáit nagy tömegek számára is rendkívül könnyen elérhetővé tette, miközben nem csak a befogadói oldalt, de az alkotói, tartalomszolgáltatói tevékenységet is demokratizálta: ma már bárki, egyszerűen beszerezhető eszközökkel, minimális technikai vértezettséggel is oktatóvideót készíthet, amelyet percekkel később már az internet több, mint 2 milliárd felhasználója számára tehet elérhetővé. Magyarországon az egyik legnépszerűbb, zömében amatőr oktatóvideó-készítők által „tartalomfejlesztett” oldal a VideoSmart. Az oldalra látogatók rövid videók segítségével sajátíthatnak el praktikus ismerteket, melyeket tanítani szándékozó internethasználók készítettek és töltöttek fel. Az oldalon elérhető több ezer videó nyilvános statisztikai adatai (például nézettség) kiváló lehetőséget nyújtanak arra, hogy mélyebben ráláthassunk az internethasználók érdeklődési köreire, motivációs sajátosságaikra, tanítás...

Resumo: Descreve a oferta do Curso de Especialização em Saúde da Família (CESF), solicitação da Universidade Aberta do SUS (UNA-SUS). Reflete sobre o uso da Educação a Distância online e fatores relevantes para o sucesso do curso. Os seguintes itens se destacam: criação pela UFC, responsável pelo curso, do NUTEDS/UFC, com cinco coordenações; construção participativa do Projeto Pedagógico do Curso; formação de Professores Conteudistas e Tutores (com atuação a distância e presencial); módulo sobre EaD online para os cursistas (início do curso); uso da transição didática; organização de equipe de produção; cuidados de monitorização conjunta pelas Coordenações de EaD e Tutoria, Pedagógica e de Monitoramento e Avaliação. Informa-se que o NUTEDS/UFC já possuía infraestrutura necessária de TIC, por atender outros projetos do MS (Programa Telessaúde Brasil Redes). Resultado na primeira turma: baixo índice de evasão (inferior a 20%). O curso está consolidado, com outras ofertas já concluídas.

Resumo -O jogo educativo virtual em questão debruça-se sobre o tema: Soft Skills em Atendimento ao Cliente e tem como proposta ser adaptável a diversos segmentos de educação, com a intenção de preparar os alunos para o mercado de trabalho, nomeadamente no que concerne ao desenvolvimento das competências transversais exigidas aos diferentes perfis profissionais. O jogo será desenvolvimento na ferramenta de autoria Adobe Captivate, que conta com uma interface responsiva, intuitiva e diversificada. Nesse sentido, abre-se a possibilidade de criação de processos interativos com a utilização de multimédias. Este poster apresenta a proposta de prototipagem do jogo, em fase de desenvolvimento e implementação e que, posteriormente, será avaliado ao nível da usabilidade para verificação da sua eficácia dentro dos contextos que possibilitem sua inserção.

Learning grammar can be difficult for learners but this can be changed through interactive activities. Language games are an excellent way to make learning grammar fun among learners Although the use of language games is not a new tool in the teaching and learning of grammar, employing the right game for a specific grammar item is vital. Hence, this study aims to experiment, using a language game ‘Monster Back to School -Parts of Speech Board Game, in efforts to enhance the learning of the parts of speech more effectively. This game is designed to provide practice in identifying the parts of speech in the English Language, from word level, through sentence level to making decisions on whether the parts of speech have been correctly identified. By playing this game, it is believed that learners will be able to engage and learn grammar in a fun-filled way. Methodology comprised quantitative and qualitative methods, using a questionnaire and interview, with the participants, who were c...

The e-portfolio is an educational resource that has been increasingly implemented in the new learning culture. In order to improve this tool and observe its advantages and disadvantages together with the competences required to develop it, a qualitative study has been designed. This research has been conducted under the work package 4 "Selecting and testing IT tools" in the frame of the International IRNet project (Marie Curie Actions of the European Union's Seventh Framework Programme FP7/2007FP7/ -2013)). From a qualitative approach, an open questionnaire was planned and validated to inquire students about the implementation of e-portfolios using wiki tools during the development of a class throughout their university studies at the University of Extremadura, Spain. Six dimensions related to the usefulness, difficulties, competences, assessment and potential improvements of e-portfolios emerged from the study. In this sense, this research determines the convenience of the tool with respect to applying knowledge to practice, promoting reflection and also managing information. However, it is indispensable to preclude difficulties regarding the lack of information together with potential technical problems that come up when first used. Finally, it has been detected that assessing e-portfolios with continuous and positive feedback not only motivates students but also makes them expand their skills..

The current research explored the causes of conflicts in multidisciplinary team collaboration. This study proposed to take multidisciplinary teamwork conflicts as the subject to summarize the conflicts in this field by analyzing and summarizing the content of many cases. In the study, relevant research on multidisciplinary teams was collected over the ten years and selected five papers involving the research on the cooperation process of the same. We found that each team involved at least three fields, namely engineering, management, and management design. This paper sorted out the problems arising from multidisciplinary collaboration through content analysis. It grouped them through the KJ method (also called affinity diagram method), collaborating with researchers with exact experience for further analysis and induction. According to the study, problems encountered by multidisciplinary teams can be classified into nine categories: professional background, team composition, task allocation, role positioning, relationship, communication, attitude, efficiency, and external factors. To be specifically This study is expected to clarify the problems arising in the process of multidisciplinary team collaboration, providing references for subsequent researchers.

This paper presents TonePick, a mobile application that enables the generation of personalized audiobooks by leveraging voice cloning and real-time Text-to-Speech (TTS) synthesis. The system allows users to create a custom AI voice model using short speech samples and applies it to read PDF documents with emotional expressiveness. Built with React Native, Firebase, and the ElevenLabs API, the architecture supports scalable deployment and seamless client-server interaction. A user study involving 27 participants demonstrated high levels of satisfaction across usability, naturalness, and emotional engagement, confirming the system’s effectiveness and applicability. The proposed approach highlights the potential of voice cloning as a socially impactful extension of TTS technology.

This papers focuses on the use of learning dashboards in higher education to foster self-regulated learning and open education. Students in higher education have to evolve to independent and lifelong learners. Actionable feedback during learning that evokes critical self-reflection, helps to set learning goals, and strengthens self-regulation will be supportive in the process. Therefore, this paper presents three case studies of learning analytics in higher education and the experiences in transferring them from one higher education institute than the other. The learning dashboard from the three case studies is based on two common underlying principles. First, they focus on the inherent scalability and transferability of the dashboard: both considering the underlying data and the technology involved. Second, the dashboard use as underlying theoretical principles Actionable Feedback and the Social Comparison Theory. The learning dashboards from the case studies are not considered as ...

Problematyka organizacji bibliotek to bardzo szerokie i różnorodne pole badawcze. Wymaga zarówno analiz o charakterze teoretycznym, badań ilościowych, jak też wniosków wypływających z działań praktycznych. Ponieważ zmiany otoczenia w dużej mierze determinują sposób funkcjonowania współczesnego bibliotekarstwa, konieczne wydaje się ciągłe przekształcanie instytucji bibliotecznych w taki sposób, aby odpowiadały one na aktualne zapotrzebowanie społeczeństwa. W konsekwencji bibliotekarze nieustannie poszukują nowych rozwiązań organizacyjnych. Wzorują się na doświadczeniach bibliotek polskich i zagranicznych, czerpią też z bogatego dorobku innych instytucji kultury oraz firm komercyjnych. Efektem jest wprowadzanie do bibliotek mozaiki różnorodnych metod, technik, programów i koncepcji, które w swym założeniu mają podnieść skuteczność działań. Na publikację składają się teksty omawiające doświadczenia praktyczne bądź prace badawcze poświęcone nowoczesnym koncepcjom organizacji bibliotek. Są więc rozważania poświęcone programom jakościowym, komunikacji w bibliotece, promocji i reklamie, nowym technologiom, czy narzędziom kierowania personelem bibliotecznym. Autorzy, będący przedstawicielami ośrodków naukowych, jak też różnych typów bibliotek, przedstawiają w swych pracach różnorodne poglądy i ocenę.

Increased understanding of the interrelations between overall wellbeing and learning calls for a holistic and multidisciplinary learning environment (LE) design. Considering learners' perception in the design of LE supportive to learning and wellbeing is expected to positively influence (a) the design quality, (b) participatory organizational culture, and (c) learning. The nature of this process creates contradictions and difficulties, however. Stand-alone co-design efforts may convert into pseudo-consultation without actual effects; neither is it easy to consider various stakeholders' perceptions in a balanced manner. And if not planned carefully, instead of experiencing learning benefits, participation may also be considered to be an additional burden. This paper examines how these kinds of challenges were intended to be circumvented, or avoided, in a case involving Finnish upper secondary school students in the redesign of learning spaces so as to better support their learning and wellbeing. In this project, design activities were embedded in the cross-curricular visual art project course involving 11 students, which culminated in an exhibition, during which a more representative number of students (n = 175) expressed their views in a written format. After other stakeholders, such as teachers, had expressed their views, students were given another opportunity to evaluate whether their ideas were considered in the design. In addition to evaluating the procedures employed in this project, this paper will discuss their possible transfer to other contexts. Based on the overall evaluation of the procedures, it will also propose some procedural design principles for involving learners in the LE design. Involving students in the LE design is expected to (a) increase the quality of the design, (b) improve participatory organizational culture, and (c) lead to a positive impact on learning, and by so doing, also improve students' overall wellbeing.

This paper studies the rising challenges to Khyber Pakhtunkhawa public libraries administration in setting of goals and achieving targets. A quantitative based study was designed to know the expert opinion by analyzing data using statistical software (SPSS). Questionnaire survey was conducted in Khyber Pakhtunkhawa public libraries to know the critical factors. Findings of the research showed non-professional administrators with no research background are unable to keep pace with demanding issues at hand.

У статті представлено огляд шляхів реформування національної системи IT-освіти, що затребувана наукою і практикою. Запропоновано підхід до розробки компетентнісно орієнтованого стандарту вищої IT-освіти, в якому будуть сформовані відповідні вимогам IT-галузі компетентності на основі Європейської рамки ІКТ-компетенцій 2.0 та переліку дисциплін, узгодженого з міжнародними стандартами. Аналізується твердження, що відповідно до Національного класифікатора професій освітньо-професійна програма з інформатики повинна встановлювати вимоги до змісту, обсягу й рівня освіти та професійної підготовки фахівців з інформаційних технологій (на рівні бакалаврату) та професіоналів в галузі програмування (на рівні магістратури).In the article the review of ways of reformation of the national system of IT-education-schozatrebuvana science and practice. An approach to the development of a competency-based standard of higher IT-education, which will be formed in accordance with the requirements the IT-in...

Over the past two decades, the growth of the Internet and the development of newer computermediated communication (CMC) technologies have multiplied opportunities for communicating in other languages beyond the traditional educational settings. Learners are stimulated by the sheer amount of contacts they can make with people all over the world, and are more motivated to acquire the crosslinguistic and cross-cultural skills they need to participate in global communication spaces. This study focuses on the metacognitive awareness raised, motivation enhanced and empowerment fostered in the e-collaborative language and translation classes offered in the past fifteen years, after analyzing the forms of interaction, collaboration and co-construction of knowledge learners experienced online, as filtered through quantitative and qualitative analysis techniques applied to the data collected from learners' interactions and reports. The suggestion is that social practice in virtual environments can provide a theoretical lens that allows researchers to examine language and translation learning in ways that other perspectives do not.

Over the past two decades, the growth of the Internet and the development of newer computermediated communication (CMC) technologies have multiplied opportunities for communicating in other languages beyond the traditional educational settings. Learners are stimulated by the sheer amount of contacts they can make with people all over the world, and are more motivated to acquire the crosslinguistic and cross-cultural skills they need to participate in global communication spaces. This study focuses on the metacognitive awareness raised, motivation enhanced and empowerment fostered in the e-collaborative language and translation classes offered in the past fifteen years, after analyzing the forms of interaction, collaboration and co-construction of knowledge learners experienced online, as filtered through quantitative and qualitative analysis techniques applied to the data collected from learners' interactions and reports. The suggestion is that social practice in virtual environments can provide a theoretical lens that allows researchers to examine language and translation learning in ways that other perspectives do not.

Recibido: 22/12/2017 Aceptado: 3 de marzo de 2018 Se propone construir un modelo teórico sistémico e integrador de la formación de las habilidades sociales en educandos con síndrome Down, que sustente su proceso de formación. Trabaja con las personas con síndrome Down, en edad adulta. Se concibe al síndrome Down como anomalía cromosómica portadora de retraso mental, generadora de discapacidad y de características psicopedagógicas específicas que demandan la construcción de modelos teóricos del proceso de formación de las habilidades sociales, con vista a su inclusión social. Analiza los fundamentos teóricos de las habilidades sociales, como categorías psicopedagógicas, de los educandos con síndrome Down y de su proceso de formación. El modelo establece los subsistemas componentes de las habilidades sociales y los indicadores de cada componente, presenta al objeto modelado como componente de la personalidad y no como mera conducta y se sustenta en los postulados teóricos del enfoque histórico cultural. Concluye con la modelación del proceso de formación de dichas habilidades teniendo en cuenta las especificidades psicopedagógicas de los educandos con síndrome Down.

espanolSe propone construir un modelo teorico sistemico e integrador de la formacion de las habilidades sociales en educandos con sindrome Down, que sustente su proceso de formacion. Trabaja con las personas con sindrome Down, en edad adulta. Se concibe al sindrome Down como anomalia cromosomica portadora de retraso mental, generadora de discapacidad y de caracteristicas psicopedagogicas especificas que demandan la construccion de modelos teoricos del proceso de formacion de las habilidades sociales, con vista a su inclusion social. Analiza los fundamentos teoricos de las habilidades sociales, como categorias psicopedagogicas, de los educandos con sindrome Down y de su proceso de formacion. El modelo establece los subsistemas componentes de las habilidades sociales y los indicadores de cada componente, presenta al objeto modelado como componente de la personalidad y no como mera conducta y se sustenta en los postulados teoricos del enfoque historico cultural. Concluye con la modelac...

Generative KI-Anwendungen werden an Hochschulen immer häufiger eingesetzt, um sowohl Lehrende und Studierende zu unterstützen als auch Aufgaben im Bereich von Lehrsupport und -administration zu übernehmen. Über die konkrete Nutzung und die institutionellen Rahmenbedingungen ist im Einzelfall jedoch noch wenig bekannt. Das HIS-Institut für Hochschulentwicklung e.V. (HIS-HE) hat deshalb die Anwendung von KI-Tools in Studium und Lehre im Rahmen einer explorativen Studie untersucht. Das Ziel bestand darin, nicht nur die Bandbreite der KI-Nutzung in Studium und Lehre sichtbar zu machen, sondern anhand der Erhebung von Use Cases an deutschen Hochschulen auch Einblick in den Mehrwert und die Gelingensbedingungen des KI-Einsatzes zu geben.

Les nouveaux programmes du cycle 3 (MEN 2015) associent l'enseignement de la geometrie a une initiation a la programmation. Tout comme la geometrie dynamique a apporte un point de vue nouveau sur la geometrie (Assude et Gelis, 2002), qu'en est-il de la programmation ? En nous appuyant sur des travaux de didactique de la geometrie (Perrin-Glorian & Godin, 2014, Petitfour 2015), nous interrogeons les apports et les limites de cette approche de la geometrie a travers la programmation par la comparaison de la mise en oeuvre d'une tâche de reproduction d'une figure geometrique dans differents environnements.

Morais, P. G. S1, Leite, E. 2, Loureiro, T. G. 1, Borges, E. O. 3, Montanari, T. 4 1 Acadêmica do curso de Ciências Biológicas, Bolsista do Programa de Monitoria à distância para disciplina presencial SEAD/PROGRAD, UFRGS; 2 Acadêmica do curso de Biomedicina, Bolsista SEAD para desenvolvimento de objeto de aprendizagem, UFRGS; 3 Especialista em Informática na Educação, Departamento de Fisiologia, ICBS, UFRGS; 4 Professora Associada do Departamento de Ciências Morfológicas, ICBS, UFRGS.

Graduate innovation courses are still mostly discipline-specific (marketing, design, etc.) and rely on traditional knowledge acquisition. To get a better understanding of the innovation learning process, we adopt a co-design perspective where participants from different disciplines are working simultaneously and collectively to develop an idea. We then propose a set of seven codesign competences and 23 associated observable indicators to guide students in their learning endeavor and to help evaluators in their assessment tasks. We finally briefly discuss a companion portfolio tool to implement this process.

Graduate innovation courses are still mostly discipline-specific (marketing, design, etc.) and rely on traditional knowledge acquisition. To get a better understanding of the innovation learning process, we adopt a co-design perspective where participants from different disciplines are working simultaneously and collectively to develop an idea. We then propose a set of seven co-design competences and 23 associated observable indicators to guide students in their learning endeavor and to help evaluators in their assessment tasks. We finally briefly discuss a companion portfolio tool to implement this process.

The integration of Augmented Reality (AR) into Technical and Vocational Education and Training (TVET) has the potential to significantly enhance teaching and learning outcomes. This paper synthesizes recent literature, focusing on methods such as PAR (participatory action research to evaluate AR's adaptability in TVET contexts. Recent articles from 2020 to 2024 highlight various AR applications that foster interactive learning, improve skill acquisition, and provide immersive experiences that traditional teaching methods often lack. Analysis reveals that AR facilitates experiential learning, allowing students to visualize complex technical processes and engage with realistic simulations. Findings indicate a positive correlation between AR use and student motivation, knowledge retention, and practical skill development. However, challenges such as technological accessibility, instructor training, and curriculum integration persist. Recommendations include promoting professional development for educators in AR technologies, ensuring infrastructure support, and incorporating AR into diverse training modules to maximize its educational benefits. Emphasizing the importance of continuous research and development in this domain is crucial to identify best practices and tailor AR applications to meet industry demands and improve graduate employability. Overall, AR stands as a transformative tool in TVET education, meriting deeper exploration and wider implementation.

Esta dissertação aborda, de um ponto de vista crítico, a teoria do Conetivismo à luz dos seus princípios e das respetivas implicações na visão tradicional de aprendizagem e de conhecimento. A tese foi desenvolvida tendo em conta uma metodologia de revisão bibliográfica das publicações mais relevantes da autoria dos principais representantes do Conetivismo, nomeadamente George Siemens e Stephen Downes, estando sempre subjacente a preocupação em não apresentar apenas mais um estudo sintetizador da teoria, mas simultaneamente uma visão crítica do Conetivismo. Enquanto teoria de aprendizagem para uns, mera perspetiva epistemológica para outros, o Conetivismo tem assumido um papel crescente no debate acerca daquilo que entendemos por aprendizagem em rede e das suas implicações nos estatutos tradicionais do conhecimento e da aprendizagem e até do papel dos educadores e dos alunos. Alvo de reconhecimento para uns, de críticas para outros, o Conetivismo está ainda a dar os primeiros passos no desenvolvimento de uma visão epistemológica inovadora, principalmente no que diz respeito à partilha em rede, à aprendizagem centrada em comunidades online, regidas por interesses e objetivos comuns, onde a auto-aprendizagem é fundamental. Mas que consequências traz esta nova forma de encarar a aprendizagem? Até que ponto o Conetivismo é uma teoria que vai mais além das teorias de aprendizagem anteriores? Passaremos a encarar o conhecimento de modo diferente a partir daqui? Qual o verdadeiro alcance dos MOOC, cada vez mais em voga?

En este trabajo se presenta un modelo orientado a generalizar las interacciones que se realizan entre agentes y en particular se muestran ejemplos tomados del comercio, para lo cual se desarrolla el lenguaje de interacción entre agentes (LIA) y finalmente se describe la arquitectura del interprete de LIA incluyendo los módulos orientados al manejo de eventos inesperados y la comunicación entre agentes que manejan ontologías diferentes. Palabras Clave: Agentes, comparador de ontologías mixtas, espacio de interacción, inteligencia artificial, LIA, máquina de eventos inesperados, ontologías.

Se presenta un proyecto de I+D+i (Investigación, Desarrollo e innovación) centrado en las tecnologías educativas y su relación con el contexto de la Educación a Distancia (EaD). En el marco del presente proyecto y considerando que las tecnologías actuales plantean nuevos paradigmas que implican un impacto directo en los modelos educativos, se investigará sobre temas relacionados con las tecnologías informáticas aplicadas a la educación, haciendo énfasis en las diversas variantes y evoluciones de la modalidad de EaD.

Este trabajo presenta los principales resultados de un estudio acerca de las creencias de autoeficacia de un grupo de estudiantes universitarios, atendiendo a su vinculación con el rendimiento académico obtenid. Trabajamos con 65 alumnos de la UNRC 2 , que durante el 2011 cursaron Psicología Educacional (N=30) y Didáctica II (N=35). Utilizamos la Multidimensional Scales of Perceived Self-efficacy 3 y las calificaciones obtenidas por los estudiantes en las instancias de evaluación, consideradas indicadores de rendimiento académico. Los resultados obtenidos muestran puntuaciones elevadas en todas las escalas relativas a las creencias de autoeficacia; y acentúan las vinculaciones establecidas entre rendimiento académico y autoeficacia para la autorregulación, lo cual nos abre otra línea para futuros trabajos referida al dinamismo entre comportamientos autorreguladores en general y autorregulación de los aprendizajes en particular; se confirma así la multidimensionalidad de la variable autoeficacia. Palabras clave. autoeficacia, rendimiento académico, motivación, estudiantes universitarios. 1 El presente trabajo se encuentra enmarcado en un estudio de mayor envergadura titulado: "Creencias de autoeficacia en alumnos universitarios. Vinculaciones con contextos de evaluación", dirigido por la Dra. Paola V. Paoloni, aprobado y subsidiado por CONICET en el marco de una beca doctoral otorgada a la Lic. Vanesa A. Bonetto en relación con el programa: "Estudio de diseño en la investigación educativa. Los procesos de feedback y de creatividad en los aprendizajes académicos", dirigido por el Dr. Danilo Donolo.

En este trabajo se abordan los aspectos afectivos y las habilidades construidas en el interior de una comunidad de aprendizaje, diseñada y desarrollada con un grupo de estudiantes universitarios participantes de un taller de producción gráfica, durante el año 2015. Con el propósito de conocer más sobre la dimensión afectiva y las habilidades que los estudiantes construían en contexto, se realizaron entrevistas y se administró un Cuestionario sobre Habilidades Percibidas (Paoloni & Rinaudo, 2015). Los resultados muestran que las habilidades más percibidas se orientaban a aquellas que se intentaban fomentar desde el taller como las referentes al proceso de escritura de un periodista, desarrollándose a su vez otras habilidades socio-emocionales más referidas a sí mismos. Estos resultados permiten entender que en el diseño de una comunidad de aprendizaje, como un contexto potencial, es preciso atender tanto al trabajo con tareas prometedoras y genuinas como al desarrollo y la promoción de aspectos socio-afectivos.

The escalating complexity of cyber threats necessitates the adoption of secure-by-design methodologies in enterprise systems. This study examines the role of artificial intelligence (AI) in automating threat detection and enhancing deidentification processes to bolster resilience and privacy in enterprise settings. Grounded in adaptive security and privacypreserving computation theories, this study utilises machine learning and deep learning models for intrusion detection, alongside AI-enhanced pseudonymization and generalisation techniques for de-identification. The findings indicate that AIdriven detection achieves accuracy rates exceeding 90%, surpassing traditional rule-based systems in identifying novel and evolving threats. Furthermore, AI-enhanced de-identification effectively balances privacy and utility, enabling enterprises to comply with regulatory mandates, such as the GDPR and HIPAA, without compromising data usability. Key challenges, including computational overhead, explainability, and adversarial resilience, were identified however, modular architectures and GPU acceleration mitigated the integration barriers. The study concludes that AI operationalises the secure-by-design paradigm by addressing the enduring trade-offs between privacy, security, and efficiency. Future research should investigate explainable AI, adversarially robust privacy methods, and quantum-safe architectures to ensure sustainable protection in an evolving threat landscape.

Vivimos inmersos en un mundo de Tecnologías, desde que comenzamos el día nos servimos de ellas para mejorar nuestras condiciones de vida hasta un punto en el que, cuando no podemos disfrutarlas, nos vemos fuertemente limitados. Por las mañanas nos despertamos con el sonido de nuestro móvil, amenizamos el camino al trabajo con la música de nuestro ipod, revisamos el correo electrónico, leemos la prensa en Internet, sacamos dinero con nuestra tarjeta de crédito, organizamos viajes a través de Internet, nos reímos con el vídeo de moda que está "colgado" en Youtube… Por tanto, podemos afirmar sin miedo a equivocarnos que las TIC son importantes dentro de la sociedad en la que vivimos y que son muchos los cambios que éstas han introducido en nuestras vidas, cambios sociales, comunicativos, personales, económicos, laborales,… Dentro de esta nueva realidad social en la que nos encontramos con las tecnologías es incuestionable que los cambios también se han ido introduciendo en la esfera educativa en mayor o menor grado, ofreciendo un amplio abanico de posibilidades tanto en la educación formal como la no formal. A continuación vamos a hablar de los cambios referidos a los contenidos, ya que nos vamos a centrar en una innovación en torno al diseño de materiales denominada Objetos de Aprendizaje. Y ¿por qué nos parece interesante este concepto? Pues no tanto por lo que supone en sí mismo, que no son más que contenidos digitales accesibles en red a través de una herramienta de búsqueda propia del almacén en el cual se encuentra el objeto y gracias a unas etiquetas.

In the era of advanced technology, language teaching has experienced a surge in the utilization of technology-oriented methods, such as blended and virtual instructions. Concurrently, the manipulation of input to enhance learners' acquisition has gained importance in various domains of language and teaching. Two prominent approaches in this regard are input enhancement (IE) and input flood (IF). This study aimed at examining the effect of these methods on the collaborative oral performance of English as a Foreign Language (EFL) learners in the context of blended and virtual classes. Using a quasi-experimental research design, four groups were formed: IE in blended class (BC), IE in virtual class (VC), IF in BC, and IF in VC groups. The study involved fifty-one EFL elementary level students with homogenous English proficiency, randomly assigned to the groups. Pre-test interviews were conducted using six open-ended questions and assessed by two raters. The participants then received sixteen instructional sessions, delivered entirely in virtual environments for VC groups using Shad application, and in a combination of virtual and physical environments for BC groups. IE groups received instruction based on manipulated input utilizing techniques while IF groups were exposed to repeated instances of target forms in written and oral formats. Following the instructional period, a posttest interview was administered. The results, analyzed through repeated measures ANOVA, revealed the positive impact of IE and IF in both BC and VC groups on EFL learners' collaborative oral performance. Furthermore, the BC groups exhibited higher performance compared to the VC groups. These findings contribute to the understanding of effective collaborative language teaching practices, especially in computer-supported environments.

O ensino à distância está cada vez mais presente nas instituições de ensino, em todos os níveis, através da utilização cada vez mais frequente das capacidades disponibilizadas pelas novas tecnologias de informação e comunicação. Neste âmbito, o e-Learning assume um papel cada vez mais importante para a disseminação do ensino à distância, sendo cada vez mais utilizado nos diversos graus de ensino com destaque para o ensino superior, bem como apresenta elevadas potencialidades para a formação e atualização de conhecimentos dos profissionais dos variados setores de atividade económica, com particular ênfase no turismo. Neste trabalho pretende-se caracterizar o ensino à distância, dando uma especial atenção ao e-Learning, às suas características, funcionalidades e formas de utilização que lhe estão associadas, bem como um enquadramento do momento atual de utilização do e-Learning. O caso de estudo foi aplicado a através de um questionário (online) aplicado a estudantes de uma unidade curricular (UC) do ensino superior português, na área do turismo. Os resultados obtidos permitiram-nos concluir que uma maior frequência de utilização deste tipo de ferramentas pode corresponder a um melhor desempenho dos estudantes e possibilitou-nos tomar conhecimento da opinião dos inquiridos sobre a importância das funcionalidades e pedagogias associadas ao e-Learning, e se as mesmas devem ser mais utilizadas e desenvolvidas no futuro, quer para estudantes quer para futuros profissionais ligados à atividade turística, a qual é muito influenciada pelos avanços tecnológicos.

This paper proposes the development and implementation strategies of a hypothetical database-driven web-based meteorological (meteo) weather station with a dynamic datalogger system to provide up-to-the-minute real-time ground-based weather information online to any interested client. The meteo weather station will provide weather data/information for eight parameters namely: relative humidity; solar radiance; wind speed; wind direction; barometric pressure; temperature; nefobasimeter for monitoring and measuring cloud height, thickness and number of layers detection; and rainfall. The hypothetical design present techniques that can be used to capture and log meteo data in a dynamic relational database management system (DRDBMS) and implements a TCP/IP network server. The meteo weather information will be collected from sensors incorporated into measuring instruments and transmitted via 1–Wire network and stored in the TINI’s non–volatile static random access memory (NV-SRAM). The T...

The study investigates the integration of artificial intelligence (AI) in English language teaching among Senior High School teachers in Tanza, Cavite. Using a transcendental phenomenological approach, the research explores the lived experiences of ten English teachers selected through purposive sampling. Data were collected via indepth interviews, classroom observations, and lesson plan analyses. The findings reveal that teachers employ various AI tools, such as Grammarly, Canva, Quillbot, and ChatGPT, to enhance personalized learning, provide immediate feedback, and create interactive learning materials. AI tools also support students with disabilities through features like automatic transcription and text-to-speech. However, challenges include connectivity issues, ethical concerns, and the risk of overdependence on AI. The study concludes that while AI can significantly enhance language learning by providing tailored educational experiences and fostering student engagement, it is crucial to address the digital divide and ensure ethical AI usage. Future studies could explore the impact of AI on language teaching in different educational contexts, particularly in private schools and higher education institutions, to gain a comprehensive understanding of its benefits and challenges.

O presente artigo trata do uso da hipermídia em formato de Ambiente Virtual de Ensino-aprendizagem (AVEA), no processo de mediação tecnológica das atividades didáticas do professor, na Educação a Distância ou presencial. O objetivo é justificar a necessidade de formação dos professores, visando atualizar e aprimorar sua prática, como professor-autor e professor-tutor, com os recursos hipermídia disponíveis no AVEA.

Tips and Tricks for Optimizing Your Prompts: Know your goal; Get specific; keep it simple; Add context; Play pretend; Try again; Show examples; Don't overwhelm; Mix it up (by asking in different ways); Embrace the multimodal (text and images) functionality; Understand the model's limitations; leverage the enhanced problem-solving abilities; Keep prompts aligned with AI training; Experiment with different prompt lengths; Incorporate feedback loops (pp. 30-31).

The purpose of this article was to analyze the elements used in the virtual classroom colvirtual.net by middle school students at the San Pedro Claver Educational Institution. Municipality of San Pedro in the Department of Sucre - Colombia. The study was based on the theoretical contributions of virtual classrooms by Scagnolli (2001), Riveros and Montiel (2013), Flores, Caballero and Moreira (2013), among others. Methodologically, it was framed in the type of descriptive research, with non-experimental and field design, to obtain the data we worked with a population census with 60 students of the tenth grade of the aforementioned institution, who had participated during two periods of math classes through the virtual classroom colvirtual.net. The technique of data collection was the observation by means of a survey, with an instrument of own elaboration, validated by 6 experts and trusted through a pilot test with 10 subjects, being ideal for its application with a reliability index...

La brecha entre la formacion academica y su posterior transferencia laboral, con el Practicum como bisagra, ha sido una cuestion de gran preocupacion todavia no resuelta para estudiantes y profesores. Este trabajo analiza las primeras experiencias y reflexiones de futuros maestros en practicas de ultimo ano de carrera, ante la realidad profesional y su contraste con el precedente contexto formativo academico. Para ello, se analizaron, siguiendo una metodologia cualitativa, 30 memorias de practicas de un grupo de estudiantes (21 hombres y 9 mujeres) del Grado de Maestro en Educacion Primaria con la especialidad de Educacion Fisica. Los resultados indican que la formacion universitaria, previa al Practicum, tiene sus limitaciones respecto a la busqueda de contextos de aplicacion real, dado que no se trabaja directamente con poblacion escolar. Sin embargo, a la luz de las apreciaciones de los estudiantes, si seria posible acortar mas el puente que separa los contextos teoricos y practi...

This paper investigates the students' perceptions and feedback of a language platform in Healthcare and the content available online for individual or collective learning in higher education. The online training programme comprises of 14 medical topics and 6 modules, developing intercultural competence. The contents and the audio-visual materials were rated by forty students in specialized English at the Medical University of Varna, Bulgaria regarding the four language communicative skills (as per CEFR). The HELP 1 questionnaire was adapted and extended for students with no experience abroad to measure what aspects of this course help them improve their English language competence and the extend to which the content meets their interests. Student feedback emphasized the need for speaking and writing activities in professional settings such as hospitals and healthcare centers. Further ideas for the optimization of the Help language programme include custom-made modules that encourage students to process professional information for an improved self-efficacy.

This Educational Innovation proposal is based on the use of the learning management system Moodle in the development of the competence of entrepreneurship in 4th grade students in a public high school in Ucayali. This work aims at dealing with the scarce interest in teenagers’ development of enterprising competences by using Information and Communication Technologies (ICT); this situation is due to the lack of curricular programs and contents in the Ministry of Education’s National Curriculum Design 2009 project and in the curricular study plans of the educational institutions. Likewise, we remark on the very few opportunities the teachers are given to pursue professional development on topics that promote enterprising education. For the achievement of targets and to verify the viability of the proposal, a pilot experience was carried out in the Educational Emblematic Institution "Fernando Carbajal Segura", consisting on the implementation of the learning management system...

In this paper we examine the impact of GSM on the economies of the rural dwellers in Nigeria, specifically, on job creation, time management, reduction in crime rate and their general income flow. Our study adopted a descriptive survey research design and data was collected using a questionnaire administered to one thousand respondents randomly selected from ten rural communities in Oyo state, Nigeria. Findings generally indicate that GSM has considerable impact on the rural economy, job opportunity, rural dwellers time management, and drastic reduction of crime rate. It was concluded that GSM is an emerging communication industry in Africa, with Nigeria rated as one of the fastest growing market in this field of communication. However, the impact on the rural dwellers is still marginally poor. Hence, focus should be shifted to the utilization of the GSM for the development of rural economies in Africa, Nigeria inclusive.