Área de Tecnologías de la Educación

Permanent URI for this collectionhttps://hdl.handle.net/11268/7758

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Hábitos creativos en clave STEAM
(Dykinson, 2025) Guimeráns Sánchez, Paola; Molina Sánchez, Javier
En el marco de una sociedad tecnificada es fundamental que las nuevas generaciones adquieran conocimiento científico-tecnológicoy desarrollen al máximo su creatividad para poder desenvolverse en un futuro sostenible. La educación STEAM se presenta como una alternativa apropiada para preparar desde edades tempranas a las voces del futuro a enfrentarse a los desafíos globales y desarrollarlas habilidades del siglo XXI (Firmansyah & Aslan 2025). Una de las maneras de llevar a la práctica este modelo educativo es a través del marco pedagógico maker que defiende el aprender haciendo-learning by doing- y el uso de herramientas tecnológicas para el desarrollo de proyectos que involucran el diseño y construcción de proyectos físicos o digitales (Larson, 2024; Halverson y Sheridan,2014). Dentro de este marco, en el presente capítulo, se propone una mirada teórico–práctica a los hábitos creativos en la educación STEAM. En primer lugar, se describen los principales enfoques conceptuales que respaldan esta visión. Posteriormente, desde la perspectiva maker, se detallan buenas prácticas para el desarrollo de proyectos interdisciplinarios relacionados con problemas del mundo real que promueven un uso educativo y responsable de la tecnología.
Laboratorios STEAM en las Escuelas Rurales Canarias.Estudio exploratorio
(Peter Lang, 2025) Guimeráns Sánchez, Paola; Corton de las Heras, María de la O; Monreal Guerrero, Inés María
La transformación educativa impulsada por la digitalización y los cambios socioculturales destacan la necesidad de formación permanente del profesorado para implementar el enfoque STEAM (Science, Technology, Engineering, Arts and Mathematics). Este modelo metodológico integra arte y ciencia para fomentar creatividad, colaboración, resolución de problemas y competencias clave para el siglo XXI, en línea con las recomendaciones europeas y la LOMLOE (2020).
¿Hacia dónde se dirige la certificación digital docente?
(Dykinson, 2024) Sanz Castaño, José Francisco; López Espadafor, Carlos María
Uso actual de la inteligencia artificial: Un reto para el sector educativo
(Dykinson, 2024) Sanz Castaño, José Francisco; López Espadafor, Carlos María
Applying the action-oriented approach for learning languages through social-networking technology
(EDULEARN, 2016) Conseil, Ludivine; García Marques, María Emilia; Strotmann, Birgit
This paper shows how to apply the recommendations of the Common European Framework of Reference for Languages (CEFR) using social-networking technology. The CEFR is the result of more than twenty years of research. It is a framework of reference that provides tools, guidelines, and resources for the development of language curricula, textbooks, assessments tools, and programs to support the teaching of languages. The CEFR suggest the use of the action-oriented approach as teaching methodology for learning languages. This approach considers the student as an active participant in the learning process and a user of the language. Communication is understood as a social activity designed to accomplish specific tasks. Following this approach the language is acquired by performing a set of meaningful tasks in a real-life environment. Nowadays the real-life environment of our students includes the interaction through social networks. They have grown up using technology and they are used to using social-networking technology in their daily life as a way to communicate. The popularity of social networking is not limited to the personal sphere. It provides access to real materials, and social and cultural interactions in any language. In this paper we present our experience applying the action-oriented approach for learning French as a second language at university level in different degrees. We used the tool Paper. li, which is a content curator, i. e., a tool that allows gathering information relevant to a particular topic or area of interest. Paper. li allows the creation of online newspapers from information obtained through Facebook, Twitter, blogs, RSS or e-mail. In our experience, the use of this tool following a specific pedagogical method encourages students to access authentic documents and to interact with native speakers; it increases their motivation and improves their academic results. As a summary, we can conclude that the main contributions of this paper are: (1) a brief comprehensive summary of the CEFR recommendations and the main benefits of the action-oriented approach; (2) a study of how social networks can be used to improve learning and commitment of students and how they can be integrated in the action-oriented approach (AOA); (3) a method that integrates social-networking technology into the action-oriented approach; (4) an analysis of the lessons learnt through the application of this approach.
Perceptions of the use of intelligent information access systems in university level active learning activities among teachers of biomedical subjects
(2018) Aparicio Galisteo, Fernando; Morales Botello, María de la Luz; Rubio Alonso, Margarita; Hernando Jeréz, María Asunción; Muñoz Gil, Rafael; López-Fernández, Hugo; González Peña, Daniel; Fernández Riverola, Florentino; Villa, Manuel de la; Maña López, Manuel J.; Gachet Páez, Diego; De Buenaga Rodríguez, Manuel
Background: Student participation and the use of active methodologies in classroom learning are being increasingly emphasized. The use of intelligent systems can be of great help when designing and developing these types of activities. Recently, emerging disciplines such as ‘educational data mining’ and ‘learning analytics and knowledge’ have provided clear examples of the importance of the use of artificial intelligence techniques in education. Objective: The main objective of this study was to gather expert opinions regarding the benefits of using complementary methods that are supported by intelligent systems, specifically, by intelligent information access systems, when processing texts written in natural language and the benefits of using these methods as companion tools to the learning activities that are employed by biomedical and health sciences teachers. Methods: Eleven teachers of degree courses who belonged to the Faculties of Biomedical Sciences (BS) and Health Sciences (HS) of a Spanish university in Madrid were individually interviewed. These interviews were conducted using a mixed methods questionnaire that included 66 predefined close-ended and open-ended questions. In our study, three intelligent information access systems (i.e., BioAnnote, CLEiM and MedCMap) were successfully used to evaluate the teacher’s perceptions regarding the utility of these systems and their different methods in learning activities. Results: All teachers reported using active learning methods in the classroom, most of which were computer programs that were used for initially designing and later executing learning activities. All teachers used case-based learning methods in the classroom, with a specific emphasis on case reports written in Spanish and/or English. In general, few or none of the teachers were familiar with the technical terms related to the technologies used for these activities such as “intelligent systems” or “concept/mental maps”. However, they clearly realized the potential applicability of such approaches in both the preparation and the effective use of these activities in the classroom. Specifically, the themes highlighted by a greater number of teachers after analyzing the responses to the open-ended questions were the usefulness of BioAnnote system to provide reliable sources of medical information and the usefulness of the bilingual nature of CLEiM system for learning medical terminology in English. Conclusions: Three intelligent information access systems were successfully used to evaluate the teacher’s perceptions regarding the utility of these systems in learning activities. The results of this study showed that integration of reliable sources of information, bilingualism and selective annotation of concepts were the most valued features by the teachers, who also considered the incorporation of these systems into learning activities to be potentially very useful. In addition, in the context of our experimental conditions, our work provides useful insights into the way to appropriately integrate this type of intelligent information access systems into learning activities, revealing key themes to consider when developing such approaches.
Students' attitude towards the use of educational video games to develop competencies
(2018) Martí Parreño, José; Galbis Córdova, Amparo; Miquel Romero, María José
The use of educational video games (EVGs) is gaining momentum as a means to motivate and to engage students in their learning process. Nevertheless, previous research is taking for granted that students have a positive attitude towards EVGs and did not ensure a proper understanding of students' characteristics that might influence their attitude towards them. Therefore, this study's main goal is to explore four students' characteristics (perceived relevance, perceived confidence, media affinity, and perceived self-efficacy) that influence students' attitude towards the use of EVGs to develop competencies. Using the fsQCA method to analyze data gathered on a sample of 128 undergraduate students we delve into different configurations underlying students' positive and negative attitude towards the use of EVGs. Main results suggest three configurations leading to a positive attitude with perceived relevance being a necessary and sufficient condition for students' positive attitude towards the use of EVGs to develop their competencies. Four configurations were found to condition a negative attitude suggesting that equifinality can be considered when explaining students' attitude towards the use of EVGs to develop competencies. Implications for teachers, limitations of the study, and future research lines are addressed at the end of the paper.
M-learning in human rights education for children with intellectual disabilities
(2017) Villalba de Benito, María Teresa; Castilla Cebrian, Guillermo; Escribano Otero, Juan José; Puertas Sanz, Enrique
The Convention on the Rights of Persons with Disabilities (CRPD), approved in 2006, has been ratified by 160 countries. The CRPD defines 23 fundamental rights and freedoms that all persons with intellectual disabilities (ID) of any kind should enjoy. Easy reading guides have been developed, in order to make it easier for people with IDs to understand and exercise their rights. Despite having been improved and adapted with the help of people with disabilities, in Spain these guides have not proved to be a valid learning (or motivational) tool for children with IDs to identify and know how to apply their rights. To make children, their families and environment aware of their rights from an early age is essential to prevent future abuse. The data collected in Spain in 15 special education schools from a total of 139 children indicate that the knowledge in this area is very low (81.3% were unaware of their rights), which is also true for their families (72.1%). Due to the absence of work in this area, a mobile app has been developed, specifically for children with ID, in order to using the Digital Storytelling methodology to explain each right. The app is expected to reduce the existing digital divide and thereby digital exclusion. After the use of the app during the third quarter of the 2015-16 academic year in 15 special education schools in Spain, there has been a significant increase in learning in all rights both by children (31.7%) and their families (45.5%).
A Study on the Key Soft Skills for Successful Participation of Students in Multinational Engineering Education
(2017) Fernández Sanz, Luis; Villalba de Benito, María Teresa; Medina, José Amelio; Misra, Sanjay
Soft-skills have proved to be a necessary complement to technical skills in today’s multinational workplaces. As universities are facing the challenge of promoting internationalization and mobility in students and teachers, they have to decide how to help their students in developing these skills as well as increase their awareness on the cultural differences in multinational settings. After a long trajectory of participation in multinational educational experiences, the authors launched a survey to check if their previous findings on the preferred soft skills by educational experts and managers still remain valid after 5 years. Another goal of the study was the analysis of the link between preference for specific soft skills and cultural background in each country as characterized by Hofstede’s indicators. The data collected from 123 experts from 45 different countries have confirmed the existence of a stable core set of preferred soft skills at global level and also for European countries. Results have also shown links between specific cultural indicators and preference for some soft skills.
Lessons from intensive educational experiences for ICT students in multinational settings
(2017) Fernández, Luis; Medina, José Amelio; Villalba de Benito, María Teresa; Misra, Sanjay
Real internationalization of education is the current challenge for students, teachers and universities in Europe after assuming the implementation of the EHEA (European Higher Education Area). The Erasmus programme has been playing a key role in exposing stakeholders to European internationalization. Although the large global figures of the programme are frequently analyzed, it is important to study the effects of the participation in exchange programs on students and teachers. Erasmus Intensive programs enable a closer look at the daily experience of students. In this article, we analyse the effects of intensive international programs on participants' perceptions and attitudes referred to international and multicultural working environments. Data for the analysis were collected through several experiences where ICT students were involved in intensive multinational programs. Results from 125 students using pre- and post- experience questionnaires show interesting benefits of participating in intensive experiences before starting longer or more challenging activities: they feel more motivated to be engaged in semester long staying or professional work abroad, less worries about how to work in multicultural settings, increment in self-confidence, etc.
Drivers and Barriers to Adopting Gamification: Teachers’ Perspectives
(2017) Sánchez Mena, Antonio Aurelio; Martí Parreño, José
Gamification is the use of game design elements in non-game contexts and is gaining momentum in a wide range of areas including education. Despite increasing academic research exploring the use of gamification in education little is known about teachers’ main drivers and barriers to using gamification in their courses. Using a phenomenology approach, 16 online structured interviews were conducted in order to explore the main drivers that encourage teachers serving in Higher Education institutions to using gamification in their courses. The main barriers that prevent teachers from using gamification were also analysed. Four main drivers (attention-motivation, entertainment, interactivity, and easiness to learn) and four main barriers (lack of resources, students’ apathy, subject fit, and classroom dynamics) were identified. Results suggest that teachers perceive the use of gamification both as beneficial but also as a potential risk for classroom atmosphere.
Estudio sobre el grado de implantación del BIM en la ingeniería civil en España
(Universitat Politècnica de València, 2017) Solar Serrano, Patricia del; Lucio Iglesias, Daniel; Vivas Urías, María Dolores; Liébana Carrasco, Óscar; Vilardaga Rodrigo, Iván
La aparición de la metodología BIM, que permite una preconstrucción virtual, en diferentes grados de desarrollo, para cualquier tipo de proyecto del sector AECO (Arquitectura, Ingeniería, Construcción y Operaciones), está generando un gran interés internacional en la Ingeniería Civil. Los grandes beneficios técnicos y económicos del estudio de los proyectos en entornos virtuales, están permitiendo su incorporación en las licitaciones de las Administraciones Públicas. En la comunicación se presentan los resultados de la encuesta realizada en un Trabajo Fin de Grado del Grado de Ingeniería Civil sobre el grado de implantación de esta metodología en España. Estos datos se han comparado con la situación a nivel internacional a partir de los estudios realizados más importantes. Este estudio permite identificar de antemano las barreras y las oportunidades, favoreciendo una implantación más efectiva dentro del sector.
Implementation of BIM in Spanish construction industry
(2017) Andrés Ortega, Silvia; Solar Serrano, Patricia del; Peña González, Aránzazu de la; Vivas Urías, María Dolores
The Spanish construction industry has been subject to EU Directive 2014/24/UE. This directive allows member states to encourage, specify and even require the use of Building Information Modeling (BIM) in construction projects financed by EU public funds as of 2016. The QBIMInvest Project (supported by the Universidad Europea de Madrid) has conducted a survey, which is the subject of this article, on the implementation of Building Information Modeling in the Spanish AEC industry. This research uses 548 responses from a sample of Spanish AEC professionals to demonstrate that currently BIM tools are only being used in the design stage of residential buildings. There are few cases of them being applied in the construction, operation and maintenance stages or in other project types. On the other hand, professionals think that they will need at least 3 to 5 years to finish implementing BIM in projects.
Design of a pedagogical model to promote knowledge generation in virtual communities
(2017) Redondo Duarte, Sara; Sánchez Mena, Antonio Aurelio; Navarro Asencio, Enrique; Gutiérrez Vega, Sandra
This article presents a pedagogical model specifically designed to encourage the generation of shared knowledge among participants in a virtual community and the process followed to develop it. The model is based on three pillars: 1) structured learning resources that allow individual and collaborative work by the user; 2) game mechanics that increase participation in the community; 3) dynamisation of the community by the community manager or facilitator. The model was developed starting with a literature review of open learning systems, and specifically, massive online open courses. This review served as a basis to design a specific tool to assess these courses and identify best practices. The tool was subjected to an inter-rater evaluation process prior to its application.
Mejora del aprendizaje en las organizaciones a través de comunidades virtuales
(2017) Redondo Duarte, Sara; Navarro Asencio, Enrique; Gutiérrez Vega, Sandra; Iglesias Ortega, Ion Imanol
Cada vez son más las empresas que ponen a disposición de sus empleados una plataforma tecnológica que permita la gestión de su conocimiento, con el objetivo de transferirlo al puesto de trabajo y generar un auténtico aprendizaje organizacional. En este trabajo se muestran los resultados de un estudio de investigación evaluativa realizado sobre el servicio “e-campus social learning”, uno de los módulos de la solución e-learning de la empresa Indra, con el que se promueve la generación de conocimiento compartido a través de redes y su transferencia al puesto de trabajo. El estudio se ha basado en el análisis de la solución integral de formación y gestión del talento de Indra, Compartiendo Conocimiento, que ofrece formación a cerca de 40.000 profesionales de Indra en todo el mundo. Como instrumentos de recogida de datos se aplicaron encuestas de satisfacción con la plataforma a los empleados de Indra y se llevaron a cabo entrevistas en profundidad con community managers y usuarios reputados. Por último, se diseñó y aplicó una herramienta que permitiera evaluar las diferentes comunidades virtuales. Con respecto a si la plataforma Compartiendo Conocimiento fomenta la transferencia del aprendizaje al puesto de trabajo, el acuerdo afirmativo entre los encuestados y entrevistados parece generalizado, aunque para aprovechar al máximo su potencial sería necesaria una mayor participación de los empleados. Del análisis realizado en cada comunidad virtual se deduce que el resultado de cada una de ellas está en gran parte mediado por la labor de los responsables de su dinamización. Existe una serie de herramientas que son valoradas en mayor medida por los usuarios, como el calendario, los contenidos destacados y el buscador. En conclusión, esta plataforma puede considerarse un valioso instrumento para alcanzar los objetivos de la organización, y dar soporte a procesos de cambio y transformación.
Experiencia de aplicación de ABP al Grado de Ingeniería Informática
(Universidad de Oviedo. Escuela de Ingeniería Informática, 2014) Escribano Otero, Juan José; García García, María José; Gaya López, María Cruz
Motivación en la educación masiva online: desarrollo y experimentación de un sistema de acreditaciones para los MOOC
(2014) Sánchez Acosta, Enrique; Escribano Otero, Juan José; Valderrama, Fernando G.
El término con el que se comenzó a conocerse los cursos masivos online o MOOC (Massive Open Online Courses) está empezando a disgregarse en otros modelos educativos híbridos tales como los BOOC (Big Open Online Courses), SPOC (Small Private Online Courses) o DOCC (Distributed Online Collaborative Course), en parte debido al impacto mediático que han obtenido en los dos últimos años y que ha impulsado infinidad de artículos y congresos para su definición. No obstante, tanto en los MOOC, como en cualquiera de estos nuevos modelos híbridos, ha de tenerse en cuenta una serie de componentes motivadores de la enseñanza con los que debe contar cualquier curso masivo online, uno de ellos son las insignias, acreditaciones o certificados, que tratan de justificar y al mismo tiempo motivar el aprendizaje de los estudiantes. La clave del éxito de una insignia podría estar en el prestigio obtenido dentro del círculo social del estudiante, la sostenibilidad de los cursos masivos online podría depender de ello. Los certificados de mayor prestigio podrían sufragar los gastos, mientras que aquellas otras insignias de menor prestigio servirían como recompensa para motivar al estudiante. Sin embargo, no está muy claro que estas recompensas motiven realmente al estudiante, este estudio trata de esclarecer este planteamiento dentro del marco de los cursos masivos online.
Video games and mobile learning: A Spanish developers approach
(Universidade de Coimbra, 2016) Fernández Gómez, Carlos; Martí Parreño, José
This research presents a work in progress aiming to map Spanish video games developers’ production in the area of mobile educational video games. A sample of 30 Spanish video games developers was analyzed in order to explore the weight that educational video games for mobile devices represents in their product portfolio. Primary findings suggest that Spanish video games developers’ production of educational video games for mobile devices is very scarce. While 23,3% of the analyzed video games developers is developing educational video games just 40% of the video games developers which are developing educational video games are developing educational video games for mobile devices (6,6% of the overall sample). Results suggest that the development of educational video games for mobile devices might represent a promising business line in the future for these companies
Teachers’ attitude towards and actual use of gamification
(2016) Martí Parreño, José; Seguí Mas, Diana; Seguí Mas, Elies
Gamification represents an innovative and engaging methodology to motivate students and enhance their learning process. Nevertheless despite an increasing academic interest in gamification over the last years, teachers’ attitude towards gamification and actual use of gamification remains a neglected research area. This exploratory study aims to gain a better knowledge of teachers’ serving in higher education institutions attitude towards gamification. Actual use of gamification is also explored. Main findings suggest only a small percentage of teachers (11,30%) use gamification on a regular basis in their courses although teachers’ attitude towards gamification is positive and high. Results show no differences in use of gamification by age, gender or type of institution (public or private). Nevertheless there is a significant more positive attitude towards gamification for teachers serving in private universities than in public universities. Results revealed no age dissimilarities in use or attitude towards gamification. Results also suggest an attitude-use gap.
Spreadsheet-based control system analysis and design. A command-oriented toolbox for education.
(2008) Aliane, Nourdine

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