ABSTRACT
Witnessing a process of renewal and innovation in the Spanish university system. With the entry into force of the European Higher Education Area (EHEA) will be major changes not only in the formation process of university degrees, but also in the approach to teaching-learning methodologies to develop basic skills in Spanish professional future. From this perspective the introduction of participatory social character in the classroom can foster meaningful learning, developing skills for self-learning and allow new possibilities for development of teaching. All this, restart innovative learning processes in students and their teachers, causing them to exceed the traditional college class. This communication presents some thoughts on participatory methodologies and techniques or tools for their applicability to university students, with a view to full membership of the European Higher Education Area. Also shown are some limitations and overcome them in the Spanish university context
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
Learner centered teaching and active learning strategiesNoura Al-Budeiwi
Active learning is best demonstrated in a learner-centered approach. This short article explores few active learning strategies and the use of technology in class. Feel free to comment in the comments section.
Task-based L2 pedagogy from the teacher’s point of viewAndonic
Task-based L2 pedagogy from the teacher’s point of view - this paper reports on research with teachers in private language schools on thier understanding and use of task-based language teaching
The ongoing discussion on the issue of the quality of academic eLearning criticizes the dominating culture of “quality” linked to the industrial production, mostly based on rationalization and conformity to pre-defined standards, that requires the collection of massive quantitative data, with major interest on educational outputs as a vision of system’s productivity (Ehlers & Schneckenberg, 2010, Ghislandi, 2008, 2012). Instead, quality of education requires reflection and deep understanding of complex contextual elements, interactions and relational dimensions that are essential and often invisible to traditional assessment tools. In this paper, through the presentation of an eLearning course as case study, we attempt to show how participatory/constructivist evaluation can become a key practice to support the quality of an eLearning experience from the point of view of the learner. In fact, as it emerges from the analysis, this open form of evaluation has an enormous potential to address practices towards the values/concepts underlying meaning making processes inside a transformative learning culture. Building on this results, we contend that the evaluation of quality needs to integrate methods that open up the sense of practices and values to the participant. To this regard, we also discuss how qualitative constructivist approaches to evaluation can make an important contribution drawing on the coherence found between its epistemological and ontological assumptions and the idea of new cultures of quality evaluation where the participants build the own values and concepts of goodness.
Participatory approach is based on solving the learner’s problem in real life, using the target language as a tool this porpose. Learners bring their outside problems into class.
Los datos de este estudio son coherentes con otros estudios nacionales sobre tentativas suicidas, pero es difícil comparar los resultados obtenidos con los de otros lugares debido a, por un lado, la gran influencia de factores culturales y geográficos en las tentativas suicidas, y por otro a la inexistencia de métodos de registro homogéneos para las tentativas sin resultado de muerte.
Sin embargo, ofrecer datos sobre un contexto determinado podría ayudar, entre otras cosas, a implementar protocolos de urgencias específicos. Uno de estos protocolos podría consistir en ofrecer a las personas con alto riesgo ayuda psicológica especializada, junto con algún mecanismo telemático (Internet, móvil, etc.) o de carácter electrónico (de aviso inmediato a familiares o personal de emergencias sanitarias) para su utilización en las fases iniciales de la ideación suicida.
Se valora la relación entre datos sociodemográficos, personalidad y resiliencia en una muestra de 348 policías
masculinos de las unidades de intervención policial (UIP) de España (N = 348) entre los 23 y los 38 años (M = 26.88, DT = 3.12). Los resultados mostraron que la edad y el nivel educativo junto con la dominancia, la escrupulosidad, perseverancia, control de los impulsos y emociones estaban muy relacionados con la resiliencia. Además, el 66% de la varianza en resiliencia vendría dado por cuatro variables: la edad y el nivel académico y el tesón y el control de las emociones. Se discute la importancia de algunas variables socio-demográficas y diferencias individuales como predictoras del nivel de resiliencia en profesionales especializados de la policía y se abren algunas vías de trabajo para el estudio de la resiliencia en otros colectivos profesionales expuestos de forma constante a situaciones de extrema adversidad.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
The purpose of this paper is to present a research proposal as a response to the need for inquiry on new participatory approaches of learning design in higher education. Learning scenarios are required that better connect with the skills and interests of specific groups of students, both in regard to the methodological strategies and the uses of supporting technological tools proposed
Exploring Innovative Pedagogies: A collaborative study of master’sstudents at...AJHSSR Journal
ABSTRACT:This research delves into the research of 45 students currently enrolled in the 'Teaching
Innovation' subject within the master's program for teaching in Compulsory Secondary Education,
Baccalaureate, Vocational Training, and Language Teaching at the Universitat Jaume I (UJI). The participants,
aged 23 to 25 years, specialize in Language and Literature and Language Teaching, focusing on English,
Catalan, and Spanish. The task assigned to the students involves collaborative research on innovative education.
Organized into 11 groups, participants explore key authors and scholars in the field. Subsequently, they craft
their own definitions of innovative education, elucidating methodologies and exemplifying best practices. The
results of this endeavour offer a nuanced understanding of innovative educational approaches such as
gamification, task-based approach, the use of ICTs, active or cooperative learning and provide valuable insights
for further exploration in the realm of education. The research unfolds on the Aula Virtual platform, the virtual
teaching and learning application employed at UJI. This platform aligns with the pedagogical principles of
social constructivism and accommodates diverse teaching and learning styles. The utilization of this platform
enhances the collaborative and interactive aspects of the research, fostering an environment conducive to
innovative educational exploration.
The findings from this study contribute to the ongoing discourse on innovative education by offering a
practitioner-focused perspective. They also underscore the significance of virtual platforms like Aula Virtual in
facilitating collaborative research and enriching the educational experience.
KEYWORDS:collaborative research, innovative education, master’s degree students, educational approach,
virtual platforms
Ana Maia, Teresa Pessoa, Leonel Morgado and Paulo Martins: Specification of pedagogical processes and dynamics in e-learning through modeling languages
http://www.ld-grid.org/workshops/ASLD11
Talk presented at 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE 2018) | 27-29 June, 2018, University of Aveiro.
Author:
- Cristina Sá (CIDTFF) - cristina@ua.pt
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
An Overview of the Entrepreneurial Process in Distance Education (DE) of UNESAIJERA Editor
This article presents a panoramic view of entrepreneurship of Distance Education (DE) at UniversityEstácio de
Sá (UNESA) of Brazil. It is based on field research, interviews and bibliographical research on the processes of
teaching and learning in Distance Education (DE), especially those used in academic education. The aim of this
article is to show the existence of the entrepreneur process in the Distance Education of University Estácio de Sá
(DE-UNESA). To this end, the article takes a qualitative approach denoting interpretative grounds and connects
the entrepreneurial process with the DE-UNESA. It presents a graphic illustrating the entrepreneurial process
model by adding the factor-educator or educational. In addition, describes information about DE-UNESA
backdrop developer of a continuous educational entrepreneurship.
Adults education is considered one of the less structured, ill-defined fields in terms of practices and competences that professionals should behold to operate within. This is particularly the case of intergenerational and family learning; the problem of the “private” sphere of learning, as well as the very informal nature of this type of learning requires more research to understand how to shape practices and which skills the educators should have. In this initial phase of our research, we contend that Learning Design, as practice that supports educators in capturing and representing the own (situated) plans of action within educational interventions, can be a key element to develop educators professionalism, towards quality and effectiveness of adults’ education. We support this assumption with the introduction of our training approach, where adults’ educators are invited to implement a creative/reflective process of five stages; every stage introduces tools for representing as part of the Learning Design approach; furthermore, trainers are encouraged to go beyond representing, by sharing and commenting other trainers’ designs. According to this approach, two elements of professionalism are promoted: At the level of the single educator, and at the at the level of the community of adults’ educators.
Moderator: Antonella Poce, Network of Academics and Professionals (NAP) Steering Committee member and Associate Professor in Experimental Pedagogy at the University Roma Tre – Department of Education
Date: 7 December 2016
Recording of the webinar: https://eden-online.adobeconnect.com/p4hcaplald5/
Curriculum Ergonomics: A Rich Task Experience From An Asian PerspectiveCSCJournals
Curricula in different places of the world are consistently undergoing changes and reforms to meet the capacity needed for citizenship of the 21st Century. Applying the idea of HFE to Curriculum Ergonomics, design of interventions in curriculum should with best efforts aim to fit the users (teachers and students) for creating an optimal enhanced learning environment. The aim of this paper is to illustrate how a curriculum intervention may be designed towards this end via the lens of Human Factors / Ergonomics (HFE). The Rich Task project in Hong Kong was a two-year project involving 13 schools and 27 teachers and 46 lessons. Via an analysis of the nature of interaction in the university team-teacher-student (UT-T-S) artifacts in the project with a participatory approach, the findings showed how the teachers varied different factors in the design process to cater for the diverse students' ability and the indicators for successful implementation of the "rich task" lessons. Finally, the authors propose to include curriculum ergonomics in the future agenda of teacher education.
Learning design twofold strategies for teacher-led inquiry and student active...davinia.hl
Hernández-Leo, D., Moreno, V., Peig, E., Learning design twofold strategies for teacher-led inquiry and student active learning. Workshop on Teacher-led Inquiry and Learning Design: The Virtuous Circle, Workshop at the 2013 Alpine Rendez-Vous, January 2013, Villard‐de‐Lans, Vercors, French Alps.
Abstract. This workshop paper states that fostering active student participation both in face-to-face lectures / seminars and outside the classroom (personal and group study at home, the library, etc.) requires a certain level of teacher-led inquiry. The paper presents a set of strategies drawn from real practice in higher education with teacher-led inquiry ingredients that promote active learning. These practices highlight the role of the syllabus, the importance of iterative learning designs, explicit teacher-led inquiry, and the implications of the context, sustainability and practitioners’ creativity. The strategies discussed in this paper can serve as input to the workshop as real cases that need to be represented in design and supported in enactment (with and without technologies).
A presentation entitled 'Mediating Open Education: popular discourses, situated policies and institutional practices for participatory learning'. Presented at the MeCCSA (Association of Media, Communication and Cultural Studies) conference, 6-8 January 2010, London School of Economics and Political Science .
Running Head: SERVICE LEARNING 1
PAPER 30
The Perception of Educators on Service Learning for High School Students
Student’s Name:
Institution:
Numerous studies examine the perception of educators on service learning for high school students. According to a study done by Schine (2016) service learning has become popular in modern day society among educators of high school students. The study postulates service learning as knowledge base for teachers, which is regarded as systematic and effective in designing effective teaching with the aim of achieving certain set goals, is the formal empirical research on teaching effectiveness. This goes hand in hand with the realizing of learning goals. Schine (2016) conceptualized the teacher knowledge and proposed four aspects which are: General pedagogical knowledge in which the teacher understands how to moderate discussions of students, how to design group works, how to organize material for the students and how to utilize texts and other sources used in teaching. Further, content knowledge which includes the understanding of a domain’s concepts, theories, principles,classic problems as well as explanatory concepts that bring the major ideas together. Pedagogical knowledge which is mainly based on the knowledge of the types of ideas necessary for learners of different ages to analyze, knowledge of ideas that are required for students’ understanding of a target area. It also imbibes skills to be able to bring students to a reasoning process where they are able to solve problems and noting differences and similarities and disciplinary knowledge which includes the understanding of methods and theories applied in class and the relationship that they have.
According to Amtmann (2014), well grounded knowledge base is vital for an intelligent actor, in this instance, an intelligent teacher. Decisions in class should be made on a well grounded knowledge base and this helps the teacher to be able to take control of the various circumstances in class. The knowledge base of teaching involves the required cognitive knowledge for creating operative teaching and learning environments. This is crucial because it focuses on the mechanisms that explain how comprehension of information and knowledge gained in classrooms can be put into good use of the society through identification of the channels through which the information can be used for the betterment of the society.
According to Ball (2018), the instructional design approach hypothesizes education as a decision-oriented or prescriptive engineering science particularly aimed at achieving practical educational ends in efficient ways. Education in this instance is viewed as a system that is built by many elements. The researche.
Similar to PARTICIPATORY METHODOLOGIES OF TEACHING-LEARNING IN THE EUROPEAN FRAMEWORK OF HIGHER EDUCATION in english (20)
Casi todas las publicaciones sobre la palabra coach se relacionan con la empresa, el trabajo y las grandes
organizaciones. Pero con el trascurso de los años está empezando a aplicarse en otros ámbitos, como la educación. Se asume que el proceso educativo
es, por un lado, un compromiso “personal”, con miras a ayudar al individuo a construir un proyecto de
vida. Ello implica el reconocimiento y desarrollo de habilidades personales, la adquisición y adecuada aplicación de aprendizajes nuevos, el reconocimiento
y la apropiación de valores, la formación del autoconcepto, el establecimiento y la concreción de sueños, ideales y metas, así como la construcción de nuevo conocimiento a
partir del conocimiento propio. Todavía no se ha planteado utilizar el coaching como metodología innovadora de enseñanza. Este artículo intenta ser una aproximación de la aplicabilidad de este proceso al ámbito educativo
en niños y niñas de doce años en adelante y plantea, además, posibles perspectivas futuras de investigación
Resumen – La importancia de cualquier investigación estriba en que se produzca una importante apuesta por el estudio de problemáticas sociales o que en alguna medida afectan a la salud, física o emocional de los ciudadanos. Sin embargo, datos como los que se muestran reflejan que las sociedades no avanzan por los caminos deseados, que las escuelas no son un lugar de amor y paz, y que existen fenómenos como la violencia entre compañeros o entre parejas de adolescentes que pueden ser el reflejo de conductas sociales que niños y jóvenes están constantemente percibiendo durante su desarrollo, y además pueden pronosticar el inicio de esquemas de interacción disfuncionales, que sean ejercidos de manera natural en relaciones de pareja cuando sean adultos.
A lo largo de la historia, el concepto de delincuencia ha ido modificándose en función de la situación socio-económica de cada momento de la humanidad. También se ve el cambio cuando se trata de la delincuencia en menores o jóvenes, produciéndose cambios sustanciales en el perfil y conceptualización del joven delincuente. Se plantea, además, la importancia de los factores de riesgo y vulnerabilidad, como vía más prometedora para la puesta en marcha de acciones eficaces de intervención psico-social, en personas delincuentes de este grupo etario. Se presentan resultados concluyentes sobre dichos factores y su interacción con variables de personalidad, construyendo un perfil que está siendo modificado por las corrientes socio-económicas actuales. De ahí, que se invite a realizar nuevas investigaciones que puedan arrojar un mayor grado de claridad sobre la delincuencia en general y sobre la juvenil en particular.
Mas allá de lo que planteen modelos o estudios académicos y científicos, existe una nueva
realidad, que con sus valores y sus comportamientos suponen, no sólo un reto a ser diferente y a la forma tradicional de entender y estudiar la diferencia, sino que también es una innovación social, que puede llegar a conseguir una sociedad realmente inclusiva. Este artículo tiene el objetivo de contribuir a que todos los profesionales y agentes educativos (Administraciones competentes, padres, profesores, etc.) amplíen la percepción de lo que significa educar en y para la diversidad en una sociedad como la actual. Se analizan las diferencias y semejanzas entre integración, interculturalidad, educación inclusiva y diversidad en la educación como claves de una sociedad más multicultural. Se plantean las recomendaciones al respecto de algunas administraciones educativas internacionales y europeas, y en particular se centra la atención, en el caso de España, como país con gran experiencia en alumnado diverso y multicultural,
realizando un análisis crítico sobre la actuación en sus aulas en estos últimos años y en la actualidad. Se ofrecen los principios básicos y claves metodológicas específicas para propiciar contextos educativos diversos. Se plantean también ciertas limitaciones y futuras perspectivas
investigadoras de interés.
Se reflejan las cuestiones teóricas sobre las que versa actualmente la Psicología de la Personalidad en general, y de la conducta antisocial o delictiva en particular. Se analiza cómo puede ser utilizado el modelo de personalidad “Big Five” aplicado al ámbito de la delincuencia, y se muestran las variables que la literatura especializada plantea como más predictivas, a través de uno de los instrumentos de evaluación más utilizados en el momento actual. Se aconseja encontrar actualmente, puntos de encuentro entre las diversas teorías existentes, para que la personalidad no se convierta en un campo de estudio restringido, exclusivamente, a investigadores y académicos. Se discuten los resultados más destacados en la aplicación del modelo “Big Five” en la personalidad del delincuente, y se plantean algunas limitaciones, como líneas futuras de investigación para profesionales e investigadores.
Introduction. The college students have high rates of suicidal ideation often associated with psychosocial factors. The aim of this study was to evaluate whether some of these psychosocial variables are related to the high prevalence of suicidal ideation in a College Spanish
Method: Participants (40), aged between 21 and 34 years, Mean = 23.90 years and Standard Deviation = 3.003) were divided into two groups according to scores on the Inventory of Beck Suicide Ideation (SSI) (> 10 points) and, moreover, we applied various psychosocial measures.
Results: The results showed that students more likely to have suicidal ideation are less optimistic, have poorer social skills and less social support.
Conclusions: Early identification of psychosocial factors related to high ideation may help prevent dangerous situations in this collective suicide.
Introducción. Los universitarios presentan unas elevadas tasas de ideación suicida asociadas a menudo con diversos factores psicosociales. El objetivo de este estudio fue evaluar si algunas de estas variables psicosociales están relacionadas con la alta prevalencia de ideación suicida en una Universidad Española.
Método. Los participantes (40), con edades entre 21 y 34 años (Media = 23,90 años y Desviación Típica = 3,003) fueron divididos en dos grupos según puntuación obtenida en el Inventario de Ideación Suicida de Beck (SSI) (>10 puntos) y, además, se les aplicó diversas medidas psicosociales.
Resultados. Los resultados mostraron que los estudiantes más propensos a presentar ideación suicida son menos optimistas, presentan menos habilidades sociales y un menor apoyo social percibido.
Conclusiones. La identificación precoz de los factores psicosociales relacionados con alta ideación puede ayudar en la prevención de situaciones de riesgo suicida en este colectivo.
Este artículo pretende destacar un ámbito de trabajo de la Psicología Clínica que se ha convertido en una disciplina propia de actuación en la población infantil, para ello se trata de esclarecer el concepto actual de atención temprana y su estructuración territorial vigente en nuestro país. Comenzamos por una definición general de la atención infantil temprana, se continúa especificando los inicios de la atención temprana en España y sus pioneros para finalizar planteando como se estructura este servicio en las diversas Comunidades Autónomas, y en particular en la Comunidad Autónoma de Andalucía
This article highlights an area of work in Clinical Psychology which has become a discipline itself in work with children, and attempts to clarify the current concept of early intervention and its territorial structure in Spain. We begin with a general definition of early childhood intervention, continue by describing how early intervention began in Spain and its pioneers, and conclude by showing how this service is structured in the various Autonomous Regions, and in particular in the Region of Andalusia.
Abstract: Suicide is a serious global public health problem in both devel-oped and developing countries. The results of the research reviewed here reveal that, in Europe, one person dies by suicide every nine minutes, and that in Spain it is currently the leading external cause of death after road traffic accidents. This review presents the latest findings on effective sui-cide prevention strategies in the general population as well as the most ap-propriate instruments for assessing the level of risk for suicidal behavior in a clinical population. The treatments that scientific literature reports to be most effective in the fight against suicide are also included. The most sig-nificant results in terms of both prevention and treatment are discussed and several limitations to this study are also raised, which may be consid-ered for future work by practitioners and researchers interested in this field.
Suicide in adolescents and young adults has become a public educational and health priority. In this paper, various conceptual questions about suicide are presented, and the protective factors that are associated with suicidal behavior in this population are considered. An overview is provided, based on a review of the studies, on the aspects of resilience that should be promoted to eliminate the negative impact of the adverse situations that arise for young people. Furthermore, we develop guidelines for
building resilience, actions that have been proven effective in combating suicide attempts and completed suicide in adolescents and young adults. We produce a profile that includes all of the aforementioned protective aspects that must be taken into account when developing a comprehensive analysis in the context of the quality of life and emotional well-being of this group.
Aim: Suicide is the leading cause of non-accidental death in Spain across both sexes and all age groups; however, data on suicide attempts by region are heterogeneous and little reported. This study aimed to examine the socio-demographic and epidemiological variables most
strongly related to suicide attempts in Jaén province.
Method: Data on people who had attempted suicide over a 26-month period (2009–2011) were collected from the emergency departments of two hospitals via their electronic medical record systems specific to the Autonomous Community of Andalusia (Spain). Descriptive and frequency statistics were obtained and the relationship among variables was examined.
Results: Suicide attempters were aged 24 to 53 years, being primarily women (65.25%). The most frequent suicide method was medication ingestion (85.55%); thus, ingestion of toxic substances has become the preferred method among women (LR(3) = 14.731; p = .02). The
hospitals discharged the patients (46.44%) or referred them to mental health services in the area (20.08%) following a suicide attempt. There were more hospital discharges when the attempt involved ingestion of toxic substances or self-harm (LR(12) = 20.603; p = .05), and in winter
and spring (LR(12) = 69.772; p < .001).
Conclusion: The need for emergency departments to have prevention and intervention procedures in place, specifically designed for suicide attempts and at-risk individuals, is discussed
De origen biopsicosocial y desde una
etiología multifactorial el suicidio es, a nivel
mundial, una realidad determinada por el momento
histórico-social y por la capacidad que
cada sociedad tiene para hacer frente a este
drama que afecta a una gran variedad de países
y culturas, cebándose sobre todo en las llamadas
economías del bienestar, en las que por
su especial vulnerabilidad a los múltiples factores
psicosociales, culturales o socioeconómicos
se produce la mayor cantidad de muertes
por esta conducta. Basándose en estudios recientes
sobre la conducta suicida, este artículo
pretende realizar una aproximación actualizada
de las diversas variables que pueden estar
relacionadas con un incremento del riesgo o
con una mayor protección frente a la conducta
suicida. Todo ello con el objetivo final de poder
realizar protocolos de prevención adecuados e
intervenciones eficaces que puedan minimizar
el efecto de estas variables sobre los colectivos
de riesgo, en especial sobre aquellos que se
han detectado corno los más vulnerables.
SUMMARY:
Some current investigations show us that our schools are not the loved and peaceful place that we believe; we find particular issues as violence between partners or teenager couples that can show social behaviours, which our children and youth are constantly living during their development in some way or another. And also, they can reflect the start of an interactive maladaptive frame, a frame of control – submission that later is carried in a natural way in personal relationships when people are adults. In fact, it is important to set out actions that modify or transform these frames, which we find in the interactions among adolescents, directly acting on the development of adaptative skills that produce multipliers effects in several aspects: school, family, partners, couple and consequently, building a better society for people.
SUMMARY:
The importance of any research in the social sciences is that there is a significant commitment by education authorities in the development of tools and instruments to help certain groups to get a welfare bio-psycho-social. Hence, this paper presents a model of working with students at risk of social exclusion which makes it easier to focus on its interests and its potential as a means of achieving a real learning process. It offers a theoretical approach to those teaching professionals who teach the subject of vocational guidance and training to deepen their strengths and resources of its students at risk of exclusion as unique and distinct in the required actions and activities differentiated training
SUMMARY:
The importance of some studies under Social Sciences deals with a relevant production of a bet by social and economic agents for the development of tools and instruments which help some groups to achieve a bio-psycho-social welfare state. The objective of this report is double; first, to set, inside not regulated formation what psycho pedagogic characteristics are more important in adults with low qualification, and second; to offer a way of working in professional formation for the employment which makes easier the focus on interests and objectives during all the formative process through the use of innovative methodology that points the potentials and resources of low qualification adults. Finally, it is tried to give basic keys so that professional teachers increase different processes, actions and activities of reflection in this group. They would manage to improve their self-esteem and self-assessment as unique and different people who have ability to learn and recycle themselves, professionally speaking.
SUMMARY
The inclusive school is without doubts, a very important topic in the current education, and of main relevance in the society. An issue that has created the rights of minorities for not being discriminated because of their differences .
The inclusive school´s antecedent is the way of integration. In Spain, this topic has special relevance for the fact that, at the end of the seventies in the “Informe Warnock ” appears the idea of integration in different educative Laws, “Ley Social de Integración al Minusválido” 13/1982 (LISMI), “Ley Orgánica 1/1990 de Ordenación General del Sistema Educativo” (LOGSE), “Ley Orgánica 10/2002, de 23 de diciembre, de Calidad de la Educación” (LOCE), etc. This step has supposed the knowledge and the practice of some principles:
Comprehensive and diversifying learning, opened school to diversity, inclusive school, etc. Independently if the functioning of those educative Laws has been developed in a positive way, they suppose a comparison of rights from the person to get an educative inclusive system, with integration and normalization. But, how long is this legal framework being true and concrete with immigrant students? What strategies in the class are used for doing these principles true? Those questions are set out with the purpose of telling the way in which it is being applied for immigrant students in the Spanish educative system. It is interesting to analyse what mechanisms of integration are used in classes with immigrant students, for doing so, we review the main educative policies which affect this group of students, above all, it is emphasized the interculturality treatment as instrument in the inclusive education from the school curriculum.
Es difícil encontrar en castellano una palabra que pueda traducir el significado de Counseling y que englobe
todos aquellos elementos y matices que le son propios. Las traducciones más frecuentemente utilizadas son “consejo
asistido” y/o “relación de ayuda” y/o asesoramiento, incluye además todas las habilidades que son necesarias para
establecer esa relación interpersonal. Aunque las habilidades de comunicación, y en concreto comunicación de malas
noticias y la relación con usuarios, no forman parte actualmente de la formación universitaria dentro del grado de
Medicina, Enfermería, Fisioterapia o Psicología sí que ha sido de preocupación por parte de los profesionales de estos
ámbitos presentar niveles suficientes de formación en esta competencia básica. De hecho, presentamos una
comunicación donde se refleja la escasa información recibida en el propio hospital por parte de padres con niños con
Sindrome de Down sobre esta alteración genética en particular antes de tomar decisiones referidas al nacimiento del
niño. Así, igual que se aprende “el arte curativo” se pueden aprender las habilidades de comunicación referidas a
noticias inesperadas, lo que ayudará a disminuir el coste psicológico para el profesional y para el propio paciente.
Abstract:
It is difficult to find in Spanish a word that can translate the meaning of Counselling and encompassing all those elements and nuances that you are your own. The translations more frequently used are "assisted advice" and/or "aid relationship" and/or advice, it also includes all the skills that are necessary to establish that interpersonal relationship.
Although the communication skills, and in particular communication of bad news and the relationship with users are currently not part of the university education within the degree in Medicine, Nursing, Physiotherapy or Psychology if it has been of concern on the part of practitioners in these areas present sufficient levels of training in this core competency. In fact, we presented/displayed a communication where the little information received in the own hospital on the part of parents with children with Syndrome of Down is reflected in particular on this genetic alteration before making decisions referred to the birth from the boy. Thus, just as the curative art is learned can be learned the abilities of communication referred the unexpected news, which will help to diminish the psychological cost for the professional and the own patient.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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PARTICIPATORY METHODOLOGIES OF TEACHING-LEARNING IN THE EUROPEAN FRAMEWORK OF HIGHER EDUCATION in english
1. Published in:
Sánchez-Teruel, D. and Robles, A. (2011): Metodologías participativas de enseñanza-aprendizaje en el
espacio europeo de educación superior (p. 240). I International Conference of teaching innovation.
Technical University of Cartagena.
ISBN 978-84-694-5352-2
(C-173)
PARTICIPATORY METHODOLOGIES OF TEACHING-LEARNING IN THE EUROPEAN
FRAMEWORK OF HIGHER EDUCATION
David Sánchez-Teruel
M.ª Auxiliadora Robles-Bello
2. (C-173) PARTICIPATORY METHODOLOGIES OF TEACHING-LEARNING IN THE
EUROPEAN FRAMEWORK OF HIGHER EDUCATION
David Sánchez-Teruel and M.ª Auxiliadora Robles-Bello
Type of writing: Times New Roman. Size: 10
Institutional affiliation:
Faculty of Humanities and Education sciences
Department of Psychology
Universidad of Jaén
Point one or several from the seven topics of didactic interest: (Point x between the square brackets)
[X] Didactic methodologies, guides elaboration, plannings and adapted materials to EEES.
3. [ ] Activities for the development of groups work, monitoring of group learning and experiences in
tutorships.
[ ] Development of multimedia contents, virtual teaching-learning places and social nets.
[ ] Planning and introduction of teaching in other languages.
[ ] Coordination systems and teaching-learning strategies.
[ ] Development of professional competences through experience in the classroom and the scientific
investigation.
[ ] Evaluation of competences.
ABSTRACT
Witnessing a process of renewal and innovation in the Spanish university system. With the entry
into force of the European Higher Education Area (EHEA) will be major changes not only in the
formation process of university degrees, but also in the approach to teaching-learning methodologies to
develop basic skills in Spanish professional future. From this perspective the introduction of participatory
social character in the classroom can foster meaningful learning, developing skills for self-learning and
allow new possibilities for development of teaching. All this, restart innovative learning processes in
students and their teachers, causing them to exceed the traditional college class. This communication
presents some thoughts on participatory methodologies and techniques or tools for their applicability to
university students, with a view to full membership of the European Higher Education Area. Also shown
are some limitations and overcome them in the Spanish university context.
Keywords: Type of writing: Times New Roman. Size: 10
Participatory methodology, innovation, European higher education
Text
1. Introduction
The ´European framework of Higher Education´ (EEES) is an ambitious and complex plan that
has been run by countries in the old continent to help education in European convergence (EEES, 2011).
Thus, the EEES official web is introduced and it offers specific information about the meaning and the
importance of what is called Plan of Bolonia (Buzón and Barragan, 2004). The adaptation of Spanish
Universities to this itinerary sets one of the most important purposes that have revolutionized the
4. University context in last years. This process, together with the importance of the quality evaluation, has
boosted a movement of pedagogical updating in higher Education of Spain (Florido de la Nuez, Jiménez
and Santana, 2009).
The European Convergence sets a new tool of teaching design and academic recognition, that is
specified in the establishment of European credits (European Credit Transfer System, what is known like
ECTS) (Armengol, Castro, Jariot, Massot and Sala, 2010).
This system takes into account the total volume of University students´ work and it is not limited
to the numbers of hours in classroom. Consequently, a European credit shows between twenty five and
thirty hours of students’ work, while, in the previous Spanish system, one credit belongs to ten attendance
hours and the personal work of students is not quantified, neither the preparation, nor the execution of
exams (Imbernon and Medina, 2008). At the same time, the structuring of the study plans is promoted
related to the professional and discipline design of competences that students have to develop when they
finish their studies, as well as a meaningful change in the teaching methodology and in the evaluation, so
students is the main point of change (Florido de la Nuez et al., 2009). The study plans of the EEES
consider the professional competences as key to acquire by students in some degrees and this seems to
change the formative perspective and the way to teach (Benito and Cruz, 2007).
In fact, it seems that, among other many things, the EEES propose to look for formulas and
different options to the unidirectional transference of knowledge, transforming the passive students’ role
into participatory and cooperative students who are the main characters of their process of learning.
(Armengol et al., 2010).
Professors assume the guide, facilitator and designer roles of new situations for learning and the
acquisition of knowledge, abilities and competences. It does not produce a less important role in the
professors, but they are responsible to run the situation to transform teaching into a shared action of
learning (Ontoria et al., 2006).
In this context, the relationship and cooperation among students is seen as a relevant item for the
learning and the classroom is their place. Interchange of knowledge, elaboration of learning projects and
sharing for the administration and deconstruction of knowledge are key items for the learning and the
improvement of academic achievement, as it is shown in different studies (Adell, 2004; Conde and Shum,
2008; Saa and Martínez, 2008).
Hence, when students work in groups, they take decisions together, share ideas, solve problems,
and listen to their partners. The learning is more motivating, dynamic and enriching and we achieve wider
purposes than when they work alone. (Conde and Shum, 2008).
From this idea, some educational approaches, of social character and constructivist defend that
the social learning can be considered as an active process of build knowledge (Perret-Clemont and
Nicolet, 1992) from resources of experience, information and social interaction. Far away of the
accumulation of knowledge, social knowledge can develop ability to create new strategic answers that are
more adaptative (Carretero, 1994). This is not to forget about the individual nature of the learning. On the
5. contrary, it is added to the observation and the reflection about the own experience with the reading of
other people´s works, talks, group work and debates.
2. Innovative methodologies in the current University context.
Some authors (Carretero, 1994; Krause, 2002; Sánchez-Teruel, 2009a) have shown that learning
to learn is important nowadays, because in the current sociey that we are continuously bombarded with
information, it is necessary to know order this information, select the most important, do it meaningful
and know to use it subsequently. Not only acquire information, but also promote a search attitude of
meanings in people who guide them to build new performances about their life, knowing how to accede
to valid information, how to process it and how to generate new information based on a relation process
with their cognitive resources and interaction with other and their context (Sánchez-Teruel, Peñaherrera
and Cobos, 2010).
One of the problems in the University framework is that we know classrooms are overcrowded,
so we have to set doable options that allow, through a guided practice, see the subjects contents, adjust
ways to transmit knowledge and change, when it is necessary, the teaching methodology and the learning
activities, hence, the EEES is the best context to the implementation of the before-mentioned
methodologies. If we want students to build knowledge by themselves, we promote the acquisition of
professional competences according to the specific studies they are taking (Buzón and Barragan, 2004;
Ibernon and Medina, 2008).
It is true that, those tasks require to assimilate some strategies to put them into practice and some
abilities that make easy the improvement and transformation of knowledge. This way, the participatory
methodologies promote the redefinition of the experience in people when interact with other. Learning is
contextualized in its routine and it is adjusted to specific things in its development (Krause, 2002).
Those methodologies can be defined as the group of methods, techniques and strategies that
boost the cognitive resources, improve the abilities for learning to learn and promote participatory,
collaborative and cooperative attitudes (Contreras, 2002).
This methodological approach increases students’ self-motivation (Saa and Martínez, 2008), promote the
creative reflection of the knowledge, and increase the self-esteem for get directly involved in learning
activities (Florido de la Nuez, Jiménez and Santana, 2009), but above all, they allow to adjust the
formation to real necessities of future professionals, breaking the tendency to accumulate curricular
contents that many times answer more to professionals’ interests than professional justifications and work
insertion related to addressees (Armengol et al., 2010; Sánchez-Teruel, 2009b).
We find in a moment, the European Framework of Higher Education, that joins to the moment
when based studies on this type of methodologies (Conteras, 2002; Florido de la Nuez, Jiménez and
Santana, 2009; Krause, 2002; Saa and Martínez, 2008)
The way to pass knowledge, extension and generalization of new technologies of information and
communication (T.I.Cs.) are defended, that draw new contexts for learning (Adell, 2004; González and
Wagenaar, 2003). Hence, to use participatory methodologies together with the TICs can offer new
6. possibilities to build knowledge inside a convergence framework (EEES, 2011) that boost the
development in groups, set virtual communication contexts and bet for more active teaching-learning
processes, for professors as well as for students. From this perspective, the developed activities in the
classroom are transformed into a main tool for its use in Spanish Universities.
3. New pedagogical objectives in new University contexts.
The participatory methodology oriented toward the Education for the action, is strongly
emerging in Higher Education, seeing its participants, not as simple receivers, but as active agents in the
construction and reconstruction of knowledge, and the professors as facilitator of processes in the
classroom (López-Noguero, 2007).
In a society, that is continuously changing, the science and technology influence have
transformed our thoughts, feelings and actions, Higher Education, at last, faces the necessity to set again
its contents, objectives, goals, and above all, its didactic. For this reason, the European system and the
Spanish one concretely, have to ask itself and set again the teaching-learning process. Some authors
(Imbernon and Medina, 2008; López-Noguero, 2007; Zorzano, 2009) made some years ago, some
reflection related to the teaching practice in University teaching, inviting to analyse and ask for our
educational work. The University teaching model, at present and in the near future, has to integrate in its
plans, adapt to people and contexts, go far away of knowledge and be more creative, constructive and
transformating. As professionals of Education must not set what to teach, but what we want students to
learn and how they can learn it.
The traditional model of teaching (centered on the professor, based on masterly classes, with
learnt by heart exams, the practice is in the rehearsal-mistake of the teaching process) appears the
participatory model, centered in active methodologies and in students’ relevance. The essence of a
participatory methodology is seen in the transition of a desire in the first attempt, and this attempt in the
practice. How to transform the attempt into action is how to do, that is to say, what methodology we use.
Higher Education, despite of its traditional resistance to innovation, is not unknown to changes that are
being produced in society and we assimilate in our social and personal life. Last years, the University
classrooms have technological resources, but they have been integrated inside systems for other situations
and realities. Teaching is still traditional through technological methods and resources to new students,
who learn in a familiar and social context, full of digital advances and with a different culture. They are
students of these days who are anchored to a traditional methodology. Hence, some authors (Armengol el
al, 2011; Carrasco, 2008; López-Noguero, 2007; Imbernon and Medina, 2008; Saa and Martínez, 2008)
start to set again what methodologies, contents and traditional procedures are used by the professor to
reflect about the educational action itself. Bearing in mind that the weight of the teaching-learning
process is suffered from students, it would have to approach the point of view from this perspective
toward the professor to build, make easier and act in the construction of students´ learning (Zabalza,
2007). Although this perspective seems contradictory, it is not, because the professor is the guide and
facilitator of all the process, being the student the main character (Ontoria et al., 2006.)
7. The teaching planning refers to the fact of design and concrete educational intentions and the
way to achieve it in a project, that is, the activities that have to be done, so, the activities represent the
main item of the teaching-learning process and, we can find two wide types of activities:
The students’ activity and the professors’ activity. Recent investigations (Armengol el al, 2011;
Carrasco, 2008; Imbernon and Medina, 2008; Saa and Martínez, 2008) start to set that the professors,
instead of spending so much time selecting, ordering and making contents, they have to point the design
of learning processes that allow students to develop analytic, critical, reflective, creative strategies, how
to solve problems, etc. In a word, to teach them, to make learning easier and to make possible the process
of ´learning to learn´ (Zorzano, 2009). Consequently, it is the student who looks for information,
established meaningful links with the familiar information and their previous experiences, builds
knowledge (learning contents) with the professors’ support as facilitator item and guide of all the
educational process (Sánchez-Teruel, Peñaherrera and Cobos, 2010).
4. Participatory methodologies: Techniques in the University Classroom and some difficulties
to its implementation:
There are some experiences (López-Noguero, 2007; Saa and Martínez, 2009; Zorzano, 2009) that show
the participatory methodology can be applied to the University context in some faculties and University
schools inside the European Framework of Higher Education. The possibility to split big groups of
students in seminars and little groups through the structure of degrees eliminates one of the most
important structural hurdles that traditional University Education had (Exley y Dennick, 2007), and it
makes easier that professors can dynamize their classes, taking action teaching models that are more
participatory and are based on inductive methodologies, in coordination with other professors of the same
subject.
This context gives several benefits for the implied people: the students’ group participates and
they get personally involved in reflection-analysis of formative situations that they live, and it is one of
the objectives of the participatory teaching, the reflection: to have the own thoughts and the own
experience as object of count (Carrasco, 2008; López-Noguero, 2007; Imbernon and Medina, 2008). The
following activities, (didactic method) that are presented are applications or examples of some strategies
for reflection. Concretely, the participatory strategy that can be used in University attendance or partly-
attendance formation contexts can be made by several tools and techniques (López-Noguero, 2007;
Imbernon and Medina, 2008; Zorzano, 2009) that are key for the implementation of participatory learning
processes.
Aware that not all the tools that we present now are applicable to the whole University
formation, so diverse and dynamic as the proper work market (Sánchez-Teruel, 2009b), but each
professor must build, according to this list, those tools which are more applicable inside their context and
specific subject. Some of the basic tools of the participatory methodology are the following:
8. • Elaboration of a project.
• Controlled study.
• Controlled debate
• Quick discussion
• Forum
• Demonstration
• Role-plays: dramatization and skit
• Seminar
• Study or case method
• Critical incident
• Elaboration of previous organizers or organization strategies
• Flash or circle of interaction
• Simultaneous dialogues
• Four technique
• Four corners
• Group puzzle
• Group Rally
• Phillips 6/6
• Sandwich
• Technique to set structures.
• Concepts net
• Aquarium
• Balls glide or concentric circles
• Directive text
• Brainstorming
To work with this methodology in the University classroom has also some problems (Imbernon
and Medina, 2008; López-Noguero, 2007; Zorzano, 2009).
For example, excess of competition more than cooperation is detected, lack of habit for the work and with
other problems from the work culture in the University (Exley and Dennick, 2007). In addition, other
authors (Saa and Martínez, 2008) have detected that the demotivated students abandon it quickly. This
methodology is very dependent of the group dynamic. There is risk not to boost the students’
responsibility when and how they work, the professor is hostage in the process, and students complain in
case of too work (especially when this methodology is used in all the subjects of the course) and suppose
a lot of work for the professor.
To try to avoid, in some measurement this situation, we might do the following:
To explain clearly the objective in the work. The student must have a specific idea of what
he/she has supposed to do.
9. To keep the type of groups with students (Exley y Dennick, 2007), because a huge group might
break the communication. As we have said before, the best would be to do groups with four or
five students.
To remember that group work requires a nice atmosphere in the classroom. We can also find that
some people of the group predominate, so we must give concrete roles or apply for actions of the
rest of people in the group.
Other difficulties that we can find related to the participation of students in the classroom are:
lack of custom of group work, work in groups means accept some personal renunciations, the
context pressures to give more content, without items of participation.
To discredit the participation when it can be solved more quickly and better with an explanation
or a reading, because the conceptual work predominates.
The professor´s role is key during the interaction process and group work (Ontoria et al., 2006).
It can seem that if students participate, the professor has to do nothing and he/she wastes the
time. On the contrary, to motivate students to participate requires to prepare better the activity
design, a monitoring of its execution and a concrete sharing. All these aspects are key during the
application process of participatory methodologies and it cannot be careless anything. The
guidelines for the students to do the work must be elaborated correctly, clear and specific. The
work monitoring through the questions or the reduced group tutorship is main to produce
feedback and as tool of continuous evaluation, what produces fresh air about the students´
motivation. Moreover, some strategy of work in group must always be shared and, if it is
possible, the most of the participation of students, for this, it is key a motivating and enthusiastic
ability by the professor (Ontoria et al., 2006; Sánchez-Teruel, 2009b).
5. Conclusion.
The participatory methodology is at the peak due to the implantation of the European Framework
of Higher Education (EEES), which has been developed as a gale last years (2008-2011), and it is
predicted that it is introduce the next years (Benito and Cruz, 2007). This European Framework of Higher
Education was defined in the Declaration of Bolonia (1999) and it carries changes in the structure and the
curriculum in different degrees and above all, in teaching (López-Noguero, 2007). With this process of
European convergence, they want to center the students’ teaching, achieve an autonomous learning, as
consequence the professor´s role is transformed into an agent of the learning process of students, from
professor to guide role. In this European context of competences development, participation, autonomous
learning, creativity development, search for information, etc. It appears clearly reflected the participatory
methodology profile, the base of this new teaching-learning model. We are immersed in these new
teaching approaches. It implies a change of mind and culture, and very few people is prepared (Zabalza,
2007). For this process of change and adjustment, we need a guide that helps us to change our strategies
and, for this, we can be helped by several methodologies that there were some years ago (Carrasco, 2008;
Exley and Dennick, 2007; López-Noguero, 2007; Imbernon and Medina, 2008; Zorzano, 2009).
10. Hence, the new University teaching model, result of the European convergence process requires
an effort in the planning of formation sessions, a forecast of personal and material resources and a new
distribution, order and use of the educational places. The future will set new goals inside our Universities
that professors are going to transform in opportunities for the improvement of students’ formation and
society in general.
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