017false100true score desc 2gaptrue5mapcontentxmltrue50object_type_i,object_type_i_lookup,coverage_period_mt,geographic_area_mt,geographic_coordinates_mt,author_role_mt,contributor_role_mt,org_id_mt,org_role_mt,supervisor_mt,supervisor_id_mi,supervisor_id_mi_lookup,fields_of_research_mi,fields_of_research_mi_lookup,display_type_i,display_type_i_lookup,seo_code_mi,seo_code_mi_lookup,copyright_i,license_i,license_i_lookup,oa_compliance_t,oa_notes_t,grant_id_t,funding_body_t,description_of_resource_t,software_required_t,project_description_t,keywords_mt,project_name_t,project_id_t,isdatasetof_mt,isdatasetof_mt_lookup,notes_t,date_dt,xsd_display_option_mi,xsd_display_option_mi_lookup,file_downloads_i,created_date_dt,updated_date_dt,research_program_mt,title_t,depositor_i,isderivationof_mt,assigned_user_id_mt,assigned_group_id_mi,assigned_group_id_mi_lookup,isdatacomponentof_mt,isannotationof_mt,author_id_mi,author_id_mi_lookup,alternative_title_mt,pid_t,publisher_t,author_mt,contributor_mt,contributor_id_mi,contributor_id_mi_lookup,refereed_i,series_t,journal_name_t,newspaper_t,conference_name_t,book_title_t,identifier_mt,edition_t,subject_mi,subject_mi_lookup,place_of_publication_t,start_page_t,end_page_t,chapter_number_t,issue_number_t,volume_number_t,conference_dates_t,conference_location_t,patent_number_t,country_of_issue_t,description_t,date_available_dt,language_mt,phonetic_title_t,language_of_title_mt,translated_title_t,phonetic_journal_name_t,translated_journal_name_t,phonetic_book_title_t,translated_book_title_t,phonetic_newspaper_t,file_attachment_name_mt,translated_newspaper_t,phonetic_conference_name_t,translated_conference_name_t,issn_mt,isbn_mt,isi_loc_t,prn_t,output_availability_t,na_explanation_t,sensitivity_explanation_t,file_attachment_content_mt,org_unit_name_t,org_name_t,report_number_t,sequence_i,genre_t,genre_type_t,formatted_title_t,formatted_abstract_t,parent_publication_t,convener_t,ismemberof_mt,ismemberof_mt_lookup,link_mt,link_description_mt,rights_t,views_i,scopus_id_t,thomson_citation_count_i,gs_citation_count_i,gs_cited_by_link_t,scopus_citation_count_i,status_i,status_i_lookup,first_author_in_document_derived_t,first_author_in_fez_derived_t,ands_collection_type_t,start_date_dt,end_date_dt,access_conditions_t,extent_t,contact_details_email_mt,contact_details_physical_mt,loc_subject_heading_mt,depositor_affiliation_i,surrounding_features_mt,condition_mt,style_mt,period_mt,category_mt,subcategory_mt,structural_systems_mt,adt_id_t,subtype_t,language_of_parent_title_t,proceedings_title_t,file_description_mt,herdc_code_i,herdc_code_i_lookup,herdc_status_i,herdc_status_i_lookup,institutional_status_i,institutional_status_i_lookup,herdc_notes_t,follow_up_flags_i,follow_up_flags_i_lookup,follow_up_flags_imu_i,follow_up_flags_imu_i_lookup,scopus_doc_type_t,scopus_doc_type_t_lookup,wok_doc_type_t,wok_doc_type_t_lookup,conference_id_i,total_chapters_t,publisher_id_i,translated_proceedings_title_t,native_script_title_t,roman_script_title_t,native_script_book_title_t,roman_script_book_title_t,native_script_journal_name_t,roman_script_journal_name_t,native_script_conference_name_t,roman_script_conference_name_t,total_pages_t,native_script_proceedings_title_t,roman_script_proceedings_title_t,language_of_book_title_mt,language_of_journal_name_mt,language_of_proceedings_title_mt,doi_t,author_count_t,collection_year_dt,location_mt,building_materials_mt,architectural_features_mt,interior_features_mt,sherpa_colour_t,ain_detail_t,rj_2010_rank_t,rj_2010_title_t,rj_2012_rank_t,rj_2012_title_t,rc_2010_rank_t,rc_2010_title_t,herdc_code_description_t,score,citation_t1true60 (educational models AND status_i:(2)) 6display_type_idisplay_type_i_lookup_exactkeywords_mftdate_year_tauthor_id_miauthor_id_mi_lookup_exactauthor_mftjournal_name_t_ftsubject_misubject_mi_lookup_exactgenre_type_t_ftismemberof_mftismemberof_mt_lookup_exactsubtype_t_ftscopus_doc_type_t_ftscopus_doc_type_t_lookup_exact(_authlister_t:(1)) AND (status_i:(2)) 34232006-01-01T00:00:00Z5562007-11-29T11:16:14Z2015-12-09T19:04:14ZObject-oriented modelling of virtual-labs for education in chemical process controlbibliuned:73005492<a class="citation_author_name" title="Navegar por nombre de Autor de Martín Villalba, Carla" href="/fez/list/author/Martín Villalba, Carla/">Martín Villalba, Carla</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Urquía Moraleda, Alfonso" href="/fez/list/author/Urquía Moraleda, Alfonso/">Urquía Moraleda, Alfonso</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Dormido Bencomo, Sebastián" href="/fez/list/author/Dormido Bencomo, Sebastián/">Dormido Bencomo, Sebastián</a> . (<span class="citation_date">2006</span>) <a class="citation_title" title="Click para ver : Object-oriented modelling of virtual-labs for education in chemical process control" href="/fez/view/bibliuned:730">Object-oriented modelling of virtual-labs for education in chemical process control</a>. RecordArtículo de revistaPublishedcontrol educationvirtual laboratoryinteractive simulationchemical process controlobject-oriented modellingModelicaElsevier ScienceMartín Villalba, CarlaUrquía Moraleda, AlfonsoDormido Bencomo, SebastiánMartin_etal_January2006bibliuned:730engMartin_etal_January2006.pdfbibliuned:557bibliuned:Setopenairebibliuned:SetarticuloDepartamento de Informática y Automática (UNED). ArtículosSet de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsMartín VillalbaAcceso abierto1.013225734232017-01-01T00:00:00Z1682019-01-15T21:28:30Z2019-11-18T19:53:19ZOpen, Mobile and Collaborative Educational Experience. Case study: The European ECO Projectbibliuned:425-Sosuna-0007The European ECO Project has contributed to the dissemination of MOOCs by developing an educational model which promotes participation and interaction through social networks and an own virtual platform. Likewise, it fosters students’ empowerment by allowing them to create their own courses. Such training model is studied in this research work, firstly, through the analysis of teachers’ and students’ speeches posted on forum boards and groups. Then results obtained in several surveys conducted among participants, which consider interactions taking place both in and off the platform, are triangulated. Educational and motivational factors in the students’ profile show the advantages and disadvantages found in their perception of the collaborative learning model, as well as the empowerment derived from the participation in the creation of their own MOOCs. This study reveals multiple factors affecting the proper development of these courses, while considering communication as an incentive for the creation of knowledge through the MOOC itself. All this will contribute to improve the quality of education and to trigger a change of paradigm, necessary to understand today’s education and society.05912<a class="citation_author_name" title="Navegar por nombre de Autor de Osuna-Acedo, Sara" href="/fez/list/author/Osuna-Acedo, Sara/">Osuna-Acedo, Sara</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gil Quintana, Javier" href="/fez/list/author/Gil Quintana, Javier/">Gil Quintana, Javier</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Cantillo Valero, Carmen" href="/fez/list/author/Cantillo Valero, Carmen/">Cantillo Valero, Carmen</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : Open, Mobile and Collaborative Educational Experience. Case study: The European ECO Project" href="/fez/view/bibliuned:425-Sosuna-0007">Open, Mobile and Collaborative Educational Experience. Case study: The European ECO Project</a>. RecordArtículo de revistaPublishedEducaciónJ.UCS ConsortiumOsuna-Acedo, SaraGil Quintana, JavierCantillo Valero, Carmen1Journal of Universal Computer Sciencebibliuned:425-Sosuna-0007http://e-spacio.uned.es/fez/view/bibliuned:425-Sosuna-0007121512371223engOsuna_Acedo_Sara_OpenMobileCollaboratuveElearning.pdfpresmd_Osuna_Acedo_Sara_OpenMobileCollaboratuveElearning.xml0948-695X ; EISSN 0948-6968bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsOsuna-AcedoAcceso abierto10.3217/jucs-023-12-12150.852289534232014-01-01T00:00:00Z3122014-06-04T23:19:27Z2015-07-29T10:42:58ZAnálisis comparado de las políticas educativas en Colombia : Escuela Nueva vs. Educación Indígena = New School vs. Indigenous Education in Colombia : two pedagogical models in contrastbibliuned:reec-2014-23-7110Pretendemos poner en discusión dos enfoques educativos, la Escuela Nueva y la Educación Indígena como modelos pedagógicos en contraste, a través de los cuales se ha tratado de abordar en los últimos años la problemática educativa escolarizada en l06752<a class="citation_author_name" title="Browse by Author Name for Martín, Miguel Á." href="/fez/list/author/Martín, Miguel Á./">Martín, Miguel Á.</a> and <a class="citation_author_name" title="Browse by Author Name for García, William" href="/fez/list/author/García, William/">García, William</a> . (<span class="citation_date">2014</span>) <a class="citation_title" title="Click para ver : Análisis comparado de las políticas educativas en Colombia : Escuela Nueva vs. Educación Indígena = New School vs. Indigenous Education in Colombia : two pedagogical models in contrast" href="/fez/view/bibliuned:reec-2014-23-7110">Análisis comparado de las políticas educativas en Colombia : Escuela Nueva vs. Educación Indígena = New School vs. Indigenous Education in Colombia : two pedagogical models in contrast</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación ; Sociedad Española de Educación ComparadaMartín, Miguel Á.García, Williamhttp://e-spacio.uned.es/fez/view/bibliuned:reec-2014-23-7110bibliuned:reec-2014-23-7110esDocumento.pdfbibliuned:reec-2014-numero23bibliuned:Setopenairebibliuned:SetarticuloRevista española de educación comparada (REEC). Año 2014, n. 23Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsMartínAcceso abierto10.5944/reec.23.2014.123050.8021419634232014-01-01T00:00:00Z8802013-11-20T23:19:27Z2015-08-19T06:58:35ZCoaching educativo: modelo para el desarrollo de competencias intra e interpersonales = Educational coaching: a model for the development of intra and interpersonal skillsbibliuned:EducacionXXI-2014-17-1-7090En la actual sociedad del conocimiento, en constante cambio y vertiginosa evolución, se necesitan hombres y mujeres con iniciativa para tomar decisiones y ser capaces de adaptarse a un mundo incierto e imprevisible. Para lograr este objetivo, en el co08002<a class="citation_author_name" title="Browse by Author Name for Sánchez Mirón, Beatriz" href="/fez/list/author/Sánchez Mirón, Beatriz/">Sánchez Mirón, Beatriz</a> and <a class="citation_author_name" title="Browse by Author Name for Boronat Mundina, Julia" href="/fez/list/author/Boronat Mundina, Julia/">Boronat Mundina, Julia</a> . (<span class="citation_date">2014</span>) <a class="citation_title" title="Click para ver : Coaching educativo: modelo para el desarrollo de competencias intra e interpersonales = Educational coaching: a model for the development of intra and interpersonal skills" href="/fez/view/bibliuned:EducacionXXI-2014-17-1-7090">Coaching educativo: modelo para el desarrollo de competencias intra e interpersonales = Educational coaching: a model for the development of intra and interpersonal skills</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de EducaciónSánchez Mirón, BeatrizBoronat Mundina, Juliahttp://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2014-17-1-7090bibliuned:EducacionXXI-2014-17-1-7090esDocumento.pdfbibliuned:EducacionXXI-2014-17-1bibliuned:Setopenairebibliuned:SetarticuloEducación XX1 : revista de la Facultad de Educación. Año 2014, n. 17-1Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsSánchez MirónAcceso abierto10.5944/educxx1.17.1.107120.8021419634232014-09-22T00:00:00Z7802014-12-01T23:19:27Z2015-07-30T07:08:03ZInclusión educativa de alumnos con discapacidades graves y permanentes : análisis de un modelo : la Comunidad Valenciana (España) = Educational inclusion of students with severe and permanent disabilities : analysis of a model : the Region of Valenciabibliuned:reec-2014-24-7120Este artículo analiza la inclusión educativa del alumnado con discapacidades graves y permanentes en la Comunidad Valenciana (España) a través de los siguientes indicadores: concepción de las discapacidades graves y permanentes; responsabilidad de06672<a class="citation_author_name" title="Browse by Author Name for López-Torrijo, Manuel" href="/fez/list/author/López-Torrijo, Manuel/">López-Torrijo, Manuel</a> . (<span class="citation_date">2014</span>) <a class="citation_title" title="Click para ver : Inclusión educativa de alumnos con discapacidades graves y permanentes : análisis de un modelo : la Comunidad Valenciana (España) = Educational inclusion of students with severe and permanent disabilities : analysis of a model : the Region of Valencia" href="/fez/view/bibliuned:reec-2014-24-7120">Inclusión educativa de alumnos con discapacidades graves y permanentes : análisis de un modelo : la Comunidad Valenciana (España) = Educational inclusion of students with severe and permanent disabilities : analysis of a model : the Region of Valencia</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación ; Sociedad Española de Educación ComparadaLópez-Torrijo, Manuelhttp://e-spacio.uned.es/fez/view/bibliuned:reec-2014-24-7120bibliuned:reec-2014-24-7120esDocumento.pdfbibliuned:reec-2014-numero24bibliuned:Setopenairebibliuned:SetarticuloRevista española de educación comparada (REEC). Año 2014, n. 24Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsLópez-TorrijoAcceso abierto10.5944/reec..2014.135810.8021419634232013-04-01T00:00:00Z17052015-02-27T09:37:00Z2015-07-22T10:48:32ZLas políticas públicas para las prisiones: una aproximación a la acción social desde el modelo socioeducativo = Public Policies for Prisons an Approach to Social Action from the Education Social Modelbibliuned:revistaRH-2013-20-5020Las necesidades de los sistemas penitenciarios, se proyectan dentro de las políticas sociales públicas de los gobiernos como uno de los fines más complejos a trabajar. El modelo penitenciario de acción social que se ha ido desarrollando en España a p06062<a class="citation_author_name" title="Browse by Author Name for Pozo Serrano, Francisco José del" href="/fez/list/author/Pozo Serrano, Francisco José del/">Pozo Serrano, Francisco José del</a> . (<span class="citation_date">2013</span>) <a class="citation_title" title="Click para ver : Las políticas públicas para las prisiones: una aproximación a la acción social desde el modelo socioeducativo = Public Policies for Prisons an Approach to Social Action from the Education Social Model" href="/fez/view/bibliuned:revistaRH-2013-20-5020">Las políticas públicas para las prisiones: una aproximación a la acción social desde el modelo socioeducativo = Public Policies for Prisons an Approach to Social Action from the Education Social Model</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (UNED). Centro Asociado de SevillaPozo Serrano, Francisco José del1bibliuned:revistaRH-2013-20-5020http://e-spacio.uned.es/fez/view/bibliuned: revistaRH-2013-20-5020spaPoliticas_publicas.pdfpresmd_Politicas_publicas.xml1130-5029, EISSN: 2340-8995bibliuned:revistaRH-2013-20bibliuned:Setarticulobibliuned:SetopenaireRevista de Humanidades. Año 2013, n. 20Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc/4.0Licencia de acceso Creative CommonsPozo SerranoAcceso abierto10.5944/rdh.20.2013.129010.8021419634232010-01-01T00:00:00Z2592014-04-08T23:19:27Z2015-07-24T11:44:38ZLos programas de escuela taller. Una aproximación conceptual al modelo educativo del aprendizaje servicio = Workshop school programs. A conceptual approximation to servicelearning educational modelbibliuned:revistaREOP-2010-21-1-5105Las Escuelas Taller son programas educativos para jóvenes que, desde el año 1985, desarrollan una formación profesional para el empleo. Estos programas utilizan metodologías eminentemente prácticas a través de la realización de obras y servicios qu04632<a class="citation_author_name" title="Browse by Author Name for Echarri Iribarren, Fernando" href="/fez/list/author/Echarri Iribarren, Fernando/">Echarri Iribarren, Fernando</a> . (<span class="citation_date">2010</span>) <a class="citation_title" title="Click para ver : Los programas de escuela taller. Una aproximación conceptual al modelo educativo del aprendizaje servicio = Workshop school programs. A conceptual approximation to servicelearning educational model" href="/fez/view/bibliuned:revistaREOP-2010-21-1-5105">Los programas de escuela taller. Una aproximación conceptual al modelo educativo del aprendizaje servicio = Workshop school programs. A conceptual approximation to servicelearning educational model</a>. RecordArtículo de revistaPublishedEducaciónAEOP ; Universidad Nacional de Educación a Distancia (España)Echarri Iribarren, Fernandohttp://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2010-21-1-5105bibliuned:revistaREOP-2010-21-1-5105esDocumento.pdfbibliuned:revistaREOP-2010-21-1bibliuned:Setopenairebibliuned:SetarticuloRevista Española de Orientación y Psicopedagogía. Año 2010, vol. 21, n.1Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsEcharri IribarrenAcceso abierto10.5944/reop.vol.21.num.1.2010.115190.8021419634232017-01-01T00:00:00Z1902016-12-20T19:36:37Z2016-12-20T21:15:03ZThe academic production on open educational resources in Portuguesebibliuned:revistaRied-2017-20-1-5020Open Educational Resources (OERs) have led to a new outlook on the circulation and production of educational content in print and digital forms. OERs have become an important element in the search for emerging and sustainable models for education, includi06622<a class="citation_author_name" title="Navegar por nombre de Autor de Zancanaro, Airton" href="/fez/list/author/Zancanaro, Airton/">Zancanaro, Airton</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Amiel, Tel" href="/fez/list/author/Amiel, Tel/">Amiel, Tel</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : The academic production on open educational resources in Portuguese" href="/fez/view/bibliuned:revistaRied-2017-20-1-5020">The academic production on open educational resources in Portuguese</a>. RecordArtículo de revistaPublishedEducaciónAIESADZancanaro, AirtonAmiel, TelRIED: Revista Iberoamericana de Educación a Distanciabibliuned:revistaRied-2017-20-1-5020http://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2017-20-1-502081104120engLa producción académica en portugués sobre recursos educativos en abiertoAcademic_production.pdfpresmd_Academic_production.xml1138-2783, EISSN: 1390-3306bibliuned:revistaRied-2017-20-1bibliuned:Setarticulobibliuned:SetopenaireRIED: revista iberoamericana de educación a distancia. Año 2017, vol. 20, n. 1Set de artículoSet de openairehttp://creativecommons.org/licenses/by/4.0Licencia de acceso Creative CommonsZancanaroAcceso abierto10.5944/ried.20.1.163320.7904550434232013-01-01T00:00:00Z4302013-02-12T21:54:51Z2015-07-29T10:04:29ZEarly chilhood education in Sweden : the market curriculum 200-2013?bibliuned:reec-2013-21-6015Early childhood education in Sweden has long had an international reputation for being a systemic and integrated approach to children’s needs, a family model of preschool centers and an interest in the holistic development and well-being of children. Ho05132<a class="citation_author_name" title="Browse by Author Name for O’Dowd, Mina" href="/fez/list/author/O’Dowd, Mina/">O’Dowd, Mina</a> . (<span class="citation_date">2013</span>) <a class="citation_title" title="Click para ver : Early chilhood education in Sweden : the market curriculum 200-2013?" href="/fez/view/bibliuned:reec-2013-21-6015">Early chilhood education in Sweden : the market curriculum 200-2013?</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España) y Sociedad Española de Educación ComparadaO’Dowd, Minahttp://e-spacio.uned.es/fez/view/bibliuned:reec-2013-21-6015bibliuned:reec-2013-21-6015engDocumento.pdfbibliuned:reec-2013-numero21bibliuned:Setopenairebibliuned:SetarticuloRevista española de educación comparada (REEC). Año 2013, n. 21Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsO’DowdAcceso abierto10.5944/reec.21.2013.76160.788350534232016-06-07T00:00:00Z452021-11-05T19:25:52Z2021-11-08T21:35:06ZReviews of Educational Policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spainbibliuned:425-Jmsaez-0004The present study assesses the attitudes and practices of teachers in relation to the national program Escuela 2.0 in Spain, implemented in 2009. The study analyzes attitudes and needs of 424 teachers and it assesses teaching practices developed with Information and Communication Technologies (ICT). Data is analyzed through mixed methods with various instruments using descriptive analysis, factor analysis and a detailed analysis regarding teaching practice from 21 cases. In conclusion, one third of teachers properly integrate Educational Technology into practice. Moreover 62% of teachers support the applied one laptop per child policy and have positive feedback in this regard, however two thirds of the teachers in the sample integrate technology with isolated activities, adapting persisting traditional pedagogical models. There are deficiencies concerning school performance, group work, problem solving and communication in learning activities. Therefore, students need educational guidance for the appropriate use of ICT in the learning process.02952<a class="citation_author_name" title="Navegar por nombre de Autor de Sáez López, José Manuel" href="/fez/list/author/Sáez López, José Manuel/">Sáez López, José Manuel</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Rodriguez Torres, Javier" href="/fez/list/author/Rodriguez Torres, Javier/">Rodriguez Torres, Javier</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Reviews of Educational Policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spain" href="/fez/view/bibliuned:425-Jmsaez-0004">Reviews of Educational Policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spain</a>. RecordArtículo de revistaPublishedEducaciónUniversitat de Barcelona. Grupo de Investigación Enseñanza y Aprendizaje Virtual (GREAV)Sáez López, José ManuelRodriguez Torres, Javier1Digital Education Reviewbibliuned:425-Jmsaez-0004http://e-spacio.uned.es/fez/view/bibliuned:425-Jmsaez-0004http://greav.ub.edu/der/8610929engSaez_Lopez_Jose_M_Reviews_of_educational.pdfpresmd_Saez_Lopez_Jose_M_Reviews_of_educational.xml2013-9144bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsSáez LópezAcceso abierto0.757710734232023-10-01T00:00:00Z42024-02-07T04:15:00Z2024-02-07T04:15:00ZImproving reliability estimation in cognitive diagnosis modelingbibliuned:DptoMCC-FPSI-Articulos-Rschames-0002Cognitive diagnosis models (CDMs) are used in educational, clinical, or personnel selection settings to classify respondents with respect to discrete attributes, identifying strengths and needs, and thus allowing to provide tailored training/treatment. As in any assessment, an accurate reliability estimation is crucial for valid score interpretations. In this sense, most CDM reliability indices are based on the posterior probabilities of the estimated attribute profiles. These posteriors are traditionally computed using point estimates for the model parameters as approximations to their populational values. If the uncertainty around these parameters is unaccounted for, the posteriors may be overly peaked, deriving into overestimated reliabilities. This article presents a multiple imputation (MI) procedure to integrate out the model parameters in the estimation of the posterior distributions, thus correcting the reliability estimation. A simulation study was conducted to compare the MI procedure with the traditional reliability estimation. Five factors were manipulated: the attribute structure, the CDM model (DINA and G-DINA), test length, sample size, and item quality. Additionally, an illustration using the Examination for the Certificate of Proficiency in English data was analyzed. The effect of sample size was studied by sampling subsets of subjects from the complete data. In both studies, the traditional reliability estimation systematically provided overestimated reliabilities, whereas the MI procedure offered more accurate results. Accordingly, practitioners in small educational or clinical settings should be aware that the reliability estimation using model parameter point estimates may be positively biased. R codes for the MI procedure are made available0242<a class="citation_author_name" title="Navegar por nombre de Autor de Schames Kreitchmann, Rodrigo" href="/fez/list/author/Schames Kreitchmann, Rodrigo/">Schames Kreitchmann, Rodrigo</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Torre, Jimmy de la" href="/fez/list/author/Torre, Jimmy de la/">Torre, Jimmy de la</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Sorrel, Miguel A." href="/fez/list/author/Sorrel, Miguel A./">Sorrel, Miguel A.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Nájera, pablo" href="/fez/list/author/Nájera, pablo/">Nájera, pablo</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Abad, Francisco J." href="/fez/list/author/Abad, Francisco J./">Abad, Francisco J.</a> . (<span class="citation_date">2023</span>) <a class="citation_title" title="Click para ver : Improving reliability estimation in cognitive diagnosis modeling" href="/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Rschames-0002">Improving reliability estimation in cognitive diagnosis modeling</a>. RecordArtículo de revistaPublishedPsicologíaLa versión registrada de este artículo, publicado por primera vez en Behavior Research Methods (2023) 55:3446–3460, está disponible en línea en el sitio web del editor: Springer, https://doi.org/10.3758/s13428-022-01967-5SpringerSchames Kreitchmann, RodrigoTorre, Jimmy de laSorrel, Miguel A.Nájera, pabloAbad, Francisco J.Behavior Research Methodsbibliuned:DptoMCC-FPSI-Articulos-Rschames-0002http://e-spacio.uned.es/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Rschames-00023446346055engSCHAMES_KREITCHMANN_Rodrigo_Improving_reliability.pdfpresmd_SCHAMES_KREITCHMANN_Rodrigo_Improving_reliability.xml1554-351X; eISSN: 1554-3528bibliuned:DptoMCC-FPSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Metodología de las Ciencias del Comportamiento (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/Licencia Creative CommonsSchames KreitchmannAcceso abiertohttps://doi.org/10.3758/s13428-022-01967-50.7256824434232023-12-06T00:00:00Z72024-01-27T11:11:51Z2024-01-27T11:11:51ZToward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experiencebibliuned:95-Dlpfeliz-0002Nowadays, there is an increasing interest in using different technologies, such as educational robotics in classrooms. However, in many cases, teachers have neither the necessary background to efficiently use these kits nor the information about how students are using robotics in classroom. To support teachers, learning environments with robotics tools should monitor the students’ interaction data while they are interacting with the different resources provided. With the analysis of this data, teachers can obtain valuable information about students’ learning progress. In previous work, we presented integrated didactic educational environment (IDEE), an integrated learning environment that uses robotics to support physics laboratories in secondary education. Students’ interactions with IDEE are stored and analyzed using the additive factor model to show the teachers the most significant skills in the learning process and those students who have difficulties with these skills. Now, our goal is to enhance the information given to the teachers to allow them to focus on the specific needs of each student on every different skill involved in the activities and not only the significant skills. To this end, we use a conjunctive knowledge tracing model based on a hidden Markov model. In this article: first, we describe how the CKT model has been adapted to the pedagogical model of IDEE, second, we show that this model can identify the skills that each student masters, and thus, support teachers in identifying learning criticalities in students.0342<a class="citation_author_name" title="Navegar por nombre de Autor de Orlando, Samantha" href="/fez/list/author/Orlando, Samantha/">Orlando, Samantha</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gaudioso, Elena" href="/fez/list/author/Gaudioso, Elena/">Gaudioso, Elena</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de de la Paz López, Félix" href="/fez/list/author/de la Paz López, Félix/">de la Paz López, Félix</a> . (<span class="citation_date">2023</span>) <a class="citation_title" title="Click para ver : Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience" href="/fez/view/bibliuned:95-Dlpfeliz-0002">Toward Embedding Robotics in Learning Environments With Support to Teachers: The IDEE Experience</a>. RecordArtículo de revistaPublishedIngeniería InformáticaLa versión registrada de este artículo, publicado por primera vez en IEEE Transactions on Learning Technologies , está disponible en línea en el sitio web del editor: IEEE https://doi.org/10.1109/TLT.2023.3339882IEEEOrlando, SamanthaGaudioso, Elenade la Paz López, FélixIEEE Transactions on Learning Technologiesbibliuned:95-Dlpfeliz-0002http://e-spacio.uned.es/fez/view/bibliuned:95-Dlpfeliz-000287488417engDe_la_Paz_Lopez_Felix_TOWARD_EMBEEDING.pdfpresmd_De_la_Paz_Lopez_Felix_TOWARD_EMBEEDING.xml1939-1382bibliuned:95bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Inteligencia Artificial (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0/Licencia Creative CommonsOrlandoAcceso abierto10.1109/TLT.2023.33398820.7143065334232013-01-01T00:00:00Z6132013-01-24T22:41:45Z2015-10-28T06:08:08ZAplicación del modelo ELQ en la evaluación de la calidad en la educación a distancia impartida en la UPPUEBLA = (Application of the ELQ model in the quality assessement of distance education taught at UPPUEBLA)bibliuned:revistaRied-2013-16-1-1030El propósito de este trabajo es conocer la calidad que guarda la educación a distancia ofrecida en la Universidad Politécnica de Puebla mediante la aplicación del modelo ELQ (E-Learning Quality). Resultados preliminares muestran que se tiene un cumpli05352<a class="citation_author_name" title="Navegar por nombre de Autor de Urbina Nájera, Argelia Berenice" href="/fez/list/author/Urbina Nájera, Argelia Berenice/">Urbina Nájera, Argelia Berenice</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Pérez Camacho, Blanca Nydia" href="/fez/list/author/Pérez Camacho, Blanca Nydia/">Pérez Camacho, Blanca Nydia</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Rodríguez Huesca, Rebeca" href="/fez/list/author/Rodríguez Huesca, Rebeca/">Rodríguez Huesca, Rebeca</a> . (<span class="citation_date">2013</span>) <a class="citation_title" title="Click para ver : Aplicación del modelo ELQ en la evaluación de la calidad en la educación a distancia impartida en la UPPUEBLA = (Application of the ELQ model in the quality assessement of distance education taught at UPPUEBLA)" href="/fez/view/bibliuned:revistaRied-2013-16-1-1030">Aplicación del modelo ELQ en la evaluación de la calidad en la educación a distancia impartida en la UPPUEBLA = (Application of the ELQ model in the quality assessement of distance education taught at UPPUEBLA)</a>. RecordArtículo de revistaPublishedEducaciónAIESADUrbina Nájera, Argelia BerenicePérez Camacho, Blanca NydiaRodríguez Huesca, Rebecahttp://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2013-16-1-1030bibliuned:revistaRied-2013-16-1-1030spaDocumento.pdfbibliuned:revistaRied-2013-16-1bibliuned:Setopenairebibliuned:SetarticuloRIED: revista iberoamericana de educación a distancia. Año 2013, vol. 16, n. 1Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsUrbina NájeraAcceso abierto10.5944/ried.16.1.20650.7078073634232012-06-01T00:00:00Z22302013-01-22T20:03:48Z2015-10-29T03:43:30ZNuevo modelo de evaluación asistida por ordenador en educación a distancia = (New model of computer-aided assessment in distance education)bibliuned:revistaRied-2012-15-2-3275En la actualidad, en aras de buscar un medio para autenticar a los usuarios, se comprueba que los sistemas de acceso a la información junto con las tecnologías de las que se dispone comúnmente no aseguran la identidad de las personas que acceden. En ge05952<a class="citation_author_name" title="Navegar por nombre de Autor de Gil Ortego, Rosario" href="/fez/list/author/Gil Ortego, Rosario/">Gil Ortego, Rosario</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Castro Gil, Manuel" href="/fez/list/author/Castro Gil, Manuel/">Castro Gil, Manuel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Díaz Orueta, Gabriel" href="/fez/list/author/Díaz Orueta, Gabriel/">Díaz Orueta, Gabriel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Martín Gutiérrez, Sergio" href="/fez/list/author/Martín Gutiérrez, Sergio/">Martín Gutiérrez, Sergio</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de San Cristóbal Ruiz, Elio" href="/fez/list/author/San Cristóbal Ruiz, Elio/">San Cristóbal Ruiz, Elio</a> . (<span class="citation_date">2012</span>) <a class="citation_title" title="Click para ver : Nuevo modelo de evaluación asistida por ordenador en educación a distancia = (New model of computer-aided assessment in distance education)" href="/fez/view/bibliuned:revistaRied-2012-15-2-3275">Nuevo modelo de evaluación asistida por ordenador en educación a distancia = (New model of computer-aided assessment in distance education)</a>. RecordArtículo de revistaPublishedEducaciónAIESADGil Ortego, RosarioCastro Gil, ManuelDíaz Orueta, GabrielMartín Gutiérrez, SergioSan Cristóbal Ruiz, Eliohttp://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2012-15-2-3275bibliuned:revistaRied-2012-15-2-3275spaDocumento.pdfbibliuned:revistaRied-2012-15-2bibliuned:Setopenairebibliuned:SetarticuloRIED: revista iberoamericana de educación a distancia. Año 2012, vol. 15, n.2Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsGil OrtegoAcceso abierto10.5944/ried.2.15.6030.7078073634232020-01-01T00:00:00Z52024-02-03T12:12:03Z2024-02-03T12:12:03ZEducational expectations in the great recession: has the impact of family background become stronger? Get access Arrowbibliuned:DptoSociologiaII-Articulos-Lsalazar-0001This article addresses the impact of economic climate, and particularly of the Great Recession, on the configuration of educational expectations among students around 14 years old. We analyze expectations regarding educational attainment conditional on school performance and compare our results across countries with varying levels of economic growth over time. We expect a changing economic environment to impact on (a) the average level of educational expectations, (b) the association between social background and expectations, and (c) the association between school grades and expectations. Using pooled data from TIMSS for the years 2003, 2007 and 2011 among 8th graders for 24 developed countries, we estimate a set of country-fixed effects and hierarchical random-slope linear regression models. Most notably, our results indicate that economic down times depress educational expectations, especially among average-performing students, and lead to a growth in educational inequalities by family background.0212<a class="citation_author_name" title="Navegar por nombre de Autor de Salazar, Leire" href="/fez/list/author/Salazar, Leire/">Salazar, Leire</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Cebolla-Boado, Héctor" href="/fez/list/author/Cebolla-Boado, Héctor/">Cebolla-Boado, Héctor</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Radl, Jonas" href="/fez/list/author/Radl, Jonas/">Radl, Jonas</a> . (<span class="citation_date">2020</span>) <a class="citation_title" title="Click para ver : Educational expectations in the great recession: has the impact of family background become stronger? Get access Arrow" href="/fez/view/bibliuned:DptoSociologiaII-Articulos-Lsalazar-0001">Educational expectations in the great recession: has the impact of family background become stronger? Get access Arrow</a>. RecordArtículo de revistaPublishedSociologíaLa versión registrada de este artículo, publicado por primera vez en Socio-Economic Review, está disponible en línea en el sitio web del editor: Oxford University Press https://doi.org/10.1093/ser/mwy046Oxford University PressSalazar, LeireCebolla-Boado, HéctorRadl, JonasSocio-Economic Reviewbibliuned:DptoSociologiaII-Articulos-Lsalazar-0001http://e-spacio.uned.es/fez/view/bibliuned:DptoSociologiaII-Articulos-Lsalazar-0001465491218engSALAZAR_Leire_Educational_expectations_SER.pdfpresmd_SALAZAR_Leire_Educational_expectations_SER.xml1475-147Xbibliuned:DptoSociologiaII-Articulosbibliuned:Setarticulobibliuned:SetopenaireSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0/deed.esLicencia Creative CommonsSalazarAcceso abierto10.1093/ser/mwy0460.6990515634232020-03-06T00:00:00Z32024-01-27T11:41:02Z2024-01-27T11:41:02ZSupporting Teachers to Monitor Student’s Learning Progress in an Educational Environment With Robotics Activitiesbibliuned:95-Dlpfeliz-0004Educational robotics has proven its positive impact on the performances and attitudes of students. However, the educational environments that employ them rarely provide teachers with relevant information that can be used to make an effective monitoring of the student learning progress. To overcome these limitations, in this paper we present IDEE (Integrated Didactic Educational Environment), an educational environment for physics, that uses EV3 LEGO Mindstorms R© educational kit as robotic component. To provide support to teachers, IDEE includes a dashboard that provides them with information about the students’ learning process. This analysis is done by means of an Additive Factor Model (AFM). That is a well-known technique in the educational data mining research area. However, it has been usually employed to carry out analysis about students’ performance data outside the system. This can be a burden for the teacher who, in most cases, is not an expert in data analysis. Our goal in this paper is to show how the coefficients of AFM provide valuable information to the teacher without requiring any deep expertise in data analysis. In addition, we show an improved version of the AFM that provides a deeper understanding about the students’ learning process.0242<a class="citation_author_name" title="Navegar por nombre de Autor de Orlando, Samantha" href="/fez/list/author/Orlando, Samantha/">Orlando, Samantha</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gaudioso, Elena" href="/fez/list/author/Gaudioso, Elena/">Gaudioso, Elena</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de de la Paz López, Félix" href="/fez/list/author/de la Paz López, Félix/">de la Paz López, Félix</a> . (<span class="citation_date">2020</span>) <a class="citation_title" title="Click para ver : Supporting Teachers to Monitor Student’s Learning Progress in an Educational Environment With Robotics Activities" href="/fez/view/bibliuned:95-Dlpfeliz-0004">Supporting Teachers to Monitor Student’s Learning Progress in an Educational Environment With Robotics Activities</a>. RecordArtículo de revistaPublishedIngeniería InformáticaLa versión registrada de este artículo, publicado por primera vez en IEEE Access, está disponible en línea en el sitio web del editor: IEEE https://doi.org/10.1109/ACCESS.2020.2978979IEEEOrlando, SamanthaGaudioso, Elenade la Paz López, FélixIEEE Accessbibliuned:95-Dlpfeliz-0004http://e-spacio.uned.es/fez/view/bibliuned:95-Dlpfeliz-000448620486318engDe_la_Paz_Lopez_Felix_SUPPORTING_TEACHERS.pdfpresmd_De_la_Paz_Lopez_Felix_SUPPORTING_TEACHERS.xml2169-3536bibliuned:95bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Inteligencia Artificial (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/Licencia Creative CommonsOrlandoAcceso abierto10.1109/ACCESS.2020.29789790.677667634232024-01-01T00:00:00Z82024-01-31T13:45:17Z2024-02-08T11:50:13ZPerinatal health in Spain during and after the Great Recession: Educational selection into fertility as a protective factor in high unemployment contextsbibliuned:DptoSociologiaII-Articulos-Mseiz-0001Higher maternal resources have long been associated with superior birth outcomes. This study analyzes the potentially protective role of maternal educational selection into fertility in adverse macroeconomic contexts. We focus on the case of Spain, a country reaching record-high unemployment levels during the Great Recession starting in 2008. First, we examine whether selection into fertility of more educated mothers took place as province-level unemployment rates rose. Secondly, we assess whether maternal education mitigated the impact of higher unemployment levels on different birth outcomes. The analysis combines register data on the universe of live births with aggregate data on province-level unemployment. We cover the period 2007–2019 to ensure sufficient variability of unemployment rates and perform linear regression and linear probability models with fixed effects to hold constant unobserved heterogeneity across provinces. Findings indicate selection into fertility of mothers with university-level education in times of high unemployment. In addition, while unemployment rates did show an adverse impact on certain birth outcomes –birthweight, the occurrence of low and very low birthweight, and the risk of stillbirth – maternal education mitigated the observed relations. It was itself, moreover, consistently and independently associated with better perinatal health. We thus conclude that fertility selectivity by maternal education cushioned the impact of the adverse economic context derived from the Great Recession through two separate pathways.0432<a class="citation_author_name" title="Navegar por nombre de Autor de Seiz, Marta" href="/fez/list/author/Seiz, Marta/">Seiz, Marta</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Salazar, Leire" href="/fez/list/author/Salazar, Leire/">Salazar, Leire</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Eremenko, Tatiana" href="/fez/list/author/Eremenko, Tatiana/">Eremenko, Tatiana</a> . (<span class="citation_date">2024</span>) <a class="citation_title" title="Click para ver : Perinatal health in Spain during and after the Great Recession: Educational selection into fertility as a protective factor in high unemployment contexts" href="/fez/view/bibliuned:DptoSociologiaII-Articulos-Mseiz-0001">Perinatal health in Spain during and after the Great Recession: Educational selection into fertility as a protective factor in high unemployment contexts</a>. RecordArtículo de revistaPublishedSociologíaLa versión registrada de este artículo, publicado por primera vez en Social Science & Medicine, está disponible en línea en el sitio web del editor: Elsevier https://doi.org/10.1016/j.socscimed.2023.116439ElsevierSeiz, MartaSalazar, LeireEremenko, TatianaSocial Science & Medicinebibliuned:DptoSociologiaII-Articulos-Mseiz-0001http://e-spacio.uned.es/fez/view/bibliuned:DptoSociologiaII-Articulos-Mseiz-0001340engSeiz_Puyuelo_Marta_Perinatal_Health.pdfpresmd_Seiz_Puyuelo_Marta_Perinatal_Health.xml1873-5347bibliuned:DptoSociologiaII-Articulosbibliuned:Setarticulobibliuned:SetopenaireSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc/4.0/Licencia Creative CommonsSeizAcceso abierto10.1016/j.socscimed.2023.1164390.677667634232006-01-01T00:00:00Z3562007-11-28T11:55:06Z2015-12-09T19:10:38ZAN APPROACH TO VIRTUAL-LAB IMPLEMENTATION USING MODELICAbibliuned:72007052<a class="citation_author_name" title="Navegar por nombre de Autor de Martín Villalba, Carla" href="/fez/list/author/Martín Villalba, Carla/">Martín Villalba, Carla</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Urquía Moraleda, Alfonso" href="/fez/list/author/Urquía Moraleda, Alfonso/">Urquía Moraleda, Alfonso</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Dormido Bencomo, Sebastián" href="/fez/list/author/Dormido Bencomo, Sebastián/">Dormido Bencomo, Sebastián</a> . (<span class="citation_date">2006</span>) <a class="citation_title" title="Click para ver : AN APPROACH TO VIRTUAL-LAB IMPLEMENTATION USING MODELICA" href="/fez/view/bibliuned:720">AN APPROACH TO VIRTUAL-LAB IMPLEMENTATION USING MODELICA</a>. RecordArtículo de revistaPublishedInteractive simulationobject-oriented modelinghybrid-modelseducationproceedings of 3rd International Modelica Conference, Linkoping (Sweden), pp. 161-170Martín Villalba, CarlaUrquía Moraleda, AlfonsoDormido Bencomo, SebastiánGarcia_etal_C33_2006bibliuned:720Garcia_etal_C33_2006.pdfbibliuned:557bibliuned:Setopenairebibliuned:SetarticuloDepartamento de Informática y Automática (UNED). ArtículosSet de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsMartín VillalbaAcceso abierto0.670658834232019-03-01T00:00:00Z1142020-01-16T18:33:55Z2020-01-16T18:33:55ZsMOOC: a pedagogical model for social inclusionbibliuned:425-Sosuna-0013In this article, the results of analysing the sMOOC launched by European project Elearning, Communication, Open Data (ECO) are displayed, from the perspective of social inclusion. Firstly, it considers people excluded from the system and, on a second stage, attention is brought towards those agents acting as social mediators. A quantitative methodology of analysis was applied to the interactions occurred in a sample of 1,361 participants at ECO Portal’s course “Education Innovation and Professional Development. Possibilities and Limits of the ICTs”. Results show that ECO has massively promoted sMOOC-based training and has become present, not only in Europe, but also in a wider geographical spread, particularly in developing countries. Such training offering has been highly valued by participants in aspects related to the knowledge acquired and them feeling active role-players in the education process, which increases their commitment towards sharing that training in diverse social environments and, as a result, makes a significant impact on social inclusion processes.04612<a class="citation_author_name" title="Navegar por nombre de Autor de Marta-Lazo, Carmen" href="/fez/list/author/Marta-Lazo, Carmen/">Marta-Lazo, Carmen</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Osuna-Acedo, Sara" href="/fez/list/author/Osuna-Acedo, Sara/">Osuna-Acedo, Sara</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Gil-Quintana, Javier" href="/fez/list/author/Gil-Quintana, Javier/">Gil-Quintana, Javier</a> . (<span class="citation_date">2019</span>) <a class="citation_title" title="Click para ver : sMOOC: a pedagogical model for social inclusion" href="/fez/view/bibliuned:425-Sosuna-0013">sMOOC: a pedagogical model for social inclusion</a>. RecordArtículo de revistaPublishedEducaciónElsevierMarta-Lazo, CarmenOsuna-Acedo, SaraGil-Quintana, Javier1Heliyonbibliuned:425-Sosuna-0013http://e-spacio.uned.es/fez/view/bibliuned:425-Sosuna-001335engOsuna_Acedo_Heliyon.pdfpresmd_Osuna_Acedo_Heliyon.xml2405-8440bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsMarta-LazoAcceso abiertohttps://doi.org/10.1016/j.heliyon.2019.e013260.657548234232021-01-01T00:00:00Z412024-01-16T13:59:22Z2024-01-16T13:59:45ZAnalyzing the Users’ Acceptance of an IoT Cloud Platform using the UTAUT/TAM Modelbibliuned:DptoSCC-ETSI-Articulos-Arobles-003Antonio Robles-Gómez, Llanos Tobarra, Rafael Pastor-Vargas, Roberto Hernández, Juan M. Haut; Título:; Publicación: . ISSN (https://doi.org/10.1109/ACCESS.2021.3125497);0442<a class="citation_author_name" title="Navegar por nombre de Autor de Robles-Gómez, Antonio" href="/fez/list/author/Robles-Gómez, Antonio/">Robles-Gómez, Antonio</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Tobarra, Llanos" href="/fez/list/author/Tobarra, Llanos/">Tobarra, Llanos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Pastor-Vargas, Rafael" href="/fez/list/author/Pastor-Vargas, Rafael/">Pastor-Vargas, Rafael</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Hernández, Roberto" href="/fez/list/author/Hernández, Roberto/">Hernández, Roberto</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Haut, Juan M." href="/fez/list/author/Haut, Juan M./">Haut, Juan M.</a> . (<span class="citation_date">2021</span>) <a class="citation_title" title="Click para ver : Analyzing the Users’ Acceptance of an IoT Cloud Platform using the UTAUT/TAM Model" href="/fez/view/bibliuned:DptoSCC-ETSI-Articulos-Arobles-003">Analyzing the Users’ Acceptance of an IoT Cloud Platform using the UTAUT/TAM Model</a>. RecordArtículo de revistaPublishedCloud computingdistance educationSustainable Development Goals (SDGs)evaluationIoT learning environmentsSEMUTAUT/TAM modelsLa versión registrada de este artículo, publicado por primera vez en [Nombre de la revista], está disponible en línea en el sitio web del editor: https://doi.org/10.1109/ACCESS.2021.3125497Institute of Electrical and Electronics EngineersRobles-Gómez, AntonioTobarra, LlanosPastor-Vargas, RafaelHernández, RobertoHaut, Juan M.IEEE Accessbibliuned:DptoSCC-ETSI-Articulos-Arobles-003http://e-spacio.uned.es/fez/view/bibliuned:DptoSCC-ETSI-Articulos-Arobles-00315000041500209engRobles_G__mez_Antonio_Analyzing-the-Users___Accep.pdfpresmd_Robles_G__mez_Antonio_Analyzing-the-Users___Accep.xml2169-3536bibliuned:DptoSCC-ETSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Sistemas de Comunicación y Control. E.T.S.I. Informática (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/Licencia Creative CommonsRobles-GómezAcceso abiertohttps://doi.org/10.1109/ACCESS.2021.31254970.637240534232023-11-30T00:00:00Z62024-01-27T11:02:39Z2024-01-27T11:02:39ZUsing LSTM to Identify Help Needs in Primary School Scratch Studentsbibliuned:95-Dlpfeliz-0001first-in-class distance calculation method for block-based programming languages has been used in a Long Short-Term Memory (LSTM) model, with the aim of identifying when a primary school student needs help while he/she carries out Scratch exercises. This model has been trained twice: the first time taking into account the gender of the students, and the second time excluding it. The accuracy of the model that includes gender is 99.2%, while that of the model that excludes gender is 91.1%. We conclude that taking into account gender in training this model can lead to overfitting, due to the under-representation of girls among the students participating in the experiences, making the model less able to identify when a student needs help. We also conclude that avoiding gender bias is a major challenge in research on educational systems for learning computational thinking skills, and that it necessarily involves effective and motivating gender-sensitive instructional design.0282<a class="citation_author_name" title="Navegar por nombre de Autor de Imbernón Cuadrado, L.E." href="/fez/list/author/Imbernón Cuadrado, L.E./">Imbernón Cuadrado, L.E.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Manjarrés Riesco, Á." href="/fez/list/author/Manjarrés Riesco, Á./">Manjarrés Riesco, Á.</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de de la Paz López, Félix" href="/fez/list/author/de la Paz López, Félix/">de la Paz López, Félix</a> . (<span class="citation_date">2023</span>) <a class="citation_title" title="Click para ver : Using LSTM to Identify Help Needs in Primary School Scratch Students" href="/fez/view/bibliuned:95-Dlpfeliz-0001">Using LSTM to Identify Help Needs in Primary School Scratch Students</a>. RecordArtículo de revistaPublishedIngeniería InformáticaLa versión registrada de este artículo, publicado por primera vez en Applied Sciences, está disponible en línea en el sitio web del editor: MDPI https://doi.org/10.3390/app132312869MDPIImbernón Cuadrado, L.E.Manjarrés Riesco, Á.de la Paz López, FélixApplied Sciencesbibliuned:95-Dlpfeliz-0001http://e-spacio.uned.es/fez/view/bibliuned:95-Dlpfeliz-000113engDe_la_Paz_Lopez_Felix_USING_LSTM.pdfpresmd_De_la_Paz_Lopez_Felix_USING_LSTM.xml2076-3417bibliuned:95bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Inteligencia Artificial (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/deed.esLicencia Creative CommonsImbernón CuadradoAcceso abierto10.3390/app1323128690.617841434172018-11-05T00:00:00Z9732019-05-08T22:18:52Z2019-12-13T00:11:17ZA methodological approach based on machine learning to generate a multimodal user’s affective state model in adaptive educational systemstesisuned:ED-Pg-SisInt-SsalmeronEn esta tesis doctoral se ha establecido un plan de investigación para explorar como llevar a cabo la detección de estados afectivos mediante el uso de técnicas de aprendizaje automático (a partir de un enfoque multimodal) y evaluar algunos de los puntos metodológicos afrontados en el diseño de dicha detección. Para ello, se han propuesto tres fases en la investigación: I) en la primera fase se lleva a cabo un análisis exploratorio sobre los distintos puntos metodológicos en la investigación dentro del campo de la detección del estado afectivo desde un punto de vista multimodal para poder llevar a cabo una infraestructura experimental inicial; II) una fase de transición para establecer un contexto de referencia para guiar el enfoque experimental de los primeros experimentos hacia un escenario más realista y III) una fase final en la que el enfoque metodológico propuesto es adaptado y evaluado en un escenario realista de aprendizaje, evaluando las nuevas variables metodológicas relacionadas con el enfoque propuesto (un experimento inter-sujeto basado en el entorno de aprendizaje realista). Durante los experimentos llevados a cabo, se han identificado tres dimensiones metodológicas (i.e. caracterización y etiquetado de los estados afectivos, procesado de datos y enfoque experimental) y diversas variables metodológicas incluidas en dichas dimensiones han sido evaluadas: las fuentes de datos a usar, diversos aspectos del etiquetado afectivo de los datos para entrenar los algoritmos de aprendizaje supervisado utilizados (desde el etiquetador hasta la forma en la que se discretizan los valores dimensionales recogidos), los algoritmos de minería de datos utilizados, algunas técnicas de preprocesado aplicadas antes de la generación de los modelos de minería de datos, etc. Además, inspirada en una práctica dentro del campo de affective computing con señales fisiológicas, se propone una forma de normalizar los datos de interacción en base a las habilidades de interacción de cada individuo. Este trabajo pretende, fundamentalmente, definir una metodología (llamada AMO-ML, siglas en inglés de MOdelado Affectivo basado en Aprendizaje Automático) para llevar a cabo predicción de estados afectivos mediante técnicas de aprendizaje automático sobre una combinación de diversas fuentes de datos. También se analizan diferentes aspectos metodológicos encontrados en el campo de la computación afectiva en tres experimentos. Además, la introducción del enfoque de normalización ofrece buenos resultados en la predicción de la valencia (una de las dimensiones a evaluar de los estados afectivos) de los participantes.0Doctoral Thesis8652<a class="citation_author_name" title="Navegar por nombre de Autor de Salmerón Majadas, Sergio" href="/fez/list/author/Salmerón Majadas, Sergio/">Salmerón Majadas, Sergio</a>. <b><i><a class="citation_title" title="Click para ver : A methodological approach based on machine learning to generate a multimodal user’s affective state model in adaptive educational systems" href="/fez/view/tesisuned:ED-Pg-SisInt-Ssalmeron">A methodological approach based on machine learning to generate a multimodal user’s affective state model in adaptive educational systems</a></i></b> . <span class="citation_date">2018</span>. <span class="citation_publisher">Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Sistemas Inteligentes</span>RecordDoctoral ThesisPublishedIngeniería InformáticaUniversidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Sistemas InteligentesSalmerón Majadas, SergioGonzález Boticario, JesúsSantos Martín, Olga Cristinatesisuned:ED-Pg-SisInt-Ssalmeronhttp://e-spacio.uned.es/fez/view/tesisuned:ED-Pg-SisInt-SsalmeronengSALMERON_MAJADAS_Sergio_Tesis.pdfpresmd_SALMERON_MAJADAS_Sergio_Tesis.xmltesisuned:ED_Pg_SisIntbibliuned:Setthesisbibliuned:SetopenaireEscuela de Doctorado. Programa de doctorado en Sistemas Inteligentes (UNED)Set de Tesis Doctorales de la UNEDSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsSalmerón MajadasAcceso abierto0.6134726433131970-01-01T10:00:00Z6212009-10-02T14:30:46ZUsing rhapsody® for the analysis, design and modeling of biomedical embedded systems. From requirements to implementationtaee:congreso-2010-1057This article describes the educational methodology related to the ‘Software and Protocols Engineering: Software for Medical Equipment’ subject, belonging to the Engineering School of the University of Navarra (TECNUN). The integral design of embedded systems is successfully overcome through the use of techniques from Software Engineering and Systems Engineering, and the novel use of the Rhapsody® tool, applied to the biomedical environment. In this sense, the organization and contents of the subject are shown, as well as an example of a project carried out by some students.0conferenceObject6062<a class="citation_author_name" title="Navegar por nombre de Autor de Sancho, I." href="/fez/list/author/Sancho, I./">Sancho, I.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Legarda, J." href="/fez/list/author/Legarda, J./">Legarda, J.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Cabezas, P." href="/fez/list/author/Cabezas, P./">Cabezas, P.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Arrizabalaga, S." href="/fez/list/author/Arrizabalaga, S./">Arrizabalaga, S.</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Meléndez, J." href="/fez/list/author/Meléndez, J./">Meléndez, J.</a>(<span class="citation_date">1970</span>) .<a class="citation_title" title="Click para ver : Using rhapsody® for the analysis, design and modeling of biomedical embedded systems. From requirements to implementation" href="/fez/view/taee:congreso-2010-1057">Using rhapsody® for the analysis, design and modeling of biomedical embedded systems. From requirements to implementation</a>. <b></b>.En: . ()RecordPonencia de CongresoPublishedanalysisbiomedical equipmentdesignembedded systemsMDDrhapsodyTECNUN-Universidad de NavarraSancho, I.Legarda, J.Cabezas, P.Arrizabalaga, S.Meléndez, J.../papers/2010S09B03.pdftaee:congreso-2010-1057enS09B03.pdfS09B03D01.jpgS09B03D02.jpgS09B03D03.jpgS09B03D04.jpgtaee:congreso-sesion-2010S09Bbibliuned:SetPonenciasbibliuned:Setopenairebibliuned:SetPonenciasSet de ponenciasSet de openaireSet de ponenciashttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsSanchoAcceso abierto0.592049233131970-01-01T10:00:00Z3762009-10-02T14:30:46ZInternet based project learning for electronicstaee:congreso-2004-1039Project Based Learning (PBL) is a widely used pedagogy in engineering education. The NetPro project integrates traditional PBL into a network based learning environment. The project has developed models, tools and services to facilitate communication and collaboration between distant students, and to manage access and control of project deliverables. NetPro project teams form cross-institutional learning communities. This new learning environment is a distributed system that facilitates sharing and peer reviewing of project deliverables and interaction in special interest group discussions. NetPro methodologies and tools have been developed and tested by running pilot projects: four streams of pilots have been run during the project life. The paper provides a few details of the pilot course on Electronic Systems Design. To accompany the tools, the NetPro project has built a Web based collaboration environment, the User Community, to support teachers, trainers and course designers in using models, materials and tools efficiently.0conferenceObject7482<a class="citation_author_name" title="Navegar por nombre de Autor de Donzellini, G." href="/fez/list/author/Donzellini, G./">Donzellini, G.</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Ponta, D." href="/fez/list/author/Ponta, D./">Ponta, D.</a>(<span class="citation_date">1970</span>) .<a class="citation_title" title="Click para ver : Internet based project learning for electronics" href="/fez/view/taee:congreso-2004-1039">Internet based project learning for electronics</a>. <b></b>.En: . ()RecordPonencia de CongresoPublishedcollaborationcommunicationdigital designInternetmethodologiesmodellingUniversidad de GénovaDonzellini, G.Ponta, D.../papers/2004S1G05.pdftaee:congreso-2004-1039enS1G05.pdfS1G05W01.jpgS1G05W02.jpgS1G05W03.jpgtaee:congreso-sesion-2004S1Gbibliuned:SetPonenciasbibliuned:Setopenairebibliuned:SetPonenciasFormación no presencialSet de ponenciasSet de openaireSet de ponenciashttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsDonzelliniAcceso abierto0.592049234232011-01-01T00:00:00Z9792012-05-08T22:07:24ZHacia la Educación Interculturalbibliuned:revistaPS-2011-18-5100En el presente artículo se apuesta por una educación intercultural que no se reduzca a un instrumento coyuntural y discontinuo que sólo signifique un cambio metodológico, sino que se convierta en una modalidad educativa irrenunciable para lograr la inclusión de todas las personas de diferentes culturas, una exigencia de la propia naturaleza del acto pedagógico. Consideramos que la educación intercultural puede significar una buena alternativa a los modelos educativos monoculturales, porque, frente a la perpetuación de la cultura única, acepta la complejidad de cada ser humano y de su cultura y reconoce que todos somos pluriculturales y podemos trabajar juntos para conseguir una sociedad democrática.With this article,we pretend to bet for an intercultural education not to be reduced as a broken and coyuntural instrument that only a methodologic change to be. By the opposite, we wish this approach to become an inalienable educative mode to setting that the people from different cultures to be included.
We consider the intercultural educationmay tomean a good alternative in opposite to monocultural educative models because this approach accept the complexity of the human being and his culture and recognize everybody are pluricultural and we can work together to get a democratic society.07952<a class="citation_author_name" title="Browse by Author Name for Escarbajal Frutos, Andrés" href="/fez/list/author/Escarbajal Frutos, Andrés/">Escarbajal Frutos, Andrés</a> . (<span class="citation_date">2011</span>) <a class="citation_title" title="Click para ver : Hacia la Educación Intercultural" href="/fez/view/bibliuned:revistaPS-2011-18-5100">Hacia la Educación Intercultural</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación; Sociedad Iberoamericana de Pedagogía SocialEscarbajal Frutos, Andréshttp://e-spacio.uned.es/fez/view/bibliuned:revistaPS-2011-18-5100bibliuned:revistaPS-2011-18-5100spaDocumento.pdfbibliuned:revistaPS-2011-18bibliuned:Setopenairebibliuned:SetarticuloPedagogía Social : revista interuniversitaria. Tercera época, año 2011, n. 18Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsEscarbajal FrutosAcceso abierto0.584342334232008-03-01T00:00:00Z38862012-05-08T23:19:27ZLa corresponsabilidad educativa y social en el acoso e intimidación escolar : el rol del educador socialbibliuned:revistaPS-2008-15-2020Este artículo se centra en los comportamientos
que adopta el alumnado espectador
de situaciones de bullying CON sus iguales.
La profundización en las causas de la escasa
intervención de los espectadores en estas
situaciones está siendo objeto de interés en
la investigación. Se pretende formarlos para
que adopten un rol más activo, implicándose
en comportamientos prosociales de ayuda
a sus compañeros víctimas de bullying. La
corresponsabilidad como filosofía es una
característica que debe tener la intervención.
Forma parte de los planteamientos basados
en la ayuda a los iguales, en los que el educador
social puede tener un papel muy
importante.This paper contains a brief review of the theoretical
reference models that explain the
causes of bullying at school and specifically
focuses on the behaviour of students looking
on during these peer-bullying situations.
Interest is growing in research into the causes
of bystanders’ infrequent intervention in
these situations. The goal is for students to
be educated to take a more active role and
get involved in pro-social behaviours to help
schoolmates who are victims of bullying. This
research should be characterised by coresponsability
as a philosophy, since it is an
element of intervention approaches based on
peer help, in which the social educator has
an important role to play.010332<a class="citation_author_name" title="Browse by Author Name for Orte Socías, Carmen" href="/fez/list/author/Orte Socías, Carmen/">Orte Socías, Carmen</a> . (<span class="citation_date">2008</span>) <a class="citation_title" title="Click para ver : La corresponsabilidad educativa y social en el acoso e intimidación escolar : el rol del educador social" href="/fez/view/bibliuned:revistaPS-2008-15-2020">La corresponsabilidad educativa y social en el acoso e intimidación escolar : el rol del educador social</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación; Sociedad Iberoamericana de Pedagogía SocialOrte Socías, Carmenbibliuned:revistaPS-2008-15-2020http://e-spacio.uned.es/fez/view/bibliuned:revistaPS-2008-15-2020spaDocumento.pdfbibliuned:revistaPS-2008-15bibliuned:Setopenairebibliuned:SetarticuloPedagogía Social : revista interuniversitaria. Tercera época, año 2008, n. 15Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsOrte SocíasAcceso abierto0.534083134232016-07-01T00:00:00Z2762016-06-10T22:20:06Z2016-12-20T21:04:46ZGames e Gamificação: uma alternativa aos modelos de EaDbibliuned:revistaRied-2016-19-2-5030O problema que dá origem a esse artigo consiste em investigar como os games e a gamificação podem contribuir para a criação de novos desenhos na Educação a Distância (EaD). O objetivo foi compreender a contribuição dos games e da gamificação,05352<a class="citation_author_name" title="Navegar por nombre de Autor de Schlemmer, Eliane" href="/fez/list/author/Schlemmer, Eliane/">Schlemmer, Eliane</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Games e Gamificação: uma alternativa aos modelos de EaD" href="/fez/view/bibliuned:revistaRied-2016-19-2-5030">Games e Gamificação: uma alternativa aos modelos de EaD</a>. RecordArtículo de revistaPublishedEducaciónAIESADSchlemmer, ElianeRIED: Revista Iberoamericana de Educación a Distanciabibliuned:revistaRied-2016-19-2-5030http://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2016-19-2-5030107124219porGames and gamification: an alternative for distance education modelsGames_gamificacao.pdfpresmd_Games_gamificacao.xml1138-2783, EISSN: 1390-3306bibliuned:revistaRied-2016-19-2bibliuned:Setarticulobibliuned:SetopenaireRIED: revista iberoamericana de educación a distancia. Año 2016, vol. 19, n. 2Set de artículoSet de openairehttp://creativecommons.org/licenses/by/4.0Licencia de acceso Creative CommonsSchlemmerAcceso abierto10.5944/ried.19.2.157310.5230483434232016-01-01T00:00:00Z21412015-11-13T13:11:46Z2015-11-13T13:11:46ZModelo de análisis de metodologías didácticas semipresenciales en educación superiorbibliuned:EducacionXXI-2016-19-1-5005En esta investigación experimentamos un modelo multidimensional para el análisis de metodologías blended learning en Educación Superior. Incluye la opinión de estudiantes de Educación sobre la formación online y el papel del profesorado, y un mo035942<a class="citation_author_name" title="Navegar por nombre de Autor de Gámiz Sánchez, Vanesa" href="/fez/list/author/Gámiz Sánchez, Vanesa/">Gámiz Sánchez, Vanesa</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Gallego Arrufat, María Jesús" href="/fez/list/author/Gallego Arrufat, María Jesús/">Gallego Arrufat, María Jesús</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Modelo de análisis de metodologías didácticas semipresenciales en educación superior" href="/fez/view/bibliuned:EducacionXXI-2016-19-1-5005">Modelo de análisis de metodologías didácticas semipresenciales en educación superior</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España), Facultad de EducaciónGámiz Sánchez, VanesaGallego Arrufat, María Jesús1Educación XXI: revista de la Facultad de Educaciónbibliuned:EducacionXXI-2016-19-1-5005http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2016-19-1-50053961119spaModel for analyzing blended learning in higher educationModelo_analisis_metodologias.pdfpresmd_Modelo_analisis_metodologias.xml1139-613X, EISSN: 2174-5374bibliuned:EducacionXXI-2016-19-1bibliuned:Setarticulobibliuned:SetopenaireEducación XX1 : revista de la Facultad de Educación. Año 2016, n. 19-1Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc/4.0Licencia de acceso Creative CommonsGámiz SánchezAcceso abierto10.5944/educxx1.155770.5230483434232018-04-01T00:00:00Z2692019-11-19T18:46:35Z2019-11-19T19:56:23ZFrom sMOOC to tMOOC, learning towards professional transference: ECO European Projectbibliuned:425-Sosuna-0009The evolution of MOOCs in the last decade has been constant and dynamic. The first cMOOC and xMOOC models eventually evolved into different postMOOC modalities, such as sMOOC, which conjugates interaction among students with a participation model based on social networks. This work is focused on carrying out a systematic review of the state-of-the-art scientific literature referred to the concept of MOOC and its diverse types. Moreover, in this article, a new generation associated to sMOOC is unveiled: the tMOOC (Transfer Massive Open Online Courses). The methodology of study is based on the content analysis of those categories resulting after compiling 707 entries from Web of Science, plus an in-depth study of the 70 articles which were quoted at least 10 times. In addition, a case study has been carried out from European ECO Project’s “sMOOC step by step”, as an example of innovative pedagogical model based on collaborative learning to train future e-teachers. The results of the analysis show the very recent –and still scarce– research on the different types of MOOCs, as well as the finding of a new modality based on pedagogical transformation, learning transference and intercreative talent. As a conclusion, the analysis of all key factors in the configuration of tMOOC suggests a new taxonomy based on the 10 T’s.05582<a class="citation_author_name" title="Navegar por nombre de Autor de Osuna-Acedo, Sara" href="/fez/list/author/Osuna-Acedo, Sara/">Osuna-Acedo, Sara</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Marta Lazo, Carmen" href="/fez/list/author/Marta Lazo, Carmen/">Marta Lazo, Carmen</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Frau-Meigs, Divina" href="/fez/list/author/Frau-Meigs, Divina/">Frau-Meigs, Divina</a> . (<span class="citation_date">2018</span>) <a class="citation_title" title="Click para ver : From sMOOC to tMOOC, learning towards professional transference: ECO European Project" href="/fez/view/bibliuned:425-Sosuna-0009">From sMOOC to tMOOC, learning towards professional transference: ECO European Project</a>. RecordArtículo de revistaPublishedEducaciónGrupo ComunicarOsuna-Acedo, SaraMarta Lazo, CarmenFrau-Meigs, Divina1Comunicar : Media Education Research Journalbibliuned:425-Sosuna-0009http://e-spacio.uned.es/fez/view/bibliuned:425-Sosuna-00091051145526engOsuna_Acedo_Sara_MOOC_eng.pdfpresmd_Osuna_Acedo_Sara_MOOC_eng.xml1134-3478 ; EISSN: 1988-3293bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsOsuna-AcedoAcceso abierto0.517007534232019-01-01T00:00:00Z1462020-01-16T19:06:35Z2020-01-16T19:06:35ZA collaborative digital pedagogy experience in the tMOOC “Step by Step”bibliuned:425-Sosuna-0014This research analysed social MOOCs (sMOOCs), which are characterised by the involvement and the interaction of participants in a model based on intercreativity, with the final objective of transferring knowledge by an agile replicating process. The fieldwork focused on the analysis of the sMOOC “Step by Step” of the European Commission-funded Elearning, Communication and Open-data (ECO) Project, which aims to build and apply an innovative pedagogical model for the the training of e-teachers. This sMOOC reaches out to a specific academic community, providing learners with digital competences in order to transform them in e-teachers. The quantitative analysis was done via an online questionnaire. One of the most significant conclusions, which answers the research questions regarding why and how to make a successful sMOOC, is that the design of collaborative activities increases the involvement of learners with the course and the interaction between participants, independent of age but dependent on area of work. This formative process in turn generates transfer of learning together with the embedded pedagogical transformation in e-teachers. This validates the addition of the transferMOOC (tMOOC) model to the existing typologies of MOOCs.06822<a class="citation_author_name" title="Navegar por nombre de Autor de Marta-Lazo, Carmen" href="/fez/list/author/Marta-Lazo, Carmen/">Marta-Lazo, Carmen</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Frau-Meigs, Divina" href="/fez/list/author/Frau-Meigs, Divina/">Frau-Meigs, Divina</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Osuna-Acedo, Sara" href="/fez/list/author/Osuna-Acedo, Sara/">Osuna-Acedo, Sara</a> . (<span class="citation_date">2019</span>) <a class="citation_title" title="Click para ver : A collaborative digital pedagogy experience in the tMOOC “Step by Step”" href="/fez/view/bibliuned:425-Sosuna-0014">A collaborative digital pedagogy experience in the tMOOC “Step by Step”</a>. RecordArtículo de revistaPublishedEducaciónASCILITEMarta-Lazo, CarmenFrau-Meigs, DivinaOsuna-Acedo, Sara1Australasian Journal of Educational Technologybibliuned:425-Sosuna-0014http://e-spacio.uned.es/fez/view/bibliuned:425-Sosuna-0014111127535engOsuna_Acedo_AustralasianJournal.pdfpresmd_Osuna_Acedo_AustralasianJournal.xmlbibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsMarta-LazoAcceso abiertohttps://doi.org/10.14742/ajet.42150.517007534232019-02-09T00:00:00Z92024-03-01T05:58:44Z2024-03-05T03:15:42ZAutomated summary evaluation with inbuilt rubric method: An alternative to constructed responses and multiple-choice tests assessmentsbibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0007Automated Summary Evaluation is proposed as an alternative to rubrics and multiple-choice tests in knowledge assessment. Inbuilt rubric is a recent Latent Semantic Analysis (LSA) method that implements rubrics in an artificially-generated semantic space. It was compared with classical LSA’s cosine-based methods assessing knowledge in a within-subjects design regarding two validation sources: a comparison with the results of rubric scores and multiple-choice tests, and the sensitivity of predicting the academic level of the test-taker. Results showed a higher reliability for inbuilt rubric (from Pearson correlation coefficient .81 to .49) over the classical LSA method (from .61 to .34) and a higher sensitivity using binary logistic regressions and effect sizes to predict academic level. It is concluded that inbuilt rubric has a qualitatively higher reliability and validity than classical LSA methods in a way that is complementary to models based on semantic networks. Thus, it is concluded that new Automated Summary Evaluation approaches such as the inbuilt rubric method can be practical in terms of reliability and efficiency, and, thus, they can offer an affordable and valuable form of knowledge assessment in different educational levels.0292<a class="citation_author_name" title="Navegar por nombre de Autor de Martínez-Huertas, José Ángel" href="/fez/list/author/Martínez-Huertas, José Ángel/">Martínez-Huertas, José Ángel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Jastrzebska, Olga" href="/fez/list/author/Jastrzebska, Olga/">Jastrzebska, Olga</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Olmos, Ricardo" href="/fez/list/author/Olmos, Ricardo/">Olmos, Ricardo</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de León, Jose A." href="/fez/list/author/León, Jose A./">León, Jose A.</a> . (<span class="citation_date">2019</span>) <a class="citation_title" title="Click para ver : Automated summary evaluation with inbuilt rubric method: An alternative to constructed responses and multiple-choice tests assessments" href="/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0007">Automated summary evaluation with inbuilt rubric method: An alternative to constructed responses and multiple-choice tests assessments</a>. RecordArtículo de revistaPublishedPsicologíaThe registered version of this article, first published in Assessment & Evaluation in Higher Education (2019) 44-7, p. 1029-1041, is available online at the publisher's website: Taylor and Francis Group; https://doi.org/10.1080/02602938.2019.1570079Taylor and Francis GroupMartínez-Huertas, José ÁngelJastrzebska, OlgaOlmos, RicardoLeón, Jose A.1Assessment & Evaluation in Higher Educationbibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0007http://e-spacio.uned.es/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Jamartinez-000710291041744engMartinez-Huertas_JA_AutomatedSum.pdfpresmd_Martinez-Huertas_JA_AutomatedSum.xml0260-2938 eISSN 1469-297Xbibliuned:DptoMCC-FPSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Metodología de las Ciencias del Comportamiento (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc/4.0License Creative CommonsMartínez-HuertasAcceso abiertohttps://doi.org/10.1080/02602938.2019.15700790.510585134232020-01-01T00:00:00Z02024-01-31T15:06:37Z2024-02-01T06:56:05ZDimensions of university tutoring: a psychometric studybibliuned:425-Gclevi-0001Over recent decades university tutoring has attracted much attention. The research carried out has taken many formsemphasising the importance of developing good instruments for investigating this complex reality and its numerous perspectives. This article provides a psychometric analysis of a questionnaire that aims to assess the perceptions of students and professors regarding their perception of the importance and reality of tutoring at university in the current context. The questionnaire was analysed using applied statistical techniques, cluster analysis and multidimensional scaling, using a sample of 569 university professors and 679 students from different universities in the Community of Madrid (Spain). The results showed that the questionnaire contains several useful psychometric properties. This study contributes significantly to existing models in the literature. We confirm that tutoring at university has three dimensions (personal-social, academic and professional), which various authors on the subject consider to be key components. This study proposes a finer division of tutoring dimensions and characterises more analytically the role of the university tutor, in pursuit of the integral education of university students.0422<a class="citation_author_name" title="Navegar por nombre de Autor de López Gómez, E." href="/fez/list/author/López Gómez, E./">López Gómez, E.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Leví Orta, Genoveva del Carmen" href="/fez/list/author/Leví Orta, Genoveva del Carmen/">Leví Orta, Genoveva del Carmen</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Medina Rivilla, Antonio" href="/fez/list/author/Medina Rivilla, Antonio/">Medina Rivilla, Antonio</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Ramos Méndez, E." href="/fez/list/author/Ramos Méndez, E./">Ramos Méndez, E.</a> . (<span class="citation_date">2020</span>) <a class="citation_title" title="Click para ver : Dimensions of university tutoring: a psychometric study" href="/fez/view/bibliuned:425-Gclevi-0001">Dimensions of university tutoring: a psychometric study</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Journal of Further and Higher Education, está disponible en línea en el sitio web del editor: https://doi.org/10.1080/0309877X.2019.1571174Routledge. Taylor & Francis GroupLópez Gómez, E.Leví Orta, Genoveva del CarmenMedina Rivilla, AntonioRamos Méndez, E.Journal of Further and Higher Educationbibliuned:425-Gclevi-0001http://e-spacio.uned.es/fez/view/bibliuned:425-Gclevi-0001609627544eng0309-877X - eISSN: 1469-9486bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openaireLópez GómezAcceso embargadohttps://doi.org/10.1080/0309877X.2019.15711740.510585134232020-03-24T00:00:00Z162023-12-19T06:22:13Z2024-01-31T13:14:30ZCollaborative Learning Communities for Sustainable Employment through Visual Toolsbibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0005Higher education institutions must enable students to acquire skills and capacities that prepare them for working life and enhance their employability. This will lead to an applied learning- and teaching-enhancement-oriented sustainable Higher Education System. This research aims to contribute to that goal by analyzing student interactions in a collaborative learning community. It assesses the impact of visual tools on academic performance and student satisfaction in employment-focused blended studies, in which enrollees were geographically dispersed undergraduates with a diversity of profiles. A financial studies learning community was created to test students’ interactions in a model conducive to participation as visual content creators and users. Three surveys (pre-project, appraisal of classmates’ visual exercises, and post-project) were conducted to assess project impact. First, we used a univariate approach, focused on students’ characteristics, course and project appraisals, and the eects of the project on academic performance and expectations. Secondly, a bivariate approach was conducted to detect relationships between respondents’ appraisals and personal characteristics and to determine whether their mean scores were the same irrespective of such characteristics. The findings showed that: (1) Students’ preferences concur with those of their employers; (2) participation in innovative initiatives improves students’ perception of course procedures; (3) visual tools have a positive impact on learning, in terms of both academic performance and student satisfaction. The study concludes by providing support for educational institutions´ decision-making around courses and the overall curricula by defining the factors determining academic performance and student satisfaction.0662<a class="citation_author_name" title="Navegar por nombre de Autor de Martín García, Rodrigo" href="/fez/list/author/Martín García, Rodrigo/">Martín García, Rodrigo</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de López Martín, Carmen" href="/fez/list/author/López Martín, Carmen/">López Martín, Carmen</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Arguedas-Sanz, Raquel" href="/fez/list/author/Arguedas-Sanz, Raquel/">Arguedas-Sanz, Raquel</a> . (<span class="citation_date">2020</span>) <a class="citation_title" title="Click para ver : Collaborative Learning Communities for Sustainable Employment through Visual Tools" href="/fez/view/bibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0005">Collaborative Learning Communities for Sustainable Employment through Visual Tools</a>. RecordArtículo de revistaPublishedEconomíaLa versión publicada de este artículo, publicado por primera vez en Sustainability, está disponible en línea en el sitio web del editor: MDPI, https://doi.org/10.3390/su12062569MDPIMartín García, RodrigoLópez Martín, CarmenArguedas-Sanz, Raquel1Sustainabilitybibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0005http://e-spacio.uned.es/fez/view/bibliuned:DptoEEC-FCEE-Articulos-Rarguedas-0005612engArguedas_Sanz_Raquel_Collaborative_Learning_C.pdfpresmd_Arguedas_Sanz_Raquel_Collaborative_Learning_C.xml2071-1050bibliuned:DptoEEC-FCEE-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Economía de la Empresa y Contabilidad (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by/4.0Licencia Creative CommonsMartín GarcíaAcceso abiertohttps://doi.org/10.3390/su120625690.510585134232024-02-29T00:00:00Z32024-03-14T04:51:26Z2024-03-14T06:51:09ZTowards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasksbibliuned:DptoFiloClas-Articulos-Mcoderch-0005In this paper, we share our experience of using portfolio-based tasks to assess integrated skills in German and Spanish language modules at level C1. The modules, delivered during the academic year 2022-23, are part of the institution-wide language provision at Durham University, which means that students come from various disciplines different from Modern Languages. It is argued that this assessment model provides an effective way of developing and testing a wide range of skills (subject-specific as well as transferable) within a community of learners coming from different disciplinary and academic backgrounds. The assessment system we have used is based on the principles of flexibility and choice. Throughout the year, students build up a body of work where they record and reflect on the experiences of a person living in a country where the target language is spoken. The portfolio contains both formative and summative submissions, so that students can benefit from the feedback received for formative tasks to fine-tune their summative work. In this regard, the system involves a combination of assessment for learning and assessment as learning. Every submission integrates different language skills, as well as transferable skills such as decision-making, autonomy, creativity, critical thinking and intercultural knowledge. Besides adding authenticity to the assessment tasks, the development of these skills is aligned with the principles of education for sustainable development (AdvanceHE, 2021). At the end of the paper is an explanation of what has been learned from the use of this assessment system, as well as the aspects that could be enhanced and those that could be improved in future editions.0282<a class="citation_author_name" title="Navegar por nombre de Autor de Coderch, Marion" href="/fez/list/author/Coderch, Marion/">Coderch, Marion</a> . (<span class="citation_date">2024</span>) <a class="citation_title" title="Click para ver : Towards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasks" href="/fez/view/bibliuned:DptoFiloClas-Articulos-Mcoderch-0005">Towards sustainable assessment formats in language teaching: testing integrated skills with portfolio-based tasks</a>. RecordArtículo de revistaPublishedFilologíaThe registered version of this article, first published in Enhancing Teaching and Learning in Higher Education:(2024) Vol. 1: p.87-96 Available at Durham University: https://doi.org/10.62512/etlhe.2Durham UniversityCoderch, Marion1Enhancing Teaching and Learning in Higher Educationbibliuned:DptoFiloClas-Articulos-Mcoderch-0005http://e-spacio.uned.es/fez/view/bibliuned:DptoFiloClas-Articulos-Mcoderch-000587961engCoderch-Barrios_Maria_Josep_Towards.pdfpresmd_Coderch-Barrios_Maria_Josep_Towards.xmle-ISSN: 2755-9475bibliuned:DptoFiloClas-Articulosbibliuned:SetopenaireDepartamento de Filología Clásica (UNED). ArtículosSet de openairehttps://creativecommons.org/licenses/by/4.0License Creative CommonsCoderchAcceso abiertohttps://doi.org/10.62512/etlhe.20.510585134232021-12-15T00:00:00Z52024-03-01T09:53:58Z2024-03-05T03:20:25ZEnhancing topic-detection in computerized assessments of constructed responses with distributional models of languagebibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0017Usually, computerized assessments of constructed responses use a predictive-centered approach instead of a validity-centered one. Here, we compared the convergent and discriminant validity of two computerized assessment methods designed to detect semantic topics in constructed responses: Inbuilt Rubric (IR) and Partial Contents Similarity (PCS). While both methods are distributional models of language and use the same Latent Semantic Analysis (LSA) prior knowledge, they produce different semantic representations. PCS evaluates constructed responses using non-meaningful semantic dimensions (this method is the standard LSA assessment of constructed responses), but IR endows original LSA semantic space coordinates with meaning. In the present study, 255 undergraduate and high school students were allocated one of three texts and were tasked to make a summary. A topic- detection task was conducted comparing IR and PCS methods. Evidence from convergent and discriminant validity was found in favor of the IR method for topic-detection in computerized constructed response assessments. In this line, the multicollinearity of PCS method was larger than the one of IR method, which means that the former is less capable of discriminating between related concepts or meanings. Moreover, the semantic representations of both methods were qualitatively different, that is, they evaluated different concepts or meanings. The implications of these automated assessment methods are also discussed. First, the meaningful coordinates of the Inbuilt Rubric method can accommodate expert rubrics for computerized assessments of constructed responses improving computer-assisted language learning. Second, they can provide high-quality computerized feedback accurately detecting topics in other educational constructed response assessments. Thus, it is concluded that: (1) IR method can represent different concepts and contents of a text, simultaneously mapping a considerable variability of contents in constructed responses; (2) IR method semantic representations have a qualitatively different meaning than the LSA ones and present a desirable multicollinearity that promotes the discriminant validity of the scores of distributional models of language; and (3) IR method can extend the performance and the applications of current LSA semantic representations by endowing the dimensions of the semantic space with semantic meanings.0302<a class="citation_author_name" title="Navegar por nombre de Autor de Martínez-Huertas, José Ángel" href="/fez/list/author/Martínez-Huertas, José Ángel/">Martínez-Huertas, José Ángel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Olmos, Ricardo" href="/fez/list/author/Olmos, Ricardo/">Olmos, Ricardo</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de León, José A." href="/fez/list/author/León, José A./">León, José A.</a> . (<span class="citation_date">2021</span>) <a class="citation_title" title="Click para ver : Enhancing topic-detection in computerized assessments of constructed responses with distributional models of language" href="/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0017">Enhancing topic-detection in computerized assessments of constructed responses with distributional models of language</a>. RecordArtículo de revistaPublishedPsicologíaThe copyrighted version of this article, first published in Expert Systems with Applications (2021) 185, is available online at the publisher's website: Elsevier; https://doi.org/10.1016/j.eswa.2021.115621ElsevierMartínez-Huertas, José ÁngelOlmos, RicardoLeón, José A.1Expert Systems with Applicationsbibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0017http://e-spacio.uned.es/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0017185engMartinez-Huertas_JA_Enhancingto.pdfpresmd_Martinez-Huertas_JA_Enhancingto.xml0957-4174bibliuned:DptoMCC-FPSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Metodología de las Ciencias del Comportamiento (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0/es/License Creative CommonsMartínez-HuertasAcceso abiertohttps://doi.org/10.1016/j.eswa.2021.1156210.4986363634232020-01-01T00:00:00Z02024-01-31T15:21:14Z2024-02-01T06:55:23ZAn evaluation of university students' latent and self-perceived digital competence in the use of mobile devicesbibliuned:425-Gclevi-0002This article presents an experimental study of the assessment made by university students of their level of digital competence in the use of mobile devices such as smartphones, laptops and tablets. The study was part of an investigation into ubiquitous learning with mobile devices and is based on the analysis of responses from a sample of 203 university students at eleven European and Latin American universities. Participants were asked questions about their performance on a set of digital activities that tested various components of digital competence. The analysis methodology was based on Item Response Theory (IRT). The survey data was analysed by applying a statistical model to represent the probability of obtaining an affirmative answer to each activity proposed. This enabled us to identify the difficulty and discrimination parameters of each activity. As an outcome of the study, measures on latent digital competence in individual participants were articulated. The results allowed us to describe how a number of devices and activities interacted. Understanding these types of interactions is necessary for a continued development of the evaluation of digital competence in students.0402<a class="citation_author_name" title="Navegar por nombre de Autor de Leví Orta, Genoveva del Carmen" href="/fez/list/author/Leví Orta, Genoveva del Carmen/">Leví Orta, Genoveva del Carmen</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Sevillano García, Luisa " href="/fez/list/author/Sevillano García, Luisa /">Sevillano García, Luisa </a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Vázquez Cano, Esteban" href="/fez/list/author/Vázquez Cano, Esteban/">Vázquez Cano, Esteban</a> . (<span class="citation_date">2020</span>) <a class="citation_title" title="Click para ver : An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices" href="/fez/view/bibliuned:425-Gclevi-0002">An evaluation of university students' latent and self-perceived digital competence in the use of mobile devices</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en European Journal of Education, está disponible en línea en el sitio web del editor: https://doi.org/10.1111/ejed.12404WileyLeví Orta, Genoveva del CarmenSevillano García, Luisa Vázquez Cano, EstebanEuropean Journal of Educationbibliuned:425-Gclevi-0002http://e-spacio.uned.es/fez/view/bibliuned:425-Gclevi-000244145555eng0141-8211 - eISSNbibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openaireLeví OrtaAcceso embargadohttps://doi.org/10.1111/ejed.124040.468702534232023-04-01T00:00:00Z42024-02-07T04:44:10Z2024-02-07T04:44:10ZOn bank assembly and block selection in multidimensional forced-choice adaptive assessmentsbibliuned:DptoMCC-FPSI-Articulos-Rschames-0003Multidimensional forced-choice (FC) questionnaires have been consistently found to reduce the effects of socially desirable responding and faking in non-cognitive assessments. Although FC has been considered problematic for providing ipsative scores under the classical test theory, IRT models enable the estimation of non-ipsative scores from FC responses. However, while some authors indicate that blocks composed of opposite-keyed items are necessary to retrieve normative scores, others suggest that these blocks may be less robust to faking, thus impairing the assessment validity. Accordingly, this article presents a simulation study to investigate whether it is possible to retrieve normative scores using only positively keyed items in pairwise FC computerized adaptive testing (CAT). Specifically, a simulation study addressed the effect of 1) different bank assembly (with a randomly assembled bank, an optimally assembled bank, and blocks assembled on-the-fly considering every possible pair of items), and 2) block selection rules (i.e., T, and Bayesian D and A-rules) over the estimate accuracy and ipsativity and overlap rates. Moreover, different questionnaire lengths (30 and 60) and trait structures (independent or positively correlated) were studied, and a non-adaptive questionnaire was included as baseline in each condition. In general, very good trait estimates were retrieved, despite using only positively keyed items. Although the best trait accuracy and lowest ipsativity were found using the Bayesian A-rule with questionnaires assembled on-the-fly, the T-rule under this method led to the worst results. This points out to the importance of considering both aspects when designing FC CAT.0252<a class="citation_author_name" title="Navegar por nombre de Autor de Schames Kreitchmann, Rodrigo" href="/fez/list/author/Schames Kreitchmann, Rodrigo/">Schames Kreitchmann, Rodrigo</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Sorrel, Miguel A." href="/fez/list/author/Sorrel, Miguel A./">Sorrel, Miguel A.</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Abad, Francisco J." href="/fez/list/author/Abad, Francisco J./">Abad, Francisco J.</a> . (<span class="citation_date">2023</span>) <a class="citation_title" title="Click para ver : On bank assembly and block selection in multidimensional forced-choice adaptive assessments" href="/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Rschames-0003">On bank assembly and block selection in multidimensional forced-choice adaptive assessments</a>. RecordArtículo de revistaPublishedPsicologíaEste es el manuscrito aceptado del artículo publicado por SAGE en "Educational and Psychological Measurement, 83(2), 294-321" en Abril de 2023, disponible en línea: https://doi.org/10.1177/00131644221087986SAGESchames Kreitchmann, RodrigoSorrel, Miguel A.Abad, Francisco J.Educational and Psychological Measurementbibliuned:DptoMCC-FPSI-Articulos-Rschames-0003http://e-spacio.uned.es/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Rschames-0003294321283engSCHAMES_KREITCHMANN_Rodrigo_On_bank_assembly.pdfpresmd_SCHAMES_KREITCHMANN_Rodrigo_On_bank_assembly.xml0013-1644; eISSN: 1552-3888bibliuned:DptoMCC-FPSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Metodología de las Ciencias del Comportamiento (UNED). ArtículosSet de artículoSet de openaireSchames KreitchmannAcceso abiertohttps://doi.org/10.1177/001316442210879860.468702534231998-01-01T00:00:00Z7622012-07-10T23:19:27ZLa diferenciación de áreas de mercado laboral juvenil homogéneas, en el municipio de Getafebibliuned:ETFSerie6-0C1A61F8-5097-8D63-763D-7E026C5DBC81La aplicación de técnicas
clasificatorias (utilizando el modelo
factorial) permite identificar áreas
homogéneas de mercado de trabajo
juvenil, en el municipio de Getafe,
mediante el empleo de variables
sociodemográficas, formativas y de
estructura profesional, relacionadas
con la segmentación y dualización
laboral actualmente existente. El
carácter discriminador del territorio
sirve de marco de referencia, para
comprender la génesis de este tipo
de áreas, como resultado de los
procesos de segregación espacial,
que están teniendo lugar en el
citado municipio, desde los años
sesenta.Ttie application of classification
tectiniques (using tfie factorial model)
leads to tfie Identification of
homogeneous áreas in the market of
employment for the young people in
the municipality of Getafe. This is
achieved using variables for
sociodemography, education, and
professional structure, related to the
segmentation and dualitazion of
labour which currently exist. The
discrimination nature of the district
acts as a frame of reference to
understand the origin of this type of
área, as resulting from the processes
of spatial segregation which have
been taking place since the decade
of 1960's.06222<a class="citation_author_name" title="Browse by Author Name for Santos Preciado, José Miguel" href="/fez/list/author/Santos Preciado, José Miguel/">Santos Preciado, José Miguel</a> . (<span class="citation_date">1998</span>) <a class="citation_title" title="Click para ver : La diferenciación de áreas de mercado laboral juvenil homogéneas, en el municipio de Getafe" href="/fez/view/bibliuned:ETFSerie6-0C1A61F8-5097-8D63-763D-7E026C5DBC81">La diferenciación de áreas de mercado laboral juvenil homogéneas, en el municipio de Getafe</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/068128GeografíaUniversidad Nacional de Educación a Distancia (España). Facultad de Geografía e HistoriaSantos Preciado, José Miguelbibliuned:ETFSerie6-0C1A61F8-5097-8D63-763D-7E026C5DBC81http://e-spacio.uned.es/fez/view/bibliuned:ETFSerie6-0C1A61F8-5097-8D63-763D-7E026C5DBC81spaDocumento.pdfbibliuned:ETFSerieVI1998bibliuned:Setopenairebibliuned:SetarticuloEspacio, tiempo y forma. Serie VI, Geografía. Año 1998, n. 11Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsSantos PreciadoAcceso abierto0.4685841834232018-03-20T00:00:00Z4692020-01-15T20:03:46Z2020-01-16T18:15:06ZCollaborative lifelong learning and professional transfer. Case study: ECO European Projectbibliuned:425-Sosuna-0012This research reviews the formative model of the sMOOCs (social MOOC) characterized by the interaction and the implication of the participants who, relying on collective intelligence, look for the co-creation of knowledge in every educational action. The fieldwork focuses on the analysis of the “Step by Step” sMOOC of ECO Project (the second and third editions), that aims at the training of e-teachers and the transfer of learning to the professional field. The research methodology is mixed, with quantitative and qualitative techniques: it uses a semi-structured questionnaire, in order to compare possible bivariate correlations between the different variables; it conducts a content analysis of the fragments of messages written by the participants in the forums of the course. One of the most significant conclusions is the high degree of satisfaction of the participants with regard to the value of the course for their professional life. This form of transfer of the learning process leads to the proposal of a new modality for MOOCs, the tMOOC as “transferMOOC”.05402<a class="citation_author_name" title="Navegar por nombre de Autor de Marta-Lazo, Carmen" href="/fez/list/author/Marta-Lazo, Carmen/">Marta-Lazo, Carmen</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Frau-Meigs, Divina" href="/fez/list/author/Frau-Meigs, Divina/">Frau-Meigs, Divina</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Osuna-Acedo, Sara" href="/fez/list/author/Osuna-Acedo, Sara/">Osuna-Acedo, Sara</a> . (<span class="citation_date">2018</span>) <a class="citation_title" title="Click para ver : Collaborative lifelong learning and professional transfer. Case study: ECO European Project" href="/fez/view/bibliuned:425-Sosuna-0012">Collaborative lifelong learning and professional transfer. Case study: ECO European Project</a>. RecordArtículo de revistaPublishedEducaciónRoutledgeMarta-Lazo, CarmenFrau-Meigs, DivinaOsuna-Acedo, Sara1Interactive Learning Environmentsbibliuned:425-Sosuna-0012http://e-spacio.uned.es/fez/view/bibliuned:425-Sosuna-00123345127engOsuna_Acedo_IneractiveLearning.pdfpresmd_Osuna_Acedo_IneractiveLearning.xml1049-4820 ; EISSN: 1744-5191bibliuned:425bibliuned:Setarticulobibliuned:SetopenaireDepartamento de Didáctica, Organización Escolar y Didácticas Especiales (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsMarta-LazoAcceso abiertohttps://doi.org/10.1080/10494820.2018.14513460.4685841834232015-01-01T00:00:00Z25212015-07-17T03:06:21Z2015-07-17T06:10:06ZFormación Profesional Dual: comparativa entre el sistema alemán y el incipiente modelo españolbibliuned:reec-2015-25-7080El sistema dual de formación profesional alemán es objeto de análisis y transferencia en numerosos países entre los cuales se encuentra España. Precisamente, en este artículo nos disponemos a considerar las claves del proceso de adaptación a nuestr026002<a class="citation_author_name" title="Browse by Author Name for Rego Agraso, Laura" href="/fez/list/author/Rego Agraso, Laura/">Rego Agraso, Laura</a>, <a class="citation_author_name" title="Browse by Author Name for Barreira Cerqueiras, Eva M." href="/fez/list/author/Barreira Cerqueiras, Eva M./">Barreira Cerqueiras, Eva M.</a> and <a class="citation_author_name" title="Browse by Author Name for Rial Sánchez, Antonio F." href="/fez/list/author/Rial Sánchez, Antonio F./">Rial Sánchez, Antonio F.</a> . (<span class="citation_date">2015</span>) <a class="citation_title" title="Click para ver : Formación Profesional Dual: comparativa entre el sistema alemán y el incipiente modelo español" href="/fez/view/bibliuned:reec-2015-25-7080">Formación Profesional Dual: comparativa entre el sistema alemán y el incipiente modelo español</a>. RecordArtículo de revistaPublishedEducaciónRego Agraso, LauraBarreira Cerqueiras, Eva M.Rial Sánchez, Antonio F.1Revista Española de Educación Comparadabibliuned:reec-2015-25-7080http://e-spacio.uned.es/fez/view/bibliuned:reec-2015-25-708014916625spaVocational Dual Education System: comparison between the German model and the new Spanish vocational trainingFormacion_Profesional_Dual.pdfpresmd_Formacion_Profesional_Dual.xml1137-8654, EISSN: 2174-5382bibliuned:reec-2015-numero25bibliuned:Setarticulobibliuned:SetopenaireRevista española de educación comparada (REEC). Año 2015, n. 25Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia de acceso Creative CommonsRego AgrasoAcceso abierto10.5944/reec.25.2015.147880.4685841834232017-01-01T00:00:00Z12842016-11-15T21:40:45Z2016-11-15T21:40:45ZEl impacto del modelo «un ordenador por niño» en la educación primaria: un estudio de casobibliuned:EducacionXXI-2017-20-1-5075El presente artículo analiza los efectos de los modelos 1:1 para la integración de las TIC en las aulas de los centros escolares de Educación Primaria. Estos modelos se caracterizan por la dotación de un ordenador a cada estudiante (One Laptop Per020752<a class="citation_author_name" title="Navegar por nombre de Autor de Losada Iglesias, Daniel" href="/fez/list/author/Losada Iglesias, Daniel/">Losada Iglesias, Daniel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Correa Gorospe, José Miguel" href="/fez/list/author/Correa Gorospe, José Miguel/">Correa Gorospe, José Miguel</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Fernández Olaskoaga, Lorea" href="/fez/list/author/Fernández Olaskoaga, Lorea/">Fernández Olaskoaga, Lorea</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : El impacto del modelo «un ordenador por niño» en la educación primaria: un estudio de caso" href="/fez/view/bibliuned:EducacionXXI-2017-20-1-5075">El impacto del modelo «un ordenador por niño» en la educación primaria: un estudio de caso</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España), Facultad de EducaciónLosada Iglesias, DanielCorrea Gorospe, José MiguelFernández Olaskoaga, LoreaEducación XXI: revista de la Facultad de Educaciónbibliuned:EducacionXXI-2017-20-1-5075http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2017-20-1-5075339361120spaThe impact of the «one laptop per child» model in primary education: a case studyImpacto_modelo_ordenador.pdfpresmd_Impacto_modelo_ordenador.xml1139-613X, EISSN: 2174-5374bibliuned:EducacionXXI-2017-20-1bibliuned:Setarticulobibliuned:SetopenaireEducación XX1 : revista de la Facultad de Educación. Año 2017, n. 20-1Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc/4.0Licencia de acceso Creative CommonsLosada IglesiasAcceso abierto10.5944/educxx1.175150.4685841834172013-06-27T00:00:00Z84962013-07-12T11:04:46Z2017-05-11T22:01:29ZNew generation virtual and remote laboratories : integration into web environments 2.0 with learning management systemstesisuned:IngInf-LtorreLearning Management Systems (LMS) are software for web applications oriented for the administration, documentation, tracking, and reporting of e-learning programs. Moodle is a free source LMS with more than 63 million users, which makes it the most used LMS around the world. Like some other LMS, the stated philosophy of Moodle includes a constructivist and social constructionist approach to education, emphasizing that learners (and not just teachers) can contribute to the educational experience. This is the web 2.0 applied to education. Easy Java Simulations (EJS) is an authoring tool written in Java that helps to create interactive simulations in Java, mainly for teaching and learning purposes. By means of this tool, instructors can easily create virtual and/or (if they also use the appropriate additional software) remote laboratories. While virtual laboratories are based on mathematical models, remote ones use real equipment and so, the experiments are carried out in the reality. Virtual and remote laboratories (created with EJS, for example) as well as LMS (Moodle, for example) offer different but fundamental educational tools to both teachers and students. Since these resources are complementary (and not mutually exclusive), e-learning programs should offer both kinds of tools to be considered a complete experience for students. However, the integration between these two different resources is still an open issue that must be addressed. This thesis gathers together the two previous resources and provides the necessary tools and methodology for developing web experimentation portals (such as UNEDLabs, also presented here) that can offer e-learning programs based on: 1) experimentation (thanks to the use of the virtual and remote laboratories) and 2) theory documentation provision, social interactivity and easy management (thanks to the use of a LMS). Moreover, the presented tools and methodology allow people not specialized in these particular topics (such as they are the vast majority of the teachers) to easily create these kind of experimentation portals and populate them with virtual and/or remote laboratories (VRLs). Four new Moodle plug-ins facilitate this task: EJSApp, EJSApp Booking System, EJSApp Files Browser and EJSApp Collab Sessions. Nowadays, UNEDLabs holds two courses (among others); one in Control Engineering and another one in Physics. Both of them offer three experiments which are all available in the two possible versions: virtual and remote. The Physics course is still growing and new experiments are added every year. Right now, the three available ones are a motorized rotatory laser for studying the light in isotropic media, a motorized optical bench for determining the focal length of a thin lens, and an experiment with three springs and related to Hookes law. Thanks to the tools presented in this work, not only all the EJS laboratories in UNEDLabs are added and integrated into the Moodle web portal in a very easy and natural way, but they also acquire several special functionalities they lack when they are used outside this LMS. The first of these functionalities is the capability of saving and/or loading files to/from the private files repository in Moodle. The second one is the possibility to create collaborative experimental sessions with other users of Moodle who are enrolled to the course the EJS lab belongs to. The third one is an automatic integration with a booking system specifically designed for managing users access to the remote laboratories. Finally, EJS labs in Moodle can be administrated exactly in the same way as any other Moodle resource or activity, meaning they can be updated or deleted; their access can be restricted to a certain group of users or to users that have previously fulfilled some steps or conditions; security copies are automatically performed during Moodles system backups, etc.0Doctoral Thesis17002<a class="citation_author_name" title="Navegar por nombre de Autor de Torre Cubillo, Luis de la" href="/fez/list/author/Torre Cubillo, Luis de la/">Torre Cubillo, Luis de la</a>. <b><i><a class="citation_title" title="Click para ver : New generation virtual and remote laboratories : integration into web environments 2.0 with learning management systems" href="/fez/view/tesisuned:IngInf-Ltorre">New generation virtual and remote laboratories : integration into web environments 2.0 with learning management systems</a></i></b> . <span class="citation_date">2013</span>. <span class="citation_publisher">Universidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingeniería Informática. Departamento de Informática y Automática</span>RecordDoctoral ThesisPublishedIngeniería InformáticaUniversidad Nacional de Educación a Distancia (España). Escuela Técnica Superior de Ingeniería Informática. Departamento de Informática y AutomáticaTorre Cubillo, Luis de laSánchez Moreno, José (Director de Tesis)Dormido Bencomo, Sebastián (Director de Tesis)tesisuned:IngInf-Ltorrehttp://e-spacio.uned.es/fez/view/tesisuned:IngInf-LtorreengDocumento.pdfbibliuned:Setthesistesisuned:IngInfbibliuned:Setopenairebibliuned:562Set de Tesis Doctorales de la UNEDTesis de la Escuela Técnica Superior de Ingeniería Informática (UNED)Set de openaireDepartamento de Informática y Automática (UNED). Tesishttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsTorre CubilloAcceso abierto0.465074934232019-03-12T00:00:00Z102024-02-13T05:18:27Z2024-02-13T07:28:30ZPathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Genderbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0004Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.0262<a class="citation_author_name" title="Navegar por nombre de Autor de Piqueras, Jose A." href="/fez/list/author/Piqueras, Jose A./">Piqueras, Jose A.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Mateu-Martínez, Ornela" href="/fez/list/author/Mateu-Martínez, Ornela/">Mateu-Martínez, Ornela</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Cejudo, Javier" href="/fez/list/author/Cejudo, Javier/">Cejudo, Javier</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Pérez-González, Juan Carlos" href="/fez/list/author/Pérez-González, Juan Carlos/">Pérez-González, Juan Carlos</a> . (<span class="citation_date">2019</span>) <a class="citation_title" title="Click para ver : Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender" href="/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0004">Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Frontiers in Psychology, está disponible en línea en el sitio web del editor: Frontiers, https://doi.org/10.3389/fpsyg.2019.00507FrontiersPiqueras, Jose A.Mateu-Martínez, OrnelaCejudo, JavierPérez-González, Juan Carlos1Frontiers in Psychologybibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0004http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-000410engPerez_Gonzalez_Juan_C_Trait.pdfpresmd_Perez_Gonzalez_Juan_C_Trait.xml1664-1078bibliuned:DptoMIDEII-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE II (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsPiquerasAcceso abiertohttps://doi.org/10.3389/fpsyg.2019.005070.4419658834232020-04-01T00:00:00Z92024-01-16T12:15:28Z2024-01-24T07:40:45ZRenewable Energy Remote Online Laboratories in Jordan Universities: Tools for Training Students in Jordanbibliuned:DptoSCC-ETSI-Articulos-Arobles-001The use of the concept of technology-enhanced learning is a design already applied in developed countries and incorporated as an active part of their educational models and curricular development. This is even more relevant in the case of eLearning, where0602<a class="citation_author_name" title="Navegar por nombre de Autor de Pastor, Rafael" href="/fez/list/author/Pastor, Rafael/">Pastor, Rafael</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Tobarra, Llanos" href="/fez/list/author/Tobarra, Llanos/">Tobarra, Llanos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Robles-Gómez, Antonio" href="/fez/list/author/Robles-Gómez, Antonio/">Robles-Gómez, Antonio</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Cano, Jesús" href="/fez/list/author/Cano, Jesús/">Cano, Jesús</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Hammad, Bashar" href="/fez/list/author/Hammad, Bashar/">Hammad, Bashar</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Al-Zoubi, Abdullah" href="/fez/list/author/Al-Zoubi, Abdullah/">Al-Zoubi, Abdullah</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Hernández, Roberto" href="/fez/list/author/Hernández, Roberto/">Hernández, Roberto</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Castro, Manuel" href="/fez/list/author/Castro, Manuel/">Castro, Manuel</a> . (<span class="citation_date">2020</span>) <a class="citation_title" title="Click para ver : Renewable Energy Remote Online Laboratories in Jordan Universities: Tools for Training Students in Jordan" href="/fez/view/bibliuned:DptoSCC-ETSI-Articulos-Arobles-001">Renewable Energy Remote Online Laboratories in Jordan Universities: Tools for Training Students in Jordan</a>. RecordArtículo de revistaPublishedIngeniería InformáticaLa versión registrada de este artículo, publicado por primera vez en Renewable Energy (RENE), está disponible en línea en el sitio web del editor: https://doi.org/10.1016/j.renene.2019.12.100 Authors/employers may reproduce or authorize others to reproduce the Work, material extracted verbatim from the Work, or derivative works for the author's personal use or for company use, provided that the source and the IEEE copyright notice are indicated, the copies are not used in any way that implies IEEE endorsement of a product or service of any employer, and the copies themselves are not offered for saleElsevierPastor, RafaelTobarra, LlanosRobles-Gómez, AntonioCano, JesúsHammad, BasharAl-Zoubi, AbdullahHernández, RobertoCastro, ManuelRenewable Energy (RENE)bibliuned:DptoSCC-ETSI-Articulos-Arobles-001http://e-spacio.uned.es/fez/view/bibliuned:DptoSCC-ETSI-Articulos-Arobles-001749759149engRobles_G__mez_Antonio_RenewableEnergyRemoteOnli.pdfpresmd_Robles_G__mez_Antonio_RenewableEnergyRemoteOnli.xml0960-1481bibliuned:DptoSCC-ETSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Sistemas de Comunicación y Control. E.T.S.I. Informática (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc/4.0/Licencia Creative CommonsPastorAcceso abiertohttps://doi.org/10.1016/j.renene.2019.12.1000.4141200234232010-06-01T00:00:00Z18802012-05-03T23:19:27ZModelos de atracción de los y las adolescentes : contribuciones desde la socialización preventiva de la violencia de génerobibliuned:revistaPS-2010-17-2050La violencia de género está también presente
en las relaciones adolescentes. En España,
en el año 20072, más de 4.000 chicas
menores de 20 años denunciaron a su pareja
o ex pareja por malos tratos. Desde la
educación, se nos plantea el reto de desarrollar
acciones preventivas en sus primeras
relaciones.
En la investigación que presentamos
hemos analizado los modelos de atracción
de los y las adolescentes. Los resultados destacan
que los chicos y chicas se están socializando
en unas motivaciones y deseos
basados en valores tradicionales y desiguales,
que se presentan como la causa más
profunda sobre la cual se sustenta la violencia
de género.Gender violence is also in relationships among
adolescent people. In 2007, more than 4000
Spanish girls under 20 reported their partners
or ex-partners for gender violence. Education
suggests the challenge of developing preventive
measures in their first relationships.
In the research we are presenting now
we have analysed attractiveness models of
the teenagers. The results show that girls
and boys’ socialization is based on traditional
and unequal motivations and values,
which are the basis of gender violence.08432<a class="citation_author_name" title="Browse by Author Name for Padrós Cuxart, María" href="/fez/list/author/Padrós Cuxart, María/">Padrós Cuxart, María</a>, <a class="citation_author_name" title="Browse by Author Name for Aubert Simon, Adriana" href="/fez/list/author/Aubert Simon, Adriana/">Aubert Simon, Adriana</a> and <a class="citation_author_name" title="Browse by Author Name for Melgar Alcantud, Patricia" href="/fez/list/author/Melgar Alcantud, Patricia/">Melgar Alcantud, Patricia</a> . (<span class="citation_date">2010</span>) <a class="citation_title" title="Click para ver : Modelos de atracción de los y las adolescentes : contribuciones desde la socialización preventiva de la violencia de género" href="/fez/view/bibliuned:revistaPS-2010-17-2050">Modelos de atracción de los y las adolescentes : contribuciones desde la socialización preventiva de la violencia de género</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación ; Sociedad Iberoamericana de Pedagogía SocialPadrós Cuxart, MaríaAubert Simon, AdrianaMelgar Alcantud, Patriciabibliuned:revistaPS-2010-17-2050http://e-spacio.uned.es/fez/view/bibliuned:revistaPS-2010-17-2050spaDocumento.pdfbibliuned:revistaPS-2010-17bibliuned:Setopenairebibliuned:SetarticuloPedagogía Social : revista interuniversitaria. Tercera época, año 2010, n. 17Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsPadrós CuxartAcceso abierto0.4141200234232022-12-30T00:00:00Z02024-03-05T04:24:35Z2024-03-05T04:25:14ZCaring fathers in Europe: Toward universal caregiver families?bibliuned:DptoSociologiaII-Articulos-Ifernandez-0001Increasingly, men are challenging the assumption that care is a feminine task and are involving themselves in childcare and the care of dependent adults. However, this does not necessarily have consequences for their work, as they very rarely make costly adaptations in their working lives. In this study, we propose a definition of a man in care (MIC) as a working father who, in order to meet care needs, has adapted his working life in a way that potentially entails a financial penalty. We analyze the prevalence of men in care among men living with children below the age of 15 across the EU-27 plus Iceland, Norway, Switzerland, and the UK using recent representative data (the European Labour Survey and its 2018 ad hoc module on work-life balance). We find that although the number of men engaging in costly work adaptations is still very low when compared to their female counterparts, the characteristics of these men can be clearly outlined: they have a non-manual occupation (managers excluded), they have temporary contracts or are self-employed, they are partnered to women who hold jobs of 40 or more hours a week and have a high educational attainment, and they work in family-friendly companies. Also, at the context level, the prevalence of MIC is clearly elated to gender equality and values. However, we do not find evidence of any country having reached the universal caregiver model proposed by Nancy Fraser, including those with more advanced gender and welfare regimes.0372<a class="citation_author_name" title="Navegar por nombre de Autor de Martínez-Pastor, Juan-Ignacio" href="/fez/list/author/Martínez-Pastor, Juan-Ignacio/">Martínez-Pastor, Juan-Ignacio</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Jurado-Guerrero, Teresa" href="/fez/list/author/Jurado-Guerrero, Teresa/">Jurado-Guerrero, Teresa</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Fernández-Lozano, Irina" href="/fez/list/author/Fernández-Lozano, Irina/">Fernández-Lozano, Irina</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Castellanos-Serrano, Cristina" href="/fez/list/author/Castellanos-Serrano, Cristina/">Castellanos-Serrano, Cristina</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : Caring fathers in Europe: Toward universal caregiver families?" href="/fez/view/bibliuned:DptoSociologiaII-Articulos-Ifernandez-0001">Caring fathers in Europe: Toward universal caregiver families?</a>. RecordArtículo de revistaPublishedSociologíaThe registered version of this article, first published in Gender, Work and Organization (2024) 31-2 p.1-23, is available online at the publisher's website: Wiley https://doi.org/10.1111/gwao.12948WileyMartínez-Pastor, Juan-IgnacioJurado-Guerrero, TeresaFernández-Lozano, IrinaCastellanos-Serrano, Cristina1Gender, Work and Organizationbibliuned:DptoSociologiaII-Articulos-Ifernandez-0001http://e-spacio.uned.es/fez/view/bibliuned:DptoSociologiaII-Articulos-Ifernandez-0001123231eng0968-6673; eISSN 1468-0432bibliuned:DptoSociologiaII-Articulosbibliuned:Setarticulobibliuned:SetopenaireSet de artículoSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0/es/License Creative CommonsMartínez-PastorAcceso cerradohttps://doi.org/10.1111/gwao.129480.4141200234232021-09-09T00:00:00Z32024-03-02T07:24:45Z2024-03-05T03:25:45ZToward a Biological, Psychological and Familial Approach of Eating Disorders at Onset: Case-Control ANOBAS Studybibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0032Eating disorders (ED) are considered as heterogeneous disorders with a complex multifactor etiology that involves biological and environmental interaction. Objective: The aim was to identify specific ED bio-psychological-familial correlates at illness onset. Methods: A case-control (1:1) design was applied, which studied 50 adolescents diagnosed with ED at onset (12–17 years old) and their families, paired by age and parents’ socio-educational level with three control samples (40 with an affective disorder, 40 with asthma, and 50 with no pathology) and their respective families. Biological, psychological, and familial correlates were assessed using interviews, standardized questionnaires, and a blood test. Results: After performing conditional logistic regression models for each type of variable, those correlates that showed to be specific for ED were included in a global exploratory model (R2 = 0.44). The specific correlates identified associated to the onset of an ED were triiodothyronine (T3) as the main specific biological correlate; patients’ drive for thinness, perfectionism and anxiety as the main psychological correlates; and fathers’ emotional over-involvement and depression, and mothers’ anxiety as the main familial correlates. Conclusion: To our knowledge, this is the first study to use three specific control groups assessed through standardized interviews, and to collect a wide variety of data at the illness onset. This study design has allowed to explore which correlates, among those measured, were specific to EDs; finding that perfectionism and family emotional over-involvement, as well as the T3 hormone were relevant to discern ED cases at the illness onset from other adolescents with or without a concurrent pathology.0252<a class="citation_author_name" title="Navegar por nombre de Autor de Sepúlveda, Ana Rosa" href="/fez/list/author/Sepúlveda, Ana Rosa/">Sepúlveda, Ana Rosa</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Moreno-Encinas, Alba" href="/fez/list/author/Moreno-Encinas, Alba/">Moreno-Encinas, Alba</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Martínez-Huertas, José Ángel" href="/fez/list/author/Martínez-Huertas, José Ángel/">Martínez-Huertas, José Ángel</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Anastasiadou, Dimitra" href="/fez/list/author/Anastasiadou, Dimitra/">Anastasiadou, Dimitra</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Nova, Esther" href="/fez/list/author/Nova, Esther/">Nova, Esther</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Marcos, Ascensión" href="/fez/list/author/Marcos, Ascensión/">Marcos, Ascensión</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Gómez-Martínez, Sonia" href="/fez/list/author/Gómez-Martínez, Sonia/">Gómez-Martínez, Sonia</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Villa-Asensi, José Ramón" href="/fez/list/author/Villa-Asensi, José Ramón/">Villa-Asensi, José Ramón</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Mollejo, Encarna" href="/fez/list/author/Mollejo, Encarna/">Mollejo, Encarna</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Graell, Montserrat" href="/fez/list/author/Graell, Montserrat/">Graell, Montserrat</a> . (<span class="citation_date">2021</span>) <a class="citation_title" title="Click para ver : Toward a Biological, Psychological and Familial Approach of Eating Disorders at Onset: Case-Control ANOBAS Study" href="/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0032">Toward a Biological, Psychological and Familial Approach of Eating Disorders at Onset: Case-Control ANOBAS Study</a>. RecordArtículo de revistaPublishedeating disorderscase-control studybiological correlatespsychological correlatesfamilial correlatesThe registered version of this article, first published in Frontiers in Psychology (2021)12, is available online at the publisher's website: Frontiers Media; https://doi.org/10.3389/fpsyg.2021.714414Frontiers MediaSepúlveda, Ana RosaMoreno-Encinas, AlbaMartínez-Huertas, José ÁngelAnastasiadou, DimitraNova, EstherMarcos, AscensiónGómez-Martínez, SoniaVilla-Asensi, José RamónMollejo, EncarnaGraell, Montserrat1Frontiers in Psychologybibliuned:DptoMCC-FPSI-Articulos-Jamartinez-0032http://e-spacio.uned.es/fez/view/bibliuned:DptoMCC-FPSI-Articulos-Jamartinez-003212engMartinez-Huertas_JA_Towardbiops.pdfpresmd_Martinez-Huertas_JA_Towardbiops.xml1664-1078bibliuned:DptoMCC-FPSI-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Metodología de las Ciencias del Comportamiento (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc/4.0License Creative CommonsSepúlvedaAcceso abiertohttps://doi.org/10.3389/fpsyg.2021.7144140.4062290234172017-01-01T00:00:00Z7742018-04-19T18:58:32Z2019-03-11T21:12:04ZEl desarrollo de la innovación y la formación continua en las organizaciones que aprenden (Resumen)tesisuned:ED-Pg-EcoyEmp-AjgilEste trabajo tiene como objetivo principal analizar si las características que identifican a una organización que aprende impactan en la capacidad de innovación y en la transferencia de la formación en las organizaciones educativas. En otras palabras, analizar si la organización que aprende es una “buena” perspectiva teórica (Santa, 2015), por ejemplo, si los atributos que identifican una organización que aprende pueden impactar en determinados resultados organizativos. Para desarrollar este objetivo principal se plantean siete objetivos secundarios. 1. Conocer desde el enfoque de la organización que aprende el contexto de aprendizaje de los centros de educación desde la perspectiva de los equipos directivos. 2. Conocer desde el enfoque de la organización que aprende el contexto de aprendizaje de los centros de educación desde la perspectiva del profesorado. 3. Analizar el impacto del liderazgo, la estructura y la cultura de aprendizaje en la capacidad de innovación en los centros de educación. 4. Analizar el papel mediador de la estructura de aprendizaje entre la cultura y el liderazgo y la capacidad de innovación de los centros de educación. 5. Comprobar la relación entre la demanda de formación y la previsión de cambios organizativos. 6. Analizar desde la perspectiva de los equipos directos de los centros educativos el impacto del proceso de formación en la capacidad de innovación de los centros educativos y el papel moderador de la cultura de aprendizaje en este proceso. 7. Analizar desde la perspectiva del profesorado de los centros educativos el impacto del proceso de formación en la capacidad de innovación de los centros educativos y el papel moderador de la cultura de aprendizaje en este proceso. Para cumplir este conjunto de objetivos, este trabajo se ha dividido en cinco capítulos. El primero de ellos constituye la base a partir de la cual se desarrolla el conjunto de la tesis doctoral. Los capítulos segundo, tercero y cuarto se realizan a partir de los diferentes documentos que se han confeccionado y remitido a revistas de reconocido prestigio en el ámbito del aprendizaje y del desarrollo organizativo. En el quinto capítulo se presentan algunas conclusiones finales al trabajo de tesis doctoral. El primer capítulo de este trabajo, que lleva por nombre “El aprendizaje, la innovación y la formación”, se realiza el estudio de un primer estado de la cuestión relativo al aprendizaje en las organizaciones y su impacto en la innovación y en la formación. Este capítulo supone un preámbulo y viene a fundamentar el contenido de los capítulos segundo, tercero y cuarto, pues en este capítulo se propone el fondo teórico a partir del cual se desarrolla la tesis doctoral (Gil y Carrillo, 2016). El segundo capítulo que se ha denominado “La organización que aprende en contextos educativos” presenta el análisis de los contextos de los centros educativos relacionados con las características que identifican a las organizaciones que aprenden. Este segundo capítulo se construye a través de dos trabajos. En el primer trabajo titulado “Replicating a learning organisation model in Spanish schools” se examina el contexto de la organización que aprende desde la perspectiva de los equipos directivos de los centros educativos. En el segundo trabajo titulado “Secondary schools as learning organisations: A teacher’s perspective” se analiza el contexto de la organización que aprende desde la perspectiva del profesorado. El tercer capítulo, denominado “La innovación en las organizaciones que aprenden”, analiza los ambientes de innovación en las organizaciones. En especial se investiga la incidencia del liderazgo, la cultura de aprendizaje y la estructura de aprendizaje en la capacidad de innovación de las organizaciones educativas (Awasthy y Gupta, 2011; Randeree, 2006). Este tercer capítulo se elabora a través de dos trabajos. En el primero de los trabajos titulado “Leadership and educational innovation: a learning organisation perspective” se analiza, desde la perspectiva de los directivos, el impacto del liderazgo, la cultura y la estructura de aprendizaje en la innovación. Se considera especialmente el papel del liderazgo en la creación de ambientes de aprendizaje que generen capacidad de innovación en las organizaciones educativas. En el segundo de los trabajos titulado “Leadership, culture and education innovation: The mediating effect of the organizational structure” se examina, desde la perspectiva del profesorado, el papel mediador de la estructura organizativa entre la cultura y el liderazgo y la capacidad de innovación. El cuarto capítulo denominado “La formación, el cambio y las organizaciones que aprenden”, se constituye a partir de tres trabajos. El primer trabajo titulado “Realization and demand for training in the planning processes of change: Empirical evidences in the wine industry in Rioja, Spain” analiza la relación entre la planificación de cambios organizativos y la demanda de formación en las organizaciones industriales. El segundo y tercer trabajo analizan otros dos aspectos básicos relacionados con la formación. El primero primer aspecto se refiere al impacto de las etapas de la formación (análisis, aplicación y evaluación de la formación) en la transferencia de la formación (Gil, Molina y Ortega, 2016). Y, el segundo aspecto es la moderación de la cultura de aprendizaje en la transferencia de la formación. Se considera la cultura de aprendizaje pues es uno de los componentes más importantes de una organización que aprende (Dymock y McCarthy, 2006; Gil y Mataveli, 2016). Concretamente, el segundo trabajo denominado “Training for teacher improvement: A learning organisation perspective” analiza estos dos aspectos desde la perspectiva de los equipos directivos de los centros educativos. Y, el tercer trabajo titulado “The impact of training on improving teaching: A perspective of secondary school teachers”, analiza los dos aspectos citados desde la perspectiva del profesorado. El quinto capítulo que se ha denominado “Discusión y conclusiones”, se proponen unas últimas conclusiones sobre el conjunto de la investigación y se analiza la consecución de los objetivos que se han propuesto en esta tesis doctoral. Este quinto capítulo termina con las limitaciones del trabajo y algunas propuestas de líneas futuras de investigación. Esta investigación se cierra con tres anexos que reúnen la información complementaria de esta obra de tesis doctoral. En los tres anexos se adjuntan los cuestionarios que han servido para recoger el conjunto de los datos que se analizan en esta investigación.0Doctoral Thesis8532<a class="citation_author_name" title="Navegar por nombre de Autor de Gil López, Alfonso Jesús" href="/fez/list/author/Gil López, Alfonso Jesús/">Gil López, Alfonso Jesús</a>. <b><i><a class="citation_title" title="Click para ver : El desarrollo de la innovación y la formación continua en las organizaciones que aprenden (Resumen)" href="/fez/view/tesisuned:ED-Pg-EcoyEmp-Ajgil">El desarrollo de la innovación y la formación continua en las organizaciones que aprenden (Resumen)</a></i></b> . <span class="citation_date">2017</span>. <span class="citation_publisher">Universidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Economía y Empresa</span>RecordDoctoral ThesisPublishedEconomíaUniversidad Nacional de Educación a Distancia (España). Escuela Internacional de Doctorado. Programa de Doctorado en Economía y EmpresaGil López, Alfonso JesúsRodrigo Moya, BeatrizMorcillo Bellido, Jesústesisuned:ED-Pg-EcoyEmp-Ajgilhttp://e-spacio.uned.es/fez/view/tesisuned:ED-Pg-EcoyEmp-AjgilspaGIL_LOPEZ__Alfonso_Jesus_Resumen.pdfpresmd_GIL_LOPEZ__Alfonso_Jesus_Resumen.xmltesisuned:ED_Pg_EcoyEmpbibliuned:Setthesisbibliuned:SetopenaireEscuela de Doctorado. Programa de doctorado en Economía y Empresa (UNED)Set de Tesis Doctorales de la UNEDSet de openairehttps://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsGil LópezAcceso cerrado0.3706315234232018-01-01T00:00:00Z152024-02-13T05:45:21Z2024-02-13T05:45:21ZExtending the nomological network of computational thinking with non-cognitive factorsbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0006Computational thinking (CT) is being consolidated as a key set of problem-solving skills that must be developed by the students to excel in our software-driven society. However, in psychological terms, CT is still a poorly defined construct, given that its nomological network has not been established yet. In a previous paper, we started to address this issue studying the correlations between CT and some fundamental cognitive variables, such as primary mental abilities and problem-solving ability. The current work deepens in the same direction as it aims to extend the nomological network of CT with non-cognitive factors, through the study of the correlations between CT, self-efficacy and the several dimensions from the ‘Big Five’ model of human personality: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and some additional self-efficacy items are administered on a sample of 1251 Spanish students from 5th to 10th grade (N ¼ 1251), and the Big Five Questionnaire-Children version (BFQ-C) is also taken by a subsample from the above (n ¼ 99). Results show statistically significant correlations between CT and self-efficacy perception relative to CT performance (rs ¼ 0.41), in which gender differences in favor of males are found (d ¼ 0.42). Moreover, results show statistically significant correlations between CT and: Openness to Experience (r ¼ 0.41), Extraversion (r ¼ 0.30), and Conscientiousness (r ¼ 0.27). These findings are consistent with the existing literature except for the unexpected correlation between CT and the Extraversion factor of personality, which is consequently discussed in detail. Overall, our findings corroborate the existence of a non-cognitive side of CT that should be taken into account by educational policies and interventions aimed at fostering CT. As a final contribution, the extended nomological network of CT integrating cognitive and non-cognitive variables is depicted.0302<a class="citation_author_name" title="Navegar por nombre de Autor de Román-González, Marcos" href="/fez/list/author/Román-González, Marcos/">Román-González, Marcos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Pérez-González, Juan Carlos" href="/fez/list/author/Pérez-González, Juan Carlos/">Pérez-González, Juan Carlos</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Moreno-León, Jesús" href="/fez/list/author/Moreno-León, Jesús/">Moreno-León, Jesús</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Robles, Gregorio" href="/fez/list/author/Robles, Gregorio/">Robles, Gregorio</a> . (<span class="citation_date">2018</span>) <a class="citation_title" title="Click para ver : Extending the nomological network of computational thinking with non-cognitive factors" href="/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0006">Extending the nomological network of computational thinking with non-cognitive factors</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Computers in Human Behavior, está disponible en línea en el sitio web del editor: Elsevier, https://doi.org/10.1016/j.chb.2017.09.030ElsevierRomán-González, MarcosPérez-González, Juan CarlosMoreno-León, JesúsRobles, Gregorio1Computers in Human Behaviorbibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-0006http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEII-FEDU-Articulos-Jcperez-000644145980engPerez_Gonzalez_Juan_C_Computational.pdfpresmd_Perez_Gonzalez_Juan_C_Computational.xml0747-5632bibliuned:DptoMIDEII-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE II (UNED). ArtículosSet de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsRomán-GonzálezAcceso abiertohttps://doi.org/10.1016/j.chb.2017.09.0300.35965586443244322664336444453333222249438534943853