011false100true 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 strategies AND display_type_i:423 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)) 34232012-07-01T00:00:00Z9472013-05-10T19:47:40ZEl derecho fundamental a una educación de calidad : especial consideración a la educación superior a distancia como estrategia institucional para potenciar la calidad educativa = The fundamental right to a quality education : special consideration for higher education as a corporate strategy to enhance the quality of educationbibliuned:RDUNED-2012-11-60800Doctoral Thesis6462<a class="citation_author_name" title="Browse by Author Name for Goig Martínez, Juan Manuel" href="/fez37/public/list/author/Goig Martínez, Juan Manuel/">Goig Martínez, Juan Manuel</a> and <a class="citation_author_name" title="Browse by Author Name for Gobbo Coin, Valentina" href="/fez37/public/list/author/Gobbo Coin, Valentina/">Gobbo Coin, Valentina</a> . (<span class="citation_date">2012</span>) <a class="citation_title" title="Click to view : El derecho fundamental a una educación de calidad : especial consideración a la educación superior a distancia como estrategia institucional para potenciar la calidad educativa = The fundamental right to a quality education : special consideration for higher education as a corporate strategy to enhance the quality of education" href="/fez37/public/view/bibliuned:RDUNED-2012-11-6080">El derecho fundamental a una educación de calidad : especial consideración a la educación superior a distancia como estrategia institucional para potenciar la calidad educativa = The fundamental right to a quality education : special consideration for higher education as a corporate strategy to enhance the quality of education</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/021523DerechoUniversidad Nacional de Educación a Distancia (España). Facultad de DerechoGoig Martínez, Juan ManuelGobbo Coin, Valentinahttp://e-spacio.uned.es/fez/view/bibliuned:RDUNED-2012-11-6080bibliuned:RDUNED-2012-11-6080spaDocumento.pdfbibliuned:RDUNED-2012-11bibliuned:Setopenairebibliuned:SetarticuloRDUNED : revista de derecho UNED. Año 2012, n. 11Set de openaireSet de artículoGoig MartínezAcceso abierto1.344013834232000-07-01T00:00:00Z2212014-05-16T23:19:27ZOrientaciones para hacer variables las estrategias de adaptación en Educación Secundaria Obligatoria = Making adaptative education strategies feasible at the secondary schoolbibliuned:revistaREOP-2000-11-20-57750Doctoral Thesis4312<a class="citation_author_name" title="Browse by Author Name for García García, Mercedes" href="/fez37/public/list/author/García García, Mercedes/">García García, Mercedes</a> . (<span class="citation_date">2000</span>) <a class="citation_title" title="Click to view : Orientaciones para hacer variables las estrategias de adaptación en Educación Secundaria Obligatoria = Making adaptative education strategies feasible at the secondary school" href="/fez37/public/view/bibliuned:revistaREOP-2000-11-20-5775">Orientaciones para hacer variables las estrategias de adaptación en Educación Secundaria Obligatoria = Making adaptative education strategies feasible at the secondary school</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónAEOP ; Universidad Nacional de Educación a Distancia (España)García García, Mercedeshttp://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2000-11-20-5775bibliuned:revistaREOP-2000-11-20-5775esDocumento.pdfbibliuned:revistaREOP-2000-11-20bibliuned:Setopenairebibliuned:SetarticuloRevista Española de Orientación y Psicopedagogía. Año 2000, vol. 11, n.20Set de openaireSet de artículoGarcía GarcíaAcceso abierto1.242870234232002-01-01T00:00:00Z12462014-05-09T23:19:27ZIdentificación de estrategias de aprendizaje en educación infantil y primaria: propuesta de instrumentos = Identification of learning strategies in early childhood and primary education: a proposal of instrumentsbibliuned:revistaREOP-2002-13-1-56600Doctoral Thesis9442<a class="citation_author_name" title="Browse by Author Name for Salmerón, Honorio" href="/fez37/public/list/author/Salmerón, Honorio/">Salmerón, Honorio</a>, <a class="citation_author_name" title="Browse by Author Name for Ortiz Jiménez, Luis" href="/fez37/public/list/author/Ortiz Jiménez, Luis/">Ortiz Jiménez, Luis</a> and <a class="citation_author_name" title="Browse by Author Name for Rodríguez Fernández, Sonia" href="/fez37/public/list/author/Rodríguez Fernández, Sonia/">Rodríguez Fernández, Sonia</a> . (<span class="citation_date">2002</span>) <a class="citation_title" title="Click to view : Identificación de estrategias de aprendizaje en educación infantil y primaria: propuesta de instrumentos = Identification of learning strategies in early childhood and primary education: a proposal of instruments" href="/fez37/public/view/bibliuned:revistaREOP-2002-13-1-5660">Identificación de estrategias de aprendizaje en educación infantil y primaria: propuesta de instrumentos = Identification of learning strategies in early childhood and primary education: a proposal of instruments</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónAEOP ; Universidad Nacional de Educación a Distancia (España)Salmerón, HonorioOrtiz Jiménez, LuisRodríguez Fernández, Soniahttp://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2002-13-1-5660bibliuned:revistaREOP-2002-13-1-5660esDocumento.pdfbibliuned:revistaREOP-2002-13-1bibliuned:Setopenairebibliuned:SetarticuloRevista Española de Orientación y Psicopedagogía. Año 2002, vol. 13, n.1Set de openaireSet de artículoSalmerónAcceso abierto1.136921334232010-01-09T00:00:00Z1712014-04-21T23:19:27Z2015-07-25T09:24:13ZEl estudio de casos como estrategia de investigación en educación = Case study as research strategy in educationbibliuned:revistaREOP-2010-21-3-5280La técnica del estudio de casos, concebida como método docente, parte de la representación de una situación educativa como base para la reflexión y el aprendizaje. La puesta en práctica de la técnica con estudiantes de nivel universitario, proporci04272<a class="citation_author_name" title="Browse by Author Name for Navarro Montaño, María José" href="/fez/list/author/Navarro Montaño, María José/">Navarro Montaño, María José</a> . (<span class="citation_date">2010</span>) <a class="citation_title" title="Click para ver : El estudio de casos como estrategia de investigación en educación = Case study as research strategy in education" href="/fez/view/bibliuned:revistaREOP-2010-21-3-5280">El estudio de casos como estrategia de investigación en educación = Case study as research strategy in education</a>. RecordArtículo de revistaPublishedEducaciónAEOP ; Universidad Nacional de Educación a Distancia (España)Navarro Montaño, María Joséhttp://e-spacio.uned.es/fez/view/bibliuned:revistaREOP-2010-21-3-5280bibliuned:revistaREOP-2010-21-3-5280esDocumento.pdfbibliuned:revistaREOP-2010-21-3bibliuned:Setopenairebibliuned:SetarticuloRevista Española de Orientación y Psicopedagogía. Año 2010, vol. 21, n.3Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsNavarro MontañoAcceso abierto10.5944/reop.vol.21.num.3.2010.115511.136921334232014-07-01T00:00:00Z2462014-07-07T18:49:03Z2015-10-24T04:03:46ZRetroalimentación en educación en línea : una estrategia para la construcción del conocimiento = Feedback on online education : a strategy for knowledge buildingbibliuned:revistaRied-2014-17-2-1015La sociedad ha pasado por diferentes etapas en el área de la educación a lo largo de la historia, en cada una de ellas se han implementado diversas estrategias, modelos, metodologías, etc, que han cubierto requerimientos en contextos vigentes. Hace sol07542<a class="citation_author_name" title="Navegar por nombre de Autor de Alvarado García, Marta Araceli" href="/fez/list/author/Alvarado García, Marta Araceli/">Alvarado García, Marta Araceli</a> . (<span class="citation_date">2014</span>) <a class="citation_title" title="Click para ver : Retroalimentación en educación en línea : una estrategia para la construcción del conocimiento = Feedback on online education : a strategy for knowledge building" href="/fez/view/bibliuned:revistaRied-2014-17-2-1015">Retroalimentación en educación en línea : una estrategia para la construcción del conocimiento = Feedback on online education : a strategy for knowledge building</a>. RecordArtículo de revistaPublishedEducaciónAIESADAlvarado García, Marta Aracelihttp://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2014-17-2-1015bibliuned:revistaRied-2014-17-2-1015esDocumento.pdfbibliuned:revistaRied-2014-17-2bibliuned:Setopenairebibliuned:SetarticuloRIED: revista iberoamericana de educación a distancia. Año 2014, vol. 17, n. 2Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsAlvarado GarcíaAcceso abierto10.5944/ried.17.2.126781.136921334232014-07-01T00:00:00Z1132014-05-28T23:19:27Z2015-08-19T06:14:51ZEstrategias de intervención socioeducativa con familias : análisis de la orientación familiar en los Servicios Especializados de Atención a la Familia e Infancia de la Comunidad Valenciana = Socio-educational intervention strategies with families : anbibliuned:EducacionXXI-2014-17-2-7110El artículo pretende fundamentalmente determinar en qué medida la orientación familiar es utilizada por los profesionales de los Servicios Especializados de Atención a la Familia y a la Infancia, con el fin de vislumbrar si existen diferencias resp06332<a class="citation_author_name" title="Browse by Author Name for Cánovas Leonhardt, Paz" href="/fez/list/author/Cánovas Leonhardt, Paz/">Cánovas Leonhardt, Paz</a>, <a class="citation_author_name" title="Browse by Author Name for Sahuquillo Mateo, Piedad María" href="/fez/list/author/Sahuquillo Mateo, Piedad María/">Sahuquillo Mateo, Piedad María</a>, <a class="citation_author_name" title="Browse by Author Name for Císcar Cuñat, Esther" href="/fez/list/author/Císcar Cuñat, Esther/">Císcar Cuñat, Esther</a> and <a class="citation_author_name" title="Browse by Author Name for Martínez Vázquez, Concepción" href="/fez/list/author/Martínez Vázquez, Concepción/">Martínez Vázquez, Concepción</a> . (<span class="citation_date">2014</span>) <a class="citation_title" title="Click para ver : Estrategias de intervención socioeducativa con familias : análisis de la orientación familiar en los Servicios Especializados de Atención a la Familia e Infancia de la Comunidad Valenciana = Socio-educational intervention strategies with families : an" href="/fez/view/bibliuned:EducacionXXI-2014-17-2-7110">Estrategias de intervención socioeducativa con familias : análisis de la orientación familiar en los Servicios Especializados de Atención a la Familia e Infancia de la Comunidad Valenciana = Socio-educational intervention strategies with families : an</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de EducaciónCánovas Leonhardt, PazSahuquillo Mateo, Piedad MaríaCíscar Cuñat, EstherMartínez Vázquez, Concepciónhttp://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2014-17-2-7110bibliuned:EducacionXXI-2014-17-2-7110esDocumento.pdfbibliuned:EducacionXXI-2014-17-2bibliuned:Setopenairebibliuned:SetarticuloEducación XX1 : revista de la Facultad de Educación. Año 2014, n. 17-2Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsCánovas LeonhardtAcceso abierto10.5944/educxx1.17.2.114911.030972434232014-01-01T00:00:00Z2232013-11-20T23:19:27Z2015-08-19T06:51:32ZLa cesión de responsabilidad en la evaluación: una estrategia adaptada al espacio europeo de educación superior = Assignment to the students of responsibility on evaluation: a teaching strategy adapted to the european higher education areabibliuned:EducacionXXI-2014-17-1-7070Este estudio prospectivo se centró en conocer la influencia que la cesión a los estudiantes de la responsabilidad sobre la evaluación tenía en la percepción de su propia autonomía, su motivación intrínseca, así como en la creencia del alumnado06442<a class="citation_author_name" title="Browse by Author Name for Moreno Murcia, Juan Antonio" href="/fez/list/author/Moreno Murcia, Juan Antonio/">Moreno Murcia, Juan Antonio</a>, <a class="citation_author_name" title="Browse by Author Name for Aracil, Adolfo" href="/fez/list/author/Aracil, Adolfo/">Aracil, Adolfo</a> and <a class="citation_author_name" title="Browse by Author Name for Reina, Raúl" href="/fez/list/author/Reina, Raúl/">Reina, Raúl</a> . (<span class="citation_date">2014</span>) <a class="citation_title" title="Click para ver : La cesión de responsabilidad en la evaluación: una estrategia adaptada al espacio europeo de educación superior = Assignment to the students of responsibility on evaluation: a teaching strategy adapted to the european higher education area" href="/fez/view/bibliuned:EducacionXXI-2014-17-1-7070">La cesión de responsabilidad en la evaluación: una estrategia adaptada al espacio europeo de educación superior = Assignment to the students of responsibility on evaluation: a teaching strategy adapted to the european higher education area</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de EducaciónMoreno Murcia, Juan AntonioAracil, AdolfoReina, Raúlhttp://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2014-17-1-7070bibliuned:EducacionXXI-2014-17-1-7070esDocumento.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 CommonsMoreno MurciaAcceso abierto10.5944/educxx1.17.1.107101.030972434232016-02-09T00:00:00Z2192021-11-12T19:02:14Z2021-11-12T19:06:34ZGame-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdubibliuned:425-Jmsaez-0015This study analyzes the application of game-based learning and gamification using MinecraftEdu, which allows for an exploration of the possibilities regarding immersive learning environments. We analyze the contributions of second-year university students who are pursuing a degree in Primary Education and are enrolled in a subject entitled Social Sciences II: History and Teaching at Castilla-La Mancha University. On four scales, we detail descriptive data and statistical inference through a quasi-experimental design using a Wilcoxon test and a sign test. The instruments provide content and construct validation based on data triangulation as a strategy. Despite the fact that participants consider video games as non-essential tools in an educational context, they value the fact that game-based learning through immersive environments allows for learning that involves a higher level of activity and engagement of the students. Interest level, educational innovation and motivation are valued positively and show statistically significant improvements.02952<a class="citation_author_name" title="Navegar por nombre de Autor de Cózar Gutiérrez, Ramón" href="/fez/list/author/Cózar Gutiérrez, Ramón/">Cózar Gutiérrez, Ramón</a> y <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> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu" href="/fez/view/bibliuned:425-Jmsaez-0015">Game-based learning and gamification in initial teacher training in the social sciences: an experiment with MinecraftEdu</a>. RecordArtículo de revistaPublishedEducaciónSpringerCózar Gutiérrez, RamónSáez López, José Manuel1International Journal of Educational Technology in Higher Educationbibliuned:425-Jmsaez-0015http://e-spacio.uned.es/fez/view/bibliuned:425-Jmsaez-0015213engSaez_Lopez_Jose_M_Game_based_learning.pdfpresmd_Saez_Lopez_Jose_M_Game_based_learning.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 CommonsCózar GutiérrezAcceso abiertohttps://doi.org/10.1186/s41239-016-0003-40.9353413634232022-12-01T00:00:00Z82023-11-25T07:32:32Z2023-11-25T08:05:05ZCharacterisation of flipped classroom teaching in multigrade rural schoolsbibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-007Multi-age classrooms are student-centred classrooms. Flipped classroom teaching promotes active learning. In the research reported on here, we analysed the characteristics of flipped classroom teaching in the context of multigrade rural schools. Two main questions were raised: whether the characteristics of rural multigrade classrooms require adapting the flipped classroom method, and whether there is a particular framework for applying this method in such classrooms. A questionnaire was administered to and interviews held with teachers who used flipped classroom in their multigrade classrooms. The data show a typology of flipped classroom strategies adapted to multigrade classrooms. It is also concluded that applying flipped classroom in multi-grade classrooms requires significant changes in the instructional design and classroom learning phase. No changes were detected during the previous phase of individual work outside the classroom. A regular framework for the application of the flipped classroom method in multigrade rural schools could not be determined due to the heterogeneity of this kind of class.0702<a class="citation_author_name" title="Navegar por nombre de Autor de Castillo-López, Javier" href="/fez/list/author/Castillo-López, Javier/">Castillo-López, Javier</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Domínguez-Figaredo, Daniel" href="/fez/list/author/Domínguez-Figaredo, Daniel/">Domínguez-Figaredo, Daniel</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : Characterisation of flipped classroom teaching in multigrade rural schools" href="/fez/view/bibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-007">Characterisation of flipped classroom teaching in multigrade rural schools</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en South African Journal of Education, está disponible en línea en el sitio web del editor: University of Pretoria, Faculty of Education, https://doi.org/10.15700/saje.v42ns1a2211University of Pretoria, Faculty of EducationCastillo-López, JavierDomínguez-Figaredo, DanielSouth African Journal of Educationbibliuned:DptoTEPS-FEDU-Articulos-Ddominguez-007S1S14Supplement 142Domi__nguez_Figaredo_Daniel_FlippedClassroom.pdfpresmd_Domi__nguez_Figaredo_Daniel_FlippedClassroom.xml0256-0100bibliuned:DptoTEPS-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Teoría de la Educación y Pedagogía Social (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/deed.esLicencia Creative CommonsCastillo-LópezAcceso abierto10.15700/saje.v42ns1a22110.902292734232017-01-01T00:00:00Z2322017-06-30T03:02:58Z2017-06-30T03:02:58ZLa terminación del contrato de aprendiz y el abandono en la formación profesional: comparación de desafíos y estrategias político-educacionales en Noruega y Suizabibliuned:reec-2017-numero29-5040La formación profesional, y por lo tanto la preparación de los jóvenes para el mercado laboral, en muchos aspectos, sigue diferentes patrones en Noruega y Suiza. Ambos países, sin embargo, se enfrentan problemas con con transiciones retardadas a la05412<a class="citation_author_name" title="Navegar por nombre de Autor de Schmid, Evi" href="/fez/list/author/Schmid, Evi/">Schmid, Evi</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : La terminación del contrato de aprendiz y el abandono en la formación profesional: comparación de desafíos y estrategias político-educacionales en Noruega y Suiza" href="/fez/view/bibliuned:reec-2017-numero29-5040">La terminación del contrato de aprendiz y el abandono en la formación profesional: comparación de desafíos y estrategias político-educacionales en Noruega y Suiza</a>. RecordArtículo de revistaPublishedEducaciónSchmid, EviRevista Española de Educación Comparadabibliuned:reec-2017-numero29-5040http://e-spacio.uned.es/fez/view/bibliuned:reec-2017-numero29-504012914729engApprenticeship contract termination and dropout from VET: a comparison of educational-political challenges and strategies in Norway and SwitzerlandApprenticeship_contract.pdfpresmd_Apprenticeship_contract.xml1137-8654, EISSN: 2174-5382bibliuned:reec-2017-numero29bibliuned:Setarticulobibliuned:SetopenaireRevista española de educación comparada (REEC). Año 2017, n. 29Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsSchmidAcceso abierto10.5944/reec.29.2017.172420.8234662434232016-07-01T00:00:00Z7622016-06-10T21:11:40Z2016-12-20T21:02:27ZEstratégias do Design de Games que podem ser incorporadas à Educação a Distânciabibliuned:revistaRied-2016-19-2-5025Este artigo explora como as teorias da aprendizagem baseada em games e estratégias de gamificação podem ser incorporadas à educação, incluindo a educação a distância. Para tanto, insere-se nos três níveis de pesquisa propostos por Zawacki-Richt012632<a class="citation_author_name" title="Navegar por nombre de Autor de Mattar, João" href="/fez/list/author/Mattar, João/">Mattar, João</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Nesteriuk, Sérgio" href="/fez/list/author/Nesteriuk, Sérgio/">Nesteriuk, Sérgio</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Estratégias do Design de Games que podem ser incorporadas à Educação a Distância" href="/fez/view/bibliuned:revistaRied-2016-19-2-5025">Estratégias do Design de Games que podem ser incorporadas à Educação a Distância</a>. RecordArtículo de revistaPublishedEducaciónAIESADMattar, JoãoNesteriuk, SérgioRIED: Revista Iberoamericana de Educación a Distanciabibliuned:revistaRied-2016-19-2-5025http://e-spacio.uned.es/fez/view/bibliuned:revistaRied-2016-19-2-502591103219porGame Design Strategies that can be incorporated into Distance EducationEstrategias_design_games.pdfpresmd_Estrategias_design_games.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 CommonsMattarAcceso abierto10.5944/ried.19.2.156800.8234662434232017-01-01T00:00:00Z2352017-06-30T18:47:18Z2017-06-30T18:47:18ZDos apuestas por redefinir las funciones del Estado respecto al trabajo magisterial: reformas educativas recientes en México y Ecuadorbibliuned:reec-2017-numero29-5075Las primigenias interrogantes de la Sociología de la Educación sobre las funciones del Estado, han sido revitalizadas por la era global. El presente artículo, desestima que la reducción de las funciones estatales opere como la única e inevitable te05232<a class="citation_author_name" title="Navegar por nombre de Autor de García-Chediak, Rosa" href="/fez/list/author/García-Chediak, Rosa/">García-Chediak, Rosa</a> . (<span class="citation_date">2017</span>) <a class="citation_title" title="Click para ver : Dos apuestas por redefinir las funciones del Estado respecto al trabajo magisterial: reformas educativas recientes en México y Ecuador" href="/fez/view/bibliuned:reec-2017-numero29-5075">Dos apuestas por redefinir las funciones del Estado respecto al trabajo magisterial: reformas educativas recientes en México y Ecuador</a>. RecordArtículo de revistaPublishedEducaciónGarcía-Chediak, RosaRevista Española de Educación Comparadabibliuned:reec-2017-numero29-5075http://e-spacio.uned.es/fez/view/bibliuned:reec-2017-numero29-507526228129spaTwo strategies towards a change in public teachers` labour regulations: recent educative reforms in México and EcuadorDos_apuestas_redefinir.pdfpresmd_Dos_apuestas_redefinir.xml1137-8654, EISSN: 2174-5382bibliuned:reec-2017-numero29bibliuned:Setarticulobibliuned:SetopenaireRevista española de educación comparada (REEC). Año 2017, n. 29Set de artículoSet de openairehttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsGarcía-ChediakAcceso abierto10.5944/reec.29.2017.175730.8234662434232016-01-01T00:00:00Z6122015-11-17T10:51:38Z2015-11-17T10:51:38ZEstrategias para resistir a la crisis de confianza en la investigación cualitativa actualbibliuned:EducacionXXI-2016-19-1-5030Debido a la crisis actual en la que está inmersa la investigación cualitativa, el presente trabajo tiene un primer objetivo que consiste en aclarar en qué reside el movimiento actual que discute la eficacia y utilidad de la investigación cualitativ010652<a class="citation_author_name" title="Navegar por nombre de Autor de Moral Santaella, Cristina" href="/fez/list/author/Moral Santaella, Cristina/">Moral Santaella, Cristina</a> . (<span class="citation_date">2016</span>) <a class="citation_title" title="Click para ver : Estrategias para resistir a la crisis de confianza en la investigación cualitativa actual" href="/fez/view/bibliuned:EducacionXXI-2016-19-1-5030">Estrategias para resistir a la crisis de confianza en la investigación cualitativa actual</a>. RecordArtículo de revistaPublishedEducaciónUniversidad Nacional de Educación a Distancia (España), Facultad de EducaciónMoral Santaella, Cristina1Educación XXI: revista de la Facultad de Educaciónbibliuned:EducacionXXI-2016-19-1-5030http://e-spacio.uned.es/fez/view/bibliuned:EducacionXXI-2016-19-1-5030159177119spaStrategies to resist the current confidence crisis in qualitative researchEstrategias_resistir_crisis.pdfpresmd_Estrategias_resistir_crisis.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 CommonsMoral SantaellaAcceso abierto10.5944/educXX1.142270.8234662434232021-09-01T00:00:00Z112024-01-18T08:32:49Z2024-02-16T14:08:45ZUse of MOOCs in health care training: A descriptive-exploratory case study in the setting of the COVID-19 pandemicbibliuned:DptoSSyFHJ-Articulos-Fgomez-0001This exploratory study is part of the training and innovation project (GID2016-16) of the National University of Distance Education (UNED) in Spain. The current socioeconomic and educational contexts derived from COVID-19 has led university institutions to develop methodological innovations in the teaching-learning process. Among these strengthening measures are the MOOCs, the most appropriate strategy to bring students closer to new digital platforms that favor the acquisition of knowledge. A methodological pluralism, combining quantitative and qualitative perspectives, has been used. The main results of the descriptive analysis compare the data of students enrolled in the MOOC, “Social and Health Care and Social Services in Social Work”, and other related bachelor’s and master’s degree courses during the four years analyzed. One of the conclusions is the emerging possibility of offering university studies that are more in line with the current teleworking market. The development of online methodologies favors the democratization of education, reaching the student body as a whole and universalizing content and learning. Among the main conclusions, it is worth highlighting the degree of satisfaction shown by the students who took advantage of the MOOC, and the training opportunities afforded by MOOC courses, during the time of COVID-19.0672<a class="citation_author_name" title="Navegar por nombre de Autor de Gómez Gómez, Francisco" href="/fez/list/author/Gómez Gómez, Francisco/">Gómez Gómez, Francisco</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Munuera Gómez, Pilar" href="/fez/list/author/Munuera Gómez, Pilar/">Munuera Gómez, Pilar</a> . (<span class="citation_date">2021</span>) <a class="citation_title" title="Click para ver : Use of MOOCs in health care training: A descriptive-exploratory case study in the setting of the COVID-19 pandemic" href="/fez/view/bibliuned:DptoSSyFHJ-Articulos-Fgomez-0001">Use of MOOCs in health care training: A descriptive-exploratory case study in the setting of the COVID-19 pandemic</a>. RecordArtículo de revistaPublishedDerechoLa versión registrada de este artículo, publicado por primera vez en Sustainability, está disponible en línea en el sitio web del editor: https://doi.org/10.3390/su131910657MDPIGómez Gómez, FranciscoMunuera Gómez, PilarSustainabilitybibliuned:DptoSSyFHJ-Articulos-Fgomez-0001http://e-spacio.uned.es/fez/view/bibliuned:DptoSSyFHJ-Articulos-Fgomez-00011913engGomez_Gomez_Francisco_Use_of_MOOCs.pdfpresmd_Gomez_Gomez_Francisco_Use_of_MOOCs.xml2071-1050bibliuned:DptoSSyFHJ-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento de Servicios Sociales y Fundamentos Histórico-Jurídicos (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/Licencia Creative CommonsGómez GómezAcceso abiertohttps://doi.org/10.3390/su1319106570.786530534232010-01-01T00:00:00Z30892012-05-30T20:42:50ZNo tomarás el nombre de Dios en vano : blasfemia y castigo divino en Cataluña (siglos XVI-XVIII)bibliuned:ETFSerieIV-2010-22-5080Este estudio aborda la problemática de la
historia del lenguaje en su faceta más
trasgresora —las blasfemias— a través de
los múltiples procesos de interacción
social, política y religiosa entre cultura
docta y cultura popular en el marco
geográfico de la Cataluña del Antiguo
Régimen. La reforma católica emprende
un programa de disciplinamiento cultural
contra las expresiones blasfemas
fundamentado en la pedagogía del terror.
Una estrategia aculturizadora que pone de
manifiesto la lógica profunda de
pensamiento mítico-supersticioso de la
gente común ante acontecimientos de
naturaleza sobrenatural.This study approcaches the history of the
language problematics in his more violent
—the blasphemies— across the multiple
processes of social, political and religious
interrelationship, between the elite culture
and popular culture in the geographical
frame of Catalonia in the XVI-XVIII
centuries. The catholic reform undertakes
an nature politics of combat against the
blasphemous expressions inside his wide
campaign of religious acculturation based
on the terror pedagogy. An educational
strategy that reveals the deep logic of
mythical-superstitious thought of the
common people before events of
extraordinary nature.06012<a class="citation_author_name" title="Browse by Author Name for Gelabertó Vilagran, Martí" href="/fez/list/author/Gelabertó Vilagran, Martí/">Gelabertó Vilagran, Martí</a> . (<span class="citation_date">2010</span>) <a class="citation_title" title="Click para ver : No tomarás el nombre de Dios en vano : blasfemia y castigo divino en Cataluña (siglos XVI-XVIII)" href="/fez/view/bibliuned:ETFSerieIV-2010-22-5080">No tomarás el nombre de Dios en vano : blasfemia y castigo divino en Cataluña (siglos XVI-XVIII)</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/068273HistoriaUniversidad Nacional de Educación a Distancia (España). Facultad de Geografía e HistoriaGelabertó Vilagran, Martíbibliuned:ETFSerieIV-2010-22-5080bibliuned:ETFSerieIV-2010-23-5080http://e-spacio.uned.es/fez/view/bibliuned:ETFSerieIV-2010-22-5080spaDocumento.pdfbibliuned:ETFSerieIV-2010bibliuned:Setopenairebibliuned:SetarticuloEspacio, tiempo y forma. Serie IV, Historia moderna. Año 2010, n. 23Set de openaireSet de artículohttp://creativecommons.org/licenses/by-nc-nd/4.0Licencia Creative CommonsGelabertó VilagranAcceso abierto0.762296634232022-04-20T00:00:00Z82024-01-27T14:25:54Z2024-02-17T12:45:08ZInclusion as a Value in Participation: Children’s Councils in Spain.bibliuned:DptoMIDEI-FEDU-Articulos-Jmorentin-0002The two‐way relationship between inclusion and participation makes municipal child participation organisations and experiences a key means of guaranteeing the inclusion in community life of children and adolescents, who are traditionally excluded from decision‐making and the promotion of changes in the realities of their lives. One of the main objectives of municipal child participation organisations is to ensure that these spaces are inclusive. This means that they must promote equality of guarantees and conditions in the development of the right to participation from a perspective that addresses the different axes of inequality, not only in access to these spaces but also in the relational dynamics that take place in them. Based on a theoretical reflection on inclusion and participation, this article analyses the data from a questionnaire applied to 279 people (191 technical figures and 88 elected authorities) from 179 municipalities in Spain, which seeks to describe the state of child and adolescent participation in municipalities that are part of the International Association of Educating Cities, Child Friendly Cities, or both. A qualitative analysis is made of those issues related to the strategies used to promote inclusion within the Children’s Councils, as well as in the initiatives promoted in the field of child participation. The results show agreement in considering Children’s Councils to be inclusive bodies, but the means and procedures used do not always guarantee this inclusiveness.0432<a class="citation_author_name" title="Navegar por nombre de Autor de Morentin Encina, Javier" href="/fez/list/author/Morentin Encina, Javier/">Morentin Encina, Javier</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Noguera Pigem, Elena" href="/fez/list/author/Noguera Pigem, Elena/">Noguera Pigem, Elena</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Barba Núñez, María" href="/fez/list/author/Barba Núñez, María/">Barba Núñez, María</a> . (<span class="citation_date">2022</span>) <a class="citation_title" title="Click para ver : Inclusion as a Value in Participation: Children’s Councils in Spain." href="/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Jmorentin-0002">Inclusion as a Value in Participation: Children’s Councils in Spain.</a>. RecordArtículo de revistaPublishedEducaciónLa versión registrada de este artículo, publicado por primera vez en Social Inclusion, está disponible en línea en el sitio web del editor: https://doi.org/10.17645/si.v10i1.4924Cogitatio PressMorentin Encina, JavierNoguera Pigem, ElenaBarba Núñez, MaríaSocial Inclusionbibliuned:DptoMIDEI-FEDU-Articulos-Jmorentin-0002http://e-spacio.uned.es/fez/view/bibliuned:DptoMIDEI-FEDU-Articulos-Jmorentin-00025465210engMorentin_Encina_Javier_Inclusion_as_a_Value.pdfpresmd_Morentin_Encina_Javier_Inclusion_as_a_Value.xml2183-2803bibliuned:DptoMIDEI-FEDU-Articulosbibliuned:Setarticulobibliuned:SetopenaireDepartamento MIDE I (UNED). ArtículosSet de artículoSet de openairehttps://creativecommons.org/licenses/by/4.0/Licencia Creative CommonsMorentin EncinaAcceso abiertohttps://doi.org/10.17645/si.v10i1.49240.7011269334232011-01-01T00:00:00Z3432012-05-08T22:05:32ZCyberbullying : do diagnóstico de necesidades à construçao de um manual de formaçaobibliuned:revistaPS-2011-18-5050O impacto do cyberbullying na sociedade e junto das crianças e jovens, tão mais complexo quanto mais sofisticadas as ferramentas tecnológicas disponíveis, tem chamado a atenção para a importância, a nível internacional, da definição de estratégias de prevenção e intervenção junto de potenciais agentes educativos, isto é, para o desenvolvimento de uma proposta, com dimensão europeia, de Cyber- Training.
Neste trabalho após uma breve apresentação do projectoCyberTraining: A Researchbased Training Manual On Cyberbullying1 dar-se-á a conhecer o processo de desenvolvimento de um manual de formação baseado numa investigação a nível europeu suportada na plataforma Moodle e, nesta, pela ferramenta Fórum. Através de uma análise de necesidades junto de formadores e do estudo, junto de especialistas, do estado de arte no domínio a nível de diferentes países, é mostrado todo um percurso inovador de construção colaborativa de conhecimento relativamente ao conceito cyberbullying assim como relativamente ao desenvolvimento de práticas de formação ou cybertraining.The impact of the cyberbullying on society and among children and young people, revealed as ever more complex as more sophisticated technological tools become
available, has called attention to the importance, at the international level, of a definition of strategies for prevention and intervention among potential educational agents, i.e. to develop a proposal for Cyber-Training, with a European dimension.
In this paper, after a brief presentation of the European project CyberTraining: A Researchbased Training Manual on Cyberbullying, an account will be given of the process of developing a training manual based on research at European level supported in the Moodle platform, and within this, by the Forum tool. By means of a needs analysis among trainers and analysis by experts of the state of the art in the area in different countries, innovative paths to collaborative knowledge building are demonstrated, relating to the cyberbullying concept as well as to the development of training practices or cybertraining.05642<a class="citation_author_name" title="Browse by Author Name for Pessoa, Teressa" href="/fez/list/author/Pessoa, Teressa/">Pessoa, Teressa</a>, <a class="citation_author_name" title="Browse by Author Name for Matos, Amanda" href="/fez/list/author/Matos, Amanda/">Matos, Amanda</a> and <a class="citation_author_name" title="Browse by Author Name for Amado, João" href="/fez/list/author/Amado, João/">Amado, João</a> . (<span class="citation_date">2011</span>) <a class="citation_title" title="Click para ver : Cyberbullying : do diagnóstico de necesidades à construçao de um manual de formaçao" href="/fez/view/bibliuned:revistaPS-2011-18-5050">Cyberbullying : do diagnóstico de necesidades à construçao de um manual de formaçao</a>. RecordArtículo de revistaPublishedhttp://udcdata.info/024974EducaciónUniversidad Nacional de Educación a Distancia (España). Facultad de Educación; Sociedad Iberoamericana de Pedagogía SocialPessoa, TeressaMatos, AmandaAmado, Joãohttp://e-spacio.uned.es/fez/view/bibliuned:revistaPS-2011-18-5050bibliuned:revistaPS-2011-18-5050porDocumento.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 CommonsPessoaAcceso abierto0.7011269334232015-03-01T00:00:00Z322023-12-06T03:37:33Z2023-12-06T03:37:33ZPain prevalence in instrumentalist musicians: a systematic reviewbibliuned:425-Lfilipa-0011Objective: To inform on current prevalence of pain amongst different musicians groups, sex and body region. Methods: Studies were sought from PubMed, Web of Science; Academic Search Complete, Science Direct and Scielo. Databases were searched since 1st January 2000 until December 2012. Two reviewers screened titles and abstracts, and assessed full reports for potentially eligible studies. One reviewer extracted information on musicians’ characteristics, study methods and study quality. When possible a meta-analysis of pain prevalence estimates was performed. Results: A total of 18 studies were included in this systematic review. Studies assessed pain prevalence in general and the prevalence of pain affecting playing capacity for different time periods (point prevalence, one week prevalence, one year prevalence, month prevalence and lifetime prevalence). The prevalence of pain in general, across all groups of musicians and periods of interest over which pain was assessed varied between 29.0% and 90.0%, whereas the prevalence of pain affecting playing capacity varied between 25.8% and 84.4%. There was a tendency for guitar players to have the highest pain prevalence. The most affected body regions were low back (9.8% - 66.7%) and neck (9.8% - 48.5%). Conclusions: Pain prevalence is high among musicians, independently of the pain definition used. Health and educational policy makers should become aware of the high lifetime pain prevalence affecting performance practices, so that pain associated mechanisms are investigated and preventive strategies can be implemented and tested.0452<a class="citation_author_name" title="Navegar por nombre de Autor de Silva, Anabela G." href="/fez/list/author/Silva, Anabela G./">Silva, Anabela G.</a>, <a class="citation_author_name" title="Navegar por nombre de Autor de Filipa M.B., Lã" href="/fez/list/author/Filipa M.B., Lã/">Filipa M.B., Lã</a> y <a class="citation_author_name" title="Navegar por nombre de Autor de Afreixo, Vera" href="/fez/list/author/Afreixo, Vera/">Afreixo, Vera</a> . (<span class="citation_date">2015</span>) <a class="citation_title" title="Click para ver : Pain prevalence in instrumentalist musicians: a systematic review" href="/fez/view/bibliuned:425-Lfilipa-0011">Pain prevalence in instrumentalist musicians: a systematic review</a>. RecordArtículo de revistaPublishedEducaciónMúsicaEste es el manuscrito aceptado de un artículo publicado por Science & Medicine, Inc en "Medical Problems of Performing Artists" en Mar 2015, disponible en línea: https://doi.org/10.21091/mppa.2015.1002Science & Medicine, Inc.Silva, Anabela G.Filipa M.B., LãAfreixo, VeraMedical Problems of Performing Artistsbibliuned:425-Lfilipa-0011http://e-spacio.uned.es/fez/view/bibliuned:425-Lfilipa-0011819130engMARTINS_BAPTISTA_LA_Pain_prevelance.pdfpresmd_MARTINS_BAPTISTA_LA_Pain_prevelance.xml0885-1158, 1938-2766bibliuned: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 CommonsSilvaAcceso abiertohttps://doi.org/10.21091/mppa.2015.10020.7011269318181532332222181822181822