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This paper presents the results of a research work focused on identifying educational improvements needs in the field of digital teaching skills (DTS) in higher education, specifically in a Teacher Training College. There are several frameworks to assess this, however, this research focused on those related to the competence: communication and collaboration described in the Marco Común de Competencias Digitales Docentes (MCCDD) (INTEF, 2017). The pandemic evidenced as an emerging requirement in terms of the DTS also national and international foundations in which it is highlighted how these are essential to support lifelong learning and to inclusion. Ten teachers from Veracruz participated in the study through the focus group technique, which made it possible to recover information to learn about their perspectives on the training needs they identified in the area of the DTS, both in themselves and in the degree program in education in which they teach. The MAXQDA program was used to analyze the information and graphs were created with the segments of their oral participations. The results are shown in Unique-Code Model (summaries) of each skill in the area of communication and collaboration. [ABSTRACT FROM AUTHOR]

The objective of this paper was to characterize the current state of content curation in university professors. Also, a diagnosis was made to establish the informational competencies that these professionals possessed. The study methodology was based on the quantitative perspective with a descriptive scope and the use of the survey as a research technique that evaluated four dimensions: search, selection, characterization and dissemination of digital content. The results presented a set of shortcomings in the explicit dimensions, with an emphasis on characterization, since in educational digital content the textual format prevailed and critical evaluations were scarce. Moreover, insufficient use of content curation tools was detected. A wider participation of subjects due to the social distancing caused by covid-19 was evidenced as a limitation. The novelty of the study consisted in analyzing content curation with an informational competence approach, transversal in the training of university professors. It was concluded that there is little training in relation to the curation of content for teaching, as some indications of informational performance were observed, in isolation that hindered a better preparation of the subject. [ABSTRACT FROM AUTHOR]

This work aims to know how the trend in the use of virtual spaces is, from the proposals is of incorporating technology in the teaching practice in Higher Education and knows if the level of use of information and communication technologies (ICT) affects the design and development of the proposals. In this work was used a correlative transactional methodology and the process was concurrent by complementation with a group of professors from a Mexican public university. We observed that sending and receiving documents is the most used dynamic and that, the main obstacles and difficulties are get internet accessibility and the connection speeds. The main learning activity used is creating individual documents. We concluded that, the level of skill in use of ICT that the teacher considers having does not improve the integration of technologies inside of teaching practice, and that the use of virtual spaces is oriented towards instrumental aspects (do not spent paper, automatic evaluation, and others), the possibility of structuring pedagogical proposals with integration of ICT that seek to improve the teaching and learning process in students is left aside. [ABSTRACT FROM AUTHOR]

The aim in this paper is to present the preliminary results of a qualitative, multiple case study whose objective was to analyze the way educational practices (EP) are carried out by virtual faculty, when they incorporate Open Educational Resources (OER), as well as the way in which this appropriation of OER contributes to the pedagogical transformation of these practices in the field of education at a master's level. The research involved three faculty of a Mexican university. The data analysis was performed; first, by reviewing each case, initially coding and categorizing in base to the established theoretical references and then tuning as the data emerged. Subsequently, the categorical sum of the cases was made as a whole to obtain global results. The results indicate that the EP of the participants developed predominantly with technological appropriation at the reorientation level, using mostly open access scientific articles to carry out activities with a teaching approach of deepening into knowledge. Teachers using OER recognize changes in their EP such as the enrichment in course design, pedagogical flexibility, variety of resources, personalization of teaching, development of student-centered approaches, and support in the development of competencies. This paper tries to contribute to the knowledge about the implementation of EP when OER were included and carried out in a Mexican context, as well as its potential impact on these educational practices. [ABSTRACT FROM AUTHOR]

The representing of a student's knowledge in an academic discipline plays an important role in boosting the student's skills. To support stakeholders in the educational domain, it is necessary to provide them with robust assessment strategies that facilitate the teaching-learning process. Student's mastery is determined by the degree of knowledge, which demonstrates objectively, on the topics included in the different areas that make up an academic discipline. Although there is a wide variety of techniques to represent knowledge, particularly Knowledge Graph technique is becoming relevant due to the structured approach and benefits it offers. This paper proposes a method that classifies and weights the nodes (topics) of a Knowledge Graph of a disciplinary area, which is analyzed through a case study. The method has two approaches: avoid exhaustive evaluation of the nodes and weight the nodes with adequate precision. Method's application is illustrated by a case study. As results, a Knowledge Graph is obtained with its classified and weighted nodes through the application of the proposed method, in which 100% of the topics have been impacted through the objective evaluation of 20.8% representing 10 nodes. It is concluded that the proposed method has potential to be used in the representation and management of knowledge, being necessary to improve phases' iteration to condition number of objective nodes. [ABSTRACT FROM AUTHOR]

Promises of ‘teacher-light' tuition and of enhanced ‘efficiency' via the automation of teaching have been with us since the early days of digital education, sometimes embraced by academics and institutions, and sometimes resisted as a set of moves which are damaging to teacher professionalism and to the humanistic values of education itself. However, both the embrace and the resistance can be seen to be anchored in a humanistic orientation to the project of education which recent work in the theory of critical posthumanism draws into question. Working within the broad frame of critical posthumanism, this paper will revisit the notion of teacher automation in higher education, exploring how as teachers we might enact new, resistant ways of playing at the boundaries of the human and machine. [ABSTRACT FROM AUTHOR]

Business simulators are a teaching-learning tool that seeks to facilitate active learning based on problem solving, encouraging students to analyse, make decisions and evaluate. In this paper we present a study whose objective was to analyse the results of the application of business simulators to a section of the Faculty of Accounting and Administration, Xalapa region, of the Universidad Veracruzana. Through cross-sectional descriptive research it was determined if a significant learning was really achieved, apart from its application, through the self-evaluation of the techniques addressed and the evaluation of results by the teacher. The results obtained portray business simulators as a unique tool to create an effective teaching-learning environment, which offers a comprehensive vision of theoretical knowledge through the dynamic market relations present in business management practiced knowledge and techniques provided in various subjects, which gives it a greater pedagogical value. With the findings of this analysis, valuable raw material is available for the design and implementation of the University's own business simulator project, which is in the process of being developed. [ABSTRACT FROM AUTHOR]

The aim in this paper is to present the results of the first stage of an investigation that has the objective of developing a fislet that consists of the animation of a problematized physical situation activated through the elements of a hybrid conceptual map. The methodology considers the selection of problematized physical situations where the physical notion to be taught is involved, the resolution of such problems by a group of teachers, the elaboration of hybrid conceptual maps and fislets through Java and MATLAB software and the support of the ontosemiotic approach. The results suggest that students consider the fislet as a didactic tool that allows them to explore the process of solving physical problems, reflect on assumptions and procedures, and analyze interpretations of representations, among other aspects. The research contributes to educational technology through the proposal of the design of a novel fislet that is based on the notion of representation and ontosemiotic interpretation of hybrid conceptual maps. It is concluded that the fislet allows the students to visualize the physical-mathematical objects that participate in the practice of solving a physical problem. [ABSTRACT FROM AUTHOR]

This paper presents the results of the research that analyzed the perception of the educational benefit of users of the Learning Management System (LMS) Blackboard that is used at the Autonomous University of the State of Hidalgo (UAEH), taking as a central axis the question: What is the benefit of the learning management system as a technological tool in the educational process of UAEH? For this, the analysis was performed based on the models: TPACK by Mishra & Koehler (2006), SAMR model developed by Puentedura (2006) and TAM3 developed by Venkatesh & Bala (2008). Methodologically it is a multiple case study, where several cases are used simultaneously to explore and describe a reality. Three teachers of the Campus Tlahuelilpan of the UAEH participated in the semistructured interview, which constituted the technique for obtaining data. The results indicate the need for an adequate training, not only in the technological, but also in the pedagogical and curricular; adequate infrastructure and changes in institutional policies, among others. This responds to the theoretical models mentioned above. It is suggested that Higher Education Institutions take into account this results when implementing a Learning Management System as a support in the educational process. [ABSTRACT FROM AUTHOR]

This work has the aim to demonstrate the importance of the development of the digital competitions in the university teachers to empower his academic work with the support of the Technologies of the Information and Communication (ICT). In this sense, the University of Tamaulipas (UAT) Mexico has trained a total of 124 teachers from the different UAT schools in the International Certification Program in Digital Competencies-ICDL, of which up to now 76 teachers have accredited the Basic Certification-ICDL related with Computer Fundamentals, Online Course Fundamentals, Word Processor and Spreadsheets. To do this, teachers had to perform level tests, study lessons and develop, in a self-taught manner, different types of exercises and practices, until submitting their certification exam. This paper also presents the advances that teachers had in the development of their digital competences, comparing the results of the beginning and the end of the certification. Universities should invest in the training of their teachers, in order to respond to the challenges of the 21st century higher education, mainly because they require a specialized teaching profile, sufficient background in pedagogical methods, expertise in contents and certifications in digital competencies recognized by international organizations that guarantee their quality. [ABSTRACT FROM AUTHOR]

The new creation of curricula at the Faculty of Statistics and Informatics of the University of Veracruz adheres to institutional guideline of promoting continuous improvement in student-centered learning using new information technologies. This exploratory study of mixed type examines the educational experience Telecommunications Principles pertaining to recent education program Bachelor of Computer Networks and Services. Hence the purpose of this paper is to present the perception of students on activities including collaborative work with digital tools. To this end, generating computer programs, oscilloscope and virtual classroom was used, where observations were recorded. Data collection was applied to a group of 28 students through a survey of mixed type, who completed the course. Finally, the results indicate that the group exists in acceptance favorable towards collaborative work using ICT as an integral part of their training. [ABSTRACT FROM AUTHOR]

The purpose of this paper consisted in formulate a critical reflection about the MOOC as an emergent educational model, based on the information coming from the specialized literature and from our own experience as a user. We intent answer the following question: What is the real intention and scope of the MOOC as an emergent educational model? That is to say, is really the MOOC a valid alternative to traditional model in higher education? From the literature review we can establish that one of the advantages of this model is the fact that it represents real knowledge democratization for giving the opportunity to open access to knowledge to everyone with the only requirement of having a digital devise connected to Internet, want to learn and have a genuine motivation to do so. However, like any innovation this educational model has supporters and detractors. It is concluded that even when the MOOCs have been supported by important international universities, this model is not a threat for traditional universities; however it is expected that it will seriously impact the actual model of distance education and upon the traditional higher education model and it will induce change on it including those about the roles of its main actors (professor and student) in the educational process. [ABSTRACT FROM AUTHOR]

Virtual education has taken hold within the Latin American educational system as a methodology that provides vocational training to people whom, for various reasons, cannot access classroom education. This paper aims to review the literature on the current state of virtual education in Colombia and the factors associated with dropout in Virtual Learning. As findings during the literature search, we encountered that during the period between 2000 and 2012 in Colombia 38,136 students were enrolled in this modality, demonstrating the immense acceptance of these programs and the impact thereof. However, despite the number of enrolled, dropout rates are high. According to the System for Dropout Prevention in Higher Education, in 2013 there were a total of 48,850 students who dropped out of distance education programs, which represents 38.2% attrition and therefore a retention index of 61.8%. These figures suggest the need for studies to determine the factors that lead students to make the decision to desert. In this regard, the Colombian context studies of this phenomenon are in very early stages and most have adopted theoretical models grounded in distance-traditional education. However, some factors that may be associated with dropout in this modality are related to technical aspects and socio-cultural characteristics of students. [ABSTRACT FROM AUTHOR]