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This paper deals with the implementation of personal learning pathways in a technology-enriched environment to enhance learning experiences in initial teacher training. The study uses mixed-methods within a design-based research approach. In a first phase of the approach, the characteristics that personalised learning pathways should meet were identified. In the next stage, the learning sequences' structure for the pathways was designed, considering context, teaching-learning approach, tasks and assessment. The main result is an interchangeable learning sequence structure prototype that enables the configuration of personalised learning pathways by the students themselves, and the exchange and co-design of learning pathways between different teachers. The students select the sequences from a catalogue, organising their own learning pathways from the combination of different types of sequences offered. This strategy promotes students' autonomy and self-direction in the learning process, as well as their development of personal information management and collaborative work skills. The conclusion is that the proposed personalized pathways present an adequate balance between the structure, result of the learning design and / or co-design, and the necessary autonomy for the self-direction of their own learning process, whether in individual learning or in the collaborative construction of knowledge. [ABSTRACT FROM AUTHOR]

This paper presents a review about the learning of writing. It integrates relevant contributions from fields of Psychology, Linguistics and Semiotics during the last 30 years. We begin by addressing different aspects of writing as a semiotic object and synthesize its uses and functions within a culture. Writing functions as a mnemonic tool through graphic representation, allowing preservation, transmission and modifi-cation of collective shared knowledge, enabling its functioning as an epistemic tool. Writing also has regulatory functions on social behavior. It contrib - utes to the organization of social roles and the establishment of hierarchical order through the enactment of written laws. It also contributes to the standardization of a linguistic variety -the one used for writing- in order to fulfill several official functions related to public administration and edu - cation. Consequently, the linguistic variety repres ented in writing usually becomes a linguistic model, outlining diverse social and personal paths in learning to write. Finally, we focus on its aes - thetic and imaginative function, which is present in a variety of genres. We then describe the attributes of writing as a semiotic system, including written texts' distinctive features according to their functions in certain situational and socio-cultural settings. All writing systems have a dual nature: they constitute physical objects with an external existence that is relatively independent from its context of production, also are semiotic objects that enable to represent something else. In writing systems, a set of graphic elements are integrated on a surface. Rules conventionally established and formal properties are the base of these graphic elements. These graphic marks en - dure through time and space, allowing for iterative formal and conceptual revision and change. A dialectic relationship between mind and semiotic system is established, in which representational systems, as external scaffolding, expanding the possibilities of thought. Thereby, this technology of thought entails important cognitive and social transformations by helping to construct a multiple and broadening personal perspective. This will allow the con ver - sion of own representations into meta- representations through their externalization, and the ac - quirement of new and more complex ways of knowing. In the second part of this article, we tackle relevant characteristics of learning to write along a person's life. This process begins almost from birth and continues through adult life, under the guide of someone with more expertise. Becoming an expert writer requires more than two decades of continuo - us instruction and practice. The appro priation of writing requires processes correlated at multiple cognitive dimensions and linguistic levels, deeply related to specific contexts of use. The dimensions considered are the following: meta knowledge; general knowledge about writing; specific know - ledge regarding graph phonic, syntactic, and textual aspects; and procedural knowledge. We review studies regarding the different dimensions involved in this process from a developmental and educat - ional perspective. We organize such review by considering three moments. The stage named roots of literacy comprises all the activities and concept - ualizations of reading and writing that children carry out in the course of early childhood, which precedes conventional literacy. During schooling writing becomes a learning object, and children's main efforts move from mastering the alphabetic code to understanding coherence and cohesion, as well as producing texts of several types. When referring to learning to write during schooling we also focus on learners' conceptions of this process. The conceptions' viewpoint enables us to under - stand the learners' own perspective displayed in first person. Beyond schooling learning to write continues developing towards the ability of constructing and reconstructing knowledge through reading and writing. Finally, we analyze contrib - utions on learning to write from a multimodal perspective. We acknowledge a research vacancy which would articulate learners' resources for text production and their conceptions about this process. Based on the idea that learning entails unfolding a variety of resources -particularly semiotic and epistemic- in a situated and contextualized manner, we propose that an articulation among the different approaches reviewed in this paper will help to overcome the deficit perspectives. [ABSTRACT FROM AUTHOR]

This paper analyzes the influence of the use of ICT and the importance of teamwork for marketing subjects in business studies. The central theme of this paper is to identify whether the use of ICT in groups enhances the learning of the marketing discipline, as well as students' social skills. At the University of Granada, we conducted a questionnaire to 784 students over three academic years (2006-2009) with the aim of evaluating the influence of using the Markops Online simulator on the student's learning process. The results show how students perceive that the use of these tools, although requiring greater effort than conventional case studies, provides them greater satisfaction, increases their interest in the learning process and helps developing social skills. [ABSTRACT FROM AUTHOR]

This paper presents the partial results of a research project where the incidence that the multigraduate rural school has on its students was studied, within the framework of a phenomenological qualitative paradigm, resulting in a first exploratory study on the conceptions, motivations and learning strategies of the students, according to the model on learning factors (SAL). The submitted results refer to the meanings that the students infer regarding three variables related to their learning, based on the answers given in semistructured interviews and the analysis of the ideas underlying their content. With regard to the conception of learning, the results show that students play an important role in their socialization function; furthermore, the importance of classmates and the relationships between them are considered keys to a successful learning. On the other hand, in reference to learning strategies, the individualistic vision of the students is significant, considering learning as a personal and non-transferable process of each of them, which does not, then, hang together with what has been expressed previously. Concerning motivation for learning, a study-prize relationship of a superficial approach to learning predominates. [ABSTRACT FROM AUTHOR]

Today we will see the need to rethink the teaching and learning models at Schools of Architecture, reconsidering the ways of teaching and learning. In this sense, the teaching of architectural design should step away from the attitude that is still prevalent in many schools, consisting of conveying predetermined teaching or a closed and complete architectural culture, which attempts to exhaust all the avenues of knowledge, showing a strict and infallible method. What is needed, though, is an active and plural education that considers the complexity of architecture, based on ongoing research and part of an open, flexible and dynamic disciplinary discourse. An education that allows students to develop skills and generate new knowledge from the creation of learning situations which stimulate independent learning, facilitate subsequent ongoing training and enable a more critical and profound intellectual development. Undoubtedly, students must acquire lots of knowledge and skills, and there are many learning processes which must be simultaneously present at the beginning of their training. These can be grouped into the following: learning how to see, learning how to think, learning how to build, learning how to communicate and learning how to learn. The aim of this paper has been to develop each one of them. [ABSTRACT FROM AUTHOR]

The aim of this paper is to explore empirically the learning potential of people with schizophrenia in opposite conditions of psychopathological stability. For this purpose, a general procedure of conditional discrimination learning was introduced by conducting a study on the formation of equivalence classes. The sample consisted of 8 inpatient adults included in the program of Severe Mental Disorders, aged between 20 and 53 years. Because of dropouts, the initial procedure was modified in order to reduce the duration and attentional effort of the task. The results showed that people with schizophrenia can acquire stimulus equivalence with standard procedure both in terms of stability and psychopathological decompensation, in the presence of strong positive symptoms. This finding is relevant both for therapy, conceived in terms of learning, and for designing programs in the context of rehabilitation and recovery in schizophrenia. [ABSTRACT FROM AUTHOR]

The field of Language Learning is a living process in constant flux. Nowadays and based on pedagogical principles like meaningful and unconscious learning, approaches such as CLIL have become important in the area of language teaching methodology, pursuing the learning of those languages through the study of subjects such as Science, History and Art in the foreign tongue itself. What kind of teacher should be delivering this specific training is the question dealt with in this paper. Using a thorough research process, including an in-depth literature review of current CLIL Teacher models, the participation of professional practice among experienced up-to-date CLIL teachers, and combined with a validation process carried out by experts in the field, a concrete, reality-based, widely-structured model of competencies is presented, describing the figure of an Effective CLIL Teacher. The ultimate goal is to go even further by designing specific training and evaluation tools based upon this model. [ABSTRACT FROM AUTHOR]

This paper set out to address some considerations for knowledge as sets that are of high value for organizations, es pec ial ly ins tit ut ion s of h igh er education. The methodology is the result of research results was based on the use of qualitative techniques achieving expose the concept of active organization all earning as anassetcriticalto organizational performance, they also establish their characteristics, similarities and differences with other taxonomies knowledge as sets. The assets of organization all earning are of great importance for strengthening the identities of its owners, enhance the exchange of knowledge and promote the flow of knowledge related to organizational objectives. [ABSTRACT FROM AUTHOR]

This article presents an educational experience carried out with 17 graduate students in pedagogy at Mexico's Universidad Nacional Autónoma. The objective was to encourage the students to appropriate strategies for writing and communicating scientific/academic texts; concretely, strategies linked to writing and communicating dissertations, scientific articles, and papers for congresses, with attention to the canons of the scientific/academic community of which they are members. The students reflected on their habitual processes of composition and communication and applied concrete strategies to their own texts. The evidence collected during the educational experience showed improvement in students' processes as well as in their final products. [ABSTRACT FROM AUTHOR]

The main objective of this paper is to present how in the Environments of Personalized Learning for the careers of agricultural profile the information can be recovered by the application of the techniques of Mining of Processes. It is started from the identification of common aspects among the concept of unit of learning of the standard IMS-LD, the pattern of data XES and social graph ontology. Are show up the main advances in the area of the Environments of Personalized Learning as well as some elements of the didactics that base the learning in systems centered in the student. Are described some concepts defined in the ontology, which can be used to develop computer systems that support those scenarios. The vocabulary was defined reutilizing FOAF and the OpenSocial specifications. By means of the concept of Activity defined in the ontology and of their relationships, are represented the events of the social nets as those that compose a unit of learning compatible with IMS-LD. It is explained how managing the similarity among the concepts defined in IMS-LD and the pattern of XES data is possible to apply the techniques of the Mining of Processes to discover learning models, patterns of activities and to carry out social mining. By way of example it is shown how in a learning unit you can apply the technique of Alignment of Appearances to detect possible learning patterns. [ABSTRACT FROM AUTHOR]

This paper describes the main features about the concept of Learning Styles, highlighting contributions of the main models that define this concept; it shows the role of learning styles over academic performance focusing it towards the university population, which underlines the importance of the different styles used in the learning process, student's autonomy and the contributions to this learning process, which implies the understanding of how the student learns, this work also considers similarities and differences on the results of the research about Learning styles and its connection to the academic performance. [ABSTRACT FROM AUTHOR]

This research paper presents a study aimed to determine the relationship between learning styles and strategies in the Universidad de Sucre (Colombia) Health Science students. The learning style preference was identified using the Scale Learning Strategies for College Students (ACRA De la Fuente and Justicia-Justicia). The relation between variables was observed with the Pearson coefficient of interrelation (significancia p:0.05). Results showed independence between learning styles and learning strategies within this career. No direct correlation was found between a style and any specific strategy. [ABSTRACT FROM AUTHOR]

This paper expresses part of the results of the investigation project (CIUNTR-401) "A pending matter: studies on the impact of the training model in Biology (joint UNT-Middle school) in the university students' academic performance. Part II". The goal of this study is to learn about the most frequent motivations and learning strategies of the first-year Odontology students. The instrument used to gather data is the Study and Learning Processes Evaluation Questionnaire. It was used individually and collectively in 98 voluntary students. The analysis of the results makes possible to evaluate the learning approaches adopted by a university student in his or hers study process. We found the predominance of students with a superficial approach (57/98) that show themselves to be extrinsically motivated; that nevertheless use both memory and comprehension learning strategies. A 25% of the students adopt a profound approach and 9% fit in neither of the mentioned categories. These learning characteristics provides us with important keys to understand the peculiarities of the academic learning of the students in question. The results suggest the need of continuing our studies in this line of research. [ABSTRACT FROM AUTHOR]

This paper provides information about the efficacy of a tutorial training program intended to enhance elementary fifth graders' study processes and foster their deep approaches to learning. The program «Testas's (mis)adventures» consists of a set of books in which Testas, a typical student, reveals and reflects upon his life experiences during school years. These life stories are nothing but an opportunity to present and train a wide range of learning strategies and self-regulatory processes, designed to insure students' deeper preparation for present and future learning challenges. The program has been developed along a school year, in a one hour weekly tutorial sessions. The training program had a semi-experimental design, included an experimental group (n=50) and a control one (n=50), and used pre- and posttest measures (learning strategies' declarative knowledge, learning approaches and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge of learning strategies and in their deep approach to learning, consequently lowering their use of a surface approach. In spite of this, in what concerns to academic achievement, no statistically significant differences have been found. [ABSTRACT FROM AUTHOR]

The introduction of video games in education has raised a number of possibilities, but also problems and doubts about the true potential. This built-in progressive scan the classroom process has put on the table a number of problematizations about how and why you can use video games to teach. The purpose of this paper is to make a small mapping on the subject, where we board the notion of serious games and some educational experiences that have used these tools in educational contexts. Finally, we put some basic notions about the possibilities of teaching with video games and raising some reviews and thoughts on the way forward in the coming years. [ABSTRACT FROM AUTHOR]