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Dissertação de Mestrado em Comunicação Social – vertente de Comunicação Estratégica Os estudos de formação avançada tornam-se cada vez mais relevantes. Para os recémlicenciados, impõem-se como forma de responder às exigências do mercado de trabalho em que o constante aprendizado é realidade. Para as instituições de ensino superior, fazem parte do seu objetivo de promover o long life learning. Recentemente, significam também uma fonte de renda importante, sobretudo no caso das instituições públicas em Portugal, que precisam de recursos próprios para se manter. Ainda que alunos e instituições partilhem deste interesse comum, verifica-se, pelo menos no caso do Instituto Superior de Ciências Sociais e Políticas (ISCSP), que poucos alunos permanecem na instituição para os cursos de formação avançada. Por este motivo, este estudo tem como objetivo efetuar um diagnóstico das necessidades de comunicação de alunos em relação ao prosseguimento de estudos no ISCSP após a licenciatura, através da comunicação estratégica e tendo como moldura teórica as teorias relacional e situacional da resolução de problemas. Os dados recolhidos a partir de análise documental, entrevistas semiestruturadas em profundidade a dirigentes e focus groups a alunos permitiram a elaboração de um inquérito por questionário aplicado aos alunos do ISCSP, caracterizando a pesquisa como de método misto sequencial exploratório. As principais conclusões sugerem que, para permanecer na mesma instituição, os alunos precisam ter confiança, abertura, envolvimento, compromisso, reciprocidade, e entendimento mútuo com a escola. Passivos, nem sempre iniciam a ação comunicativa para resolver um problema e, por isso, esperam que a instituição informe sua oferta educativa. A opinião das fontes pessoais, como amigos e familiares, e as impessoais, como docentes, são valorizadas pelos alunos e, por isso, devem ser realçadas pela instituição. Para atrair e reter seus alunos, o ISCSP concorre com instituições que têm postura de disputa de mercado mais estabelecida, têm maior institucionalização da comunicação e estão mais presentes nas redes sociais digitais. Advanced studies, as masters and PhDs, are becoming increasingly relevant. For recent graduates, they impose themselves as a way to respond to the labour market´s demands, in which constant learning is a reality. For educational institutions, they are part of their objective to promote long-life learning. Recently, they also represent an important source of income, especially in the case of public institutions in Portugal, which increasingly have to seek their resources to maintain themselves. Although students and institutions share this common interest, it appears, at least in the case of the Instituto Superior de Ciências Sociais e Políticas(ISCSP), that few studentsremain in the institution for advanced studies. For this reason, this research aims to make a diagnosis of the communication needs of concerning the continuation of studies at ISCSP after graduation. Strategic communication, the relational theory and the situational theory of resolution of problems are the frameworks for this study. The data collected from documentary analysis, in-depth semi-structured interviews with directors and focus groups to students allowed the development of a questionnaire survey applied to ISCSP students, characterizing the research as a sequential exploratory mixed method. The main conclusions suggest that to remain at the same institution, students must have trust, openness, involvement, commitment, reciprocity, and mutual understanding with the university. As the students tend to be passive, they do not always initiate communicative action to solve a problem and, therefore, expect the institution to inform its educational offer. The opinion of personal sources, such as friends and family, and impersonal sources, such as teachers, are valued by students and, therefore, should be highlighted by the institution. To attract and retain its students, ISCSP competes with institutions that have a more established market dispute stance, have greater institutionalization of communication and are more present on digital social networks. N/A

The paper addresses the dynamics of education by using Markov chains, a powerful probabilistic model able to make predictions on how sources of knowledge either change or stabilize over adulthood. To this end, each student filled in a survey that rated, on a scale from 1 to 5, the utility of five different sources of knowledge. They completed this survey twice, once for their previous and once for their current education. The authors then fitted a Markov chain to these data&mdash, essentially, calculating transition probabilities from one ranking of sources of knowledge to another&mdash, and inferred the final maximum utility sources of knowledge via the stationary distribution. The overall conclusion is the following: even if the professor used to play a crucial role in early development, students have the tendency to become independent in their learning process, relying more on online materials and less on printed books and libraries.

The article reveals the importance of digitalization of the transprofessional training of future engineers in the context of a constantly changing social-economic environment and scientific and technological progress. В статье раскрывается важность цифровизации транспрофессиональной подготовки будущих инженеров в условиях перманентно меняющейся социально-экономической среды и научно-технического прогресса.

The inclusion of artistic-creative subjects in the Degree in Industrial Design Engineering and Product Development at the Polytechnic University of Madrid leads us to think about evaluation methods that can reinforce the concept of objectivity. The rubric of assessment is introduced in order to facilitate the concepts that are going to be evaluated. Students will know in advance these concepts so they will work with the objective of acquiring the best marks for their proposals.We consider that the rubric will appear to the student as an objective tool for them to be evaluated. The student will work knowing all the criteria so they will think about the aims previously shown. We also want them to collaborate in their assessment in a thoughtful way. We want them to be trained in a critical vision of their work. During this study we have worked with two subjects of the degree in engineering in industrial design and product development and the double degree in engineering in industrial design and mechanics during the 2017-2018 school year and the participation of 210 students La inclusión de asignaturas artístico-creativas en la titulación de Ingeniería en Diseño Industrial y Desarrollo de Producto de la Universidad Politécnica de Madrid nos induce a pensar en métodos de evaluación que puedan reforzar el concepto de objetividad. Como herramienta de evaluación se propone la rúbrica de evaluación con el fin de facilitar al alumno los conceptos que serán evaluados y el grado de adquisición que tendrán que cumplir para adquirir la mayor calificación. Al considerar la rúbrica de evaluación como una herramienta objetiva, se considera que el alumno no solo dispondrá de ella para conocer con exactitud cuáles serán los criterios de evaluación, si no también, para que sean reflexivos y realicen sus trabajos de acuerdo a los objetivos que se les demandan. Como complemento se les propone que se autoevalúen utilizando dicha herramienta. Para la realización de este caso práctico se cuenta con dos asignaturas repartidas entre el primer y segundo semestre del curso 2017-2018 del Grado en Ingeniería en Diseño Industrial y Desarrollo de Producto y el Doble Grado en Ingeniería en Diseño Industrial y Mecánica y la participación de 210 alumnos.

La inclusión de asignaturas artístico-creativas en la titulación de Ingeniería en Diseño Industrial y Desarrollo de Producto de la Universidad Politécnica de Madrid nos induce a pensar en métodos de evaluación que puedan reforzar el concepto de objetividad. Como herramienta de evaluación se propone la rúbrica de evaluación con el fin de facilitar al alumno los conceptos que serán evaluados y el grado de adquisición que tendrán que cumplir para adquirir la mayor calificación. Al considerar la rúbrica de evaluación como una herramienta objetiva, se considera que el alumno no solo dispondrá de ella para conocer con exactitud cuáles serán los criterios de evaluación, si no también, para que sean reflexivos y realicen sus trabajos de acuerdo a los objetivos que se les demandan. Como complemento se les propone que se autoevalúen utilizando dicha herramienta. Para la realización de este caso práctico se cuenta con dos asignaturas repartidas entre el primer y segundo semestre del curso 2017-2018 del Grado en Ingeniería en Diseño Industrial y Desarrollo de Producto y el Doble Grado en Ingeniería en Diseño Industrial y Mecánica y la participación de 210 alumnos. The inclusion of artistic-creative subjects in the Degree in Industrial Design Engineering and Product Development at the Polytechnic University of Madrid leads us to think about evaluation methods that can reinforce the concept of objectivity. The rubric of assessment is introduced in order to facilitate the concepts that are going to be evaluated. Students will know in advance these concepts so they will work with the objective of acquiring the best marks for their proposals.We consider that the rubric will appear to the student as an objective tool for them to be evaluated. The student will work knowing all the criteria so they will think about the aims previously shown. We also want them to collaborate in their assessment in a thoughtful way. We want them to be trained in a critical vision of their work. During this study we have worked with two subjects of the degree in engineering in industrial design and product development and the double degree in engineering in industrial design and mechanics during the 2017-2018 school year and the participation of 210 students

Introduction. High level of ecological culture in modern society is the most important condition of self-preservation and sustainable development of a human civilization. The processes of globalization force to consider environmental problems with a support on polycultural practice, to take into account national and regional peculiarities in their integrity. Thus, there is the need of the international cooperation not only at the government level, but also at the levels of expert communities, separate groups of society and citizens of the country. Moreover, ecological culture is constantly highlighted in numerous studies, materials and documents of the international forums, summits and conferences of the UN and UNESCO. The aim of this publication is to present the authors’ didactic complex of development tools of ecological culture of students, and to show the potential of teaching foreign languages (on the example of French) for students’ ecological culture formation by means of development of cross-cultural communicative competence. Methodology and research methods. Culturological approach has been chosen as a key approach for creation of integrative model of development of ecological culture. The methods involve: the system-based analysis of the content of ecological education; generalization of the theory and practice of implementation of the international strategies of ecological culture development and the analysis of efficiency of the pedagogical technologies intended for this purpose; modeling of the process of formation of ecological culture of students. The diagnostics of components of students’ ecological culture has been performed by means of internal questioning, observation, and comparative analysis of group interactions. Also, pedagogical ascertaining experiments, methods of pedagogical design for forms of the educational environment organization, design of the educational programmes, and methods of graphical representation of the research results have been involved. Results and scientific novelty. New principles for the development of ecological culture are singled out. It is stated that intercultural communication is becoming the main mechanism for ecological culture development. Selection of the most productive innovative pedagogical technologies of ecological competence formation of students is carried out. Based on the obtained students’ questioning data, the factors promoting the increase of the individual ecological culture level are defined. It has become clear that pupils attach the greatest importance to the participation in international ecological projects, ecological tourism and acquaintance with traditions of different nationalities; at the same time, the role of foreign languages knowledge, reading foreign non-translated sources on environmental issues, and, in general, the importance of cross-cultural communication are estimated by students at a very low level. The authors conclude that relatively little attention is drawn to the issues of ecological culture in the process of foreign languages learning in higher education institutions; students practically do not get the experience of intercultural interaction. The integrative didactic model of ecological culture formation among students is offered. Consequently, intercultural communication plays an important part in the development of ecological culture formation. The educational programme of the course «Development of Ecological Culture of Students in the course of Intercultural Communication in French» is designed on the basis of the proposed model; the results of its approbation are described. Practical significance. The materials of the article can be useful when updating the content of the discipline «Foreign Language», and improvement of the educational process at higher school aimed at the development of students’ ecological culture as well.

This article has the aim to outline the current state of the art regarding the worldwide diffusion of MOOCS phenomenon. It is focused on the “disruptive” impact of MOOCS on the traditional University System in the most developed countries nations and on the way of using Learning Analytics to evaluate MOOCS quality, effectiveness and the learning value. The adoption of MOOCS as course material and the growing of MOOCS based degrees in many universities is changing dramatically the way of teaching and learning inside the Accademia. The article outlines also some methodological approach to use Learning Analytics to evaluate MOOCS quality, effectiveness and the educational value. In the first part we present, a review of the most recent studies on the MOOC phenomenon. In the second part we will deal with the characteristics and peculiarities of the MOOC phenomenon, with particular attention to the increasing number of graduated degrees with MOOC or Blended Learning format. In the third part we will analyze how the use of Learning Analytics can increase the quality of learning and teaching through the MOOC.

En la actualidad, para las facultades de Medicina es una prioridad la formación de profesionales exitosos, con adecuada capacidad de análisis y respuesta frente a los diferentes escenarios clínicos, y capacidad de continua actualización que incluya un aprendizaje significativo. El uso del aprendizaje autorregulado, que implica el dominio efectivo de la autorregulación, una de las principales competencias genéricas esperadas en la educación superior, aporta resultados positivos en cuanto al logro de estos objetivos. El entendimiento de los principales elementos y características de este tipo de aprendizaje, enfocado en los procesos meta cognitivos y motivacionales, y las fases establecidas del proceso: planeación, monitorización y valoración o evaluación; así como los factores determinantes que lo influencian, basados tanto en el estudiante como en el contexto, y las diferentes estrategias de implementación y de intervención para su desarrollo en el campo de la educación médica, son motivo de discusión para entender como mejorar la calidad en la tarea educativa en este escenario por medio de la aplicación de la autorregulación. Nowadays, one of the main priorities in Medicine Faculties is the preparation of successful professionals, who should have proper analysis and response capabilities to face different clinical scenarios paired with the ability of having a continuous update providing significant learning. Using self-regulating learning, including an effective practice of self-regulation as a generic competence expected from higher education, brings positive results to the achievement of these goals. The understanding of the main elements and characteristics of this kind of learning, focusing in meta-cognitive and motivational processes, and its phases: planning, monitoring and evaluation; as well as the influencing factors related to students and context, and strategies for implementation and intervention to get its development in the field of medical education, are discussed in order to understand how to improve the quality of education in this scenario by the application of self-regulation.

One of the challenges faced by university today is how to develop in students the necessary attitudes and competences to become those leaders who will transform their social environment in the short future. An efficient professional qualification is required as well as providing them with scenarios suitable for the acquisition of social and service competences. This paper analyses the results of a project carried out by a group of engineering undergraduate students from the Catholic University of Avila in the University of Experience in Arevalo, a town in the north of Avila (Spain). The interest of this experience lies in its piloting character in our University, together with the multiple learning strategies practiced. The fact that it is the university students that teach the senior citizens offers a valuable pedagogical potential. Besides, it turned out to be a powerful bridge-building experience, strengthening intergenerational relations. Both groups benefited from this service learning project, as it is shown by the results from the surveys, open questions and students’ final personal reports.

Rare diseases (RDs) are considered all diseases affecting to less than or equal to 5 in 10.000 citizens, criteria followed by most European Countries. Since most RDs incur disabling conditions, a few patients seldom reach adult life or attend class regularly. However, there are some less serious conditions which are compatible with a better quality of life during childhood and youth and which allow students attend classes in a more regular way. During this period and in these cases, we suggest the possibility of using the software Cmap Tools in order to create knowledge models, so that RD affected students who may miss classes due to their health status, can reach their fellows and follow their teachers’ explanations without any particular curriculum adaptation. In the context of a natural science class addressing health and illnesses, we suggest the possibility of using concept maps and V diagrams as tools for getting meaningful and long life learning. Once they learn the basis for creating basic concept maps, RD affected students and their mates may learn some of the symptoms, difficulties of diagnostic, treatment possibilities, foundations and research groups of the most common RDs held in Navarra (Spain), through concept maps. We show an educative intervention in a primary school in Navarra in which one of the students is affected by Treacher Collins and through the presentation of her disease, the rest of the students will get to know the characteristics of this particular disease and will make them be more empathic with her and her immediate reality, making RDs sound less rare. In the other side, by means of this teaching-learning process, RD affected students feel the main characters and also more valuable for society, which increases their self-esteem. By promoting this type of activities, teachers will manage a creative tool which help them in both emotional and professional aspects, since they do not have to adapt the curriculum to a particular student because Knowledge models allow the continuation of the learning process. Finally, the use of Cmap Tools provides items to measure what students knew previously about a particular topic and also helps them appreciate how their cognitive structure has changed and developed regarding their previous knowledge, stimulating a meaningful and long life learning and avoiding conceptual misconceptions.

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills.

Introduction. High level of ecological culture in modern society is the most important condition of self-preservation and sustainable development of a human civilization. The processes of globalization force to consider environmental problems with a support on polycultural practice, to take into account national and regional peculiarities in their integrity. Thus, there is the need of the international cooperation not only at the government level, but also at the levels of expert communities, separate groups of society and citizens of the country. Moreover, ecological culture is constantly highlighted in numerous studies, materials and documents of the international forums, summits and conferences of the UN and UNESCO. The aim of this publication is to present the authors’ didactic complex of development tools of ecological culture of students, and to show the potential of teaching foreign languages (on the example of French) for students’ ecological culture formation by means of development of cross-cultural communicative competence. Methodology and research methods. Culturological approach has been chosen as a key approach for creation of integrative model of development of ecological culture. The methods involve: the system-based analysis of the content of ecological education; generalization of the theory and practice of implementation of the international strategies of ecological culture development and the analysis of efficiency of the pedagogical technologies intended for this purpose; modeling of the process of formation of ecological culture of students. The diagnostics of components of students’ ecological culture has been performed by means of internal questioning, observation, and comparative analysis of group interactions. Also, pedagogical ascertaining experiments, methods of pedagogical design for forms of the educational environment organization, design of the educational programmes, and methods of graphical representation of the research results have been involved. Results and scientific novelty. New principles for the development of ecological culture are singled out. It is stated that intercultural communication is becoming the main mechanism for ecological culture development. Selection of the most productive innovative pedagogical technologies of ecological competence formation of students is carried out. Based on the obtained students’ questioning data, the factors promoting the increase of the individual ecological culture level are defined. It has become clear that pupils attach the greatest importance to the participation in international ecological projects, ecological tourism and acquaintance with traditions of different nationalities; at the same time, the role of foreign languages knowledge, reading foreign non-translated sources on environmental issues, and, in general, the importance of cross-cultural communication are estimated by students at a very low level. The authors conclude that relatively little attention is drawn to the issues of ecological culture in the process of foreign languages learning in higher education institutions; students practically do not get the experience of intercultural interaction. The integrative didactic model of ecological culture formation among students is offered. Consequently, intercultural communication plays an important part in the development of ecological culture formation. The educational programme of the course «Development of Ecological Culture of Students in the course of Intercultural Communication in French» is designed on the basis of the proposed model; the results of its approbation are described. Practical significance. The materials of the article can be useful when updating the content of the discipline «Foreign Language», and improvement of the educational process at higher school aimed at the development of students’ ecological culture as well. Введение. Высокий уровень экологической культуры в современном обществе является важнейшим условием самосохранения и устойчивого развития человеческой цивилизации. Процессы глобализации заставляют рассматривать экологические проблемы с опорой на поликультурную практику, учитывать национальные и региональные особенности в их целостности и совокупности, для чего требуется международное сотрудничество не только на правительственном уровне, но и на уровнях экспертных сообществ, отдельных страт социума и конкретных граждан. На это указывают многочисленные исследования, материалы и документы международных форумов, саммитов и конференций ООН и ЮНЕСКО. Цель данной публикации – представить авторский дидактический комплекс средств развития экологической культуры студентов и продемонстрировать потенциал преподавания иностранных языков (на примере французского) для формирования экологической культуры студентов посредством развития межкультурной коммуникативной компетентности. Методология и методики. При создании интегративной модели развития экологической культуры в качестве ведущего был избран культурологический подход. Во время работы были использованы системный анализ содержания экологического образования; обобщение теории и практики реализации международных стратегий развития экологической культуры и анализ эффективности педагогических технологий, предназначенных для этой цели; моделирование процесса формирования экологической культуры студентов. Диагностика компонентов экологической культуры студентов осуществлялась с помощью очного анкетирования, наблюдения, сравнительного анализа групповых взаимодействий учащихся. Были задействованы также педагогический констатационный эксперимент, методы педагогического проектирования форм организации образовательной среды, дизайн образовательной программы, методы графического представления результатов исследования. Результаты и научная новизна. Выделены принципы развития экологической культуры. Обосновывается, что основным механизмом этого развития в глобальном мире становится межкультурная коммуникация. Произведен отбор наиболее продуктивных, с точки зрения авторов, инновационных педагогических технологий формирования экологической компетентности студентов. На основе полученных анкетных данных определены факторы, способствующие, по мнению студентов, повышению уровня индивидуальной экологической культуры. Выяснилось, что наибольшее значение учащиеся придают участию в международных экологических проектах, экологическому туризму и знакомству с традициями разных народов; вместе с тем очень низко оценивают роль знания иностранных языков, чтения зарубежных непере-водных источников по вопросам экологии и в целом значимость межкультурного общения. Сделан вывод о том, что при изучении иностранных языков в вузе не уделяется должного внимания вопросам экологической культуры и обучающиеся практически не получают опыта межкультурного взаимодействия. Предложена интегративная дидактическая модель формирования экологической культуры студентов, системообразующим ядром которой является межкультурная коммуникация. На базе модели спроектирована образовательная программа курса «Развитие экологической культуры студентов в процессе межкультурной коммуникации на французском языке»; описаны итоги ее апробации. Практическая значимость. Материалы статьи могут быть полезны для совершенствования содержания дисциплины «Иностранный язык» и в целом образовательного процесса в высшей школе, направленного на развитие экологической культуры студентов.

[EN] Artificial intelligence oriented to education (AIEd) allows the adequacy and / or adaption to the user's learning itineraries through inductive processes based on the extraction of data obtained from the formative evidences that it generates throughout its school life. Big data, or massive data, is the storage of large amounts of data that can be analyzed by various procedures and allows us to find repetitive patterns or predictive formulas that can generate learning about ourselves and especially the network. In the case of the massive data that are generated through the use of tests in the learning and certification of knowledge of languages as a foreign language at the national level, we find that it might be useful to apply Big Data's processing methodologies in order to know better if the information Generated through the tests can improve or create new learning strategies or establish formal criteria in the design of the tests, theories of second language acquisition, or even educational policies. The novelty of the article focuses on establishing viable guidelines to apply the more generic concepts of Big Data in the specific context of the tests of language evaluation as a second language and where there is a priori a large amount of information to be processed at the educational level. The article shows some guidelines that could be applied in the mechanisms used in the extraction of educational data from large-scale language learning in the specific environment of language assessment tests as a foreign language., [ES] La Inteligencia Artificial orientada a la educación (AIEd) permite adecuar y/o adaptar los itinerarios del aprendizaje de un usuario mediante procesos inductivos basados en la extracción de datos obtenidos de las evidencias formativas que genera a lo largo de su vida escolar. El Big data, o datos masivos es el almacenamiento de grandes cantidades de datos que pueden ser analizados por diversos procedimientos y que permite encontrar patrones repetitivos o formulas predictivas que pueden generar un aprendizaje sobre nosotros mismos y sobre todo en la red. En el caso de los datos masivos que se generan a través de los exámenes utilizados en el aprendizaje y certificación de conocimiento de idiomas como segunda lengua a nivel nacional encontramos que podría ser útil aplicar las metodologías de procesamiento del Big Data para conocer mejor si la información generada a través de los test pueden mejorar o crear nuevas estrategias de aprendizaje o establecer criterios formales en el diseño de las pruebas, teorías de adquisición de se segunda lengua o incluso políticas educativas. La novedad de artículo se centra en establecer directrices viables para aplicar los conceptos más genéricos del Big Data en el contexto específico de los test de evaluación de idiomas como segunda lengua y donde existe a priori una gran cantidad de información a procesar a nivel educativo. El artículo muestra algunas directrices que podrían aplicarse en los mecanismos aplicados en la extracción de datos educativos del aprendizaje de idiomas a gran escala en el entorno específico de los test de evaluación de idiomas como lengua extranjera, Teresa Magal Royo ha desarrollado el presente artículo gracias a la beca de estancias de investigadores Sénior en Centros extranjeros subvencionada por el Ministerio de Educación, Cultura y Deportes con el título: Evaluación de la interacción multimodal para la realización de pruebas de conocimiento de idiomas sobre dispositivos móviles inteligentes (PRX16/00171) desarrollada en el London Knowledge Lab. Departamento de Cultura, Comunicacion y Media, University College London.

Han pasado dos siglos desde que Freinet utilizara los periódicos en las aulas y saliera con sus alumnos a investigar y observar a las calles (outdoor teaching). Hoy el EEES reconoce esta práctica. El fenómeno que comenzó siendo un experimento revolucionario es una realidad incuestionable en el siglo XXI. Las TICs permiten a las personas experimentar para innovar sus métodos de enseñanza utilizando herramientas que transforman la educación y la realidad. Este trabajo reflexiona sobre los métodos de la enseñanza que han de encontrar su forma de aprendizaje en prácticas fuera de las aulas (en la calle o en organizaciones). El proceso de aprendizaje es permanente (long life learning) y nunca concluye. El modelo freinetiano demuestra que lo que un día pareció revolucionario, hoy está normalizado. Disciplinas como la educomunicación (Media Literacy), permiten observar un aprendizaje que pasa por diferentes etapas y utiliza herramientas mutantes para conseguir un conocimiento inmutable., Two centuries have passed since Freinet used newspapers in and out the classroom with their students to investigate and observe the streets (outdoor teaching). Today the EHEA recognizes this practice. This phenomenon, that began as a revolutionary experiment, is an undeniable reality in the 21st century. ICTs allow people to experiment and innovate their teaching methods using tools that transform education and reality. This study reflects on teaching methods that have to find their path into practical learning outside the classroom (streets or organizations). The learning process is permanent (long life learning) and never ends. The Freinet model that seemed revolutionary in older times, now is standard educommunication disciplines (Media Literacy), allow to observe learning in any stage where mutable tools are used to obtain immutable knowledge.

© The Authors. At the end of XX - XXI century globalization processes taking place in various fields of economy, science, culture and other spheres of human activity also affected the system of education. In the era of globalization one of the important components of higher education is the academic mobility of students, which is recognized and accepted by both universities and employers. In the article the concept of academic mobility of students in the narrow and broad senses of the word, the principles of organization of academic mobility of higher educational institutions students are revealed. It presents and justifies the structural components of academic mobility, the main stages of the implementation of students' academic mobility and identifies a phased activity of all entities in educational process during the implementation of these stages. The article is addressed to higher educational institutions teachers, representatives of universities' international departments and centers of academic mobility in higher education institutions aimed at the development of high school students' academic mobility.

Han pasado dos siglos desde que Freinet utilizara los periódicos en las aulas y saliera con sus alumnos a investigar y observar a las calles (outdoor teaching). Hoy el EEES reconoce esta práctica. El fenómeno que comenzó siendo un experimento revolucionario es una realidad incuestionable en el siglo XXI. Las TICs permiten a las personas experimentar para innovar sus métodos de enseñanza utilizando herramientas que transforman la educación y la realidad. Este trabajo reflexiona sobre los métodos de la enseñanza que han de encontrar su forma de aprendizaje en prácticas fuera de las aulas (en la calle o en organizaciones). El proceso de aprendizaje es permanente (long life learning) y nunca concluye. El modelo freinetiano demuestra que lo que un día pareció revolucionario, hoy está normalizado. Disciplinas como la educomunicación (Media Literacy), permiten observar un aprendizaje que pasa por diferentes etapas y utiliza herramientas mutantes para conseguir un conocimiento inmutable. Two centuries have passed since Freinet used newspapers in and out the classroom with their students to investigate and observe the streets (outdoor teaching). Today the EHEA recognizes this practice. This phenomenon, that began as a revolutionary experiment, is an undeniable reality in the 21st century. ICTs allow people to experiment and innovate their teaching methods using tools that transform education and reality. This study reflects on teaching methods that have to find their path into practical learning outside the classroom (streets or organizations). The learning process is permanent (long life learning) and never ends. The Freinet model that seemed revolutionary in older times, now is standard educommunication disciplines (Media Literacy), allow to observe learning in any stage where mutable tools are used to obtain immutable knowledge.

A profusão de textos multimodais presentes na sociedade contemporânea demanda, da escola, um trabalho mais aprofundado no que diz respeito ao letramento multissemiótico. No caso dos adultos, muitas vezes provenientes de uma educação acidentada e com pouco contato com a cultura digital, o desenvolvimento do letramento multissemiótico configura-se não só como uma necessidade acadêmica, mas também profissional e social. Sendo assim, o objetivo geral desta tese foi verificar em que medida a criação de infográficos pode contribuir para o letramento multissemiótico de alunos jovens e adultos. O estudo desenvolvido entre os anos de 2010 e 2013, compoem-se de uma revisão teórica acerca de temas como: letramento e alfabetização, letramento multissemiótico, aprendizagem ao longo da vida, infográficos, pedagogia do letramento multissemiótico e atividades do tipo writing-to-learn; e de uma pesquisa realizada no âmbito do Programa Mulheres Mil. A análise dos infográficos criados evidenciou a presença de elementos indicativos de letramento multissemiótico, bem como da competência comunicativa das alunas. As atividades de resolução de problemas, realizadas antes e depois do curso, mostraram que houve um avanço no letramento das alunas, uma vez que elementos de design que não apareciam na atividade desenvolvida antes do curso puderam ser notados na atividade pós-curso. Também pode-se perceber uma correlação entre elementos utilizados no infográfico e presentes na atividade de resolução de problemas ocorrida após o curso. Com relação ao Prezi, a avaliação das alunas mostrou que esta é uma ferramenta de fácil compreensão e aprendizagem, podendo ser utilizada em ações de letramento junto a alunos com pouco conhecimento de informática. Complementar a estas análises, foi feita uma análise estatística dos questionários de autoavaliação, onde foram utilizados dois testes: o t de Student e o effect size. Os resultados do teste t de Student mostraram que houve uma diferença estatisticamente significante entre os resultados dos questionários aplicados antes e depois do curso. O teste de effect size mostrou que o maior impacto foi na dimensão das atividades ligadas à criação de textos multimodais, evidenciando que a criação de infográficos com o uso do Prezi ensejou o letramento multissemiótico das alunas. The profusion of multimodal texts presents on the cotemporaneous society requests a more profound effort from schools regarding multimodal literacy. For adults, especially those that had a meager education with little access to the digital culture, the development of the multimodal literacy configure itself, not only as an academic necessity, but also as a professional and social need. Thus, the main purpose of this thesis is to investigate in which degree the creation of infographics can assist the multimodal literacy of youth and adults. The study carried between the years 2010 and 2013, was based in a theoretical revision about: literacy, multimodal literacy, lifelong learning, infographics, pedagogy of multimodal literacy and writing-to-learn activities; and also from a research held under the Mulheres Mil Program. The analysis of the infographics produced showed the presence of indicative elements of multimodal literacy, and also the communicative competence of the students. The activities involving the resolution of problems, performed before and after the course, indicated that there were some progress on the literacy of the students, since that the elements of design that didn’t exist in the activities before the course, were present after it. It could also be noticed a correlation between the elements used in the infographics and those present in the resolution of problems that occurred after the course. Regarding the Prezi, the assessment of the students exposed that this is a mechanism easy to understand and learn, and that it can also be used in literacy actions together with the students that possess little knowledge in computers. In addition to these studies, a statistical analysis of the auto evaluation survey was performed, and two tests were utilized: the Student's t and the effect size. The results of the Student's t tests revealed a significant statistically change among the results of the questionnaires applied before and after the course. The effect size test revealed that the deepest impact was at the dimension of those activities related to the development of multimodal texts, showing that the creation of infographics using Prezi resulted in the multimodal literacy of the students.

Edited by Barry Golding, Rob Mark and Annette Foley In the last three decades, rapid changes in Portuguese society have affected almost all dimensions of life in Portugal. The Portuguese population recognises a mix of traditional and modern in their normative cultural and social systems, which both operate simultaneously. Medeiros (1988) arguest that there are no solutions of continuity between these normative systems, indicative of hybridisations that potentially lead to tensions. This hybrid mix includes Portuguese approaches to gender and masculinities. In this chapter, we examine different theoretical positions on gender, masculinities and men's learning in contemporary Portuguese society, informed by a European learning partnership study of men learning in the community. We include some initial results of the Portuguese strand of this study, including some provisional conclusions which guide our ongoing research based around a case study of men involved in a Portuguese fishing club. Portugal is a society in transition, where gender roles are currently being redefined. As this process unfolds, we conclude from our research that some men seek out space in which to learn from each other, whether informally or through self-directed learning. Fundação para a Ciência e a Tecnologia

This paper is built on a case study done in Sweden. The aim of this paper is to present actions undertaken in early childhood to support a child and his schooling. It describes the work with the school team, school leaders and parents. The child got diagnose autism syndrome in the age of three. In Swedish media there is an ongoing debate (2013) regarding independent schools excluding children in need of special support or with diagnoses, which is contrary to the school law. It is not legal to sort out children. This paper, will as contrast, to this give an example of successful inclusive education. It can be challenging to work with inclusive education but this paper shows a successful approach in a small municipality school. The empirical data in the first study was gathered through action research. The data gives a picture of a child’s experiences and the results of the interventions of activities in preschool and school (1994-2000). The researcher worked as special educator and participant observer in the pre- school, pre-school class and school. In addition to the previous study, built on observations and interviews with parents and teachers, interviews with the child and parents are done 2013. In the second study the child as a grown up, gives his thoughts and retrospective pictures. In the interview we got the motives for learning and reflections on opportunities in a lifelong perspective. Activity theory (Leontiev 1986) and theory about interplay (play process Wetso 2006) and teachers leadership (Fischbein, Österberg, Wetso unpublished manuscript 2013) are used to analyze the material. The result underlines necessity of cooperation among all involved and highlights the relationship between the individual, material, activities in home- and school environment. Uppföljning av tidiga insatser för barn och arbetslag i behov av stöd - övergångar förskola-skola-yrkesliv

Cjeloživotno učenje je ključni elemenat za razumijevanje osnovnih ekonomskih procesa među industrijskim sektorima. Turizam je tercijarna djelatnost od vitalne važnosti za zemlje koje imaju za cilj diverzificirati svoju ekonomsku aktivnost i ostvariti dodatan prihod od takozvanog nevidljivog izvoza. Cilj ovog rada je utvrditi važnost održivog razvoja turističke destinacije, njenu definiciju, pretpostavke kao i potrebu za kontinuiranim unapređenjima, razumijevanjem, prednostima i pozitivnim učincima koje destinacije mogu imati ukoliko se cjeloživotno učenje i njegovi principi usvoje i uvedu u obrazovni sustav od samog početka obrazovanja. Rad poziva na interakciju i suradnju teorije i prakse, socijalnog i ekonomskog okruženja, teoretičara i praktičara, lokalne i nacionalne zajednice te kulturne i ekološke aspekte da se okupe i stvore svijest i omoguće kontinuirano obrazovanje o održivom razvoju turističke destinacije. Rad također objašnjava važnost drugih sektora u ekonomskom okruženju i njihovu aktivnu ulogu u dodanoj vrijednosti po pitanju održivog razvoja. Proces cjeloživotnog učenja i učenja za poduzetništvo treba postati aktivan od ranog obrazovanja mladih naraštaja i svi vitalni sudionici trebaju sudjelovati u stvaranju svijesti prema ovakvom pristupu koji ne opravdava nijednog pojedinca, korporativni ni državni sektor, da bude ključni element cjelokupnog procesa dugoročnog održivog razvoja turističke destinacije., Long life learning is a key element for understanding major economic process amongst industry sectors. Tourism is a sector of vital importance for countries aiming to diversify economic activity and gain additional income from export - invisible export. Objective of this paper is to determine the importance of Sustainable Tourism Development in Tourism Destination, its definition, requirements and need for continuous improvements, understanding of benefits and positive consequences destinations may have if the long life learning principals were adopted in the education system from the early childhood. The paper calls for interaction and cooperation between theories and practices, social and economic environment, practitioners and theorists, local and national community, cultural and ecologic aspects to be broth together and form the awareness and continuous education about the Sustainable Development of Tourism Destination. The paper explains the importance of other sectors in economic environment and their active role in adding value to Sustainable Tourism Development. Long life learning process as well as learning for entrepreneurship should be active and vital players in the creation of awareness of such an approach which gives no excuse to any individual, corporate or governmental sector to be key element of the whole process and long term sustainable tourism developer.

El aula de la mayores es un innovador programa educativo destinado a personas mayores a partir de 50 años que no se encuentran cursando enseñanzas regladas. Se centra en el desarrollo social y cultural de relaciones generacionales e intergeneracionales y se basa en la mejora de la autoestima y la integración social, con el fin de mejorar la calidad de vida de las personas mayores y fomentar la participación de éstas en su contexto como dinamizadores sociales, para poseer una educación permanente a lo largo de toda su vida. Nunca podíamos imaginar en la actualidad que este tipo de centros fueran a proliferar a la velocidad a la que lo están haciendo. Impartiéndose y desarrollándose cursos y materias relacionadas con muy diversos temas, tales como las nuevas tecnologías, el derecho, la medicina, el arte, la biología, las matemáticas o la literatura. The classroom experience is an innovative educational program for seniors from 50 years who are not studying formal education. It focuses on the social and cultural trends and spatial relations and is based on improving self-esteem and social integration, in order to improve the quality of life of older people and encourage their participation in its context as social facilitators to have a continuing education over a lifetime. We could never imagine now that these centers were to grow at the rate at which they are. Being imparted and developing courses and materials related to diverse topics such as new technologies, law, medicine, art, biology, mathematics or literature.

El aula de la mayores es un innovador programa educativo destinado a personas mayores a partir de 50 años que no se encuentran cursando enseñanzas regladas. Se centra en el desarrollo social y cultural de relaciones generacionales e intergeneracionales y se basa en la mejora de la autoestima y la integración social, con el fin de mejorar la calidad de vida de las personas mayores y fomentar la participación de éstas en su contexto como dinamizadores sociales, para poseer una educación permanente a lo largo de toda su vida. Nunca podíamos imaginar en la actualidad que este tipo de centros fueran a proliferar a la velocidad a la que lo están haciendo. Impartiéndose y desarrollándose cursos y materias relacionadas con muy diversos temas, tales como las nuevas tecnologías, el derecho, la medicina, el arte, la biología, las matemáticas o la literatura. The classroom experience is an innovative educational program for seniors from 50 years who are not studying formal education. It focuses on the social and cultural trends and spatial relations and is based on improving self-esteem and social integration, in order to improve the quality of life of older people and encourage their participation in its context as social facilitators to have a continuing education over a lifetime. We could never imagine now that these centers were to grow at the rate at which they are. Being imparted and developing courses and materials related to diverse topics such as new technologies, law, medicine, art, biology, mathematics or literature.

En este artículo se presenta un procedimiento para diseñar instrumentos para evaluar la competencia de Aprender a Aprender. Analizamos la secuencia de trabajo y los conceptos implicados. Se trata de una línea de trabajo que pretende diseñar instrumentos de evaluación referidos a estándares, para evaluar las competencias básicas en la educación obligatoria, y las genéricas o transversales en las titulaciones de grado universitarias (el sistema de instrumentos para universitarios se denomina ESCOGE). Se ilustra la reflexión acerca de esta propuesta con la definición teórica realizada para el diseño de instrumentos que permitan evaluar esta competencia en egresados universitarios del área de Ciencias de la Educación (Maestros, Pedagogos, Psicopedagogos y Educadores Sociales), aportando muestras de los elementos útiles para el estudio de evidencias de validación de constructo basada en juicio de expertos., This paper presents a procedure for designing tools to evaluate the competence of learning to learn. The sequence of work and the concepts involved has been analyzed. This is a line of work that aims to design assessment instruments related to standards, to assess basic skills in compulsory education and generic or transversal competences in university degree courses (the university system instruments is known as ESCOGE). Reflection on this proposal is illustrated with the theoretical definition for the instruments design to assess the competences in college graduates in Educational Sciences Area (teachers, scholar counselors, educational psychologists and social educators), providing samples for the useful elements for the study of construct validation evidence based on expert opinion., Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granada.

La finalidad de este trabajo es mostrar el conocimiento que los maestros de Educación Primaria tienen sobre las competencias básicas, así como la orientación que han recibido desde diferentes instancias al respecto. La investigación es fruto de un proyecto de investigación financiado por la Consejería de Educación de la Junta de Andalucía denominado “Detección de las necesidades formativas del docente en la operativización de las competencias básicas. Diseño de una propuesta de formación”. Esta investigación, sustentada en un diseño empírico, no experimental, descriptivo y correlacional, se ha llevado a cabo con 246 docentes a los que se suministró un cuestionario elaborado ad hoc para la misma. Los docentes tienen un buen conocimiento sobre las competencias básicas, pero la orientación recibida sobre las mismas ha sido muy escasa, tanto por parte de los documentos emitidos por la Administración educativa, como de distintos agentes especializados: inspección educativa, asesores de los centros del profesorado y orientadores de referencia de los Equipos de Orientación Educativa. Asimismo, el perfil profesional de los maestros y maestras condiciona su conocimiento sobre las competencias básicas y el asesoramiento recibido sobre ellas. El conocimiento sobre las competencias básicas está influido por el género del docente, el cargo ocupado, el ejercicio de la tutoría, la coordinación de proyectos y la formación genérica. Por su parte, la orientación recibida es percibida de manera diferente por el profesorado en función de su género, lugar de trabajo, coordinación de proyectos y formación genérica. The aim of this paper is to show the knowledge that the teachers of primary education have on the basic competences, as well as the orientation that they have received from different agents on this matter. The investigation has been completed through a project financed by the Commission of Education of the Junta of Andalusia named “Detection of teacher’s formative needs in the implementation of the basic competences. Design of a proposal of formation”. This investigation is based on an empirical, not experimental, descriptive and correlational design over questionnaire results on a sample of 246 teachers. These teachers have a good knowledge on the basic competences, but the orientation received on these has been very scarce, both on the part of the documents issued by the educational Administration, and of different specializing agents: inspectors of education, advisers of the educational centres and members of reference of the Guidance Service Teams. Also, the professional profile of the teachers determines their knowledge on the basic competences and the orientation received about these. Knowledge on the basic competences is influenced by the gender of the teacher, occupied position, exercise of tutorship, coordination of projects and generic formation received. On the other hand, received counselling is perceived in a different way by the teachers according to their gender, place of work, coordination of projects and generic formation.

Il 2010 è l’anno fissato per il raggiungimento degli obiettivi della cosiddetta Strategia di Lisbona, il documento sottoscritto dai Paesi dell’Unione Europea che attraverso un programma di riforme detta i tempi e le modalità per consolidare l’economia comunitaria nella società della conoscenza. Fra i molti impegni assunti vi è quello di innalzare al 12,5% il tasso di partecipazione degli adulti ai programmi di educazione permanente nei singoli stati membri. Rispetto a tale obiettivo, già alla portata di diverse nazioni dell’Unione, il nostro Paese sembra ancora in palese ritardo, offrendo così l’occasione per fare il punto della situazione circa l’attuale assetto del sistema di educazione degli adulti (EDA) e delle politiche per migliorarlo.

This paper presents a way to describe educational itineraries in a competence-oriented learning system in order to solve the problem of sequencing several independent courses. The main objective is to extract adaptive learning paths composed by the subset of needed courses passed in the right order. This approach improves the courses’ re-usability allowing courses to be included in different itineraries, improving the re-usability of the courses, and making possible the definition of mechanisms to adapt the learning path to the learner’s needs in execution time

Este trabajo constituye una primera aproximación para la adaptación de la actual titulación de Ingeniería Técnica Industrial, especialidad en Química Industrial, al Espacio Europeo de Educación Superior (EEES). Considerando asignaturas propias de la especialidad, de diferente naturaleza (experimental ó teórico-práctica) y curso, se ha elaborado un modelo de adaptación que se pretende poner en práctica con la participación para el próximo curso de la titulación en la Experiencia Piloto de Implantación del Crédito Europeo en las Universidades Andaluzas. Mucho más allá de la simple conversión de los actuales créditos al sistema ECTS, se propone la adopción de métodos docentes participativos y motivadores, que combinen la docencia convencional con la enseñanza virtual, así como de un sistema de seguimiento del alumno cercano y continuo, que aplique criterios de evaluación mixtos. Para ello, se ha realizado un trabajo previo de obtención de información entre profesores y alumnos sobre diferentes aspectos relacionados con el proceso enseñanza-aprendizaje, en el que se ha prestado especial atención a la estimación del volumen de trabajo que supone para los estudiantes cada tipo de actividad. This work is a first approximation to adapt the present degree of “Ingeniería Técnica Industrial, especialidad en Química Industrial”, to the European Higher Education Area. Taking into account subjects of this speciality, different in nature (experimental or theoretic-practical) and in year time, it has been elaborated an adaptation model that we will be to carry out next year, taking part in “Experiencia Piloto de Implantación del Crédito Europeo en las Universidades Andaluzas”. Far away from the simple credits transformation into ECTS, the adoption of educational methods that combine traditional education and virtual learning are proposed. Also, a continuous and close to students control system that applies mixed evaluation criteria is put forward. We have carried out a previous work in order to obtain information from teachers and students about different points related to the teaching-learning process. Special attention to estimate the quantity of work required in each kind of activity by the students has been lent. Universidad de Sevilla Unidad para la Calidad de las Universidades Andaluzas Instituto de Ciencias de la Educación de la Universidad de Sevilla

Resumen basado en el de la publicación Se reflexiona sobre la relación entre las personas mayores y las Tecnologías de la Información y la Comunicación (TIC). Se explora la utilidad y ventajas que puede tener el esfuerzo que exige a estas personas la incorporación de las nuevas tecnologías en su vida cotidiana. Por último, se ofrecen pistas a los educadores para incorporar en estas nuevas circunstancias el uso de las nuevas tecnologías en el trabajo con personas mayores. Andalucía Biblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; biblioteca@mecd.es ESP

A visão da evolução das sociedades europeias, apresentada pelo Livro Branco da União Europeia "Aprender e ensinar: rumo à sociedade cognitiva", dá especial primazia às aprendizagens, ao acesso à aquisição de competências e ao conhecimento, enquanto factores determinantes de uma adaptação do conjunto europeu à globalização das economias, às mudanças tecnológicas e sociais. Esta visão resulta de uma determinada orientação política: a Aprendizagem ao Longo da Vida. No entanto, esta ideia está longe de ser nova, o presente artigo pretende analisar a evolução deste conceito nas suas diversas configurações principais, em particular a sua realidade na actual prática educativa e empresarial. The White Book of the European Union "Learn and teach: course to a cognitive society", focus mainly the evolution of the European societies and gives a special emphasis to different processes as learning, acquisition of abilities and knowledge, as important factors of adaptation to the globalization of the European economies and to technological and social changes. This vision is a result of a certain political orientation: The Long Life Learning. However this idea is not new, in this work we pretend to analyse the evolution of this concept in different perspectives, especially in the educational and business actual realities.

This work is meant for informal adult education research as adult informal education in Lithuania is not widely used. The above mentioned factor is based on many factors and tendencies of the previous years, i.e. qualification of the most people does not meet requirements of the market or there is lack of formal qualification, professional training system is not developed as it should be; compared to EU well developed countries only small part of the adults participate in informal adult education programs, lack of informal and self-education acknowledgement makes it harder to take part in labour market. Goal. Evaluate informal adult education status analyzing independent informal adult education situation in Lithuania. At the time of the research scientific literature and documents regulating informal adult education were analyzed as well as secondary statistics data. Possibilities of informal adult education were analyzed, too. Besides, informal and self-education identification, evaluation and acknowledgment process in Lithuania and abroad were evaluated. Vilnius city and municipality informal adult education organizing institutions (5) and adults (165) studying there participated in the research. One of the goals was to analyze studying conditions and motivation of the adults studying there. The results of the research show that the most active adults participating in the educational programs are adults of employable age, having university education and having... [to full text]