Suchergebnisse

En este artículo se analizan los modelos institucionales de competencia digital docente con mayor impacto en los últimos tiempos y se abordan críticamente tres características comunes a todos ellos, entendidas como deficiencias en su planteamiento. En primer lugar, que no parten explícitamente de un modelo de acción docente y de manera implícita reducen la función docente al trabajo en el aula, evitando aspectos como el compromiso social y político o el papel de la escuela en el desarrollo comunitario. En segundo lugar, que parten de una visión taxonómica del concepto de competencia, ignorando la complejidad de los diferentes contextos en los que dicha competencia se pone en acción y se desarrolla y en su papel en la construcción de la identidad del docente, algo que enfoques sociomateriales y holísticos sí incluyen. En tercer lugar, que se fundamentan de manera contradictoria en una visión instrumentalista de la tecnología como herramienta neutra en valores y, por el contrario, en una concepción determinista de la relación entre tecnología y sociedad. Finalmente, se propone a debate un modelo que hemos denominado "Competencia Docente Integral en el mundo digital", específicamente diseñado para la educación básica, que está siendo objeto de una investigación más ambiciosa ; This article analyses the most impacting institutional models of digital teaching competence, and critically addresses three characteristics common to all of them, understood as deficiencies in their approach. Firstly, they do not explicitly start from a model of teaching action, and implicitly reduce the teaching function to the classroom performance, avoiding aspects such as social and political commitment, or the role of the school in community development. Secondly, they are based on a taxonomic vision of the concept of competence, ignoring the complexity of the different contexts in which competence is carried on and developed, as well as its role in the construction of teacher identity, something that socio-material and holistic approaches do include. Thirdly, they are based on an instrumentalist vision of technology as a neutral tool in values and, on the contrary, on a deterministic conception of the relationship between technology and society. Finally, we present a model that we have called "Integral Teaching Competence for the digital world", specifically designed for basic education, which is the subject of a more ambitious research.

This article belongs to the Section Metal Casting, Forming and Heat Treatment. ; Machine Learning classification models have been trained and validated from a dataset (73 features and 13,616 instances) including experimental information of a clean cold forming steel fabricated by electric arc furnace and hot rolling. A classification model was developed to identify inclusion contents above the median. The following algorithms were implemented: Logistic Regression, K-Nearest Neighbors, Decision Tree, Random Forests, AdaBoost, Gradient Boosting, Support Vector Classifier and Artificial Neural Networks. Random Forest displayed the best results overall and was selected for the subsequent analyses. The Permutation Importance method was used to identify the variables that influence the inclusion cleanliness and the impact of these variables was determined by means of Partial Dependence Plots. The influence of the final diameter of the coil has been interpreted considering the changes induced by the process of hot rolling in the distribution of inclusions. Several variables related to the secondary metallurgy and tundish operations have been identified and interpreted in metallurgical terms. In addition, the inspection area during the microscopic examination of the samples also appears to influence the inclusion content. Recommendations have been established for the sampling process and for the manufacturing conditions to optimize the inclusionary cleanliness of the steel. ; This Project was carried out with the financial grant of the programs I + C = +C 2017 and INNOVA 2018. The financial contribution from SODERCAN, the European Union (program FEDER) and the Government of Cantabria are gratefully acknowledged. ; Peer reviewed