Suchergebnisse

La condición de usuario o usuaria de un servicio es un aspecto esencial de la vida humana. Un aspecto que además se relaciona con el devenir histórico, la realidad económica, los desarrollos tecnológicos y la orientación política de toda sociedad. En consecuencia, los problemas de los servicios públicos representan desafíos complejos que convocan diversidad de conocimientos y requieren de herramientas conceptuales para obtener soluciones o aproximaciones. Hemos convocado además una colección de tecnologías de la información, tanto para apoyar las tareas de enseñanza-aprendizaje, como para reforzar la refl exión necesaria sobre el tema. En este texto presentamos el diagnóstico general sobre el que se funda una comunidad de aprendizaje sobre estos temas y algunos de los métodos informáticos que hemos incorporado a nuestras prácticas de servicio. ; Being a user of any public service is an essential role in human life. This aspect is also related with historical evolution, economic factors, technological development, and political orientation of societies. In consequence, problems found in public services should be understood and considered as complex challenges requiring the convergence of diverse discipline approaches and conceptual tools that could help to fi nd solutions or near solutions to those problems. A number of Information and Communication Technologies (ICTs) have been collected for teaching & learning activities and for reinforcing theoretical refl ection on public services. General and particular aspects on which our collaborative learning community in public services is based are shown in this article, as well as some computer-based methods created for understanding public service operations. ; 59-66 ; jacinto@ula.ve ; mariaelena.garciadiaz@gmail.com ; melva@ula.ve ; solimari@gmail.com ; soleivargasq@gmail.com ; Cuatrimestral

"In diesem Artikel versuchen wir Charakteristika einer lernenden Gemeinschaft bzw. einer Community of Practice zu beschreiben und zu analysieren. Empirische Basis ist eine Einzelfallstudie über einen Kurs für Rettungsschwimmer/innen, der 2011 stattfand, und in dem u.a. die Bergung und Unterstützung von Badegästen trainiert wurde. Zur Datenerhebung kamen Beobachtungsverfahren und Interviews mit Kursteilnehmer/innen und dem Kursleiter zum Einsatz. Die Analyse fokussierte auf Partizipationsverläufe und auf Charakteristika lernender Gemeinschaften bzw. für deren Verständnis wesentliche Konzepte wie: realistische Probleme, geteilte Ziele, Autonomie, Identität, Feedback und gemeinsame Wissenskonstruktion. Die Ergebnisse der Studie bestätigen aktuelle Trends in der pädagogischen Psychologie zu vorgenannten Konzepten und insbesondere zur Bedeutung partizipativer Ansätze in lernenden Gemeinschaften." (Autorenreferat)

Lorena Adame García. Universidad Valladolid ; María Jesús Márquez García. Universidad de Málaga ; Recepción: 17.10.2018 | Aceptado: 22.11.2018 ; Correspondencia a través de ORCID: Lorena Adame García - 0000-0003-1177-5314 ; Las comunidades de aprendizaje suponen transformar la cultura, el aprendizaje y la organización de la escuela contando con la participación de toda la comunidad. La transformación pasa por un proceso de sensibilización, formación, toma de decisiones para iniciar un proceso de sueño colectivo. Éste es un momento en el que toda la comunidad participa en concretar la escuela que quieren y desean construir entre todos y todas como lugar común. Nuestro objetivo es conocer y comprender el proceso de transformación de una comunidad de aprendizaje profundizando en el proceso del sueño desde las voces de participantes de todos los sectores. La investigación se realiza desde el paradigma cualitativo con enfoque de estudio de casos comunicativo, basándonos en la entrevista como instrumento de recogida de información y diálogo igualitario. Las aportaciones de las entrevistas ponen de manifiesto la importancia de la participación de toda la comunidad en el sueño, que se traduce en un proceso emocional democrático movido por la alegría e ilusión de decidir y participar en el funcionamiento del centro educativo haciéndolo propio. Las aportaciones de todos en la organización y el aprendizaje basadas en las interacciones emocionales va configurando un modo diferente de vivir y sentir la escuela. ; Abstract: Learning communities will transform culture, learning and school's organization when including the entire community. The transformation includes a sensitization's process, decision-making to start a collective dream process. This is a time when the entire community participates to define the school they want and wish to build all together as a shared place. Our aim is to know and understand the transformation process of a learning community by delving into the dream process from participating voices of all sectors. The research is done by the qualitative paradigm with an approach based on communicative case study, using interviews as an instrument for collecting information and egalitarian dialogue. The interviews provide input that indicates the importance of the participation of the entire community in the dream, which can be translated into an emotional democratic process moved by joy and hope to decide and take part in the operation of the educational centre, making it their own. The contributions based on affective interactions about the organization and learning are shaping a different way of living and feeling school. ; Universidad de Granada. Departamento de Psicología Social. Proyecto de Innovación Docente ReiDoCrea

Promoting the exercise of reflection on teaching practices, through the configuration of a learning community in order to strengthen the pedagogical task, implies resignifying the understanding of language as social practice, as opposed to language as a simple decoding mechanical process. In this purpose, the importance and incidence of continuous training, learning communities and the exercise of reflection from a critical pedagogical perspective.

The present text focuses on presenting the Learning Community proposal as a methodological way to generate democratic change in the school system by using practices based on communicative dialogue. Specifically, it describes the development of learning communities in Brazil and at the same time it evaluates the efficacy of its implementation within the Brazilian context. It is, therefore, organized in 3 distinct sections: 1) an introduction to its theme; 2) a description of the present context, which requires a new way to organize places devoted to learning; and 3) a presentation of the learning community proposal. The article is finalized with a brief argumentative conclusion in favor of the learning community proposal. ; El siguiente texto se dedica a la presentación de la propuesta de Comunidades de Aprendizaje como camino metódico de transformación democrática de los centros educativos, a partir de prácticas comunicativo-dialógicas. Se refiere más específicamente al desarrollo de Comunidades de Aprendizaje en Brasil, realizando un balance de su efecto en el contexto brasileño. Está organizado en tres apartados distintos: una introducción al tema, la presentación del actual contexto, que demanda una nueva organización de los centros educativos, y la presentación de Comunidades de Aprendizaje. El texto finaliza con una breve conclusión argumentativa en favor de la transformación de centros educativos en Comunidades de Aprendizaje.

The article resumes the proposal and results of a research on the pedagogical mediation processes in two training experiences of community management teams, who investigate the community historical memory with oral sources. The study is qualitative, from the interpretative paradigm and the ethnographic type. Also, the topics investigated are the socio-educational profile of the participants, the learning contents, methods and techniques of learning and the results of the pedagogical mediation process and participatory research. Is possible appreciate how works the cultural democracy, the didactic of participation and social learning, showing a socio-affective learning such as collaborative work, community advocacy and effective participation with involvement. ; El artículo presenta la propuesta y los resultados de una investigación sobre los procesos de mediación pedagógica en dos experiencias de formación de equipos de gestores comunitarios, quienes investigan la memoria histórica comunitaria con fuentes orales. El estudio fue de corte cualitativo, desde el paradigma interpretativo y del tipo etnográfico. Se indagó el perfil socioeducativo de los participantes, los contenidos, los métodos y las técnicas de aprendizaje, así como los resultados del proceso de mediación pedagógica e investigación participativa. Entre los principales resultados se logra ver en funcionamiento la democracia cultural, la didáctica de la participación y el aprendizaje social, revelándose una serie de aprendizajes socioafectivos, como el trabajo colaborativo, la incidencia comunitaria y la participación efectiva con implicación.

This article explores the cause and effects of the increased policy emphasis on work to support employability within the field of Adult and Community Education in Scotland. This exploration is conducted from a critical perspective to demonstrate how Neo-liberalism and New Manageri- alism are reshaping the purpose and practice of Adult and Community Edu- cation and shifting its emphasis from "learning to be" to "learning to earn". The way employability work is conceptualised will be critically examined to reveal how it can cut across what are perceived to be some of the core values and ethical commitments of Community Education such as empowerment, dialogue, and social constructivist approaches to knowledge and curriculum development. The concepts of hegemony and governmentality will be drawn on to reveal how practitioners are being shaped and disciplined by these neo liberal times and the accompanying technical rationality, potentially result- ing in the contradictory situation in which practitioners become answerable to two masters, one representing the logic of the market, and the other, the values and ethics of the profession. So to we shall conclude by arguing that Community and Adult educators need to develop a critical awareness of the effects of neo liberalism on education policy and practice so they can help people become aware of their agency and encourage their active contribute to the transformation of their social world based on their own interests, rather than working to adapt people to fit passively and uncritically into this exist- ing unequal one.

This article springs from author's reflection exercise on investigative and pedagogical innovation practices, bringing forth the project "Learning Community for Environmental Education and Action". Such proposal, supported by private sector, is currently developed in twelve municipalities of the Provinces of Sugamuxi and Tundama in the Department of Boyaca. Four ideas are analytically presented and developed in this article: Environmental Education: a mean to debate on educational matters in the environmental training process, National Policy on environmental education: a guideline and foundation for the development of this kind of education in Colombia, Environmental School Projects: an exercise that enables implementation of the environmental dimension in the processes of the educational community, and, learning community: a strategy for involving the varied social actors of a given context in the understanding of the environmental dimension and in the local development. From this context, it is expected to create a reflective approach for the analysis of the existing proximity in the school-community relationship around the environmental education. ; Este artículo surge del ejercicio de reflexión sobre las prácticas de innovación pedagógica e investigativa del autor, que da origen al proyecto 'Comunidad de Aprendizaje para la Educación y la Acción Ambiental', propuesta que se adelanta en doce municipios de las provincias de Sugamuxi y Tundama del departamento de Boyacá, con el acompañamiento del sector privado. El artículo presenta y desarrolla analíticamente cuatro ideas: La Educación Ambiental, un escenario por debatir sobre las cuestiones educativas en la formación ambiental, la Política Nacional de Educación Ambiental, directriz y fundamento para su desarrollo en Colombia, los Proyectos Ambientales Escolares, ejercicio que posibilita la implementación de la dimensión ambiental en los procesos de la comunidad educativa, la Comunidad de Aprendizaje, estrategia para integrar a los diversos actores sociales de un contexto particular en la comprensión de la dimensión ambiental y en su desarrollo local. Desde este contexto se pretende generar un acercamiento reflexivo para el análisis sobre la aproximación de la relación escuelacomunidad en torno a la Educación Ambiental. ; Cet article provient d'un exercice de réflexion sur des pratiques d'innovation pédagogique et de recherches de l'auteur, qui ont donné naissance au projet «Communauté d'Apprentissage pour l'Éducation et l'Action Environnementale», proposition qui se réalise actuellement dans douze municipalités des provinces de Sugamuxi et Tundama dans le Département du Boyacá, avec l'appui du secteur privé. L'article présente et développe, d'une manière analytique, quatre idées: l'Éducation à l'Environnement, un lieu pour débattre sur les questions éducatives dans la formation environnementale, la Politique Nationale de l'Education à l'Environnement, directives et fondements pour son développement en Colombie, les Projets Scolaires pour l'Environnement, exercices permettant l'implémentation de la dimension de l'environnement dans les processus de la communauté éducative, la Communauté d'Apprentissage, stratégie pour intégrer les divers acteurs sociaux dans un contexte particulier quant à la compréhension de la dimension de l'environnement et de son développement local. À partir de ce contexte, on prétend provoquer une approche réflexive pour l'analyse du rapprochement de la relation école-communauté par rapport à l'Éducation à l'Environnement. ; O artigo surge do exercício de reflexão sobre as práticas de inovação pedagógica e investigativa do autor, que origina o projeto "Comunidade de Aprendizagem para a Educação e a Ação Ambiental", proposta que se faz em uma dúzia de municípios das províncias de Sugamuxi e Tundama do Departamento (Estado) de Boyacá, com o acompanhamento do setor privado. Apresenta e desenvolve analiticamente quatro ideias: a Educação Ambiental, um cenário por debater sobre as questões educacionais na formação ambiental, a Política Nacional de Educação Ambiental, eixo e fundamento para o seu desenvolvimento na Colômbia, os Projetos Ambientais Escolares, exercício que faz possível programar a dimensão ambiental nos processos da comunidade educacional, a Comunidade de Aprendizagem, estratégia para integrar aos diversos atores sociais de um contexto particular na compreensão da dimensão ambiental e em o seu desenvolvimento local. Desde esse contexto pretende-se gerar uma aproximação reflexiva para a análise sobre a aproximação da relação escola-comunidade em direção à Educação Ambiental.

PLASMATIC (Advanced Predictive Maintenance for the Valencian plastic industrial sector) is a project funded by the Valencian Institute for Business Competitiveness (IVACE) and the European Union through the European Regional Development Fund (FEDER). The general objective of this project is to help the Valencian plastic sector companies to incorporate solutions from the so-called Factory 4.0, via knowledge and technologies in the fields of Big Data, Machine Learning and Business Intelligence. The main result will be an advanced predictive maintenance system to deal with: (i) anomalies detection; (ii) wear prediction; and (iii) maintenance planning optimization. This deliverable is part of the PT3 work package "Characterization and Exploratory Analysis", which aims to identify those variables and factors involved in the advanced predictive maintenance applied to plastic industries. This document reviews the usual steps in a predictive maintenance application, describing the most important state-of-the-art techniques and technologies. In particular, we highlight statistical analysis and machine learning techniques within a Big Data infrastructure, all of them crucial elements of the so-called Maintenance 4.0. In general, we emphasize those possible strategies when working in a non-supervised application. ; PLASMATIC. Project funded by the Valencian Institute of Business Competitiveness (IVACE) and European Union through the European Regional Development Fund (ERDF), within the public grant program adressed to Technological Institutes of the Valencian Community for the development of non-economic R&D projects carried out in cooperation with companies during 2017 with 87.210,96€. File number: IMDEEA/2017/114

RESUMEN A pesar de los esfuerzos de los distintos gobiernos, el aprendizaje de una segunda lengua extranjera sigue siendo una de las asignaturas pendientes de nuestro sistema educativo actual. De entre todas las destrezas, la de la expresión oral es la gran damnificada. La inseguridad y ansiedad que produce tener que hablar en una lengua que no es la nativa es una de las razones por las que el nivel de competencia comunicativa oral de los estudiantes es bastante deficiente. En este trabajo plantearemos una propuesta para desarrollar esta destreza productiva utilizando algunas de las técnicas más características de uno de los métodos concebidos expresamente para proporcionar seguridad al estudiante: el método de enseñanza en comunidad. Para ello nos serviremos de la herramienta digital Flipgrid a fin de sacar un mayor provecho de las actividades comunicativas del libro de texto de 1º de ESO y favorecer el desarrollo de aspectos como la pronunciación, la fluidez y la corrección. ; ABSTRACT Despite the different government's efforts, a second language learning is still a pending issue in our education system. Among all the skills, the oral expression is the most damaged. One of the reasons why the communicative competence is so deficient is that having to talk in a different language makes students anxious and insecure. In order to develop this productive skill, this paper explores the use of some techniques typical of the Community Language Learning to cope with this issues. For this purpose, we will use the digital platform known as Flipgrid with which we can get the most out of the communicative activites from the textbook of 1º ESO and develop different aspects such us pronunciation, fluidity and correctness. ; Máster en Formación del Profesorado de Educación Secundaria

The main objective of this article was to identify the characteristics of a school that effectively becomes a learning organization and the need to improve it in the political context of the learning organization. To reveal the theoretical and empirical bases of the article, methods of analysis, synthesis, quantitative research and results processing were applied. The results presuppose that school administration, peer support and favorable infrastructure have a positive impact on the development of personal skills of community members. In this sense, the improvement of learning competence and innovation is identified with openness to the environment, to other communities and a high level of internal communication culture. It is concluded that, schools as fundamental learning organizations to identify themselves and their environment as a team, to develop an intuitive systematic sense (part of the system; we-system), need to drive a clear and effective communication structure, in coherence with the strategic and systemic processes of adequate response to the needs of the community, all of which legitimizes it with social approval and more internal and external supports.

In this talk/paper I will try to link the three themes of this conference by discussing and, indeed, critiquing, education in the context of sustainable development (ESD) from a perspective of critical thinking and transformative learning. I will argue that our quest for a more sustainable world requires a sense of place and identity as well as decolonizing pedagogies and socially responsible knowledge co-creation. The search for sustainability cannot be limited to classrooms, the corporate boardroom, a local environmental education center, a regional government authority, etc. Instead, learning in the context of sustainability requires 'hybridity' and synergy between multiple actors in society and the blurring of formal, non-formal and informal education. A good example of such hybridity can be found in the so-called 'whole school approaches to sustainability' where schools establish linkages between questions around food, energy and health and the curriculum (both espoused and hidden and the community of which it is part). Opportunities for this type of learning expand with an increased permeability between units, disciplines, generations, cultures, institutions, sectors and so on. At the same time we must beware of the use of sustainability and sustainability education in a-critical ways that, albeit intentionally or unintentionally, lead to a consolidation of current hegemonic (economic) systems and educational practices thereby amplifying unsustainability. I will base my argument on a review I did for UNESCO of the kinds of learning that are emerging in the context of the UN Decade of Education for Sustainable Development.Keywords: transformative learning, transformative learning, emerging educations.

[SPA]A partir de una investigación sobre el proyecto didáctico de colaboración con estudiantes y maestros indígenas yokotan'ab (chontales), en el Centro Tecnológico de Buena Vista I, de Tamulté de la Sabana en Tabasco, México, que surge de la experiencia de maestros con inquietudes de recuperar su cultura mediante la educación bilingüe, se abrió la posibilidad de realizar un vídeo para experimentar un diálogo de saberes con interlocutores: alumnado, profesorado y una antropóloga. Esta proyección de conocimiento nos permitió desarrollar epistemologías de métodos colaborativos, la cultura, la identidad y los símbolos individuales y colectivos en la comunidad de aprendizaje, donde se le dio prioridad al significado cultural a partir de la necesidad de hablar en su idioma yokot'an, como un símbolo actual de resistencia, lucha y unión de su pueblo, junto a las costumbres cotidianas y ancestrales, sin separar la educación del hábitat político y social. Esta ponencia explica una apuesta por la Antropología Visual en colaboración porque integra elementos didácticos interculturales desde los protagonistas, en este caso, de la población indígena yokot'an, que deben ser valorados para incluir en nuevas prácticas didácticas. [ENG]From an educational research project in collaboration with yokotan'ab (Chontal) indigenous students and teachers in Buena Vista Technology Center I, Tamulté de la Sabana in Tabasco, Mexico, which arises from the experience of teachers with concerns to recover their culture through bilingual education, opened the possibility of making a video to experience a knowledge dialogue with stakeholders: students, teachers and an anthropologist. This projection of knowledge enabled us to develop epistemologies of collaborative methods, culture, identity and the individual symbols and collective learning community, which gave priority to the cultural significance from the need to speak their yokot'an language as a topical symbol of resistance, struggle and unity of its people, with daily and ancestral customs, without separating the education of the political and social habitat. This communication explains commitment to Visual Anthropology in intercultural collaboration learning because it integrates elements from the protagonists, in this case, yokot'an indigenous population, which should be evaluated for inclusion in new teaching practices. ; Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murcia

The current university system needs a pedagogical revitalization to develop professional competences and prepare effective professionals while developing civic and democratic values. Service-learning (SL) is an innovative educative methodology that connects theoretical foundations and practice. Particularly, it is defined as a pedagogical proposal that combines learning and community service, based in the implementation of skills related to curriculum contents carried out in real contexts. As a pedagogical methodology, its main objective is to improve students' academic learning and critical capacity while offering a social benefit. The analysis of SL literature shows how its evolution is unquestionable in different fields and that it is a recurring topic in recent years. The present research suggests, from a theoretical approach, that SL is an appropriate methodology to develop programs focused on physical education and sport. It shows different possibilities to structure SL programs, potential groups receiving university SL programs related to Physical Education and Sport Sciences and possible effects on university students performing SL.

Este artículo analiza la planificación y puesta en acción de una práctica curricular de Aprendizaje Servicio. El objetivo del estudio es describir el desarrollo del proyecto de ApS como práctica curricular vinculada al territorio y analizar las estrategias de negociación del currículum y de participación del alumnado en dicha práctica educativa. Metodológicamente se trata de un estudio de caso con aproximación etnográfica, en la que se utilizan herramientas cualitativas como la observación participante, las entrevistas y grupos de discusión, los registros audiovisuales, el análisis documental y el diario de campo del equipo investigador. Los resultados dan cuenta del proceso de negociación y desarrollo de la práctica curricular de ApS llevado a cabo entre todos los sectores de la comunidad educativa, mediante la utilización de dinámicas cooperativas y de diagnóstico social participativo como la cartografía social, el aprendizaje cooperativo y las asambleas de clase. Además, se evidencian las principales estrategias participativas desarrolladas por el alumnado entre las que destacamos aquellas que facilitan la articulación de su propia voz de manera colaborativa, como el teatro o las maquetas, y aquellas otras orientadas a la movilización del conocimiento como el uso de las redes sociales. En la discusión se constata la relevancia que tiene esta experiencia de participación y negociación democrática del currículum debido a las pocas iniciativas que existen en este sentido y al hecho de conciliarlo con los intereses del territorio. ; This article analyzes the planning and implementation of a Service-Learning- (SL) as a curricular practice. The aim of this study is to describe the development of the SL project as a curricular practice linked to the territory and to analyze the curriculum negotiation strategies and student participation in the educational practice. Methodologically, it is a case study with an ethnographic approach, where have been used qualitative tools such as participant observation, interviews and focus groups, documentary analysis and the research diary. The results show the process of negotiation and development of the SL practice carried out among all sectors of the educational community. It was through the use of cooperative dynamics and participatory social diagnosis such as social cartography, cooperative learning and classroom assemblies. In addition, the main participatory strategies developed by students are highlighted, such as those that facilitate their own voice in a collaborative work, like theater or mockups, and others oriented towards the knowledge mobilization using social networks. Discussion section emphasizes the relevance and educational value of this experience of participation and democratic negotiation of the curriculum due to the few initiatives that exist in this regard and the fact of reconciling it with the interests of the territory.