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The incorporation of gamification strategies in teaching has been described as a tool to increase the motivation and engagement of students with the subject. Under this premise, an educational innovation experience has been developed using the Kahoot! platform in the first and last laboratory practice of the Cell Biology course of the Biology degree. The participants were 135 students divided into 12 laboratory groups, which were divided into experimental and control groups. All groups solved a questionnaire on paper about the concepts explained in class, at the end of both practices (post-test), but only the experimental groups solved a questionnaire before the class (pre-test). Before the first practice, students in the experimental groups answered the pre-test using Kahoot! However, for the last practice, some groups solved it by playing Kahoot! and others with pen and paper. The results showed that those students who were selected to play Kahoot! obtained a higher number of correct answers in the test performed after the practical session (post-test) than those who did not solve any pretest or who did it in a classical way. Therefore, our results suggest that implementing gamification in teaching considerably increases student motivation, probably due to physiological changes experienced by the brain during the game and the creation of a positive climate, which facilitates the learning process. [ABSTRACT FROM AUTHOR]

The Cuban Center for Neurosciences, authorized by the Ministry of Higher Education, offers Professional Upgrading programs and controls their quality through the supervision of the Postgraduate Training Department. For this purpose, a survey was designed and applied to the postgraduate students involved in the teaching - learning process. The survey included four variables and twenty indicators. The present paper exposed the design of the survey and the characteristics of the automated system for processing the results. The system issues a quality profile for each evaluated Professional Upgrading program. Those profiles are used to design actions aimed at continuing improving the process of teaching - learning and the achievement of a successive approach for the educational excellence. [ABSTRACT FROM AUTHOR]

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

In March 2020, face-to-face classes in Mexico were suspended due to the COVID-19 pandemic. From that moment on, virtuality was the means that allowed the continuation of teaching and learning activities in higher education. Today, almost a year and a half after the beginning of this scheme of work, the educational authorities are preparing for the return to face-to-face teaching. However, it is not yet known when the necessary conditions will exist for this to fully occur. This article addresses various possible scenarios in the post-confinement era, as well as the acceptance that these would have in the university student community. Its objectives were to characterize student perceptions of classes after COVID-19 lockdown and to compare them according to educational program, academic period, and employment status. The research design was quantitative cross-sectional, non-experimental, exploratory-descriptive in scope. A total of 1395 students from five university programs (Administration, International Trade, Public Accountant, Law, Information Technology) participated and answered an online questionnaire. They were asked about their willingness to continue taking online or hybrid classes in different scenarios, as well as about the continued use of collaborative tools and the need to promote technological and information security skills, given the digital nature of remote education. Data analysis was performed with the SPSS package. Descriptive values were obtained and nonparametric statistical tests of differences between groups were performed. The results show that students value positively the power to decide to take a subject online or face-to-face. In either mode of post-pandemic work, students would agree to continue using MSTEAMS. On the other hand, the recording of sessions was well valued, as well as the possibility of reducing the cost of enrollment if the education were hybrid or online. Also, students would be willing to take their theoretical courses online. It was found that law students are less in agreement about continuing to take their theoretical subjects online and administration students are more in agreement. Also, administration students were more in agreement to continue using MSTEAMS. On the other hand, students in the last semesters are more in agreement to continue with online classes and resources compared to students in the first semesters. In the analysis by employment status, no differences were found. This paper provides an overview of the acceptability of various hypothetical post-pandemic scenarios and allows reflection on the learnings obtained with online education in the COVID-19 times and how these could enhance academic activities after confinement. [ABSTRACT FROM AUTHOR]

Readings are denser in Higher Education and he calls for bigger commitment for part of the reader. The pupil should in order to face up to this situation create habits readers and exercising continuously for his learning achievements. The most basic guys as from the definition of reading, strategies of reading and the role of the teacher for the strengthening of the process checked reading device in the students that recently become incorporated to the superior level rapidly in this article, as from that the reading and the teacher's paper find themselves narrowly related in this educational level job that to achieve than the pupil incomer Latin teacher technical of reading stops to come face to face to academic texts more technical in his definitions and in his prose he is not simple task since many of them present difficulties in the understanding reader. [ABSTRACT FROM AUTHOR]

Emotions are a major factor in the learning process. Therefore, this paper aims to analyze the emotions experienced by students of English as a Foreign Language (EFL) as regards reading comprehension. The sample, composed by 194 university students of Education, completed the EFL Skills Emotions Scale (Pishgadam et al., 2016) in which they indicated their emotions about reading. The results show that the most present emotions are positive, fun and hope, followed in frequency by two negative ones, anxiety and boredom. Comparing the students, we found significant differences in the emotions experienced between those who are getting prepared to be English teachers and those who are not. We conclude that there is a need to favour a methodological change in the teaching of reading comprehension for its work to connect emotionally with the students. [ABSTRACT FROM AUTHOR]

In this paper, we discuss the problem of assigning teachers to the learning units. The approach takes into account the professional profile of teachers, the experience and interest to assign a learning unit. From a mathematical point of view, the objective is to find a complete assignment of teachers to learning units, which maximizes a function of weighted aggregation. For the optimization process, the variant of the Ant colony system (ACS) of the Metaheuristic optimization based on Ant colony (ACO) is used. As a case study, we used a real scenario of the Technical University of the State of Quevedo with 18 teachers and 54 subjects of Systems Engineering. The results showed that the proposal has a high degree of convergence and low standard deviation values; This is summarized in high quality solutions in most executions. [ABSTRACT FROM AUTHOR]

This piece of paper is on aspects related with the battering the management the Human resources in Educational Institutions addressing importance to the university teacher's upgradingthat is indispensable premise and condition to increase and go deeper up to an excellence culture scientifically direct and with a goo quality the teaching learning process, but it demands for a higher characterization hat should be linked to the purposes of today Cuban (university of the present times; that's why, the teachers category must be understood as a condition attributed to the higher education, the level of preparation reach by the teaches that conveniently helps the organization of the work and its responsibilities in the field of investigation, teaching, and university management, starting from the general, specific functions and the accomplishment of requisites, On it is offered a proposal of actions to contribute to the teachers' preparation. [ABSTRACT FROM AUTHOR]

There are inadequacies in evaluating learning, which has a bad effect on Cuban higher education training process. This paper is aimed at making a body of didactic suggestions for a better management of this process, which will contribute to a comprehensive training of university officers, academics and students. Some theories on and concepts of learning evaluation are presented. Didactic suggestions include, on the one hand, the interdependence between knowledge assimilation degrees, organization of teaching-learning process, teaching methods, and learning evaluation; and, on the other hand, the three stages of learning evaluation process. Didactic suggestions for an improved learning evaluation are made as well. [ABSTRACT FROM AUTHOR]

The development of Information and Communication Technology (ICT) has had a major impact on higher education which has to face new challenges involving changes to learning environments. The Web 2.0 technology and adaptive virtual teaching aids play a significant role in virtual learning. These store digital content which makes learning possible and can be adapted to suit students' individual needs through apps, systems, and contexts. This paper reflects on how to develop these aids, and presents the design of the first adaptive virtual teaching aids used in courses offered at the Latin American School of Medicine, a major international medical school in Cuba. [ABSTRACT FROM AUTHOR]

Curricula continue to be a matter of research and problematization in higher education programs, particularly those that train teachers. Although the tendency is to consider them from an instrumental and technical perspective, this paper adopts critical and comprehensive perspectives. Then, this qualitative case study carried out in a School of Education at a public university intends to inquire into the curriculum conceptions present in teacher training programs and their characteristics. The research focuses on the different ways of conceiving the curriculum in the programs, even when they are part of the same academic unit; on flexibility and curricular integration as central concerns; and on the shaping/structuring of programs, which is not homogeneous but determines some paths in the training of those participating in the proposals. From the discussion, it is concluded that a key implication is the need to reach agreements both on curriculum conceptions that guide teaching action and practice and on the particular ways in which proposals are structured/shaped, following those "common minimums" that enable dialogue and collective construction. [ABSTRACT FROM AUTHOR]

This paper presents a brief look at the evolution of university libraries and a change to a new library model named "Learning and Research Resource Center - CRAI (in Spanish, Centro de Recursos para el Aprendizaje y la Investigación"). Here, the paper shows the results obtained on a diagnosis conducted in Universidad de la Havana's library network ( in Spanish, Red de Bibliotecas de la Universidad de La Habana); we propose a series of strategic lines to work and actions to transform this network into a CRAI, and finally, the paper proposes a CRAI model for Universidad de La Habana. [ABSTRACT FROM AUTHOR]

We present an analytical reflection on our experience as adscriptas a la investigación, a term used in Spanish to describe the role of those who volunteer as students to be in an apprenticeship relationship with experienced professors-researchers at our public university (School of Humanities) in the metropolitan area sorrounding the city of Buenos Aires. We have analyzed and written our piece in two voices, as we are both apprentices. Methodologically, we start from our work logs, audio recordings and photographs to make an analytical description of the assignment, which is divided into three sections: the place of others in the construction of knowledge, word in dispersion and resistance, and spaces and bodies that communicate in themselves. Our reflection accounts for the learning and transformation opportunities generated from the implementation of a new pedagogical practice for us. Thus, we observe that a space was created in connection with others that favored parity, horizontal communication, and, together with it, the collective construction of new knowledge based on local epistemologies. [ABSTRACT FROM AUTHOR]

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

The e-portfolio used as a tool in the process of teaching and learning, provides students with opportunities for reflection so they can achieve improvements throughout their own learning process. This is also a powerful tool that accompanies the process of fulfilling changing requirements, ensuring strong involvement of students, increasing awareness of their own learning and progress, and emphasising the promotion and development of skill-based assessment. The e-portfolio has been implemented in nursing studies at the Universitat d'Andorra, in all the practical subjects, provides a wide range of activities that guide and assist in the teaching-learning process and shows the progress of students' improvement during their clinical training, in a transversal and longitudinal way throughout the first university level in nursing. In this paper, we analyze a group of 25 students of Bachelor of Nursing, and we clearly show how mentoring and monitoring the student during clinical training is very important, both to offer tracking of the activities thus helping their improvement, and to provide continuity and support. This tutoring offers the opportunity to reflect continuously on the activities and experiences in front of new real situations that involve new approaches, doubts and therefore evolution and progress. The results of implementing the e-portfolio shown in this paper, demonstrate the high level of participation and constancy of the students and their progress throughout clinical training. [ABSTRACT FROM AUTHOR]

The evaluation of learning remains one of the most contentious and difficult for teachers elements. Methodological and technical solutions as erúbricas they claim to solve this situation, knowing that teaching situations are very different so it can not be a single solution for all cases, but specific measures suited to contexts where teachers will arise help from communities of practice. This paper presents the evolution of a service erúbricas [1] which departed from the first experience paper rubrics, and with time and various educational projects first innovation and R & D + i [2] more later, it has evolved with the support of a community of practice [3] and the exchange of experiences between teachers and researchers. In this article showing the results and functionality of this service achieved to date of this publication. [ABSTRACT FROM AUTHOR]

This paper presents the experience carried out by a confederation of Higher Education Institution (IUS) operating in six states of Latin America. To achieve the goal of new model of teaching and learning based on "learning process" and shift the paradigm of learning as "centered teaching", the Higher Education Institution have defined a new profile of the university teachers. This action expresses three characteristics presented in this paper: the first refers at the profile as "product" of a Community of Thought; the second refers to "participated process", a working model that allowed the co-construction of the profile with the teachers, the administrative and the human resources staff of the universities; the [ABSTRACT FROM AUTHOR]

This paper presents the results of an educational innovation in Higher Education, whose aim is to design and test a pedagogical model for e-learning. This paper has the main aim to identify and evaluate emotional factors related to elearning by means of a survey research. The results show emotional well-being scores higher than wrong-being, identifying a range of emotions, which are related to different emotional states in e-learning. In addition, we present features of teachers' and students' virtual discourses in forums of discussion starting from types of educational interaction and kind of emotions related to certain settings of learning activity. [ABSTRACT FROM AUTHOR]

Introduction: In 2006, the Nursing School of the University of Chile began changing the teaching plan from a learning objective syllabus to one based on competencies; this implementation began in 2013. Objective: This paper aims to present a summary of a research carried out from 2010 to 2013 by the syllabus innovation commission of the Nursing School from the University of Chile in order to implement a syllabus based on competencies Methodology: It presents the different phases that require the integration of different actors, per se; the academic school staff, external teachers to it, employers, graduates and students from the nursing program as well. Conclusions: This experience allowed thinking about some of the paradigm changes required in this process, such as the student at the learning center, with dynamic and proactive participation of them, the agreement on using a different language, with innovative methodologies that aim to a meaningful learning. [Silva-Galleguillos A. Training by Competencies in Nursing. An Experience from the University of Chile. [ABSTRACT FROM AUTHOR]

This paper evaluates the integration of mobile devices for learning proposes and identifies those factors that influence the adoption of this technology in higher education. A sample of 411 students participated in the research. The data was analysed using two models of technology adoption (TAM and UTAUT) including socio-demographic indicators. The results show that three-quarters of students use mobile devices for tasks associated with their studies, and nearly half for specific learning proposes, and do so regardless of the resources that provide them the University. The results confirm the theoretical models, while being female increases the probability of adopting the m-learning. [ABSTRACT FROM AUTHOR]

Educational models proposed in the last three decades have adopted a student and learning centered approach. In this context, it is worth asking how institutions of higher education apply such models, particularly in a context such as Mexican, where the educational system is highly bureaucratic and focused on efficiency, not on people and closely linked to the political system. The aim of this paper is to show the way a School applied the educational model, which was taken by the university it belongs to as the actual model. Moreover, the purpose is to show how the model is translated in concrete actions adapted to its own context; involving not only teaching and learning activities, but also the school management itself. The research is exploratory, documentary and supported by the case study design. The findings indicate firstly, that the actions taken went beyond the scope of curriculum and covered the different areas of work of the school, becoming a case of interest in the Mexican context (and perhaps Latin American) because a general education model was applied in a comprehensive and contextualized way, achieving an own institutional management model. [ABSTRACT FROM AUTHOR]

This article provides a general overview of the literature about faculty evaluation. The review process begins from the main challenges that have been found in different publications, research reports and literature, where faculty evaluation has been addressed by its conceptions, purposes, approaches and instruments. Through this lens four aspects has been considered: the complexity of the teacher activity, the lack of agreement towards what to be a good teacher at university is, to limit the teacher's responsibility only to student learning, and the growth of the criteria for teaching evaluation. These criteria could be materialized in some perspectives about "good teaching". The review offers a clear idea of the state of the art regarding faculty evaluation research. It gives elements of analysis for the development of research in the future. The paper concludes by describing a comprehensive, open and flexible approach to teaching evaluation. In addition, we describe some foundations for the development of this approach. [ABSTRACT FROM AUTHOR]

The aim of this paper is to analyse the pedagogical affordances required in designing and supporting collaborative tasks in virtual environments. We conducted a case study at the Open University of Catalonia (UOC) in order to study the design made by experts in collaborative practices. We analyzed two experiments carried out by two expert teachers in the use of online collaborative methodologies. The methodology has combined different approaches of analysis from a qualitative perspective. It has been contrasted the teachers' and students' perception, the interactions and products generated in the course. As a result of this research, we have characterized the types of tasks that promote collaborative knowledge building. The results confirm previous research that suggests that for a collaborative learning must confront students with complex tasks. Students must perceive that the effort involved in collaborative work has benefits for the development of learning activities. For its part, the teacher must plan the distribution of control and responsibility of the participants and promote the development of joint products. In the article, is contrasted the design elaborated by teachers and perception of students. Finally, we provide a number of indicators to support the design task and collaborative knowledge construction in online learning. [ABSTRACT FROM AUTHOR]

Current competency-based educational models emphasize student's self-regulatory processes, through this seek to develop skills for learning throughout life and thus contribute to the continuous improvement of professional performance. Rubrics are tools for training and evaluation, which gradually promotes self-regulating process, while progressively reduces the external support. This paper poses a methodological strategy to promote the students self-regulation by the use of rubrics. Three key elements that support the learning process are discussed: reflexive practice, collaborative learning and feedback provided by peers and teachers. The design and use of rubrics in higher education demand: curriculum alignment, coordination with other subjects in the same educational section, collegial work and critical reflection about formative practices. It also pose that designed learning environments must travel from areas of greater control and certainty to areas of greater complexity and uncertainty, leading students to nearby situations to professional performance in real settings. It concludes with a series of reflections on the generation of a culture of professional education that promotes greater autonomy and responsibility of students' whit their own learning. [ABSTRACT FROM AUTHOR]

With the beginning of the third millennium was almost overtaken the discussion about whether or not there is a relationship between the Internet and the University Curriculum, the great change that trend we are witnessing in relation to the Formal Curriculum Curriculum is the transition from the Web to the web as part or supplement curriculum. In this paper we describe an alternative called "virtual communities to complement the Curriculum". The proposal is to supplement a classroom or online course the student immersion in virtual communities of practice and learning related to the course content. To explore this proposal apply to Prolog programming course taught in a degree in Mathematics with specialization in Computer Science at the Autonomous University of Guerrero. [ABSTRACT FROM AUTHOR]

Evaluation is a process whose results can be used to make improvements in the teaching‐learning process. From this view, evaluation is largely used within the bound which is maintained with the students, but its contributions to teachers’ learning can be wasted. Also, the information obtained from evaluation makes it possible to regulate the factors involved in teaching. To that end, we must pay attention to all the agents (teachers, students, contents, the classroom and the academic environment) and collect data in natural contexts. Evaluation does not close the circle; this is supplemented by the adjustments which are introduced into the process using the results obtained. In a sense, the adjustment phase is turned by natural evolution into the framework of conditions for the planning phase of the next stage, and so the circle begins again (Zabalza, 2009). In this paper, in the first place, we present the students’ evaluation as a process that regulates the teacher’s practice, that is, as an instrument to analyze the teaching‐learning process. Secondly, we describe the results obtained by conducting a survey. The analysis of the information collected through that instrument was carried out on the basis proposed by Grounded Theory, a qualitative methodology developed by Strauss and Corbin (1998) that can lead to a new theoretical framework based on the collection and systematic analysis of data. Furthermore, the resulting data have been linked with other quantitative data shown in another context (Daura y Amarante, 2011). [ABSTRACT FROM AUTHOR]

Conceptions of teaching and learning held by teachers is a research topic which could mean a step forward in our understanding of important factors for improving the quality of Higher Education. For over three decades, a number of researchers have achieved results through studies which offer a corpus of solid knowledge about what teachers do and think about their teaching process. In this paper, we present the ideas held by a group of teachers about teaching and learning. The analysis, although quantitative in nature, is based on an ad hoc questionnaire based on the proposals made by some authors who have carried out studies using qualitative methodology. Results point towards a conception of the process with a quantitative profile rather than qualitative, with regard to both teaching and learning. [ABSTRACT FROM AUTHOR]

In this paper, we describe the e-portfolio as a tool which makes it possible to put together an education proposal that fulfils the new universities demands in general and a teacher education for the needs imposed by information and knowledge society. In that context, we emphasize the analysis of the process of finding software allows us to pursue our goals. This is shown in the need to locate technology resources tailored to the educational needs, also transforming them into the context of the practice located. Has been selected and adapted software (Elgg) working on the need to recognize the prominence of the subject and their individuality in the organization of their own learning (Personal Learning Environment-PLE-) [ABSTRACT FROM AUTHOR]

The new European Higher Education Area imposes a number of requirements on the traditional teaching-learning process that should trigger certain important considerations in university teachers concerning their means and ways, in particular those related to their tutoring functions, as a result of the very spirit on which the new educational framework is based. Under this view, the teacher is no longer the one and only source of information for the student, and becomes a collaborator, a guide, and a facilitator of learning strategies. In this paper we intend to highlight the relevance of tutoring, a lifelong activity for teachers which, if carried out in a coherent manner, is undoubtedly an efficient educational means that enables students to cope with intellectual work involving new techniques and information resources, as well as to produce and manage their own learning plans. We provide both general and specific attitudes and qualities that define the ideal tutor, along with those models and techniques that we consider more appropriate for achieving effective, successful tutoring, focusing on the interests of students in terms of personal and professional learning. [ABSTRACT FROM AUTHOR]