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This paper offers a historical and genetic answer of the educational supervision in Spain, from its origins in the 19th century to the present. The school supervision, necessary function and essential organism of a contemporary educational system, can only be explained from the socioeducational context it serves, from the great laws of education that define the educational policy of a country, to its concretion in the school culture of a educational establishment. At the same time, this paper think over historically on the construction of the profession of supervisor, from its training, the associative articulation, the link to the scientific production in pedagogy or sciences of education, publications and magazines of their associations or the body of supervisors. Finally, some of the challenges facing school inspection at the beginning of the 21st century are presented.

This paper is a review of Guillermo Castán’s novel El orden de las cosas [The Order of Things], which narrates the repressive regime that prevailed in Piarists› classrooms and in other institutional spheres under Franco’s Dictatorship in Spain. The paper intends to offer: 1) an assessment of the novel’s literary qualities, and 2) a favorable view of the novel’s sociological value as a tool to better understand, through its burlesque approach, the Spanish education system, particularly in some Catholic religious schools, in the 1950s and 1960s.

The paper shows an academic debate model as a cooperative learning technique for teaching human resources at University. The general objective of this paper is to conclude if academic debate can be included in the category of cooperative learning. The Specific objective it is presenting a model to implement this technique. Thus the first part of the paper shows the concept of cooperative learning and its main characteristics. The second part presents the debate model believed to be labelled as cooperative learning. Last part concludes with the characteristics of the model that match different aspects or not of the cooperative learning.

This paper is address to the complexity of the influence of watching televi- sion upon the process of childhood socialization. In order to do so, we analyze theoreti- cal assumptions placed on the base of this process. We study in depth the roll of televi- sion as socializing agency of childhood as well as we centre our attention upon peda- gogic implications for such evolutionary period. As paper conclusion we present a list of pedagogic reflections and proposals addressed to contribute to the optimization of educational reality.

Games have always been used in order to motivate learning at early ages. Nevertheless, during teen years, playing games have often been stigmatized as a waste of time. Thus, the phenomenon of gamification has become recently a methodological trend with a relevant presence in the classroom. In this paper, an analysis of previous work in gamification is performed in primary and secondary education. Next, the experience carried out at a secondary school in Barcelona is described where a program has been implemented ad hoc to teach, in a playful way, contents of digital systems in the context of the Industrial Technology course in secondary school. The results of the experience and the students’ opinion that have been positive are summarized in this paper.

This paper aims at setting the bases for the construction of a theoretical model of learning and of elaboration of knowledge, within connected learning environments. The starting point is a critical view of connectivism, and a premise: the study and recognition of existing theories, since their scope is still under development as regards their potentialities and affordances when applied in social, ubiquitous environments. The paper also includes reflections and a hypothesis on the causes that underlie in the origin of connectivism in its actual stage of development in the Information and Knowledge Society, in order to use the obtained conclusions as the bases of a new model, at a later phase.

This paper presents an educational innovative experience developed in an art school in the cycle of Language and Audiovisual Media. In this experience different techniques have been applied: a) computer-supported collaborative learning for teaching social skills, b) digital storytelling for teaching emotional skills c) use of mobile devices for teaching specific subject's skills in audiovisual creation and technological skills. This paper describes the design of this educational experience and their results.

In this paper we intend to deal with that can occupy the place of autonomy to the postmodern educational reality. Autonomy has been, in Modernity, a central argument in both theory and educational practices. However, the current context of epistemological postmodernity and sociological liquidity draws probably a moment of transition where the knowledge and values, as well as the methodologies and theories that advocate for or are based on the autonomy of the subject, are being questioned its legitimacy. Postmodern education, one which does not allow the universality of truths, values and practices, and promotes social bonds more and more fluids and disengaged, is in contradiction with a whole lot of educational elements that, until recently, we naturalized and took for granted. Is the idea of autonomy in education one of the elements that we should rethink? This paper aims to substantiate this question and try out some possible ways to try to answer it.

This paper attempts to explore the relationship between technological and educational change focusing on the role of teachers´ attitudes towards ICTs. Modernizing schools and adapting them to the new learning environment posed by new ICTs is something else than buying computers and has to be related to teachers’ motivation and willingness to reshape their classroom practice. The paper shows how many teachers feel upset having to learn to teach in ways they were not taught, do not clearly see the benefits they and their pupils would gain and seem also to be affected by a kind of staff divide between those eager to accept the challenge and reshape their classroom practice with the aid of ICTs and those reluctant, indifferent or scekptical towards it. Fearful feelings related to age and the perception of ICTs as a generational marker seem to be the key variables explaining this attitude of resistance against change.

This paper support that contemporary Information’s Society required a new conception of education and human learning. This learning respond to a new cultural design based on human brain, conceived as a complex system. Cognitive Pedagogy interrogue on nature of activity of mind and operation of cognitives process in relation to processing of information, problem-solving and intentional mental state’s attribution. In this sens, adequates theories of mind are necessaries to explain questions such as: propositive’s action and self-regulated; body-mind and mind-mind relationship. and so on. This study treat on cognitives sciences and the situation of Pedagogy into this sciences. Finally, the paper propose certain consequences to educational activity and pedagogical research.

Technology incorporated to education has proved to foster and improve the teaching learning process; however, in order to achieve the best results it is necessary to change traditional paradigms for the design and planning of courses and teaching materials and use technological tools with open minds and flexibility to adjust to new learning environments. This paper aims at discussing learning design, its evolution and models, referring to its origins and development as well as to pedagogical, psychological and historical tendencies that have shaped its concept. The main models are also dis-cussed, their characteristics and the learning theories that support them. Finally, this paper deals with current tendencies in learning design and its flexibility in new models and learning environments.

La problemática fundamental de la traducción literaria ronda siempre en torno a su propia posibilidad, los límites y metas de la reflexión sobre ella y la capacidad de trasladar esa reflexión a la práctica. En este contexto, ha sido metodológicamente frecuente partir del texto meta, tratando de extraer premisas, métodos y procedimientos.Nuestro planteamiento inicial pretende ser el inverso: partir de la traducción misma, en su vertiente aplicada a la didáctica, para extraer del proceso traductor tutelado posibles conclusiones sobre la esencia del proceso y su generalización para la práctica. La finalidad sería extraer principios teóricos a partir de principios prácticos, reflexiones al hilo de dificultades recurrentes, apuntes sobre posibles marcas textuales que apuntan a formatos de resolución de problemas (calidad de los textos originales, concepto de fidelidad, tono, etc., entendidos siempre desde el punto de vista de lo verificable o señalable en concreto en los textos).El modesto objetivo de este artículo es llamar la atención con ejemplos sobre la peculiaridad de la didáctica de la traducción literaria como posible método de indagación en la traducción literaria misma. The basic problem of literary translation lies in its very possibilities, in the limits and aims of all reflection on it, and in the capacity to shift this reflection to practice. In this context, the methodological starting point is normally the target text, from which premises, methods and procedures are extracted.In this paper, however, our aim is to take translation itself, as applied to didactics, as our starting point in order to extract from the supervised translating process possible conclusions regarding the essence of the process and its generalization for practice. The final aim is to extract theoretical principles based on practical principles, reflections on recurring difficulties, information about possible textual markers pointing to problem-solving formats (source text quality, loyalty concept, tone, etc., which are always understood from the point of view of what can be verified or pointed out specifically in texts).This paper aims, through examples, to draw attention to the peculiarity of literary translation didactics as a possible research method into literary translation.

En los últimos tiempos se ha publicado un número considerable de estudios que buscan monitorizar la enseñanza de la Traducción en España en el ámbito universitario y que para ello se han servido de cuestionarios que se distribuyeron a los estudiantes. Al mismo tiempo, el interés por hacer un seguimiento de antiguos alumnos de esta disciplina y de su inserción en el mercado laboral, así como por conocer la situación de los traductores literarios profesionales, ha llevado a la realización de cuestionarios entre traductores ya en ejercicio. Este trabajo pretende, ahora, dirigir estos intereses hacia el ámbito concreto de la enseñanza de la traducción literaria en la Universidad. Por medio de un cuestionario completado por 119 estudiantes de Traducción e Interpretación de la Facultad de Traducción y Documentación de la Universidad de Salamanca se pretende presentar sus ideas y expectativas respecto a la enseñanza de la traducción literaria, así como respecto al ejercicio de la profesión de traductor literario. Con ello se dibuja un perfil del estudiante que ha puesto de relieve aspectos interesantes. La toma de conciencia de estos aspectos por parte del profesorado y del propio alumnado puede servir, indudablemente, para mejorar en algunos aspectos de la enseñanza de la traducción literaria. A number of papers dealing with the way in which translation is taught at Spanish Universities have been published in recent years. Those papers tried to find out the opinion of students about the education they received by using questionnaires. The same technique was used in papers aiming at following the professional trajectories of Translation and Interpreting graduates, as well as showing the situation of professional translators. The present paper intends to bring the focus to the teaching of Literary Translation at University. 119 Translation and Interpreting students of the Faculty of Translation and Documentation of the University of Salamanca, in Spain, filled a questionnaire aimed at finding out their ideas and expectations about the teaching of Literary Translation, as well as about the profession of literary translator. The results made it possible to get an approximation to the opinions of students on these matters. Some interesting aspects appeared during this research. The fact that both professors and students become aware of these aspects could help improve the teaching of Literary Translation.

Role-playing is an active participation tool that facilitates cooperative learning. It has also proved to be more effective in developing competencies than traditional methods. This technique is essential to make theory and practice compatible as is required in order to adapt subjects to the new education system based on the Bolonia’s agreement, especially in Social Sciences disciplines. Consequently, the objective of this paper is to show the effect and use of role-playing applied to management area. Therefore, we analyze and design the role-playing, putting it in practice in the classroom in Human Resource Management subject of different academic degrees. To conclude, this paper has shown the importance of role-playing as a learning tool and development of skills like work cooperation, problem and conflict solving, decision making, and managing complex systems.

Educational role-play has long proved an effective tool for consultants trying to develop the skills that employees are using for performing certain job functions. However, while educational role-play often is presented as an entertaining means for learning, such insistence on making learning games more gamish seems to have an inhibiting effect on designing and thinking games beyond mere skill acquisition. By emphasising the role-play based process as a conflictual negotiation between distinctive categories of knowledge, this paper presents the explorative application of knowledge, while framing the facilitation of reflective processes as the key for transcending knowledge from the game’s context to that of the participants. While pointing towards the compatibility issues between current conceptions of learning games and the facilitation of reflective processes, the paper emphasises the need for thinking the learning game as a part of a didactic design, rather than something beneficial in itself.

The use of commercial films in medical education is an increasingly widespread pedagogical resource, and particularly the Cinemeducation method provides a theoretical basis as well as documented background on this pedagogical innovation. In this paper, we propose the use of a commercial film for teaching pharmacology, particularly pharmacovigilance and adverse effects of drugs, topics that are usually very complex for medical students. The rigorous method followed in the choice of the film and its scenes is detailed, as well as the methodological sequence of its use in class. The selected film, La fille de Brest by Emmanuelle Bercot, is based on the true story of Irène Frachon, a French doctor who begins to detect cases of cardiotoxicity associated with the consumption of a drug and undertakes a legal battle against the pharmaceutical company that produces and distributes it. The film reveals in detail the epidemiological study carried out at Brest Hospital and also the role of safety, pharmacovigilance and public health agencies in a complex plot that allows key aspects of pharmacovigilance to be discussed with medical students.

This paper provides an approach to pedal harpist (teachers, interpreters and students) in Colombia and Spain, and offers a point of view of the harpist training in the twenty-first century. A cualitative approach is made to the harpist nowadays with the design, development, analysis and evaluation of interviews, and participation in important musical, cultural and pedagogical events around the pedal harp in the respective countries. Significant reflections on music education are offered, specially, different points of view on the harpist training and the profesional and educational development, becoming a pioneering study. The research shows the applications that critical history of the harp can be derived for education of harpist and the recognition of their value.

The concise attention, which is being given to girls’ education, is marked by a strong sense of need, as well as complexity. Circumstances and contexts in relation to gender, at a family, social, political and religious level, are decisive in the design and development of pedagogical proposals. More progress has been made in the study and analysis of the girl in the framework of educational systems, so we choose, in this paper, to focus our attention on non-formal education. Thus, we reflect on the causes to be considered a vulnerable group and, therefore, a priority in the future of educational strategies, while offering various experiences that, based on precepts, data and logic offered by supranational organizations (unesco, unicef...), intend to break the invisibility that, today, continues to show the collective in many contexts.

RESUMEN: En este artículo se explica, ilustrándolo con algunos ejemplos, cómo durante el periodo que se extiende entre 1875 y 1936 disponemos de testimonios subjetivos acerca de la persistencia de las formas tradicionales de enseñanza de la historia, acuñadas en el código disciplinar desde mediados del siglo XIX. No obstante, también se exhuman otros textos que sugieren cómo en esta época se gesta en España un renovado cuerpo doctrinal acerca de la didáctica de la historia, cuyos ecos, a causa de la fractura que supuso el franquismo, han llegado a nuestros coetáneos demasiado débiles y distorsionados. De donde se defiende la necesidad de estudiar más cuidadosamente esta tradición renovadora.ABSTRACT: This paper explains, using several examples, avaible subjective testimonies for the period 1875-1936 about the persistence in Spain of the traditional teaching methods established in the History curriculum around 1850. Other documents presented in the paper also suggest that innovative theoretical ideas about the teaching of History appeared during the period of study. Their echoes reached our time very weakened and distorted due to the gap caused by Franco's dictatorship. In conclusion, the article argues about the need of a more in-depth study of this innovative trend.

RESUMEN: Se presenta una investigación sobre la comprensión del concepto de límite funcional por alumnos de 2.° curso de Matemáticas Aplicadas a las Ciencias Sociales (MACS), analizando los datos recogidos en dos entrevistas semiestructuradas a sendas parejas de estudiantes. Las entrevistas versan sobre las tareas realizadas por los alumnos en la última fase de la Investigación-Acción (I-A) y son analizadas a la luz del modelo de comprensión conceptual de Sierpinska. Se transcriben algunas de las respuestas que corroboran las aserciones. Se concluye enunciando los actos de comprensión, cuya observación en el aula mejorará la didáctica del concepto de límite.ABSTRACT: In this paper we present an investigation of the understanding of limit functional concept for pupils in second course of Mathematics Applied to Social Science. Two half-structured interviews were made to two couples of pupils and all data were analysed. The two interviews deal with the tasks made by the students in the last stage of Action-Research and they have been analysed with Sierpinska's model of conceptual understanding. In order to corrobórate the assertions, some answers of the pupils are expounded here. The paper finishes with the understanding actions, whose application will improve the didactics of limit concept in the classroom.

RESUMEN: En el siguiente artículo vamos a presentar diversos tipos de ejercicios de carácter breve que hemos utilizado en la clase de inglés con el objetivo de facilitar a los alumnos la práctica de la destreza oral. Estas actividades tienen distintos nombres dependiendo de la función que desempeñen: icebreakers, fillers y warmers. Se denominan icebreakers los ejercicios diseñados para romper la tensión que normalmente rodea las primeras sesiones de cualquier nueva actividad, como, por ejemplo, la primera clase de un curso de inglés. Cuando se habla de fillers se enfatiza su función comodín: tareas independientes que normalmente sirven para completar los últimos minutos del horario establecido para la clase de idiomas. El término warmer se aplica a las actividades que se llevan a cabo después de un período vacacional con el propósito de favorecer el reencuentro del alumno con el idioma que está estudiando. El principal objetivo de estos ejercicios es el desarrollo de la capacidad de los alumnos para expresarse de forma oral utilizando la lengua inglesa, concentrándose más en la práctica de la fluidez (fluency) que en la precisión (accuracy). Por otra parte, sirven para favorecer la creación de vínculos de unión entre un grupo de estudiantes.ABSTRACT: In this paper, we are going to present a number of short activities that have been used in the English class in order to give students extra speaking practice. These activities were given different names depending on the role they play in the class: icebreakers, fillers and warmers. Icebreakers are fluency practice exercises produced to defuse the tension that the first sessions of every new activity imply: i.e. the first lesson of English. When talking about fillers, we refer to short independent activities that are used when the projected exercises have taken less time than expected. Warmers are also fluency practice activities devised to put students back in touch with the language they are learning after a vacational period: after holidays, or even after a long weekend. The aim of the exercises proposed in this paper is to develop the students' ability to use spoken English, focusing more on their fluency than on their accuracy. These free-practice activities will also help the teacher create bonds between the students in the classroom.

RESUMEN: Es intención de este trabajo ofrecer puntos de anclaje desde los que construir una propuesta didáctica para la enseñanza de los números racionales en Educación Primaria. Las reflexiones vertidas en este artículo se sustentan en dos ideas principales: la primera, es que los números racionales deben presentarse en el contexto de la medida de magnitudes, puesto que así los escolares podrán reelaborar la idea de número que construyeron en un contexto tan diferenciado como el del recuento; la segunda, es que los sistemas simbólicos habituales, notación fraccionaria y notación decimal, deben conectarse, conceptual y procedimentalmente, a partir del significado de la fracción como cociente partitivo.ABSTRACT: This paper intends to offer connecting links in order to construct a didactic proposal for the teaching of rational numbers in Primary Education. The reflections which appear in this paper are based on two main ideas: the first one is that rational numbers must be shown into the context of magnitude measure, thus schoolchildren will be able to reconstruct the idea of number that they constructed in a context so different from the one related to recount; the second one is that usual symbolic systems, fractional and decimal notations, must be linked in a conceptual and procedural way, starting from the meaning of the fraction as partitive división.

Stem from the film Si Può Fare (2008), this paper aims to present a problematisation – with a bibliographic support and topic related documents – about the work and school education issue for people with intellectual functional diversity. The relation between work and education is a topic that passes by the history of some of the most important social movements of workers from the Industrial Revolution until current days. In Brazil, the inclusive policies focused on people with intellectual functional diversity win emphasis as of the last two decades of the xx century, when, in addition to the legal guarantee, some measures are implemented, aiming to include people with functional diversity in school education and work market. These issues are somehow interconnected.

This exploratory paper argues that treating older adults learning as «representational knowledge» acquisition is not adequate if we want to understand how they learn to use digital technologies in general, and social media technologies in particular. Using examples taken from an ethnographic study exploring social media use in later life, the case is made for a range of digital practices and affective relations through which learning happens. The idea of communities of practice is a useful approach, however it also needs to be expanded to account for the practices that happened outside of the social and cultural centers and outside of the groups of interest formed around the interests in digital technologies. It is also useful to answer the question of how and why particular forms of «pedagogical authority» are enacted through particular digital practices, which are highly relational and affective, and how these forms of expertise become identity traits. We further discuss the implications of this for our understandings of identity and ageing within the digital society. Finally, we suggest that the term learning ecologies captures much better the practices of learning of older adults.

School management and pedagogical leadership are key in the improvement of the quality of schools. It is vital to people in charge to be satisfied with their performance of the position, a fact that leads to a greater motivation and commitment. In this paper we study job satisfaction of principals in secondary schools, given the importance of educational agents for the proper running of schools. To this end, a secondary data analysis is carried out based on data obtained in the latest edition of the Teaching and Learning International Survey (TALIS) study promoted by the OECD (OECD, 2014) with the aim of explaining satisfaction in the school management related to variables associated to the performance of the role. The results show a greater satisfaction of principals when they allow the community to participate in the decision making process, when they perform a distributed leadership and promote a collaborative culture. Among the tasks related to job dissatisfaction are those linked to the traditional bureaucratic management model still prevailing. Based on the results, there have been made some proposals based on the development of professional management paths and training in skills related to distributed leadership, the promotion of collaboration spaces between educational agents and learning communities.

This paper presents an experience in Hospital Pedagogy organized by the University of the Balearic Islands. This project is called INEDITHOS and its main objective is to work into improve the quality of life of children and youth with Rare Diseases. The project works in three lines of intervention: psycho-pedagogical support to patients and their families, research to respond to the needs that are detected in this area and the training of university students who collaborates in the project, using the Service Learning methodology. The long trajectory of the project that began in 2003 has made it possible to consolidate the three interventions resulting in a non-profit association with the same name. This result is complemented by the growing involvement of other Associations such as ABAIMAR and FEDER with which close collaboration is maintained. It is also worth noting the increase in the number of volunteers, which allows to offer attention to a higher number of affected while improving the quality of the interventions made thanks to the collaboration and involvement of students and teachers who, through the methodology of Learning and Service, carry out activities and elaborate end-of-degree and master’s work based on the needs identified in the volunteer interventions. INEDITHOS has introduced Rare Diseases in the university context sensitizing a large part of the Educational Community.

One of the best skills for everyone, for now, and for the future, is problem-solving. Computational thinking is the way to help us to develop that skill. Computational Thinking can be defined as a set of skills for problemsolving based on computer techniques. Computational thinking is needed everywhere and is going to be a key to success in almost all careers, not only for a scientist but for many professionals, like doctors, lawyers, teachers or farmers. For many problems it is a good idea to make a plan for its resolution using some of the techniques of computer science, such as: breaking down a complex problem into smaller parts that are more manageable and easier to understand, or solve—decomposition; looking for similarities among and within problems and others experiences—pattern recognition; focusing on the important information only, and pulling out specific differences to make one solution work for multiple problems: abstraction; developing a step-by-step solution to the problem: algorithms. This plan can be used by everyone, regardless of their area of knowledge, task or age. It is essential that these techniques are practiced and developed very early. In recent years we have to see the proliferation of numerous projects with the specific objective of encouraging the study of Computational thinking. The projects of massification of computational thinking and coding are now starting to be implemented in our education system in Portugal. Most students of the first year of the Computer Engineering course, from the IPG, mostly did not have the opportunity to develop computational thinking throughout their student life. In this paper, we present the results of a case study using follow and give instructions to improve their capacities in Computational Thinking..

The demand for specialized profiles, typical of the knowledge society, has permeated Latin American educational systems, which is why evaluation systems have been established that seek to guarantee specific qualities in professors and scholar principals. The directive function has been recognized in educational research as a relevant activity for school functioning and indirectly for educational results; nevertheless, in the case of some educational systems, for example, the Mexican one, there are few formal offers for preparation in this function. In this framework, the objective of this paper is to identify the training mechanisms that directors use, as well as the knowledge they acquire through these ones. Through qualitative research conducted through interviews with directors and authorities of the Mexican educational system, it was found: 1) through assisted learning processes and learning in practice, in which the directors rely on nearby figures to acquire knowledge about their work; and 2) in self-adhered processes such as the observation and re-elaboration of management models, strategies of inquiry, trial and error and consultation of materials, principals apprehend to identify and solve problems, relate to others, adapt to contexts and manage school documentation. It is concluded that the essential knowledge of the directive function is acquired in the field of work, so it is recommended to redesign the training schemes that are focused on the action.

In this paper, we ask ourselves about the social sense of the museum dedicated to education, about the many pedagogical museums that have appeared among us in the last decades, with more and less fortune. A pedagogical museum should play a role in supporting the researcher in the history of education, but without neglecting the educational task of the members of the community, regardless of age and training. The pedagogical museum should be conceived as an educational institution open to the enjoyment of the whole community, and to its social, even economic, service. Beyond the cultural fashions and scientific or political conjunctures, and regardless of the pedagogical museum modalities that we can identify near us, attention should be paid to the social and community value of the patrimonial resource represented by a pedagogical museum.

This paper focuses on the study of the role of women and its representation in the images of the textbooks of Environmental Knowledge and Social Sciences subjects, specifically in History topics. Textbooks can give us an overview of how women are presented in the historical discourse carried from Primary Education, and through their analysis we can see if it has or not an androcentric bias. Therefrom it’s developed an analysis and a comparison of the data between volumes of both last education laws implemented in Spain (LOE and LOMCE).

The Pedagogical Museum of Aragon will be 10 years old in spring 2016. In this paper, a brief summary of the work done during this period of time is set out, paying particular attention to some relevant signs to assess the work achieved by the museum such as the number of visits, items comprising the museum’s collection, cataloguing system, works published by the Pedagogical Museum of Aragon –which reflect the research and diffusion activities of the educational-historical heritage that have been undertaken– or temporary loans for exhibitions organised by other institutions.Finally, the author will present a series of considerations on matters he had not taken into account before being appointed Director of the Pedagogical Museum of Aragon. These may be useful for those interested in pedagogical museums and the preservation and diffusion of the educational-historical heritage.

The institutional repositories are a fundamental component in the Open Science technological ecosystem. The green route for Open Access falls on them and, therefore, they are key in the new research policies that are described in the laws of science of many countries. They also play a highly relevant role in the value chain of the visibility and scientific reputation of a researcher. However, repositories are a distant tool for most researchers, which translates into loss of opportunity for them, loss of competitiveness for the institutions that support the repositories and, ultimately, a loss for society in general. That is why this paper reflects on how these institutional repositories should evolve in order to attract and retain the attention of researchers in order to achieve they can introduce them into their workflows within the cycle of their research.

Conversational Pedagogical Agents are interactive systems that teach students by assuming the role of teacher, student or companion through a natural language dialogue. If has been investigated a lot on the domains in which the agents can be used, the results in terms of educational effectiveness and level of satisfaction and motivation of the students. However, in the literature, there are not many examples of studies that reveal the opinion of school teachers on this type of educational technology. In this paper, we provide the results of a survey of 82 teachers to know what they expect from the agents. The following research questions will be answered: Q1) Do you know this educational technology? Q2) If so, are teachers used to integrate this type of technology in the classroom? and, P3) If teachers could design the agent, what characteristics do they consider to be the most appropriate? How should the agent react to different situations? From the results gathered, it is expected to provide information to all researchers, designers and teachers who want to integrate this type of educational technology in their classroom..

Today, not only diverse design-related disciplines are required to actively deal with the digitization of information and its potentials and side effects for education processes. In Germany, technology didactics developed in vocational education and computer science education in general education, both separated from media pedagogy as an after-school program. Media education is not a subject in German schools yet. However, in the paper we argue for an interdisciplinary approach to learn about computational modeling in creative processes and aesthetic contexts. It crosses the borders of programming technology, arts and design processes in meaningful contexts. Educational scenarios using smart textile environments are introduced and reflected for project based learning.

With the recent introduction of Programming in the K-12 curricula there is an opportunity to include Computer Science fundamental concepts. This paper presents the origin and evolution of Python as well as their main features that configure it as an ideal programming language. We also review and classify some educational tools in the Python ecosystem. Such tools cover a wide-open spectrum of resources from interactive books to libraries which ease the construction of student elaborated software artefacts. This work presents a multidisciplinary proposal to use the Python programming language in all levels of Secondary Stage.

This paper presents a proposal to bring ethics and ICT closer to students of the first courses of the primary education, supporting one in each other, following the Law “Real Decreto 126/2014, 28th of February”, which establishes the basic curriculum for Primary Education. Within this Law, two of seven skills in the curriculum are established: digital skill (the third) and also social and civic skills (the fifth). Given the digital natives population who are receiving education, it would be a slightly more ambitious goal to be able to glimpse them to support one in another. In this area, for example, we find a specific subject such as “Social and Civic values” with evaluation criteria such as “Employ new technologies by developing social and civic values in safe environments”. Thanks to this gateway, we can introduce small door to the vision of computer science, through ethics, which may be transversal with all subjects of the curriculum. The suggestion of the present article is to confront teachers with a vision of technology from an outside perspective, from an ethical prism, once the technology is turned it off and the mobiles or tablets screens are converted into a mere black mirror.

The research presents the results of a survey conducted among teachers and students of the University of Zaragoza, about the skills of a good university teacher. The skills studied have been six: interpersonal, methodological, communicative, teaching planning and management, teamwork and innovation. This paper focuses on the results of the students’ opinion, according to their academic years and their knowledge branches. A comparison between the assessments of the teachers and those of the students about the importance of the analyzed competences is also established. Among the conclusions outstands that students, regardless their knowledge branches or their academic years, agree in granting the highest ratingto the clear explanation of the subject’s content and to the encouragement of motivation, in order to be a good teacher. So that teachers and students agree in assessing the communicative competence as the most important.

This paper describes the process of civic innovation that, based on technological solutions and open initiatives, the civic society’s organization Codeando México suggests for the attention and solution of social and civic problems in Mexico. The Retos Cívicos (Civic Challenges) and Retos Públicos (Public Challenges) initiatives are addressed and described as experiences of innovation in the implementation of technological strategies for the solution of social and civic problems. A reflection is made on the civic appropriation of the ICTs and its irruption in the processes of innovation, as well as on the impact that the ICTs have in the conformation of a new civic ecosystem. Last, the strategies of Hacking cívico (Civic Hacking) and Comunidades Cívicas (Civic Communities) that the Codeando México organization promotes as a model for the linkage and civic participation within the frame of civic innovation, are mentioned.

Social and cultural changes that are present in contemporary societies, namely in what concerns the creation, management and dissemination of knowledge, are conducting us to a world of shared, collaborative and collective information. In that context, Open Educational Resources (OERs) and Open Educational Practices (OEPs), constitute two essential dimensions of Open Education through which it is possible to promote more equity in a society where Education is more free, accessible and available for all. It is in this framework that we focus, in this paper, on the question of the production of Open Books. We compare two platforms, OpenStax Connexion and Wikibooks, in order to identify the advantages and disadvantages of each of them to support the production of Open Books that can be used as Open Educational Resources in the context of Open Educational Practices. We analyze in detail each of the mentioned platforms and present a comparative grid, with a comparative view of each of the platforms. At the end, we identify useful indicators to make the choices of what platform best fits the proposed objectives of the creation of REAs and PEAs.

A key issue for any educational institution is to train individuals in such a way that they participate efficiently in their context. The current context where learning is carried out is digital era. With this landscape, and taking into account the current socioeconomic situation, it is necessary to increase students’ employability. This requires that what is taught in educational institutions fits with companies’ requirements. In this sense one of most common companies’ requirement is that students have knowledge about how to develop a project from scratch. In order to address this issue, the present paper poses the application of a project based learning methodology. This methodology is applied in an experiment that comprises two academic years. During each year, the students should develop complete projects working as teams and obtain final products. In this way, it was possible to develop competences that can be interesting for companies and also to increment students’ motivation.

Many research works point out the overcrowding and the heterogeneity of participant’s profiles in Massive Open Online Courses (MOOC) as the main causes of their low completion rate. On the other hand, the methodologies of personalization of the learning, along next to the technologies of the information, that allows to realize techniques of adaptativity, appear in international reports as an effective way to improve the learning. This paper explores the participante’ perception of their adaptive needs in this tupe of course, as well as their relationship with different aspects of the participants, such as: profiles (gender, age, geographical location and academic level), previous experience and knowledge about the topic of the MOOC and motivation to enroll the MOOC. The study is carried out through a survey completes by the participants in the MOOC Campus of Educational Innovation. We conclude that the age or gender of the participants does not significantly influence their need for adaptive techniques in a MOOC. However, living in a Latin American country, working as a manager or enrolling in a MOOC with a specific motivation, are some of the factors that influence in the desire for adaptive techniques in a MOOC. The obtained results will contribute to improve the adaptive designs of the MOOC and will be easily transferable to any online training course, in blended or virtual learning.

The growing popularity of automatically graded online tests, either as an evaluation or self-assessment tool in online or blended education, demands a review of how these questions are designed and delivered to their intended audience. This paper analyzes the results of over 20,000 pre-university mock online quizzes designed to train the students for the Spanish university admission test (known as “Pruebas de Acceso a la Universidad” or “Selectividad”) in the technical drawing subject, corresponding to the June and September intakes of 2009 and 2015. The influence of two key aspects on the questions success and skip rates is assessed: (a) the presence or absence of illustration support and (b) the length of the question as a proxy of reading comprehension difficulty. The results support that the presence of an accompanying illustration in the questions result in fewer skipped questions and mode successful answers, while the length of the question has the opposite effect. The performance difference in the 6-year span is also discussed, showing a slight decline over time in the pass rates while the skip rates remain stable. When comparing both two intakes, corresponding to different academic profiles of students that passed the June exam and those who did not, the success ratio is unsurprisingly lower for the students in the second intake. These findings should help improving the design of online quizzes, including more visual content and/or rephrasing the questions to be more concise, to fit the requirements of students educated in a more visual environment of multimedia technologies.

This article deals with school failure in Spain and its consequences on youth unemployment. This type of unemployment is reduced as young people reach higher levels of education. Moreover, since the less educated receive less training during their professional career, the reduction of school failure is a key to the subsequent reduction of youth unemployment. Failure is defined and analysed (within an European framework) in three ways: lack of competences acquisition, not finishing compulsory education at the corresponding age, as well as the percentage of the population aged 18-24 with at most lower secondary education and not in further education or training. In the paper we review national and international studies on the causes of school failure (especially those at school or higher level) and, considering the financial situation of the Spanish public sector, we suggest the implementation of several educational policies to reduce school failure (and, therefore, youth unemployment).

The purpose of this paper is to analyze the role of education in labor inequality based on gender, age and marital status in Spain in the period 2005q1-2012q4 with individual data from the EPA. The axes of inquiry are twofold: 1st) crosssectional approach to family bias expressed in the job profiles of cycle life, occupational segregation, concentration of employment in occupational groups and allocation of family responsibilities between spouses; and 2nd) longitudinal treatment with sliding panel of family interference in the market status of married women by age and educational level. Cross-sectional analysis shows negative associations between marriage-education in both sexes and between education and participation in women by comparison with men, jointly with large gender segregation in married women suggests that they support a family specific bias which hinders its market presence. The individual perception of family interference confirms this fact as they are married women who suffer mainly from the problems of work-family conciliation, even younger than 44 years where they are more educated than their husbands and gender equality is a social value settled. The longitudinal analysis quantifies, with multinomial Logit estimates, the disadvantage of married women to participate into the market in terms of the entry barrier for inactive wives and the premature withdrawal for occupied ones due to problems of work-family reconciliation. In short, family responsibilities leave off the market to married women, regardless of age and education.

The aim of this paper is to offer the most exhaustive possible survey of those studies that have addressed the estimation of returns to education in Spain. The work begins with a discussion of the methodology used to estimate the returns under the neo-classical analysis, making explicit the assumptions on which it is based, the consequences of some of these assumptions, the major issues have been addressed in the literature, ending with the analysis of a number of issues that restrict the results achieved, most of them well known some time ago, but only rarely taken into account. It follows a list of studies that have analyzed the private returns to education and the wage premiums in Spain.

There are becoming more frequent and numerous the voices that are calling for a change in the university institutions. These voices are sustained by various factors derived from postmodern thought, the use of information and communications technology and the transformation of the university teaching model. Certainly, it could not be otherwise. The new reality requires a new university, or if you prefer, the university, usually conceived as classical, does not fit the new circumstances. All this has important consequences for the professor, who has been forced to diversify their work colonizing new functions that were previously unknown and that goes beyond traditional teaching and research. However, this transformation and diversification can be more than that, and contribute to the loss and thinning of its essential functions, making it urgent to review these issues in light of the new challenges. In this paper we analyse some of those functions, specifically those relating to the transmission of knowledge, art teacher of the rhetoric, the research-teaching and community service binomial.

Higher Education Institutions are undergoing important changes involving the development of new roles and missions, which is having implications for their structure and administration. These institutions have responded differently based on their particular regulations and social circumstances. The goal of the paper is to explore how Spanish public universities define their objectives and strategies to adapt or to respond to the changing demands of society adopting a similar («desirable») university model or differentiating themselves. The analysis of the universities strategic plans show that the diversity of Spanish public universities is proving problematic for the use of international rankings and more homogeneous university performance evaluations, especially to determine funding levels.

In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

This paper discuss about the results from the evaluation of the motivation, user profile and level of satisfaction in the workflow using 3D augmented visualization of complex models in educational environments. The study shows the results of different experiments conducted with first and second year students from Architecture and Science and Construction Technologies (Old Spanish degree of Building Engineering, which is recognized at a European level). We have used a mixed method combining both quantitative and qualitative student assessment in order to complete a general overview of using new technologies, mobile devices and advanced visual methods in academic environments. The results show us how the students involved in the experiments improved their academic results and their implication in the subject, which allow us to conclude that the hybrid technologies improve both spatial skills and the student motivation, a key concept in the actual educational framework composed by digital-native students and a great range of different applications and interfaces useful for teaching and learning.