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L'ús de tecnologies digitals com a suport al procés d'aprenentatge pot contribuir a una forma més dinàmica i participativa de desenvolupar el coneixement. Les narratives transmèdia assumeixen característiques congruents amb això en facilitar la incorporació de metodologies educatives que fomenten habilitats d'aprenentatge en interacció amb dispositius digitals durant l'exploració d'una narrativa. Simultàniament, en el cas de les matemàtiques, molts estudiants interpreten la matèria sense connectar-la amb el seu context social i, per tant, no comprenen la seva aplicabilitat i utilitat al món real. Aquest article presenta una revisió de la literatura relacionada amb aquests conceptes i la seva interacció en l'aprenentatge de les matemàtiques. Es va realitzar una revisió integrativa de la literatura seguint cinc passos per recol·lectar evidència a la literatura: 1) formulació de la pregunta de revisió, 2) cerca, cribratge i selecció (mostreig) d'informació, 3) avaluació crítica de la informació seleccionada (recopilació de dades), 4a) dades extracció (anàlisi de dades), 4b) síntesi de les dades extretes i anàlisi temàtica, i 5) presentació de dades. Es va trobar que les pràctiques dels docents com a orquestradors i facilitadors de l'aprenentatge i l'impacte de les narratives transmèdia en l'intent de motivar els estudiants els apropen a les matèries matemàtiques explorades a les classes., The use of digital technologies as a support to the learning process may contribute to a more dynamic and participatory way of developing knowledge. Transmedia narratives assume characteristics congruent with this by facilitating the incorporation of educational methodologies that foster learning skills in interaction with digital devices during the exploration of a narrative. Simultaneously, in the case of mathematics, many students interpret the subject without connecting it to their social context and, therefore, do not understand its applicability and usefulness in the real world. This article presents a literature review related to these concepts and their interplay in mathematics learning. It also tries to explore how these approaches may affect teachers’ practices as orchestrators and facilitators of learning, as well as to how they impact the difficulties imposed by the incorporation of digital technology in educational contexts. Finally, we discuss the impact of transmedia narratives in the attempt to motivate students and draw them closer to the subject of mathematics., El uso de tecnologías digitales como apoyo al proceso de aprendizaje puede contribuir a una forma más dinámica y participativa de desarrollar el conocimiento. Las narrativas transmedia asumen características congruentes con esto al facilitar la incorporación de metodologías educativas que fomentan habilidades de aprendizaje en interacción con dispositivos digitales durante la exploración de una narrativa. Simultáneamente, en el caso de las matemáticas, muchos estudiantes interpretan la materia sin conectarla con su contexto social y, por tanto, no comprenden su aplicabilidad y utilidad en el mundo real. Este artículo presenta una revisión de la literatura relacionada con estos conceptos y su interacción en el aprendizaje de las matemáticas. También trata de explorar cómo estos enfoques pueden afectar las prácticas de los docentes como orquestadores y facilitadores del aprendizaje, así como cómo impactan las dificultades que impone la incorporación de la tecnología digital en los contextos educativos. Finalmente, discutimos el impacto de las narrativas transmedia en el intento de motivar y acercar a los estudiantes a la asignatura de matemáticas.

Codi del projecte: 2021PID-UB/003, Aquest projecte d’innovació docent s’ha orientat cap al desenvolupament de metodologies actives per l’aprenentatge de les tècniques qualitatives d’investigació social dins de l’assignatura Tècniques d’Investigació Social I del Grau de Sociologia. La innovació implementada s’ha orientat cap a una millor integració dels continguts teòrics i pràctics de l’assignatura a partir de l’elaboració i desenvolupament íntegre d’un projecte de recerca al llarg del semestre. El curs representa el primer accés que tenen els estudiants del Grau de Sociologia als mètodes i tècniques de recerca al llarg de la seva formació i el pla docent s’organitza a través d’una sèrie d’activitats pràctiques que guanyen coherència a través de la seva formulació com a fases successives d’un mateix projecte. L’actuació d’innovació docent consisteix en organitzar aquestes activitats seguint les fases de formulació, disseny, execució -que implica la implementació de les principals tècniques de recerca qualitatives-, anàlisi i avaluació d’un projecte original de recerca decidit i desenvolupat per cada estudiant, amb el suport del professorat i del grup d’iguals. El projecte promou així l’aprenentatge actiu i pràctic vinculat directament a la construcció individual i grupal del coneixement dinamitzat pel doble objectiu de millora del treball individual i de la col·laboració col·lectiva.

Codi del Projecte: 2019PID-UB/034, rUBot-coop pretén posar a disposició de la comunitat UB, una plataforma d’aprenentatge de Robòtica amb l’objectiu de ser cooperatiu, multidisciplinari, transversal, atractiu i basat en programari lliure. rUBot-coop pot ser utilitzada per a diferents Ensenyaments i assignatures de l’àmbit de la Robòtica per tal d’incentivar i fer atractiu l’aprenentatge de la Robòtica, fomentant la cooperació entre estudiants de les diferents assignatures i ensenyaments per l’aprenentatge autònom. La plataforma rUBot-coop permet proposar un projecte als estudiants durant tot o part del semestre. Aquest projecte s’inicia en l’aprenentatge de la utilització de la plataforma, l’assoliment dels objectius d’aprenentatge dels conceptes de Robòtica i l’aplicació pràctica d’aquests conceptes assolits en una plataforma de baix cost completament desenvolupada en la UB. Aquest projecte d’innovació docent el vam proposar per a 3 assignatures en l’àmbit de Robòtica que es desenvolupen en 3 ensenyaments d’Enginyeria de la Universitat de Barcelona: - Mecatrònica i Robòtica: Assignatura optativa del Grau d'Enginyeria Electrònica de Telecomunicacions (GEET). - Robòtica i Control de Sistemes Biomèdics: Assignatura Troncal del Grau d’Enginyeria Biomèdica (GEB). - Robòtica: assignatura optativa del Grau en Enginyeria Informàtica (GEI)) rUBot-coop és un projecte d’innovació que va començar el 1 de gener de 2020 i va finalitzar el 30 de desembre de 2021., Universitat de Barcelona. RIMDA

Social media can be a support during the initial training of communication professionals, although most studies on social media and learning have mainly focused on other professional groups. The purpose of this article is to explore how communication students learn and their use of social media platforms, in order to identify the role of social media in supporting communication students’ learning. Data was collected using a questionnaire sent to communication students of the UOC and analyzed using a clustering technique, to identify student profiles based on how they organize their learning and their use of social media platforms. Our results suggest that there are 5 main student profiles: (i) students that learn through many contexts with strong support of Wikipedia, Blogs and YouTube; (ii) students with preference for academically guided learning resources; (iii) students with preference for informal and digital learning contexts, supported by social networks; (iv) students with preference for physical and formal contexts with a slight support of interactive social media platforms and (v) students detached academically with low use of learning resources and occasional use of social media platforms. Findings show that in the formative stage, there is a different degree of utility of social media among communication students, with a division between platforms that we could designate as more static and sources of information (Wikipedia, blogs or YouTube) and more interactive and dynamic (Twitter, Facebook or LinkedIn). The findings of this article can help to inform and make communication studies more flexible, collaborative and personalized oriented. In follow up studies, it would be interesting to delve further into how COVID-19 has affected the role of social media platforms.

[spa] Esta tesis constituye un acercamiento de la neurociencia a la educación a través de una investigación científica en un contexto real de aula en la etapa de educación infantil. Iniciamos el recorrido exponiendo brevemente el desarrollo histórico de la neurociencia y la correspondiente emergencia de la neurociencia cognitiva que posibilitó la aparición de la neuroeducación. Contextualizamos este nuevo campo de investigación, aportando evidencias empíricas que tienen muchas implicaciones educativas en la infancia, la etapa que nos interesa estudiar. Identificamos uno de los pilares básicos de la neuroeducación: las funciones ejecutivas del cerebro. Estas habilidades cognitivas son imprescindibles para el bienestar, el aprendizaje y el buen desempeño cotidiano de las personas. Y, en consonancia con lo que sugieren las investigaciones en neurociencia, pueden entrenarse y mejorarse. Ese fue nuestro objetivo. Utilizamos para ello Mate Marote, un software lúdico especialmente diseñado para estimular las funciones ejecutivas que está basado en algunos de los principios básicos de la neuroeducación. Realizamos un diseño experimental cuantitativo en el que participaron 83 estudiantes de educación infantil de 4 años de edad, en promedio, de tres escuelas públicas en España. Nos propusimos analizar el impacto de la intervención sobre las tres funciones ejecutivas básicas, control inhibitorio, memoria de trabajo y flexibilidad cognitiva, pero también sobre la atención, el razonamiento fluido y el aprendizaje de las áreas de conocimiento en la etapa de educación infantil. Esto lo hicimos analizando estadísticamente los resultados del pretest y el postest de pruebas que miden diferentes habilidades cognitivas: el test child ANT (atención ejecutiva, atención de alerta y atención de orientación), el test de Stroop corazón-flor (control inhibitorio y flexibilidad cognitiva), el test de Corsi (memoria de trabajo visuoespacial), el test TONI-4 (razonamiento abstracto) y los informes de evaluación del curso (aprendizaje). Los estudiantes que conformaron el grupo de control pertenecían a dos clases de una de las escuelas (n=39), mientras que los estudiantes de las otras dos escuelas (n=44) fueron asignados de forma aleatoria a uno de dos grupos experimentales existentes (grupo CI y grupo S). Mientras que los integrantes del grupo CI jugaron a videojuegos que permiten trabajar mayormente el control inhibitorio, los del grupo S jugaron a videojuegos diseñados para trabajar también la memoria de trabajo y la flexibilidad cognitiva. Esto constituye una importante innovación con respecto a las investigaciones realizadas hasta la fecha sobre funciones ejecutivas en la infancia que no suelen analizar el impacto que puede lograrse afectando distintos componentes de la cognición en simultáneo. La intervención duró 7 semanas. Los participantes jugaron dos o tres veces por semana (según necesidades de cada escuela) durante 15 minutos, como máximo cada vez, por lo general en días no consecutivos. Los resultados revelaron mejoras concretas de los dos grupos experimentales, respecto al grupo de control, en las funciones ejecutivas básicas. El entrenamiento con el software Mate Marote, en general, y de los grupos experimentales S y CI, en particular, tiene un impacto positivo en las habilidades cognitivas evaluadas, aunque lo hacen de forma distinta. El entrenamiento específico del grupo S tuvo un mayor impacto en la atención y el control inhibitorio que el del grupo CI. Ello sugiere que entrenamientos globales que hagan intervenir más funciones ejecutivas pueden ser más beneficiosos que entrenamientos de procesos concretos en la infancia. Las diferencias de rendimiento inicial entre las escuelas abren la puerta a nuevas investigaciones que nos permitan entender las razones por las que mejoran unas habilidades y no otras, y bajo qué condiciones., [eng] This thesis is an approach of neuroscience to education through scientific research in a real classroom context in early childhood education. We begin by briefly outlining the historical development of neuroscience and the corresponding emergence of cognitive neuroscience that made possible the appearance of neuroeducation. We contextualize this new field of research, providing empirical evidence that has many educational implications in childhood, the stage that we are interested in studying. We identify one of the basic pillars of neuroeducation: the executive functions of the brain. These cognitive skills are essential for people's well-being, learning and good daily performance. And, in line with what neuroscience research suggests, they can be trained and improved. That was our goal. For this we use Mate Marote, a playful software specially designed to stimulate executive functions that is based on some of the basic principles of neuroeducation. We carried out a quantitative experimental design in which 83 4-year-old kindergarten students, on average, from three public schools in Spain participated. We set out to analyze the impact of the intervention on the three basic executive functions, inhibitory control, working memory and cognitive flexibility, but also on attention, fluid reasoning and learning. We did this by statistically analyzing the pretest and posttest results of tests measuring different cognitive skills: the child ANT test (executive attention, alertness and orientation attention), the Stroop heart-flower test (inhibitory control and cognitive flexibility), the Corsi test (visuospatial working memory), the TONI-4 test (abstract reasoning) and the course evaluation reports (learning). The students who made up the control group belonged to two classes from one of the schools (n=39), while the students from the other two schools (n=44) were randomly assigned to one of two existing experimental groups (CI group and S group). While those in the CI group played video games that allow working mostly on inhibitory control, those in the S group played video games designed to also work on working memory and cognitive flexibility. This constitutes an important innovation with respect to the research conducted to date on executive functions in childhood, which does not usually analyze the impact that can be achieved by affecting different components of cognition simultaneously. The intervention lasted 7 weeks. Participants played two or three times a week (depending on the needs of each school) for a maximum of 15 minutes each time, usually on non-consecutive days. The results revealed concrete improvements of the two experimental groups with respect to the control group. The training with the Mate Marote software, in general, and of the experimental groups S and CI, in particular, had a positive impact on the cognitive skills evaluated, although they did so in different ways. The specific training of the S group had a greater impact on attention and inhibitory control than that of the CI group. This suggests that global training that involves more executive functions may be more beneficial than process-specific training in childhood. The differences in initial performance between schools open the door to new research that will allow us to understand the reasons why some skills improve and not others, and under what conditions.

The ability to learn and form memories allows animals to adapt their behavior based on previous experiences. Associative learning, the process through which organisms learn about the relationship between two distinct events, has been extensively studied in various animal taxa. However, the existence of associative learning, prior to the emergence of centralized nervous systems in bilaterian animals, remains unclear. Cnidarians such as sea anemones or jellyfish possess a nerve net, which lacks centralization. As the sister group to bilaterians, they are particularly well suited for studying the evolution of nervous system functions. Here, we probe the capacity of the starlet sea anemone Nematostella vectensis to form associative memories by using a classical conditioning approach. We developed a protocol combining light as the conditioned stimulus with an electric shock as the aversive unconditioned stimulus. After repetitive training, animals exhibited a conditioned response to light alone indicating that they learned the association. In contrast, all control conditions did not form associative memories. Besides shedding light on an aspect of cnidarian behavior, these results root associative learning before the emergence of NS centralization in the metazoan lineage and raise fundamental questions about the origin and evolution of cognition in brainless animals.

We, the participants of the First Organoid Intelligence Workshop - "Forming an OI Community" (22-24 February 2022), call on the international scientific community to explore the potential of human brain-based organoid cell cultures to advance our understanding of the brain and unleash new forms of biocomputing while recognizing and addressing the associated ethical implications. The term "organoid intelligence" (OI) has been coined to describe this research and development approach (1) in a manner consistent with the term "artificial intelligence" (AI) - used to describe the enablement of computers to perform tasks normally requiring human intelligence. OI has the potential for diverse and far-reaching applications that could benefit humankind and our planet, and which urge the strategic development of OI as a collaborative scientific discipline. OI holds promise to elucidate the physiology of human cognitive functions such as memory and learning. It presents game-changing opportunities in biological and hybrid computing that could overcome significant limitations in silicon-based computing. It offers the prospect of unparalleled advances in interfaces between brains and machines. Finally, OI could allow breakthroughs in modeling and treating dementias and other neurogenerative disorders that cause an immense and growing disease burden globally. Realizing the world-changing potential of OI will require scientific breakthroughs. We need advances in human stem cell technology and bioengineering to recreate brain architectures and to model their potential for pseudo-cognitive capabilities. We need interface breakthroughs to allow us to deliver input signals to organoids, measure output signals, and employ feedback mechanisms to model learning processes. We also need novel machine learning, big data, and AI technologies to allow us to understand brain organoids.

[spa] INTRODUCCIÓN: Educar a través de la neurociencia es una revolución que en pleno siglo XXI tiene que darse en las escuelas. El ejercicio físico aeróbico estimula la síntesis de factores neurotróficos y neurotransmisores, la activación de programas que modifican la expresión de numerosos genes (epigenética) y cambia la comunicación neuronal actuando en el espacio de intercambio de información (sinapsis), entre otros mecanismos, lo que repercute en la conectividad produciendo mejoras en la cognición y el aprendizaje. OBJETIVO: Determinar la incidencia que tiene la práctica regular de actividad física (AF) y deporte en el rendimiento cognitivo de la atención, la memoria y el cálculo. Realizar un programa de ejercicio físico diario adaptado a determinados objetivos de aprendizaje. Aplicar pruebas cognitivas y biomarcadores relacionados con la función neuronal. Relacionar los ítems previamente estudiados con el objetivo de utilizar la actividad física como una herramienta educativa. MÉTODOS: Se incluye una muestra de estudio formada por alumnos de primero de primaria de las escuelas: Garbí Pere Vergés y Sagrat Cor, ambos en la provincia de Barcelona. Durante el primer año (Fase 1) se analiza el total de la muestra (n=155) clasificada en 3 grupos dependiendo de la frecuencia que cada uno de ellos realizan de ejercicio físico y deporte; durante el segundo y tercer año, se analiza únicamente la muestra de Garbí Pere Vergés (n=51), que se divide en el grupo experimental (correspondiente a una clase entera, n = 27), que realiza el programa de AF y el grupo control (otra clase, n = 25) que no lo realiza. La Fase 1 tiene como objetivo demostrar que existe una relación positiva entre la frecuencia (baja, moderada o alta) con la que los alumnos de la muestra practican ejercicio físico (en horas/semana) y las capacidades en atención, memoria y cálculo, evaluadas mediante diversas pruebas neuropsicológicas. En la Fase 2, a partir del marco teórico, se elabora un programa de entrenamiento diario que combina simultáneamente la AF y la cognitiva con el objetivo de incidir en las capacidades de estudio. Dentro de la Fase 2 se aplican también pruebas (pre y post sesión de ejercicio físico intenso) de determinación de BDNF en saliva. RESULTADOS: 1) La práctica de ejercicio físico y deporte se relaciona con una mejor capacidad y rendimiento cognitivo de algunas pruebas que miden la atención, la memoria y especialmente el cálculo; 2) La AF diaria, como metodología de aprendizaje físicamente activo, permite mejorar el rendimiento académico. CONCLUSIONES: los aportes de la neurociencia dentro del campo de la AF y el deporte permiten trazar un puente entre la mejora o la aptitud física y el rendimiento cognitivo, con una aplicabilidad directa en el contexto escolar., [eng] INTRODUCTION: Educating through neuroscience is a revolution that in the 21st century must be in the schools. Aerobic exercise stimulates the synthesis of neurotrophic factors and neurotransmitters, and the activation of programs that modify the expression of many genes (epigenetics). This type of exercise also changes the neuronal communication by acting on the space of exchange of information (synapses) which affects the connectivity producing many improvements in attention, memory, and learning. OBJECTIVE: To determine the impact of regular physical activity (PA) and sport on the cognitive performance of attention, memory and calculation. To perform a daily physical exercise program adapted to certain learning objectives. To apply cognitive tests and biomarkers related to neuronal function. To relate the items previously studied with the aim of using PA as an educational strategy. METHODS: A study sample of first- year school students from Garbí Pere Vergés and Sagrat Cor, both in the province of Barcelona. During the first year (phase 1) the total sample (n = 155) classified into 3 groups is analyzed depending on the frequency that each of them perform physical exercise and sport. During the second and third years, only the sample of Garbí Pere Vergés (n = 51) is analyzed. This sample is divided into the experimental group (corresponding to an entire class, n = 27), which performs the physical activity program and the control group (another class, n = 25) that does not. Phase 1 aims to demonstrate that there is a positive relationship between the frequency (low, moderate, or high) with which the students in the sample practice physical exercise (in hours/week) and the capacities in attention, memory and calculation, evaluated by various neuropsychological tests. In Phase 2, based on the theoretical framework, a daily training program is developed that simultaneously combines PA and cognitive with the aim of influencing the study skills. Within Phase 2, tests are also applied (pre and post sessions of intense physical exercise) to determine BDNF in saliva. RESULTS: 1) The practice of physical exercise and sport is related to a better capacity and cognitive performance of some tests that measure attention, memory and especially calculation; 2) Daily PA, as a physically active learning methodology, allows to improve academic performance. CONCLUSIONS: the contributions of neuroscience within the field of PA and sport allow to draw a bridge between improvement or physical fitness and cognitive performance, with a direct applicability in the school context.

El tema del valor a l’educació és, no sols recurrent, sinó d’importància fonamental fins i tot, per al plantejament de qualsevol proposta educativa. La qüestió, en no poques ocasions, rau, no tant a transmetre teòricament els coneixements, sinó a inculcar el motiu adequat de la seva estructura i ús. En aquest treball ens proposem examinar la connexió entre valor, sentiment i cervell, a un nivell propedèutic,tenint sempre present que l’horitzó d’aquesta perspectiva és el procés d’aprenentatge. Pel que fa a la noció de valor, Zubiri ens ofereix una perspectiva d’enorme riquesa i fecunditat, i que posa en clar l’estructura del valor a la manera humana de comprendre les coses: estructuralment, el valor és realitat valuosa, i un dels vectors que configura la preferència a tota elecció. Es tracta d’un dels vectors que permeten a l’ésser humà escollir, d’entre les diferents possibilitats, en quina vol fer-se com a persona: es comprèn així la rellevància del valor en el procés educatiu. Pel que fa a la interna connexió entre valor, sentiment i cervell, des d’una perspectiva fisiològica, recollirem el fil conductor, d’una banda, de Damasio, d’altra banda d’Edelman. Damasio ofereix una visió suggestiva amb la seva “hipòtesi del marcador somàtic”, que evidencia la profunda importància del sentiment en qualsevol procés cognitiu. Des del model d’epigènesi proactiva, amb Edelman podemcomprendre com informen el cervell els processos educatius: es tracta d’una autèntica reestructuració neuronal, guiada per processos de pressió selectiva, que poden ser creats des de l’entorn en els processos d’aprenentatge esmentats., El tema del valor en la educación no solo es recurrente, sino de importancia fundamental, incluso para el planteamiento de cualquier propuesta educativa. La cuestión, en no pocas ocasiones, radica no tanto en transmitir teóricamente los conocimientos, sino en inculcar el motivo adecuado de su estructura y uso. Eneste trabajo nos proponemos examinar la conexión entre valor, sentimiento y cerebro a un nivel propedéutico, teniendo siempre en mente que el horizonte de esta perspectiva es el proceso de aprendizaje. Con respecto a la noción de valor, Zubiri nos ofrece una perspectiva de enorme riqueza y fecundidad, que pone enclaro la estructura del valor en el modo humano de comprender las cosas: estructuralmente, el valor es una realidad valiosa y uno de los vectores que configura la preferencia en toda elección. Se trata de uno de los vectores que permiten al ser humano escoger, de entre sus diferentes posibilidades, en cuál de ellas quiererealizarse como persona: se comprende así la relevancia del valor en el proceso educativo. Respecto a la interna conexión entre valor, sentimiento y cerebro desde una perspectiva fisiológica, recogeremos el hilo conductor, por un lado, de Damasio y, por otro, de Edelman. Damasio ofrece una sugestiva visión con su “hipótesis del marcador somático”, que evidencia la profunda importancia del sentimientoen cualquier proceso cognitivo. Desde el modelo de epigénesis proactiva, con Edelman podemos comprender de qué modo queda informado el cerebro por los procesos educativos: se trata de una auténtica reestructuración neuronal, guiadapor procesos de presión selectiva, que bien pueden ser creados desde el entorno en los mencionados procesos de aprendizaje.

Des del punt de vista evolutiu, es considera que les persones, els Homo sapiens, disposem de dues adaptacions biològiques crucials per a la supervivència: la capacitat del cervell per adquirir aprenentatges nous tota la vida mitjançant la plasticitat neuronal, la qual cosa ens permet adaptar-nos a situacions noves i canviants, i una enorme capacitat de socialització que incrementa la fortalesa del conjunt gràcies al suport que ens podem donar els uns als altres. Totes dues característiques han estat afavorides per la selecció natural com a mecanismes de supervivència en el nostre llinatge i tenen, per tant, una base biològica i genètica. En l'àmbit educatiu, fa temps que es fan estudis neurocientífics per comprovar la validesa i, sobretot, l'adaptació de les propostes pedagògiques més habituals al funcionament del cervell des d'un vessant científic. No es tracta d'establir una nova pedagogia mitjançant el que comunament s'anomena neuroeducació -la utilització dels coneixements i les descobertes en neurociència en el camp de l'educació-, sinó d'enfortir les propostes pedagògiques des d'unes aportacions acadèmiques complementàries. Dos dels aspectes que destaquen en aquests treballs són, precisament, la plasticitat neuronal que permet adquirir coneixements nous i la importància dels aprenentatges socials, com a espècie social que som. En aquest context, la neurocientífica i psicòloga Sara De Felice i els seus col·laboradors, del University College de Londres i la Universitat de Kent, han publicat un estudi a la revista Philosophical Transactions B que permet explicar per què, tot i que aprenem moltes coses de les altres persones, aprenem molt millor quan ho fem amb altres persones. És a dir, de manera social o col·laborativa.

Codi del Projecte: 2020PID-UB-037, El projecte del qual en presentem els resultats es va gestar l’any 2020, just en el context pandèmic del Covid-19 que va suposar el confinament de bona part de la població i que va condicionar notablement la docència universitària, forçant la impartició d’una docència en línia per a unes assignatures i temaris originalment pensats i dissenyats per a un escenari presencial. En aquest context, l’ensenyament de la ceramologia i l’estudi de materials en contextos arqueològics va requerir, com tants d’altres continguts, d’un replantejament des de la perspectiva docent, per facilitar la generació de noves possibilitats d’aprenentatge en gran mesura –però no exclusivament– a través de les tecnologies de la informació. La retornada progressiva a les aules fins a recuperar la plena presencialitat del curs 2021-2022 ha condicionat novament l’activitat docent, en un esforç per dissenyar una docència híbrida, que des de l’aula pugui aprofitar de manera avantatjosa aquells elements que la docència virtual ha portat als nostres contextos d’aprenentatge com un valor afegit a la qualitat docent i que, certament, han arribat per quedar-s’hi. En aquest informe sintetitzem aquesta experiència i posem a l’abast els resultats d’un projecte d’innovació docent centrat en la filosofia de l’aula invertida i els entorns personals d’aprenentatge.

Codi del Projecte: 2021PID-UB/022, El Grupo de Innovación Docente en Tecnología Farmacéutica (GIDTF) llevó a cabo una actuación en una asignatura de 1º de la carrera de Farmacia de la Universidad de Barcelona. Para ello, el GIDTF contó con el apoyo y asesoramiento del Grupo de Innovación Docente en Evaluación y Tecnología (GIDAT) y del Grupo de Innovación de Botánica Aplicada a las Ciencias Farmacéuticas (GIBAF). Los objetivos fueron, en primer lugar, involucrar a los estudiantes en un método de aprendizaje activo para desempeñar un papel de liderazgo en el desarrollo de las 4CS y, en segundo lugar, evaluar la mejora de la autorregulación del aprendizaje a través de un proceso de retroalimentación y evaluación por pares.

El Plan Portugal es uno de los elementos más innovadores del currículo extremeño, convirtiendo a la comunidad autónoma de Extremadura en pionera en este ámbito al apostar por el portugués como segunda lengua extranjera. Se facilita el aprendizaje de costumbres y tradiciones de la cultura portuguesa y se favorece que la ciudadanía extremeña conozca otro idioma, además de la inclusión social y educativa y la diversidad de lenguas, culturas, costumbres y creencias (Matesanz, 2013). Este artículo muestra como el Plan Portugal se ha convertido en una herramienta de inclusión educativa en los municipios de La Raya extremeña tras haberse cumplido una década desde su implantación y la repercusión que supone el aprendizaje del portugués en la adquisición de las competencias plurilingüe. Ello se logra con una revisión y análisis bibliográfico inicial, tras el que se ha diseñado un cuestionario dirigido al profesorado de portugués participante en el Plan Portugal. El Pla Portugal és un dels elements més innovadors del currículum extremeny, convertint a la comunitat autònoma d'Extremadura en pionera en aquest àmbit apostant pel portuguès com a segona llengua estrangera. Es facilita l'aprenentatge de costums i tradicions de la cultura portuguesa i s'afavoreix que la ciutadania extremenya conegui un altre idioma, a més de la inclusió social i educativa i la diversitat de llengües, cultures, costums i creences (Matesanz, 2013). Aquest article mostra com el Pla Portugal s'ha convertit en una eina d'inclusió educativa en els municipis de La Raya extremenya, després d'haver-se completat una dècada des de la seva implantació, i la repercussió que suposa l'aprenentatge del portuguès en l'adquisició de les competències plurilingüe. Això s'aconsegueix amb una revisió i anàlisi bibliogràfica inicial, després del qual s'ha dissenyat un qüestionari dirigit al professorat de portuguès que participen en el Pla Portugal. The Portugal Plan is one of the most innovative elements of the Extremadura curriculum, making the autonomous community of Extremadura a pioneer in this area by betting on Portuguese as a second foreign language. It facilitates the learning of customs, and traditions of portuguese culture and favours that citizens of Extremadura know another language, in addition to social and educational inclusion and the diversity of languages, cultures, customs, and beliefs (Matesanz, 2013). This article shows how Plan Portugal has become a tool for educational inclusion in the municipalities of La Raya Extremadura after a decade since its implementation, and the impact of learning portuguese on the acquisition of plurilingual competences. This is achieved with an initial bibliographic review and analysis, after which a questionnaire was designed for portuguese teachers participating in Plan Portugal. Le Plan Portugal est l'un des éléments les plus innovants du programme d'études d'Estrémadure, faisant de la communauté autonome d'Estrémadure un pionnier dans ce domaine en s'engageant pour le portugais comme deuxième langue étrangère. L'apprentissage des coutumes et des traditions de la culture portugaise est facilité et on encourage les citoyens d'Estrémadure à connaître une autre langue, en plus de l'inclusion sociale et éducative et de la diversité des langues, des cultures, des coutumes et des croyances (Matesanz, 2013). Cet article montre comment le Plan Portugal est devenu un outil d'inclusion scolaire dans les municipalités de La Raya en Estrémadure après une décennie écoulée depuis sa mise en œuvre et l'impact de l'apprentissage du portugais sur l'acquisition de compétences multilingues. Ceci est réalisé avec une revue et une analyse bibliographiques initiales, après quoi un questionnaire a été conçu pour les enseignants portugais participant au Plan Portugal.

L'article planteja un conjunt de consideracions sobre la incorporació de l'aprenentatge servei (ApS) a l'educació superior valorant-ne la conveniència i proposa arguments a favor de la seva institucionalització. S’analitza el sentit de la institucionalització de pràctiques innovadores en aprenentatge i docència en general concretant aquesta anàlisi en el cas de les innovacions derivades de la perspectiva ApS. Es defensa que la institucionalització d'aquestes pràctiques ha de suposar una transformació sistèmica que afecta diferents dimensions de la institució i es proposen diferents arguments a favor seu. Finalment, es formulen quatre consideracions breus per fugir d'algunes concepcions ingènues o conseqüències indesitjades sobre el que de vegades s'entén per institucionalització, This article sets out a series of considerations on incorporating Service-Learning (SL) into higher education, assessing its suitability, and proposing arguments in favour of its institutionalisation. The overall meaning of the institutionalisation of innovative practices in learning and teaching is analysed, with a specific analysis in the case of innovations derived from the SL perspective. It is argued that the institutionalisation of such practices should entail a systemic transformation of different dimensions of the institution, and arguments are put forward in its favour. Finally, four brief considerations are made to avoid some naïve conceptions or undesired consequences of what is sometimes understood as institutionalisation, El artículo plantea un conjunto de consideraciones sobre la incorporación del aprendizaje-servicio (ApS) en la educación superior valorando su conveniencia y propone argumentos a favor de su institucionalización. Se analiza el sentido de la institucionalización de prácticas innovadoras en aprendizaje y docencia en general concretando este análisis en el caso de las innovaciones derivadas de la perspectiva ApS. Se defiende que la institucionalización de tales prácticas debe suponer una transformación sistémica que afecta a diferentes dimensiones de la institución y se proponen diferentes argumentos a su favor. Por último, se formulan cuatro breves consideraciones para huir de algunas concepciones ingenuas o consecuencias indeseadas sobre lo que en ocasiones se entiende por institucionalización

Background: Simplifying the international guidelines to improve skills after training and their retention over time has been one of the top priorities in recent years. The objective of our study was to compare the results of the practical skills learned during training in basic life support with and without pulmonary ventilation. Methods: This was a comparative study of historical cohorts consisting of undergraduate students in health sciences. In one cohort, rescue breathing was performed, and in the other, it was not. The same data collection instruments were used for both cohorts: a test type examination of knowledge, data from a smart mannequin and an instructor observation grid. The means of knowledge and practical skills scores collected by the mannequin were compared using independent sample t-tests. Results: 497 students were recruited without significant differences between the two cohorts. The mean scores for knowledge and skills determined by the instructor and the mannequin were statistically higher in the cohort that did not perform rescue breathing. Conclusion: Students who participated in basic life support training that did not include rescue breathing scored better than those who participated in training that included this skill. Training with only compressions simplifies the guidelines and increases learning and content retention. info:eu-repo/semantics/publishedVersion

Human beings continuously make use of learned associations to generate predictions about future occurrences in the environment. Such memory-related predictive processes provide a scaffold for learning in that mental rep-resentations of foreseeable events can be adjusted or strengthened based on a specific outcome. Learning the meaning of novel words through picture-word associations constitutes a prime example of associative learning because pictures preceding words can trigger word prediction through the pre-activation of the related mne-monic representations. In the present electroencephalography (EEG) study, we used event-related potentials (ERPs) to compare neural indices of word pre-activation between a word learning condition with maximal prediction likelihood and a non-learning control condition with low prediction. Results revealed that prediction -related N400 amplitudes in response to pictures decreased over time at central electrodes as a function of word learning, whereas late positive component (LPC) amplitudes increased. Notably, N400 but not LPC changes were also predictive of word learning performance, suggesting that the N400 component constitutes a sensitive marker of word pre-activation during associative word learning.

The aim of this study was to develop a tool for the evaluation of the learning process of the clinical practicum in primary care. The study was carried out in two phases: (1) identification of the categories that determine the perception of the nursing degree students about the learning process in the clinical practicum in primary care and the items for each category; and (2) cross-sectional study in a sample of 475 nursing degree students. The psychometric properties in terms of reliability (internal consistency) and construct validity were analyzed through a confirmatory factor analysis. Cronbach’s alpha coefficient of internal consistency for the entire questionnaire was 0.93, and that for each of the categories was above 0.70 in all cases. The chi-squared test was statistically significant (2.84; p < 0.001). The confirmatory factor analysis produced a model of 6 dimensions and 41 items. The parameters were estimated through the least squares method. All saturations were statistically significant (p < 0.05). In view of the results of this study, it can be asserted that the questionnaire to measure the perception of the nursing degree students about the learning process in the community clinical practicum (QPCLP) presents good properties in terms of internal consistency and validity.

Presentamos un acercamiento a los escenarios educativos con TIC en la actualidad, en concreto tecnologías portables y modelos pedagógicos de colaboración complementarios a ellas, propios del constructivismo. La capacidad de aprendizaje que estos pueden llegar a suscitar, en cualquier momento y en cualquier lugar, refleja una realidad tangible en nuestra sociedad móvil. Nos referimos a los PLE Entornos Personales de Aprendizaje, BYOD Bring Your Own Device, la Gamificación, Flipped Classroom y la Realidad Aumentada y la Realidad Virtual. Se realiza una revisión de literatura de propuestas pedagógicas destacables, a través de algunos de los principales actores que las abordan en España. En cada apartado describimos las características definitorias, atendiendo a los aspectos fuertes y débiles de su praxis educativa. Una propuesta para reflexionar y una invitación a la implementación de la tecnología móvil en las aulas del siglo XXI, donde las imágenes son protagonistas., We present an approach to educational scenarios with ICT today, specifically portable technologies and complementary collaborative pedagogical models, typical of constructivism. The learning capacity they bring, at any time and in any place, reflects a tangible reality in our mobile society. We refer to PLE Personal Learning Environments, BYOD Bring Your Own Device, Gamification, Flipped Classroom and Augmented Reality and Virtual Reality. A literature review of pedagogical proposals is carried out, through some of the main actors who address them in Spain. In each section we describe the defining characteristics, focusing on the strengths and weaknesses of their educational practice. A proposal for reflection and an invitation to implement mobile technology in 21st century classrooms, where images are the protagonists., Grupo de Investigación HUM-672 AREA (Análisis de la Realidad EducativA)

Methane emissions are responsible for at least one-third of the total anthropogenic climate forcing and current estimations expect a significant increase in these emissions in the next decade. Consequently, methane offers a unique opportunity to mitigate climate change while addressing energy supply problems. From the five primary methane sources, residual water treatment provided 7% of the emissions in 2010. This ratio will undoubtedly increase with global population growth. Therefore, locating sources of methane emissions is a crucial step in characterizing the current distribution of GHG better. Nevertheless, there is a lack of comprehensive global and uniform databases to bind those emissions to concrete sources and there is no automatic method to accurately locate sparse human infrastructures such as wastewater treatment plants (WWTPs). WWTP detection is an open problem posing many obstacles due to the lack of freely accessible high-resolution imagery, and the variety of real-world morphologies and sizes. In this work, we tackle this state-of-the-art complex problem and go one step forward by trying to infer capacity using one end-to-end Deep Learning architecture and multi-modal remote sensing data. This goal has a groundbreaking potential impact, as it could help estimate mapped methane emissions for improving emission inventories and future scenarios prediction. We will address the problem as a combination of two parallel inference exercises by proposing a novel network to combine multimodal data based on the hypothesis that the location and the capacity can be inferred based on characteristics such as the plant situation, size, morphology, and proximity to water bodies or population centers. We explore technical documentation and literature to develop these hypotheses and validate their soundness with data analysis. To validate the architecture and the hypotheses, we develop a model and a dataset in parallel with a series of ablation tests. The process is facilitated by an automatic pipeline, also developed in this work, to create datasets and validate models leveraging those datasets. We test the best-obtained model at scale on a mosaic composed of satellite imagery covering the region of Catalonia. The goal is to find plants not previously labeled but present in wastewater treatment plant (WWTP) databases and to compare the distribution and magnitude of the inferred capacity with the ground truth. Results show that we can achieve state-of-the-art results by locating more than half of the labeled plants with the same precision ratio and by only using orthophotos from multispectral imagery. Moreover, we demonstrate that additional data sources related to water basins and population are valuable resources that the model can exploit to infer WWTP capacity. During the process, we also demonstrate the benefit of using negative instances to train our model and the impact of using an appropriate loss function such as Dice's loss.

La Neuroeducació és un camp d'investigació del cervell centrat a conèixer i entendre com aprèn el cervell per tal de poder millorar els processos d'ensenyament, apropant-los a potenciar les connexions neurals i enfortint-les per tal de fer que l'aprenentatge del nostre alumnat sigui el més significatiu possible. D'acord amb aquesta ciència, es desenvolupen un seguit de recursos didàctics pel llibre digital de Tecnologia I de l'ESO d'una editorial específica. En aquest Treball Final de Màster, de manera introductòria es fa una recopilació de l'Estat de l'Art pel que fa a Neurociència aplicada a l'educació. Es llisten i presenten els punts clau sobre com aprèn el cervell i a partir d'aquí, es descriuen el recull de paràmetres potenciadors d'un aprenentatge significatiu en l'etapa de l'adolescència. Posteriorment, es presenta el llibre de text i digital com a recurs didàctic per tal de contextualitzar el suport dels recursos dissenyats. Un cop posat en context el treball, es fa una aproximació a l'aprenentatge de l'alumnat a l'ESO des de la Neuroeducació, assenyalant les metodologies d'aplicació a l'aula que s'han trobat més significatives per la seva demostrada eficàcia des de la mirada neuroeducativa. Finalment, com a part aplicativa del treball, es presenta com s'ha desenvolupat el disseny i l'elaboració dels recursos didàctics fonamentats en els principis neuroeducatius extrets de la recerca.

This research aims to delve into sociolinguistic content in the context of teacher training itineraries at the Universitat Politècnica de València (Spain). Using both quantitative and qualitative methodologies, the presence of sociolinguistic content will be justified. Likewise, we will analyze the contents and methodology of the subject based on the access data to the materials and the evaluation of the students. The results obtained refer both in terms of the importance of dealing with linguistic attitudes in class and of assessing the tool itself and some of the students' work habits, which we can extrapolate to others similar training environments, in order to extract good practices.

University studies were also significantly affected by the pandemic. The first-year students had already spent the last months of high school, which are especially important for graduation, in distance learning. In Hungary, the graduation procedure was changed due to the epidemic. Education was completely digital in hybrid form: the lectures were held online, and the seminars were attended in-person and from September of 2021 again in-person. Our research team has been monitoring learning time and effectiveness for years using the EduBase online educational platform, which provides a framework for all teaching aids for the calculus subject. In our research, we analysed the learning processes and their effectiveness of mechatronic and energy engineering students who were admitted to BME in 2020. The results were compared with the learning habits of the class of 2018, with whom a detailed study was also performed. It can be stated that the pandemic greatly influenced the learning time: students took advantage of the available practice opportunities to a greater extent in digital education, which did not reduce the practice time during the end-of-semester spurt, thus, learning became more balanced. Considering the high school results, it can be observed that on average, those who took advanced level subjects spent more time practicing, even though they had already mastered some calculus in high school. In addition, test scores also influenced practice time, while students coped successfully even with the more difficult tasks.

This is a position paper presenting the scenario and main conditionings that delimit approaching the technological and digital (re/up)skilling problem by also enhancing the role of the university as a regional ecosystem key player. This is the main objective of COMPASS, an initiative initiated to face actual challenges on the labour market related to the digital skills mismatch. COMPASS goal can be stated as the development of a regional ecosystem-based training platform and associated methodologies for effective and efficient skilling pathways. COMPASS as a guiding tool is conceived to a) guide individuals and companies to get a closer idea of the skills-gap they need to cover, as well as to b) help universities as training providers to elaborate their offer on the basis of the detected regional needs. This will definitively help to make the overall ecosystem more efficient. On the other hand, COMPASS is also conceived as a learning & training environment, in the sense of a) dynamic micro-learning environment providing easy and mobile interaction between the learners and the content and b) micro-credential system linked to the achieved skills.

Remote Learning and Examination based on Augmented Reality (RELAR) is a European Erasmus+ project (2020-1-NL01-KA226-VET-083043) that aims to create a crisis-proof resilient education environment, enabling remote coaching and digital skills training based on AR. RELAR integrates seven European partners –Vocational Training Institutions and Higher Education Institutions– all linked to the maritime industry. The industry itself is also represented. With the help of a reference group, a set of learning outcomes has been defined to develop three demo scenarios to test and demonstrate the RELAR system, which is based on the RealWear HMT-1 assisted reality hands-free computer. All scenarios are scaffolded on the same framework that integrates active learning pedagogy, curriculum requirements and technological integration. This digital active learning process pedagogy incorporates two processes for instruction: a remote instruction process called ‘Expert Coaching’ that gives the students the possibility of receiving instant feedback while taking actions and decisions; and a remote assessment process named ‘Digital Workflow’ that incorporates formative assessment to consolidate learning. The curricular aspect focuses on the professional competencies students will acquire, the expected learning outcomes, the required knowledge, and the transferable skills required by students to perform professionally. Finally, technological integration describes how and when the assisted reality system should be incorporated to add value to the learning process. This paper describes the work in the learning spaces currently under development by the partnership based on the same methodological and pedagogical foundations.

Atenea is the Moodle virtual platform of the Universitat Politècnica de Catalunya (UPC) with about 31000 users and 5000 active subjects from 16 school centers. Atenea indicators give information on the teaching activity of the users and centers. This is specially relevant when teaching is online, as was the case in the Covid-19 period. The UPC already has a Atenea’s Bussines Intelligent platform (BI), which has recently been launched. In this 1st phase the Institute of Science of Education (ICE) has actively participated in the design of the application. Currently it shows basic indicators over a period of time where one can filter or compare by centers or type of users. The paper presents this design and make a proposal for the extension of the BI, for the future, with respect to: 1) the inclusion of some key indicators for measuring the subjects’ activity, 2) a proposal for cross-referencing data with academic performance.

In times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, the results of the statistical data about the students’ performance show a relation between participation in the lesson activities and exam success. As a caveat, however, the results also show that the majority of the students chose not to participate in the lesson activities.

Whilst engineering education has primarily focused on providing students with the required technical competencies, new visions emphasise the importance of lifelong learning (LLL). They point towards the need to acquire the necessary competencies for LLL during the study programme. This requires a shift in mindset for both lecturers and students. Other studies have provided some key recommendations on how HEIs should integrate the development of LLL competencies in study programmes such as using authentic discipline-specific learning contexts and explicit teaching of the LLL competencies. This scoping review will provide an overview of which LLL interventions have already been implemented in higher education and aims to answer the question: How can HEIs support the development of students’ LLL competencies? The included LLL interventions are categorised based on the type and content of the intervention, the duration, the target audience, the effectiveness, and the efficiency. The outcomes of this review serve a dual purpose: (1) to define research gaps and (2) to provide educators with some general advice regarding the integration of LLL in engineering study programmes.

This paper reports on a preliminary study that was carried out to understand the experiences of engineering students transitioning to on-campus learning following the Covid-19 pandemic. Two cohorts were considered: year 1 students joining the university for the first time after having experienced considerable disruption for the final two years of their schooling and year 2 students who experienced their first year at university almost entirely online. Data was gathered from student surveys which found that the greatest areas of difficulty for students were the academic level of the programme and the workload. A limited comparison was drawn between this finding and some pre-pandemic data which suggests that the difficulty that students had in this area was higher than for students before the pandemic, indicating that two years of disrupted education may have had a negative impact on students’ preparedness for higher education. Qualitative open-ended responses by students showed that there was a clear preference for face-to-face teaching, but that students see clear benefits to online resources and lecture recordings, and value having some flexibility in how they learn. Some reduction in student performance was noted.