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Este trabajo pretende construir en el lector una idea general de la situación de los alumnos españoles, que cursan educación secundaria obligatoria, respecto a su rendimiento en matemáticas. Utilizando de los datos obtenidos a través del estudio PISA 2003, esta investigación selecciona algunos predictores, relacionados con el background del alumno y de la escuela, para identificar su relación con el logro en matemáticas, una de las materias que evalúa PISA. Para ello, se realiza un análisis multinivel con la finalidad de explicar la varianza existente entre los alumnos y entre los centros educativos y, de esta forma, elaborar un modelo explicativo de dicho rendimiento., Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Referencias bibliográficas: • Al-Zahrani, A. M. (2015). From passive to active: The impact of the flipped classroom through social learning platforms on higher education students' creative thinking. British Journal of Educational Technology, 46(6), 1133-1148. https://doi.org/10.1111/bjet.12353 • Bellanca, J. A., & Brandt, R. S. (2010). 21st century skills: Rethinking how students learn. Bloomington, IN: Solution Tree Press • Bonett, D. G., & Wright, T. A. (2000). Sample size requirements for estimating Pearson, Kendall and Spearman correlations. Psychometrika, 65(1), 23-28. https://doi.org/10.1007/BF02294183 • Bordbar, F. (2010). English teachers' attitudes toward computer-assisted language learning. International Journal of Language Studies, 4(3), 179-206. Retrieved from http://journaldatabase.info/articles/english_teachers_attitudes_toward_computer-assisted.html • Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and com-munication technology into teaching: A review of the literature. International Journal of Education and Devel-opment Using Information and Communication Technology, 8(1), 136-155. Retrieved from http://files.eric.ed.gov/fulltext/EJ1084227.pdf • Camacho, P. (2014). Flipped classroom: Programación de bases de datos [Flipped classroom: Programming of databases]. In XI Jornadas Internacionales de Innovación Universitaria, Villaviciosa de Odón, July 7-8, 2014. Re-trieved from http://hdl.handle.net/11268/3464 • CEDEFOP (European Centre for the Development of Vocational Training) (2014). Terminology of European Education and training policy: a selection of 130 key terms, 2nd edition. Luxembourg: Publications office of the European Union. Retrieved from http://www.cedefop.europa.eu/files/4117_en.pdf • Clark, R. C., & Mayer, R. E. (2008). Learning by viewing versus learning by doing: Evidence-based guidelines for principled learning environments. Performance Improvement, 47(9), 5-13. https://doi.org/10.1002/pfi, The aim of this work is to explore which factors impact on the adoption of the flipped classroom in vocational education to pave the way for the schools which want to apply this model. Although various experiences in the use of the flipped classroom have been reported in recent years in the literature, fewer efforts have been done on how to implement this model from a pedagogical standpoint. The factors that influ ence its adoption have not been studied in depth, at least not in a global way. These factors include the use of technology and teaching methodologies active in the classroom, the trend towards innovation of teachers and schools, and whether teachers have the necessary ICT training and infrastructures. Moreover, although the results of many experiences in Higher Education have been pub lished, this is not so for other levels of education, such as vocational schools An empirically validated framework of the factors influencing the adoption of the flipped classroom approach in schools was obtained. This framework can guide the curriculum design of flipped classroom model courses for vocational education teachers. A quantitative research method was used by constructing a questionnaire. The questionnaire included open questions in order to obtain qualitative infor mation, which enriched the results obtained. Descriptive and factor analysis was used to analyze data, within the framework of the project FlipIT!–Flipped Classroom in the European Vocational Education”, ERASMUS+ Strategic Partnership (2015-1-HU01-KA202-013555) funded by the European Union, with the participation of Hungary, the United Kingdom, Ireland, the Czech Republic, and Spain. The research sample includes 625 teachers (434 from Spain, 121 from Hungary and 61 from the Czech Republic) from schools par ticipating or somehow associated to the project). Empirically validated factors for the adoption of the flipped classroom in tech nical schools are presented. In addition, descriptive analysis resu, Comisión Europea, Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Referencias bibliográficas: • Agència Valenciana d’Avaluacio i Prospectiva (AVAP). (2013). Libro verde de la empleabilidad de los titulados universitarios de la Comunitat Valenciana [Green book on employability of university graduates in the Comunitat Valenciana]. Valencia: Agència Valenciana d’Avaluacio i Prospectiva. • Aramendi Jauregui, P., Bujan Vidales, K., Garín Casares, S., & Vega Fuente, A. (2014). Estudio de caso y aprendizaje cooperativo en la universidad [Case study and cooperative learning at university]. Profesorado, 18(1). • Boahin, P., & Hofman, W. A. (2012). Implementation of innovations in higher education: The case of competency-based training in Ghana. Innovations in Education and Teaching International, 49, 283-293. • Curran, V., Casimiro, L., Banfield, V., Hall, P., Lackie, K., Simmons, B., & Tremblay, M. (2009). Research for interprofessional competency-based evaluation (RICE). Journal of Interprofessional Care, 23, 297-300. • De Miguel Díaz, M., Alfaro Rocher, I., Apodaca Urquijo, P., Arias Blanco, J., García Jiménez, E., & Lobato Fraile, C. (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias: Orientaciones para el profesorado universitario ante el espacio Europeo de educación superior [Teaching methodologies for the development of competencies: Orientations for the university teacher in the European space of higher education]. Madrid: Alianza Editorial. • Demers, G., Woodburn, A. J., & Savard, C. (2006). The development of an undergraduate competencybased coach education program. Sport Psychologist, 20, 160-171. • Domínguez Garrido, C., del Leví Orta, G. C., Medina Rivilla, A., & Ramos Méndez, E. (2014). Las competencias docentes: Diagnóstico y actividades innovadoras para su desarrollo en un modelo de educación a distancia [Teaching competencies: Diagnosis and innovative activities for its development in a distance teaching model]. REDU. Revista De Docencia Universitaria, 12, 239-267. • Esquivias y De La Torre., The main objective of this article is to present the results of a study aimed at determining, classifying and evaluating practices of interest for general competency development and assessment in undergraduate programmes. The study encompassed the following phases: (1) focus group in order to establish a starting point regarding competency development and assessment, counting on the opinion of some of the best-rated teachers belonging to the participating universities; (2) collection of best practices; (3) design and validation of a scale for the assessment of best practices; and (4) scale administration (evaluation of good practices) and data analysis., El objetivo principal de este artículo es presentar los resultados de un estudio destinado a determinar, clasificar y evaluar las prácticas de interés para el desarrollo y la evaluación de las competencias generales en los programas de pregrado. El estudio abarcó las siguientes fases: (1) grupo focal para establecer un punto de partida en relación con el desarrollo y la evaluación de las competencias, contando con la opinión de algunos de los profesores mejor valorados de las universidades participantes; (2) recopilación de mejores prácticas; (3) diseño y validación de una escala para la evaluación de las mejores prácticas; y (4) administración de escalas (evaluación de buenas prácticas) y análisis de datos., Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Este trabajo ha sido realizado bajo el auspicio de la Cátedra entre la Universidad Europea de Madrid e Indra. Referencias bibliográficas: • Ahumada, L. (2004). Liderazgo y equipos de trabajo. Una nueva forma de entender la dinámica organizacional. Ciencias Sociales Online, 1(1), 53-63. • Barab, S.A. (2003). An Introduction to the Special Issue: Designing for Virtual Communities in the Service of Learning. The Information Society, 19. 197-201. • Barkema, H. G. Baum, J. A., Mannix, E. A. (2002). Management challenges in a new time. Academy of Management Journal, 45(5), 916-930. • Celaya, J. (2008). La empresa en la Web 2.0. Madrid: Gestión 2000. • Coad, A. F., Berry, A. J. (1998).Transformational leadership and learning orientation.Leadership and organization development journal, 19 (3), 164-172. • Coll, C. (2004, Marzo). Las comunidades de aprendizaje. Nuevos horizontes para la investigación y la intervención en psicología de la educación. En IV Congreso Internacional de Psicología y Educación, Almería (vol. 30). • Dillenbourg, P., Poirier, C., y Carles, L. (2003). Communautés virtuelles d’apprentissage: e-jargon ou nouveau paradigme. A. Taurisson et A. Sentini (eds). Pédagogies Montréal: Presses. • Escudero, T. (2005). Claves identificativas de la investigación evaluativa. Contextos educativos, 8-9, 179-199. Disponible en: http://www.unirioja.es/servicios/sp/ej/contextos/infos/2091397.pdfv [Consultado: 6 de enero de 2014]. • Flores, J. M. (2009). Nuevos modelos de comunicación, perfiles y tendencias en las redes sociales. Comunicar, 16(33), 73-81. • García Aretio, L. (2007). De la educación a distancia a la educación virtual. Barcelona: Ariel. • García, J.L., González, M.A., y Ballesteros, B. (2001). Introducción a la investigación en educación. Madrid: Universidad Nacional de Educación a Distancia. • García, V. J., Romerosa, M. M. y Lloréns, F. J. (2007). Liderazgo transformacional: influencia en la visión compartida, aprendizaje, innovación y resultado organizativ, Cada vez son más las empresas que ponen a disposición de sus empleados una plataforma tecnológica que permita la gestión de su conocimiento, con el objetivo de transferirlo al puesto de trabajo y generar un auténtico aprendizaje organizacional. En este trabajo se muestran los resultados de un estudio de investigación educativa realizado sobre el servicio “e-campus social learning”, uno de los módulos de la solución e-learning de la empresa Indra, con el que se promueve la generación de conocimiento compartido a través de redes y su transferencia al puesto de trabajo. El estudio se ha basado en el análisis de la solución integral de formación y gestión del talento de Indra, Compartiendo Conocimiento, que ofrece formación a cerca de 40.000 profesionales de Indra en todo el mundo. Como instrumentos de recogida de datos se aplicaron encuestas de satisfacción con la plataforma a los empleados de Indra y se llevaron a cabo entrevistas en profundidad con community managers y usuarios reputados. Por último, se diseñó y aplicó una herramienta que permitía evaluar las diferentes comunidades virtuales. Con respecto a si la plataforma Compartiendo Conocimiento fomenta la transferencia del aprendizaje al puesto de trabajo, el acuerdo afirmativo entre los encuestados y entrevistados parece generalizado, aunque para aprovechar al máximo su potencial sería necesaria una mayor participación de los empleados. Del análisis realizado en cada comunidad virtual se deduce que el resultado de cada una de ellas está en gran parte mediado por la labor de los responsables de su dinamización. Existen una serie de herramientas que son valoradas en mayor medida por los usuarios, como el calendario, los contenidos destacados y el buscador. En conclusión, esta plataforma puede considerarse un valioso instrumento para alcanzar los objetivos de la organización, y dar soporte a procesos de cambio y transformación., Increasingly, companies are offering their employees a technology platform that allows the management of their knowledge with the objective of transferring it to the job and generating a true organizational learning. This paper shows the results of an evaluative research carried out on the "e- Campus social learning", one of the modules of e e-learning solutions created by Indra, which promotes the generation of knowledge-sharing through networks and its transfer to the job. The study is based on the analysis of the comprehensive training solution and talent management of Indra, called Compartiendo Conocimiento. It offers training to about 40,000 Indra professionals around the world. As data collection instruments, satisfaction surveys with the platform were applied to employees of Indra, as well as interviews in depth with community managers and reputed users. Finally, a tool that allowed the evaluation of the different virtual communities was designed and applied. Respondents and interviewees seem to agree regarding the transfer of learning to the job allowed by the platform Compartiendo Conocimiento, although, in order to take advantage of its potential, more involvement of employees would be required. The analysis undertaken in each virtual community suggests that the result of each one of them is largely mediated by the work of those responsible for its dynamisation. There are a number of tools that are increasingly valued by users, such as the calendar, featured contents, and the search engine. In conclusion, this platform can be considered a valuable instrument to achieve the objectives of the organization, and provide support to change and transformation processes., Indra Sistemas, S.A., Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Referencias bibliográficas: • Becker L. R., & Hermosura B. A. (2019) Simulation Education Theory. In S. Deering, T. Auguste, & D. Goffman (Eds.) Comprehensive Healthcare Simulation: Obstetrics and Gynecology. Comprehensive Healthcare Simulation (pp. 11-24). Cham: Springer. doi: https://doi.org/10.1007/978-3-319-98995-2_2 • Candiago, A., & Kawamoto, L. T. (2016). Development and Validation of a Serious Game for Chemistry Laboratories. Spaces, 37(11), E-1. • Carrillo, J. L., & Cortés, J. A. (2016). Secuencias didácticas con realidad virtual: En el área de geometría en educación básica. F@ro: revista teórica del Departamento de Ciencias de la Comunicación, 1(23), 2. • Cook, D. A., Hatala, R., Brydges, R., Zendejas, B., Szostek, J. H., Wang, A. T., . . . Hamstra, S. J. (2011). Technology-enhanced simulation for health professions education: a systematic review and meta-analysis. Journal of the American Medical Association, 306(9), 978-988. doi:https://doi.org/10.1001/jama.2011.1234 • Corvetto, M., Bravo, M. P., Montaña, R., Utili, F., Escudero, E., Boza, C., . . . Dagnino, J. (2013). Simulation in medical education: a synopsis. Revista médica de Chile, 141(1), 70-79. doi:https://doi.org/10.4067/S0034-98872013000100010 • Curcio, I. D. D., Dipace, A., & Norlund, A. (2016). Virtual realities and education. Research on Education and Media, 8(2), 60-68. doi:https://doi.org/10.1515/rem-2016-0019GS • Dalgarno, B., & Lee, M. J. W. (2010). What are the learning affordances of 3-D virtual environments? British Journal of Educational Technology, 41(1), 10-32. doi:https://doi.org/10.1111/j.1467-8535.2009.01038.x • De Freitas, S. (2006). Learning in immersive worlds: A review of game-based learning. Joint Information Systems Committee. Retrieved from: https://bit.ly/3aCB8GP • Facebook Technologies, LLC. (2018). RCSI Medical Training Sim. Retrieved from: https://ocul.us/2Y6byr6 • Facebook Technologies, LLC. (2019). Oculus. Retrieved from: https://www.oculus.co, El uso de realidad virtual (VR) y realidad aumentada (AR) para la mejora del aprendizaje es un tema de actualidad en la Educación Superior. El objetivo de este trabajo es evaluar el impacto de la simulación con realidad virtual (del inglés, VR-SBL) en el aprendizaje y satisfacción del estudiante. Para ello, se presentan dos casos llevados a cabo en la Universidad Europea de Madrid (UEM): el primero consiste en una experiencia de formación en primeros auxilios ante una emergencia de tráfico mediante el uso de tecnología de realidad virtual inmersiva, donde se ha comparado cómo aprenden los estudiantes con esta nueva metodología respecto a la clase magistral tradicional. El segundo caso consiste en la simulación de accidentes en un laboratorio mediante el uso de tecnología de realidad virtual de escritorio, donde se ha comparado cómo aprenden los estudiantes con esta metodología respecto a una simulación de dichos accidentes en el laboratorio real. En ambos casos se ha utilizado un diseño cuasi-experimental con un grupo experimental y un grupo de control. Además, se ha aplicado un diseño pretest-postest, que consiste en la realización de un test de conocimientos previo a la experiencia (pretest) y un cuestionario de conocimientos posterior a la misma (postest). Para medir la satisfacción con la actividad y la adecuación de las herramientas empleadas se ha utilizado un cuestionario de experiencia de usuario. Como conclusión, la satisfacción de los estudiantes en los dos casos denota una valoración alta. Además, en el primer caso, el grupo experimental que utiliza la realidad virtual inmersiva mejora significativamente el rendimiento académico. En cuanto al segundo caso, no se han encontrado diferencias significativas en cuanto al aprendizaje, por lo tanto, el nivel de aprendizaje en ambos grupos (simulación con realidad virtual y simulación en escenario real) es el mismo., Santander Universidades, Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Referencias bibliográficas: • MARTINIC, S. (1999). El objeto de la sistematización y sus relaciones con la evaluación y la investigación. La Piragua, CEALLL, 16, 44-51. • VIDAL SILVA, M.D (2005). Otro mundo es posible, otro mundo es necesario. Madrid: CIDE., Este artículo se enmarca dentro del proyecto de innovación educativa denominado “Otro mundo es posible, otro mundo es necesario”. Dicho proyecto se ha realizado en un instituto de enseñanza secundaria de Madrid y trata la temática de la educación en valores, involucrando a toda la comunidad educativa del centro. El objetivo de este estudio fue conocer los factores que inducen al profesorado a implicarse en un proyecto de este tipo. Para la recogida de información se ha aplicado un cuestionario a todos los profesores participantes y una entrevista a profesores de tres Departamentos Didácticos del centro, con grados de implicación distintos. El marco de referencia de este estudio utiliza una metodología llamada Sistematización., This paper is part of an educational innovation project called “Other world is possible, other world is necessary”. The project was implemented in a high school in Madrid and it deals with values education. All the educational community was involved in the project. The aim of this study was to discover those factors that induce teachers to participate in this kind of project. Two instruments were used in order to collect the information: a questionnaire applied to all the teachers involved in the project and an interview for certain teachers belonging to three Teaching Departments and with different levels of involvement in the project. The framework of this study is a methodology called Systematization., Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

Referencias bibliográficas • Area, M. (2004) 'Máquinas que enseñan. Una revisión de los métodos de enseñanza-aprendizaje con ordenadores', Bordón, Vols. 3-4, No. 56, pp. 483-491. • Beneit Montesinos, J.V., Carabantes Alarcón, D., García Álvarez, Y., García Morales, E.A., Martínez, L., Luis, J. and Sanz Corbalán, I. (2015) Uso de insignias digitales para aumentar la motivación y el reconocimiento social online de logros formativos, Research Project Memory (online) http://eprints.ucm.es/34859/1/-PIMCD385-2014.pdf (accessed 30 January 2017). • Bhargava, R. (2009) The 5 Models of Content Curation [online] http://www.rohitbhargava.com/2011/03/the-5-models-of-content-curation.html (accessed 27 September 2015). • Borrás Gene, O. (2013) Comunidades Virtuales. Gabinete de Tele-Educación, Universidad Politécnica de Madrid, Madrid. • Casal, J. and Mateu, E. (2003) 'Tipos de muestreo', Revista de Epidemiología y Medicina Preventiva, Vol. 1, pp. 3-7 [online] http://minnie.uab.es/~veteri/21216/TiposMuestreo1.pdf (accessed 19 August 2015). • Clayton, M.J. (1997) 'Delphi: a technique to harness expert opinion for critical decision-making tasks in education', Educational Psychology, Vol. 17, No. 4, pp. 376-386. • Conole, G. (2014) 'A new classification schema for MOOCs', The International Journal for Innovation and Quality in Learning, Vol. 2, No. 3, pp. 65-77. • Dabbagh, N. (2005) 'Pedagogical models for e-learning: a theory-based design framework', International Journal of Technology in Teaching and Learning, Vol. 1, No. 1, pp. 25-44. • Deterding, S., Dixon, D., Khaled, R. and Nacke, L. (2011) 'From game design elements to gamefulness: defining gamification', Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9-15. • Dillenbourg, P. and Fischer, F. (2007) 'Basics of computer-supported collaborative learning', ZeitschriftfürBerufs-undWirtschaftspädagogik, Vol. 21, pp. 111-130. • Ertmer, P.A. and Newby, T.J. (1993) 'Conduct, This article presents a pedagogical model specifically designed to encourage the generation of shared knowledge among participants in a virtual community and the process followed to develop it. The model is based on three pillars: 1 structured learning resources that allow individual and collaborative work by the user; 2 game mechanics that increase participation in the community; 3 dynamisation of the community by the community manager or facilitator. The model was developed starting with a literature review of open learning systems, and specifically, massive online open courses. This review served as a basis to design a specific tool to assess these courses and identify best practices. The tool was subjected to an inter-rater evaluation process prior to its application., Indra Sistemas, S.A., Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

There is some consensus among academics and employers that transversal competencies are one of the key aspects in training people to adapt to the demands of today's world. Universities make a great effort in the design of training programs, in preparing their teachers in training methodologies and in the evaluation systems to guarantee that their graduates acquire an adequate level of these skills. However, there are few studies that address the impact of gender and academic degrees on the performance of transversal competencies. This study aims to assess whether gender and degree have any impact on the level of transversal competencies obtained at the end of their higher education studies. To this end, we have evaluated 1,614 final year students from 11 higher education centers using a standardized questionnaire on the competencies of Communication, Leadership, Teamwork, Adaptation to change, Initiative, Problem solving, Decision-making, Planning and Organization. We have carried out a Multivariate Variance Analysis to analyze the effect of gender, degree and the interaction between both factors on the students' competence profile. The results show that men perform better in Leadership, Initiative and Decision-making, whereas women score better in Planning and Teamwork skills. Students of Social Sciences degrees have a poorer performance in the competencies than students of Health Sciences and Technical Education. In Planning, women perform better, regardless of the degree, compared to men, Depto. de Estudios Educativos, Fac. de Educación, TRUE, pub

One of the most important problems in agriculture is water scarcity. Biochar, as a soil amendment, has the potential to overcome this problem by improving soil’s physicochemical and hydraulic properties. However, the study of biochar’s physical and hydraulic characteristics, its potential to improve soil physical and soil water holding capacity, and its contribution to water saving and reduction in irrigation costs is lacking. The understanding of biochar’s characteristics is so important because the effectiveness of biochar as a soil amendment is dependent on biochar properties. Our goal is to determine how biochar’s pore volume, pore size distribution, specific surface area, and water uptake by biochar interact with soil’s physical and hydraulic properties. The pore volume, pore size distribution, porous network, specific surface area, and water holding capacity (WHC) were evaluated in four biochars produced from elephant grass (Pennisetum purpureum), castor bean seeds, soybean seeds, and Jatropha sp. cake pyrolyzed at 380 °C. Our results demonstrated that the specific surface area and pore volume do not contribute to water uptake in hydrophobic biochars from castor bean seeds, soybean seeds, and Jatropha sp., but the results also demonstrated that these biochars have the potential to reduce soil compaction and increase soil porosity. Interestingly, the macroporosity and low hydrophobicity of the elephant grass biochar contributed to increase in its water uptake; these characteristics make this biochar promisor in increasing the soil water holding capacity and water saving and reducing the irrigation costs.

Higher education faces a number of challenges today. One of these is the diversity of students and the growth of enrollment in online programs. The direct personal relationship with students has been reduced and this, combined with larger ratios, makes it difficult to provide the personalized follow-up that students need. in this context, artificial intelligence comes in as a valuable technological support. Over the last decades, different types of chatbots have been used in the field of edu cation under different names, such as agents, virtual characters, intelligent agents, conversational bots, cognitive assistants, pedagogical agents,“guidebots” or avatars (Vijayakumar et al., 2019; Trust et al., 2023; Okonkwo & Ade-Ibijola, 2020). Chat bots are conversational or interactive agents that provide instant responses to the user using natural language in the form of text messages (websites or mobile applications), voice-based (Alexa or Siri), or a combination of both (Kumar, 2021). They make it possible to maintain a dialogue between a human and a computer (Dimitriadis, 2020), according to the information contained in a database and in an artificial intelligence module. These chatbots are programmed using a variety of technologies, such as programming languages and databases. They can use artificial intelligence and machine learning to improve their ability to understand natural language and adapt to users' needs and preferences (Wang et al., 2018).