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This internship was conducted at Camilo Torres High School with Bilingualism for Peace project tracing. This internship aimed to give me valuable work experience on my pedagogical intention which planned to increase students' English language communicative skills based on the formation of values they consider the lack of practice in day to day life. It also helped me to gain more authentic teaching and learning experience to enrich my professional teaching growth. The methodology implemented in class derived from Active Learning instruction in order to make my students create new knowledge by activating previous knowledge through collaborative work, promoting a sense of community. This paper confers pedagogies, methodologies, results, conclusions, recommendations and limitations of this great experience of a teaching process in which I learned and challenged myself to become an excellent teacher. 1. INTRODUCTION………………………………………………………………….6 2. PEDAGOGIES …………………………………………………………………….8 2.1 ACTIVE LEARNING…………………………….……….……………….….8 2.2 INQUIRY BASED LEARNING………………………………………………10 2.3 VALUE EDUCATION……………………………………………………….11 3. METHODOLOGIES………………………………………………………………12 3.1 DUTIES CHART…….………………………………………………….……14 4. RESULTS…………………………………………………….……………………16 5. CONCLUSIONS AND RECOMMENDATIONS…………………………………24 6. LIMITATIONS…………………………………………………………………….25 7. REFERENCES……………………….…………………………………………….27 8. APPENDIX……………………………………………………………………...…29 Pregrado Licenciado(a) en Educación Básica con Énfasis en Humanidades-Inglés Pasantías

Trabajo fin de máster. Defendido en 2021. Máster en Tecnologías de la Información y la Comunicación para la Educación y Aprendizaje Digital. Actualmente estamos presenciando una de las mayores transformaciones sociales de la Historia que está caracterizada por el exponencial protagonismo de la tecnología en nuestras vidas. Esta nueva sociedad, marcada por la complejidad, incertidumbre y cambio constante, hace que la educación tradicional centrada en los contenidos ya no sea garantía de éxito futuro. El fomento en los estudiantes de habilidades del Siglo XXI (UNESCO, 2015) entre las que destacan el Pensamiento Computacional, la resolución de problemas, el trabajo colaborativo, la competencia digital, el aprender a aprender, el pensamiento crítico o la creatividad, entre otras, cobra especial importancia para capacitar a los estudiantes en su adaptación a esta nueva sociedad cambiante. Esta propuesta de innovación educativa se ha diseñado con el objetivo principal de contribuir a fomentar el pensamiento computacional en los alumnos de Tecnología de 1º ESO. Para ello, se plantea crear con Scratch una caja de herramientas colaborativa, hecha por todos y para todos, que permita profundizar y asimilar los contenidos de la unidad didáctica de electricidad empleando la metodología de Aprendizaje Basado en Proyectos y trabajando de forma autónoma. De esta manera, se ha diseñado una secuencia didáctica de actividades utilizando metodologías activas para motivar al estudiante, convertirle en protagonista de su aprendizaje, para que aprenda electricidad mientras aprende a programar, trabajando en equipo y desarrollando habilidades del siglo XXI. Por último, se ha diseñado una serie de herramientas de evaluación de la propuesta con el fin de validar la idoneidad de los objetivos planteados y proponer estrategias de mejora para su futura implementación en el aula. Abstract: We are currently witnessing one of the greatest social transformations in history, characterised by the exponential protagonism of technology in our lives. This new society, marked by complexity, uncertainty and constant change, means that traditional education focused on content is no longer a guarantee of future success. The fostering of 21st century skills in students (UNESCO, 2015), with Computational Thinking, problem-solving, collaborative work, digital competence, learning to learn, critical thinking and creativity, among others, are particularly crucial to enable students to adapt to this new changing society. This educational innovation proposal has been designed with the main objective of contributing to fostering computational thinking in 1st ESO Technology students. To this end, a collaborative toolbox is proposed to be created with Scratch, made by all and for all, which allows them to deepen and assimilate the contents of the teaching unit of electricity using the Project-Based Learning methodology whilst working autonomously. Thus, a didactic sequence of activities has been designed using active methodologies to motivate students, making them the protagonist of their own learning process and, in addition to learning electricity while learning to program, functioning as a team and developing 21st century skills. Finally, a series of tools have been designed to evaluate the proposal in order to validate the suitability of the established targets and to propose strategies for improving future implementation in the classroom. Ordenador con navegador de Internet ; Adobe Acrobat Reader 129 p. (Según el contador de la aplicación)

Penelitian ini bertujuan untuk menjelaskan pengaruhpenerapan model problem based learning dan model pembelajaran langsung terhadap kemampuan pemahaman konsep matematis peserta didik kelas VIII SMP Negeri 8 Kendari. Populasi dalam penelitian ini adalah seluruh peserta didik kelas VIII SMP Negeri 8 Kendari tahun pelajaran 2019/2020 yang terdistribusi dalam 7 kelas.Penentuan sampel dilakukan dengan teknik purposive sampling. Dari cara tersebut, dipilih 2 kelas sebagai sampel, yaitu kelas VIII4 sebagai kelas eksperimen yang diterapkan model Problem Based Learning dan kelas VIII6 sebagai kelas kontrol yang diterapkan model pembelajaran langsung. Desain penelitian menggunakan Randomized Posttest Only Control Group Design.Data hasil penelitian diperoleh dengan menggunakan instrumen berupa tes kemampuan pemahaman konsep matematis dan lembar observasi. Teknik analisis data menggunakan statistik deskriptif dan statistik inferensial. Berdasarkan hasil penelitian, diperoleh kesimpulan terdapat pengaruh yang signifikan penerapan model Problem Based Learningterhadap kemampuan pemahaman konsep matematis peserta didik kelas VIII SMP Negeri 8 Kendari.

Background. To determine the optimal speed of computer-paced serious games, the interplay of cognitive load variables and game engagement variables can serve as combined criteria. Intervention. In order to test the effects of higher or lower game speeds on different types of cognitive load and engagement, the FRESH FOOD RUNNER game was developed, which teaches the harvest seasons of different fruits and vegetables. Method. In this study, N=58 6th grade primary school students are randomly assigned to play the serious game FRESH FOOD RUNNER at different speeds. Pre-and post-tests are used to assess learning gains, in combination with rating scales for different types of cognitive load and game engagement. Results. Results show that highest learning gains and lowest levels of extraneous cognitive load are prevalent at medium speed settings, which are neither too fast nor too slow. A similar pattern is apparent for student ratings of game engagement. Discussion and Conclusion. In consequence, learning gains, cognitive load and engagement variables can be regarded as suitable criteria to determine the optimal speed of serious games.

Die Reflexionsphase ist beim Forschen und beim Forschenden Lernen gleichermaßen bedeutsam. Dieser Beitrag untersucht die Reflexionen im Forschenden Lernen bei Studierenden der Erziehungswissenschaft. Die Reflexionen wurden anonym erhoben und inhaltsanalytisch nach ihrer Breite (Themen) und Tiefe (Komplexität) ausgewertet. Die meisten Reflexionsaussagen beziehen sich auf methodisches Wissen und Können sowie kooperatives Arbeiten, aber bleiben grösstenteils beschreibend. Die Ergebnisse deuten darauf hin, dass sowohl Forschen als auch Reflektieren erlernt werden müssen. Die empirische Untersuchung der Reflexionen ermöglicht einen vielfältigen und vertieften Einblick in den Lern- und Forschungsprozess der Studierenden, was für eine adaptive und konstruktive Begleitung und Betreuung seitens der Dozierenden wesentlich ist. Abstract (english version) The reflexion phase is equally meaningful in research and research-based learning. This article analyses reflections within research based learning of students in educational science. Reflections were collected anonymously and evaluated using content analysis in terms of breadth (topics) and depth (complexity). Most reflections refer to methodical knowledge and skills as well as to collaborative working but are mostly rather descriptive. The results indicate that both research and reflection must be learned. Empirically examining students’ reflections enables a diverse and deepened insight into students’ learning and research process, which is important to adaptively and constructively mentor and coach students., +repphzhbib2020A

Background and Aim. Serious games are generally considered to have positive effects on many aspects of learner engagement as well as on cognitive learning gains and subject-related interest. Yet few studies have examined which combination of game elements influence engagement and learning, and how these factors are related. For this reason, an experimental study was conducted to explore these aspects with regard to digital serious games. Method. Twelve primary school classes with 153 students from 9 to 12 years of age participated in this experimental field study using group comparisons. The students were randomly assigned to interact either with an educational simulation or a digital serious game. The results were analyzed using t-tests and hierarchical linear regressions. Results and Conclusion. Results show that there are no group differences in tested learning gains nor in self-reported cognitive learning gains or increase in interest. Although there are also no differences regarding enjoyment, self-reported levels of deep thinking are higher when learning with a serious game. While post-test knowledge is only influenced by prior knowledge, self-reported cognitive learning gains and increases in interest are both positively correlated with deep thinking and enjoyment. These results lead to the conclusion that learning with serious games does not always lead to the expected increases in all aspects of engagement and learning outcomes. Thus, research needs to address the interplay of game elements and their impact on engagement and learning in more detail.

Una buena opción para promover la creatividad y la innovación es implementar procesos formativos que partan del análisis de problemas contextualizados. En esta vía, en vez de un enfoque centrado en los contenidos de un curso, la propuesta es diseñar ambientes de aprendizaje que motiven a los estudiantes a recrearse con situaciones complejas de la cotidianeidad. Bajo esta concepción de escenarios de Aprendizaje Basados en Problemas (ABP), en la Facultad de Ingeniería de la Universidad de San Buenaventura - Sede Medellín –, desde 2013 se viene implementando una iniciativa que ha motivado el desarrollo de distintas estrategias docentes. Es así como bajo este marco se han implementado distintas estrategias para que los estudiantes creativamente propongan soluciones a las situaciones problemáticas. Lo anterior merece resaltarse si se tiene en cuenta que esas estrategias están inmersas dentro de un currículo tradicional centrado en asignaturas y unos procesos de evaluación clásicos que determinan técnicas e indicadores puntuales a veces sin contexto. En los párrafos siguientes se exponen las condiciones y formas como se ha desarrollado el ABP y asimismo, cuál ha sido su contribución a los propósitos pedagógicos para la innovación.

International audience; We use Hintikka's analysis of the notion of inquiry to point out some obstacles that the implementation of inquiry-based learning might find, and to suggest a way to overcome these difficulties via the use of the Reference Epistemological Models developed in the framework of the Anthropological Theory of the Didactic.

Rationale: Advances in neurocomputational modeling suggest that valuation systems for goal-directed (deliberative) on one side, and habitual (automatic) decision-making on the other side may rely on distinct computational strategies for reinforcement learning, namely model-free versus model-based learning. As a key theoretical difference, the model-based system strongly demands cognitive functions to plan actions prospectively based on an internal cognitive model of the environment, whereas valuation in the model-free system relies on rather simple learning rules from operant conditioning to retrospectively associate actions with their outcomes and is thus cognitively less demanding. Acute stress reactivity is known to impair model-based but not model-free choice behavior, with higher working memory capacity protecting the model-based system from acute stress. However, it is not clear which impact accumulated real life stress has on model-free and model-based decision systems and how this influence interacts with cognitive abilities. Methods: We used a sequential decision-making task distinguishing relative contributions of both learning strategies to choice behavior, the Social Readjustment Rating Scale questionnaire to assess accumulated real life stress, and the Digit Symbol Substitution Test to test cognitive speed in 95 healthy subjects. Results: Individuals reporting high stress exposure who had low cognitive speed showed reduced model-based but increased model-free behavioral control. In contrast, subjects exposed to accumulated real life stress with high cognitive speed displayed increased model-based performance but reduced model-free control. Conclusions: These findings suggest that accumulated real life stress exposure can enhance reliance on cognitive speed for model-based computations, which may ultimately protect the model-based system from the detrimental influences of accumulated real life stress. The combination of accumulated real life stress exposure and slower information processing capacities, however, might favor model-free strategies. Thus, the valence and preference of either system strongly depends on stressful experiences and individual cognitive capacities.

Synaptic homeostasis is a mechanism present in biological neural systems that acts to maintain an homogeneous and stable computational substrate, in face of intrinsic inhomogeneities among neurons, and of their continuous changes due to learning processes and variations in the statistics of the input signals. In hardware spike-based neural networks homeostasis could be useful for solving issues such as mismatch and temperature drifts. Here we present a synaptic circuit that supports both spike-based learning and homeostatic mechanisms, and show how it can be used in conjunction with a software control algorithm to model global synaptic scaling homeostatic mechanism.

Implementing compact, low-power artificial neural processing systems with real-time on-line learning abilities is still an open challenge. In this paper we present a full-custom mixed-signal VLSI device with neuromorphic learning circuits that emulate the biophysics of real spiking neurons and dynamic synapses for exploring the properties of computational neuroscience models and for building brain-inspired computing systems. The proposed architecture allows the on-chip configuration of a wide range of network connectivities, including recurrent and deep networks, with short-term and long-term plasticity. The device comprises 128 K analog synapse and 256 neuron circuits with biologically plausible dynamics and bi-stable spike-based plasticity mechanisms that endow it with on-line learning abilities. In addition to the analog circuits, the device comprises also asynchronous digital logic circuits for setting different synapse and neuron properties as well as different network configurations. This prototype device, fabricated using a 180 nm 1P6M CMOS process, occupies an area of 51.4 mm2, and consumes approximately 4 mW for typical experiments, for example involving attractor networks. Here we describe the details of the overall architecture and of the individual circuits and present experimental results that showcase its potential. By supporting a wide range of cortical-like computational modules comprising plasticity mechanisms, this device will enable the realization of intelligent autonomous systems with on-line learning capabilities., Frontiers in Neuroscience, 9, ISSN:1662-453X, ISSN:1662-4548

El método del aprendizaje basado en problemas (ABP) tiene sus primeras aplicaciones y desarrollo en la escuela de medicina en la Universidad de Case Western Reserve en los Estados Unidos y en la Universidad de McMaster en Canadá en la década de los 60's. Esta metodología se desarrolló con el objetivo de mejorar la calidad de la educación médica cambiando la orientación de un currículum que se basaba en una colección de temas y exposiciones del maestro, a uno más integrado y organizado basado en problemas de la vida real y donde confluyen las diferentes áreas del conocimiento que se ponen en juego para dar solución al problema. Dado que en el último trimestre en el hospital Militar Central se presentaron setenta y cuatro (74) caídas en pacientes adultos mayores hospitalizados en el Hospital Militar Central nace la inquietud de realizar el presente ensayo para reflexionar sobre el ABP y su aplicación como técnica didáctica para la revisión de los casos de caídas reportados y así desarrollar habilidades, actitudes, razonamiento y juicio crítico en el personal de enfermería de cada uno de los servicios hospitalarios con el propósito de disminuir y prevenir las mismas. The method of problem-based learning (PBL) has its first applications and development in the school of medicine at Case Western Reserve University in the United States and McMaster University in Canada in the early 60's. This methodology was developed in order to improve the quality of medical education by changing the orientation of a curriculum that was based on a collection of topics and teacher exhibits , to a more integrated and organized based on real life problems and the confluence different areas of knowledge that are brought into play to solve the problem. Since the last quarter in the Central Military Hospital seventy-four (74) falls in hospitalized elderly patients were presented at the Central Military Hospital of the concern arises to use this test to reflect on the ABP and its application as a teaching technique reviewing cases of reported falls and develop skills, attitudes, reasoning and critical thinking in the nursing staff of each hospital services in order to reduce and prevent them.

Resumen: Presentamos nuestro proyecto de innovación con el que pretendemos construir un espacio virtual de aprendizaje duradero complementario en la enseñanza universitaria. Tratamos de acercarnos a las metodologías activas del Aprendizaje Cooperativo y Aprendizaje Basado en Problemas como herramientas para transmitir saberes científicos. Nuestra propuesta plantea dos ejes fundamentales para mejorar el aprendizaje: utilizar las TIC para procesar, compartir, generar y gestionar conocimientos entre profesorado y estudiantes. Además de proponer enriquecer el aprendizaje de los estudiantes con la implementación de metodologías que favorezca la adquisición de competencias. En el curso 2011-2012, el profesorado que diseña este proyecto se ha encargado de implementar, seguir y evaluar los resultados, implicando al alumnado de diferentes asignaturas y titulaciones de la Facultad de Educación. Estudiantes que, a priori no se conocían, han trabajado en equipos heterogéneos resolviendo un mismo problema real, utilizando como vehículo las TIC, creando su propia red personal de aprendizaje, convertiéndola en un instrumento clave de aprendizaje y adquisición de competencias. Presentamos algunos resultados recogidos a través de Focus Group, demostrando cómo es posible mejorar el aprendizaje universitario, en la adquisición de contenidos, el desarrollo de habilidades para trabajar en equipo en entornos virtuales y la potenciación de la metacognición. Abstract: Introducing our innovation project with which we intend to build a virtual learning space complementary lasting university education. We try to approach the active methodologies Cooperative Learning and Problem-Based Aprendiaje as tools to convey scientific knowledge. Our proposal raises two fundamental axes to enhance learning: using ICT to process, share, create and manage knowledge between teachers and students. Besides proposing enrich student learning by implementing methodologies that promotes the acquisition of skills. During 2011-2012, the faculty who designed this project has been responsible for implementing, monitoring and evaluating the results, involving the students in different subjects and courses at the Faculty of Education. Students who, a priori not known, heterogeneous teams have worked on solving one real problem, using ICT as a vehicle, creating their own personal learning network, converting it into a key tool for learning and skills acquisition. We present some results collected through Focus Group, demonstrating how to improve university learning in content acquisition, the development of skills to work in virtual environments and the enhancement of metacognition.

Weighting of items in an evaluation instrument contributes to more meaningful and valid interpretations of student performance in respect of each learning outcome or item being assessed. It follows that the validity of instruments is important for meaningful inferences about students’ learning performance, including their performance in tutorial groups. The Delphi technique was used to elicit experts’ subjective judgement of the content validity of items in the tutorial performance evaluation instrument in rounds one and two. A sample of eight experts (n = 8) was selected by purposive, maximum variation sampling.In round three Delphi a weighted score was determined for each of the instrument items, subitems and Likert scale points through pairwise comparison by the experts. Mathematical modelling of experts’ weighting comparisons, recorded on visual analogue scales, resulted in proportional weights for each item; these weights are expressed as a percentage.The final instrument comprised weighted items measured on a rating scale with points that are not equidistant. A computerised tutorial performance evaluator (TPE) was developed for accurate, economical and efficient calculation of student scores. The purpose of this article is to report on the statistical analysis and results of the weighting of items in an instrument to assess and evaluate baccalaureate nursing students’ performance in problem-based learning tutorials.OpsommingDie waardebepaling van items in ‘n evalueringsinstrument dra by tot ‘n meer betekenisvolle en geldige interpretasie van studente se vermoë ten opsigte van elke leeruitkoms of item wat geassesseer word. Hieruit volg dit dat die geldigheid van instrumente belangrik is vir betekenisvolleafleidings betreffende studente se leervermoë, insluitend hulle prestasie in leergroepe. Die Delphi-tegniek is gebruik in rondtes een en twee om kundiges se subjektiewe oordeel oor die inhoudsgeldigheid van items in die leergroepgedragsevalueringsinstrument te bekom. ‘n Steekproef van agt kundiges (n = 8) is deur doelgerigte, maksimale-variasiesteekproeftrekking gekies.Die kundiges het in rondte drie van die Delphi-tegniektoepassing deur middel van gepaarde vergelyking ‘n waarde bepaal vir elk van die instrumentitems, sub-items en Likertskaalpunte. Die wiskundige modellering van kundiges se waardebepalingsvergelykings, aangeteken op visuele analogiese skale, het proporsionele gewigte vir elke item tot gevolg gehad. Hierdie gewigte word persentasiegewys voorgestel. Die finale instrument het bestaan uit items wat gemeet word teen ‘n graderingskaal met punte wat nie op ‘n gelyke afstand van mekaar is nie. ‘n Rekenaargebaseerde leergroepgedragsevalueringsinstrument is ontwikkel vir die akkurate, ekonomiese en doeltreffende berekening van studente se punte.Die doel van die artikel is om verslag te lewer oor die statistiese analise en resultate van die waardebepaling van items in ‘n instrument om baccalaureate-verpleegkundestudente se prestasie in probleemgebaseerde leergroepe te meet en te evalueer.

Cataloged from PDF version of article. The study investigated the attitudes of the instructors of English currently working at Karadeniz Technical University School of Foreign Languages Department of Basic English towards project work as an alternative assessment and as an instructional approach and their knowledge about project work. In this study administrators’ views on implementation of project work in the program is also investigated. Data were collected through interviews and questionnaires. First the instructors were given a questionnaire. Second interviews conducted both with administrators and volunteer instructors. The results of data analysis revealed that both instructors and administrators working for Karadeniz Technical University School of Foreign Languages Department of Basic English have positive attitudes towards project work as an alternative assessment and as an instructional tool. Most of the instructors found using project assessments more satisfying and acceptable than using traditional pencil-paper tests such as multiple-choice or short answer tests. However, the analysis interviews revealed that some of the instructors have difficulties in implementing projects in their classroom. The results of the interviews conducted with administrators also revealed that there is a need for in-service training for instructors in respect to use of projects. Moreover, the results of this study suggest that participants have some concerns about current implementation of project work at KTU and a variety of suggestions for possible improvements. This study suggests that if the instructors are given enough training about use of projects, the benefits of project work may be maximized in the curriculum. Gökçen, Ramazan Alparslan M.A.

Any group task set in a tertiary institution brings with it specific challenges. However, when the groups are working in a virtual environment, with a large majority of the work done in an online mode, the challenges are even greater. This situation however, creates a unique opportunity for the lecturer to observe the group interactions and group dynamics first hand. This paper explores students’ reactions to an online learning environment, and in particular it explores the group dynamics of groups studying an undergraduate course at Central Queensland University. In this course, students were compelled to work collaboratively on a project in an online environment. The work contributed significantly to their assessment and final grade for the course. The project used an approach to learning based on case-study and problem-based learning theory, and relied heavily on students to be self-motivated and to develop skill in operating effectively in both group and virtual environments. The students’ experience and reactions were analysed as were the special challenges of group dynamics in a virtual environment. In this paper, the five-step model proposed by Salmon (2000) relating to computer-mediated communication is integrated with the Tuckman (2001) model of group development. One group in particular was studied in depth, taking into consideration the nature of the group’s interactions during the course of the entire term. Key learning outcomes pertaining to online group dynamics are highlighted taking into account the model of teaching and learning online advanced by Salmon (2000).