Innovative technology within the specific needs of the urban planning discipline for decision making and communication has had an extra emphasis in the workshop. Communication with our peers were done online, so both teams worked on a virtual cloud environment, in which participants had the chance of developing or improving skills in some basic apps and workflows through the course. Here introduce the paper, and put a nomenclature if necessary, in a box with the same font size as the rest of the paper. The paragraphs continue from here and are only separated by headings, subheadings, images and formulae. The section headings are arranged by numbers, bold and 10 pt. Here follows further instructions for authors.
Despite all the accumulated research evidence about the benefits of learning design, as well as the wealth of existing support tools and a few exceptions of institutional adoption cases (Rienties et al., 2017), learning design proposals present challenges. Recent studies aimed at better understanding how practitioners work are shedding light on potential reasons for challenges. Bennett et al. (2017), for instance, identify the need for flexibility in learning design tooling: the way different practitioners design is influenced by their disciplines andteaching contexts (Kali et al., 2011), thus making flexible tools more likely to be adopted. Another problem is that the functionality of most learning design tools only covers part of the learning design needs and work of practitioners. Mor et al. (2013) underline the “shortage in full-cycle integration and compatibility with institutional systems,” i.e., the lack of support by learning design tooling to enable practitioners not only to make their design decisions explicit, but also to automatically implement the technological learning environments to be used by the students, for example, those based on mainstream VirtualLearning Environments (VLE, also referred as Learning Management Systems, LMS) (Caputi and Garrido, 2015). Implementation of learning designs is the process that involves instantiation of the learning tasks, described in the learning design, in a particular learning setting and VLE (Prieto et al., 2013a). This process can be described following the “recipe” metaphor. A “recipe,” as a learning design, contains all the
The VirtualLearning Environments (VLE) emerge as an alternative in the TeachingandLearning Processes (TLP) allowing the transformation of information evolving into new learning, which directly affects the roles of teachers, students, ins- titution, and of course, the entire surrounding context. In this regard, the State University of Milagro (UNEMI) has built virtual classrooms as a teaching strategy based on VirtualLearning Environments (VLE) in the various careers offered through its five faculties. In response, researchers set as the aim of this research a) record the teachingandlearning pro- cesses that have been developed through the institutional VLE in UNEMI English modules; b) describe the relationships that exist between the components of the teachingandlearning processes when performed through the VLE in the English modules; c) provide knowledge about the teachingandlearning processes through VLE; d) test the effects, relationships and contexts present in the teachingandlearning processes through the VLE in the English modules. The obtained results consisted of defining through VLE a) methodological theoretical bases for improving the TLP; b) diagnosing the TLP in UNEMI English modules; and c) the validation of a strategy for improving the TLP through a VLE.
Traditional teaching shows some limitations, because all the changes previously mentioned require a bigger involvement in the development of techniques to form students not only in the physical classroom but also in the virtual world (Cardona, 2008). Traditional teachingandvirtuallearning differ in the way teachers communicate with students and how students are involved in the learning process from the point of view of communication and presentation of learning materials. Virtuallearning has created a new paradigm forteachingandlearning different from the traditional classroom experience. The students who follow this type of teaching need to be more responsible, because learning depends on their effort and participation in the virtual classroom. In the virtuallearning environments, students are in the centre of the learning process, that is not only the teachers must change their role but the students too (Van Beek, 2011).
The first step of the innovation process involves outlining the existing pedagogical model and clearly identifying its elements and evolution capacity. The main pillars of the model, which is student- focused, are the didactic materials, teaching activities and continuous assessment, but we should also take into account a series of complementary elements that place the student andlearning process within the framework of a university institution: the virtual library, support centres and social relations. Even though it is important to have a global vision, our approach to the problem is based on a learning process for a specific topic in the classroom.
In the present didactic proposal directed to the stage of primary education, after framing the concept of the story, as a quality didactic tool, we highlight its great presence in the curriculum of the language area in all the courses (from 1st to 6th), especially in the first and fifth content blocks. It also proposes a self-made story as an example and the base to deal with various curricular contents of areas such as language, social and natural sciences and English.
Piaget's psychological theory of Constructivist learning has had a great impact on learning theories andteaching methods in education. He stated that learners are active participants in a task in which they construct new knowledge out of their experiences. That is the reason why it is often associated with pedagogic approaches that promote active learning. Vygotsky´s research on the same topic, suggests that “there is a distance between the actual developmental level (as determined by independent problem-solving) and the level of potential development (as determined through problem-solving under adult guidance or in collaboration with more capable peers)”, which he called zone of proximal development. According to this theory, learners should be constantly challenged with more complex tasks, to enhance their skills and knowledge beyond their current level of mastery.
Existen algunos modelos pedagógicos emergentes que han sido menos investigados y están desarrollándose en el ámbito educativo (Fernández-Río, Hortigüela-Alcalá y Pérez-Pueyo, 2018), tales como el Modelo Ludotécnico (ML; Valero, 2006), la EF Relacionada con la Salud (EFRS; Haerens et al., 2011) o Educación Aventura (EA; Dort, Evaul y Gehris, 2005). Por otro lado, existen otros modelos pedagógicos que han sido extensamente investigados y aplicados en el contexto deportivo y que han afianzado su potencial (Fernández-Río et al., 2018), entre los que se encuentran el Aprendizaje Cooperativo (AC; Casey y Goodyear, 2015; Gillies, 2014), el Modelo de Responsabilidad Personal y Social (MRPS; Hellison, 2011) o el modelo de Educación Deportiva (ED; Siedentop, Hastie y van der Mars, 2019). Además, se han creado modelos que se basan en el juego como elemento principal, denominados Games Centred Approaches (GCA; Harvey y Jarret, 2014), entre los que se encuentra el Teaching Games for Understanding (TGfU; Bunker y Thorpe, 1982).
On the other hand, the challenges facing education in engineering today are not always easy to solve in practical terms, because often engineering problems and their solutions tend to be poorly structured , or even as Rittel and Webber  declare, such problems can be “wicked”, which means that they do not give definitive answers simply by following rules. However, from the perspective of the educator, it is also possible that the participation process and commitment can be defined as single, double and triple- loop learning [9, 10]. Single-loop learning refers to the development of skills, practices and actions that allow answering the question: are we doing things right? i.e. procedures and rules. Double-loop learning facilitates to evaluate assumptions and underlying models regarding why something works, allowing answering the question: are we doing the right things?, i.e. insights and patterns. Finally, triple-loop learning allows reflecting, changing values and norms, that is the basis to answer the question: how do we decide what is right? i.e. principles. This leads to the principle that engineering involves reconceptualizing a complex situation to facilitate analysis; including the definition of the problem, and not just the solution of it . In other words, for Argyris and Schön , learning does not appear when an educational problem is invented and solved, but rather learning must be linked to action; it happens when you act to achieve the desired objectives.
Surgimiento de nueva tecnologías impactan en las organizaciones de las empresas en cuanto a su distribución y particulares solicitadas al trabajador y tipos y especialidades de la relación laboral donde se transita los trabajos cotidianos con los trabajos digitales y donde la presencia física del trabajador y empresario se va transformando por la presencia virtual con el uso de las TIC causado una sujeción tecnológica que influyen en el ordenamiento jurídico del Derecho Laboral exclusiva, dejando atrás los tiempos de las relaciones laborales tradicionales.
programmed. We plan to tackle these issues in upcoming research, especially to explore in more depth the possibilities of the learning bucket for sharing the orchestration load with students, including student- centered pedagogies. During the evaluation, the teachers followed a project-based learning pedagogical approach, thus giving responsibility to the students. The learning buckets helped give responsibility to the students in the management of learning artifacts, but only in few and specific activities. We need to further explore the use of learning buckets in student-center pedagogies to better understand the support provided to students for self-regulating their learning process. Further research is also needed to propose awareness instruments suitable for this kind of time-demanding and complex ubiquitous scenarios. Moreover, the awareness support provided in outdoor scenarios by the Bucket-Server showed to be inadequate forlearning environments such as those studied. Other open issues to explore are the analysis of the use of learning buckets from the point of view of the students, their possible usage in different educational disciplines, and enabling different forms for users to utilize the technology in practice. Other lines of future work that are being already explored are the possible combination of the learning buckets with other orchestration systems (e.g., to complement the orchestration support of systems that employ learning design authoring tools), and their utilization as design tools as well as assessment and evaluation instruments in ubiquitous learning environments.
Abstract: BITWINE is a virtuallearningenvironment (VLE) that was aimed to develop work competencies in the winemaking industry based on Chilean winemaking work standards. This paper analyzed the learning of the winemaking process as well as the likeability and functionality of BITWINE for university and technical school students. The learning with BITWINE was tested through quasi- experimental tests for groups control (with BITWINE) and experimental (without BIWINE) with written assessment. Furthermore, functionality and likeability perceptions, obtained through written surveys, are analyzed and discussed. The results showed that those students who used BITWINE improved their learning. The perception of BITWINE likeability demonstrated that it was well designed. The studied VLE also contributed to teach how to work with appropriate norms of traceability, hygiene and work safety. However, although BITWINE was quite appreciated as an e-learning tool, it still requires better information and communications technology conditions to be functional.
Estructura global: El aula virtual principalmente está orientada por la teoría del constructivismo, reflejada en el diseño secuencial por temas; también contiene un módulo adicional de presaberes que el estudiante debe poseer para construir con ellos otros más complejos (esto último se agregó en respuesta a las necesidades identificadas en los resultados obtenidos en la fase de exploración sobre la prueba diagnóstica). Figura 4. Sistema de aprendizaje
Some people criticize e-learningfor language learning because it does not allow real interaction or a real use of the language. In this research, it was possible to demonstrate how students were using the language for communicating about technical problems and they did it in the foreign language. As Brown (1994) explains, people learn to interact by interacting with others and taking the risk to communicate something in the foreign language because we have a purpose for expressing ourselves, in that moment. In the forums, students were free to exchange opinions in Spanish or English, and some of them gradually started to use the foreign language. They made some mistakes, but the message was understood and it was possible to give a reply. In addition, there was interaction and communication in the foreign language with the teacher in order to solve technical problems. For instance, in the “questions forum” which was designed to solve different students’ inquiries, a student wrote:
tuerca vino de la mano de la ampliación del concepto de reconstrucción virtual. Se trataba de solventar un problema clásico en Paleontología y, por extensión, en Paleoantropología: la deformación, la fragmentación y los posteriores intentos de restauración y reconstrucción. Para ello, Christoph Zollikofer y Marcia Ponce de León, desde la Universidad de Zurich, comienzan a desarrollar un paquete informático interactivo que permite no solo la visualización y la segmentación, sino también la restauración virtual de los materiales (Zollikofer et al. 1995). Esto resulta primordial, si luego se pretende también aplicar un análisis para evaluar estadísticamente la variabilidad formal de los objetos. Así, para la cuantificación y caracterización topológica y matemática de los fósiles es fundamental que és- tos no estén distorsionados y que cada una de las partes esté situada en el lugar correcto (Figura 1). De otra manera, debido a la sensibilidad a las variaciones formales de las herramientas usadas en morfometría geométrica, los análisis cuan- titativos se verían seriamente comprometidos; también, las descripciones y com- paraciones que se hicieran de los fósiles.
F or many years, researchers and writers in the field of second language acquisition have attempted to provide insights on the strategies employed by learners when learning a language. Most learning strategies are framed within cognitive and metacognitive views. Although these efforts are significant in attempting to understand how languages are learned, many of them seem unclear. In spite of these circumstances, most theories conclude that language learning strategies are vital for L2 learningandteaching.
As mentioned above, a second interesting use of smartphones forlearning is using them to experiment and learn out of the classrooms. In (Chen, Kao & Sheu, 2003) a mobile (Personal Digital Assistant) system for bird watching learning is described. In this work, quite before the smartphone age, mobile devices support an outdoor activity and the benefits of the use of mobile devices were evaluated comparing the learning results of those using the PDAs with the results of a control group who used a guidebook in a more traditional way. Based on that comparison, the authors concluded that the children using the PDA system improved their learning above the expected. This is an example of how smartphones can take learning to everyday activities. In the case of physics, smartphones have the advantage of their powerful electronics and built-in sensors, as the