A group of lecturers from diverse areas of knowledge of the University of Alcalá have implemented an experience of teaching innovation based on “reflective diaries”. The students hand in to the lecturer every week their “WeeklyReflectionPapers” (WRP), in which they schematically express the most important ideas related with the topic presented during the classes of the previous week. They must include their reflections about the aspects they found especially interesting. After having applied this tool for some academic years we introduced a modification called “GuidedWeeklyReflectionPapers” (GWRP), where the professors suggest a series of questions on which the students must apply the most significant concepts studied each week. This modification enhances student’s motivation, encourages them to achieve more significant and reflective knowledge and generates interest in emergent topics.
The introduction of a reflective pedagogical approach in the teaching of Clinical Biochemistry in order to improve the critical-reflection ability of Biomedical Science and Medical Science students would have associated advantages and disadvantages. Thus, reflective exercises would help students to work on clinical skills and transversal competences such as writing appropriate scientific reports, communication of data, clinical case-problem solving and clinical diagnostics. Moreover, this approach would have helped the participants to identify any possible learning difficulty, problem or misunderstanding with their learning performance by providing prompt feedback that would be critical to adjust personal learning practices and improve performance. Within disadvantages, the creation and introduction of reflective exercises requires a considerable amount of dedication and time for the academic team. Moreover, some difficulties have been observed during the implementation of this pedagogical approach such as some initial reticence from the students to participate in the project as well as confusion about whether the work was summative or formative or if participation was a compulsory, must pass element of the module. This would have been avoided with a more robust planning of the teaching strategy so students would have had a clear picture of the project as well as some prior experience in the introduction of reflection methods which would reduce the amount of additional work needed by the students. Therefore, introducing this teaching pedagogy in health sciences degrees may help students be more self-aware of their learning strengths and weaknesses, which in turn could impact on their final learning performance and marks.
2.2.4 Human Histology (written by Marta González- Santander. Dept. Medical Specialities) The Histology is a science which deals with the study of the structure and function of biological tissues, integrated withinthe human body as cell populations. It's a basic discipline that relates the cellular with the macroscopic level. More in depth, it is the scientific field that provides the necessary information for the descriptive knowledge of human body architecture and puts it at the service of pathological processes and the clinic practice. This subject is sustained in the progress of the scientific knowledge carried out within other disciplines like embryology, genetics, molecular biology, biochemistry, physiology, etc... In addition, currently, it forms the basis behind a new discipline called Tissue engineering. If we know how we are specifically built, we can design artificial biological tissues for medical use with a therapeutic and rehabilitative projection in response to the current demand of the society of the 21st century. It is necessary to know deeply the structure of healthy tissues (including not only the variants of the state of health but of renewal, regeneration, repair, degeneration and ageing phenomena) in order to apply this knowledge when studying the pathological processes. Human histology is a subject of the first year of the new Bologna Degree in Medicine along the second semester, once the students have obtained the necessary knowledge in the discipline of Biology developed previously. In this context the "GWRP" tool in my subject, is intended to achieve the objectives outlined above in the general methodology, through following implementation strategy: My students have to write a brief, clear and complete summary at the end of the unit topic taught. The student must include the most relevant concepts and establish a relation among them. They can perform it as traditional scheme or they can develop a conceptual map. Besides, I propose them several points for reflection: comparative structural diagrams, conceptual or interaction questions, or short questions about clinical applications. Finally a personal reflection and a self-assessment on their work will be required.
We live in the 21st century - the century of information technology. The emergence of a new management environment with the use of information space poses unique challenges and requirements to the educational sphere. Information management environment is based on network management technologies. Proceeding from the requirements of modern society, it is necessary to note that information systems and information technologies are the main components of educational process management. Networks in contemporary society are a new form of social interaction, the environment or, in other words, the space for joint activities and maintenance of mutual communication and communication. Networks support the dynamic exchange of data and information among the people who shape them. Systems are created as a form of social organisation that allows a group of people to increase resources and contribute to solving problems. The growth of information flows and the increase in the speed of information exchange requires more than just database management. The necessity of the use of intellectual systems and elements of artificial intelligence in reduction and simplification of process of acceptance of administrative decisions in education matures. Thus, information technologies put forward a new challenge to previously known management structures. They imply sufficient work and management of the organisation with the help of information and information and communication technologies.
In 2000 the previously cited Retirement Commission decided to develop a website http://www.sorted.org.nz in which there were two topics treated: saving and managing debt, to reach three target: young people, families and households and people at work Statistics demonstrates that in 2009 one in three New Zealanders has used the website or its resources. The website has not implemented the topic treated, for example now includes a lot of financial topics and interactive tools (more than forty). There is also a section dedicated to an insurance calculator and a “money tracker” tool, which links your bank account to help the people with the management of the money they have. Sorted is on social media, to reach also young people. They government also spent a lot of money in promoting the website, and to improve it. A the moment sorted is a mix of website, booklets, seminars, social media, and short online movies. At the moment 40 percent of New Zealander’s associate the website with helping with money matters. The name of the website updated at August 2019 is “Live sorted’’.
In accordance with the aim of incorporating the geographical influence factor into C-HyRA, a dataset constituted of geographical information related to the 31 ITESM’s Campuses was built. To this end, firstly, information of each Campus was manually collected from the offi- cial website of each one of them . Secondly, addresses and geographical coordinates were complemented and obtained, respectively, through Google Maps. Finally, the consolidated information was manually preprocessed to standardize the format of presentation. This pre- processing mainly consisted in adding “ITESM” before the Campus name (e.g., ITESM Estado de Mexico), homogenizing the abbreviations for the street and settlement type (e.g., Carretera Lago de Guadalupe Km. 3.5 and Col. Margarita Maza de Juarez, respectively), adding “No.” before the street number (e.g., Eugenio Garza Sada No. 2501), deleting “C.P.” in the postal code field, replacing the abbreviations given for the Federal Entity name by the Federal Entity full name (e.g.., Nuevo Leon instead of N.L.), and removing accents since theinformation is in the Spanish language (e.g.., Nuevo Leon instead of Nuevo Le´ on).
Since the Balanced LiteracyApproach is such a wide approach, it could possibly help future researchers to work with the classroom environment and social interaction among the students. These two topics were not covered in the present study due to the lack of time and resources in the school. However, due to the fact that this approach allows the researcher to interact with books, it could be taken as an advantage in order to introduce some stories that focus on topics such as friendship, the value of love and responsibility, among others. These are some components that must be covered in the majority of classrooms, especially with young learners who are not just developing their writing and reading abilities, but also their abilities to interact with other human beings.
According to Apte and Nath (2004), Porat and Rubin divide theinformation economy into two new sectors, the primary information sector (PRIS) and the second- ary information sector (SIS). PRIS refers to all the indus- tries that produce goods and services that intrinsically convey information or that are directly used in produc- ing, processing, or distributing information for an estab- lished market. It includes the following broad business categories, each composed of a significant number of in- dustries. (1) Production of Knowledge and Invention: private research and development and private informa- tion services; (2) Distribution of Information and Com- munication: education, public information services, telecommunications; (3) Risk Management: insurance, financial industry, and others; (4) Search and Coordi- nation: brokerage industries, and advertising, among others; (5) Information Processing and Transmission Services: computer based information processing, tele- communications infrastructure, etc.; (6) Information Goods: calculators, semiconductors, computers, and other devices; (7) Selected Governmental Activities: ed- ucation, postal service, and public health management; (8) Support Facilities: buildings, office furniture, etc.; (9) Wholesale Trade and Retail of information goods and services.
But how are future teachers prepared for this necessary digital competence and computational thinking? On one hand, different research points out that although these university students use technology in a generalized way, its use is mainly fo- cused on communicative and social , , and informational activities , having an adequate and complete level of digital competence , . On the other hand, research on the computational thinking of student teachers is still limited , and there are few publications that explore the relationship between computational think- ing and digital competence in depth .
To achieve our goals and intentions we try to inspire and support students and teachers in their actual work situations, e.g., by offering supported physical and virtual learning environments with hands-on oriented tools for use such as the library, a media laboratory, smart boards or groupware. Support is provided by professional staff for such thing as film production. We also try to provide appropriate technology, wireless working areas, video streaming, supported communication platforms, learning platform ( i.e., Fronter) or net meeting options (i.e., Marratech).
Articles from leading scholars and journalists pro- vided fodder for nis distribution. Most of the im- portant journalistic and academic writing about the contemporary netherlands is conveniently collec- ted throughout the collection. These include wee- kly nis digests of press commentary. Other pieces appear to have been written by nis/niB itself (the collection houses every nis press release), such as the nis newsletter from 1946-1948. Featurettes were selected by the niB/new York and dissemi- nated by the bureaus and in the international press. These reported on developments, for example, in European integration, an issue on which the Dutch were keenly interested. in the 1960s, the nether- lands news Agency published a daily “netherlands news Bulletin” and the collection has a complete run of these from 1961-1965. niB/new York also distributed a newsletter entitled Feminine Vignet- tes of the netherlands that were rebroadcast over the radio from 1949 until the mid-1960s. These were targeted features for an audience of Ameri- can women with news on the royal family, fashion, domestic concerns, cultural glimpses, biographical sketches of prominent Dutch individuals, recipes, and other aspects of Dutch domestic life. These re- ached nearly 300 American radio stations throug- hout the 1950s.
Looking at existing approaches to qualitative shape representation, there are two main categories, volume- or region-based approaches and outline- or boundary-based approaches, as in the case of quantitative ones. In the first category, a volume-based approach, 3D-model representation using simple cylindrical primitives was developed by Marr and Nishihara (1978). Another volume-based approach, known as geon-based representation, was developed by Biederman (1987). Biederman stated that a complex solid object can be described with a number of smaller solid pieces put together in a particular manner. In contrast, the second category, boundary-based approaches, rely more on the 2D domain. These approaches characterize the form of the outline of a shape, considering the variation in the curvature of its boundary across different positions. In this category there are several approaches (Hoffman and Richards 1985; Leyton 1988; Leyton 2005; Jungert 1993) and more recently the qualitative outline theory by Galton and Meathrel (1999) and tripartite line tracks by Gottfried (2005) are significant.
The treatment consists of the online implementation of a training program through the platform Moodle 1.9. This program was planned to be delivered in an extensive way over 40 hours, to be implemented between January and February 2012. It is made up by 12 individual and group activities (both in medium and large groups), divided in 4 content blocks which correspond to the dimensions of informationliteracy (information searching, evaluation, processing and communication). The selection of the contents included in the program was made on the basis of the criteria set by the standards of the different institutions we consulted (ALA/ACRL, 2000; Bundy and ANZIIL, 2004; CAUL, 2001; CRUE- TIC and REBIUN, 2009; SCONUL, 2001). As for the interface of the space allotted for the program within Moodle, a certain criteria were maintained so that the exchange of information, the access to it and the evaluation were optimal (Carvalho Levy, 2005; Nielsen, 1989). Consequently, the recommendations proposed by Weis (2001) were considered for the design of the interface.
The model of Questions Answering (Q&A) for eLearning is based on collaborative learning through questions that are posed by students and their an- swers to that questions which are given by peers, in contrast with the classical model in which students ask questions to the teacher only. In this proposal we extend the Q&A model including the social presence concept and a quantitative measure of it is proposed; besides it is considered the evolution of the resulting Q&A social network after the inclusion of the social presence and taking into account the feedback on questions posed by students and answered by peers. The social network behaviorwas simulated using a Multi-Agent System to compare the proposed social presence model with the classical and the Q&A models.
Withinthe reference model, one of the base layers refers to authority control and the need to have a unique identifier for researchers to be recognized on the web. Today, this phenomenon constitutes one of the actions of INFOLIT that are developed for researchers in universities, therefore, educate in the creation of the researcher's personal brand, the use of social networks to create knowledge, become today sessions of INFOLIT.
, the production of music and early evidence from Asia and Australia. Thus, the archaeological record tells the story of a slow and gradual accumulation of behaviors related to art and aesthetics. The capacities to create and appreciate art emerged together with new and complex forms of social, technological and environmental cognition that characterize our species. Although some of these aesthetic or artistic behaviors have their roots in the behavior of earlier hominins, nothing like the pervasiveness of ornaments, pigment use, engraving and musical instruments is associated with any other prior or contemporary hominin species. Since the earliest artistic or aesthetic manifest- ations, humans have expressed this capacity in many different ways, creating traditions that appeared, disappeared and reappeared. These patterns of artistic ﬂourishing and withering, including the Upper Palaeolithic creative explosion in Europe, seem to be the result of geographic, climatic and demographic factors (Mellars, 2009), rather than biological adaptations.
It is customary to start a book review by outlining the audience targeted, but here is where this book has the reviewer at a disadvantage, as it does not specify its audience in the introduction or in any of the other chapters… The aim of this publication is to present basic explanations of various literacies (e.g. cultural, ethical, media, network to name a few), although it is unclear as to why some literacies were selected and some were not… Overall, there are two major pro- blems with this book. First, the lack of signposting undermines the relevance of a number of chapters so that one is left wondering why rst year students would need to know about Babylonian or Egyptian li- braries to be information literate. Secondly, by giving a basic coverage of such a wide range of literacies this book can only offer a very super cial account that rai- ses more questions about informationliteracy that it answers (2011).