scholarly journals Aprendizaje colaborativo en odontología conservadora mediante el uso de la lluvia de ideas como recurso educativo

2020 ◽  
Vol 1 (2) ◽  
pp. 90-104
Author(s):  
Erika Melissa Gutiérrez ◽  
Diego Salmerón ◽  
Antonia Alonso ◽  
Nicanor Morales-Delgado
Keyword(s):  
Collaborative Learning ◽  
Teaching Strategy ◽  
Collaborative Work ◽  
Digital Tools ◽  
Digital Tool ◽  
Cross Sectional ◽  
Space Race ◽  
Collaborative Activities ◽  
University Degree ◽  
Aprendizaje Colaborativo

La implementación del Aprendizaje Colaborativo (AC) ha aumentado notablemente en los últimos años, ya que permite la construcción del pensamiento, crear clases más dinámicas y el desarrollo de habilidades sociales y comunicativas de los estudiantes. Estas últimas son primordiales para el desempeño profesional en áreas sanitarias donde el trabajo colaborativo es fundamental. Nuestro estudio descriptivo de corte transversal evaluó el efecto de la implementación del AC en dos entornos de aprendizaje distintos, tradicional y digital, en el módulo de Técnicas de Ayuda Odontológica/Estomatológica. La población de estudio (n=25) fue dividida aleatoriamente en 8 grupos de 3 o 4 estudiantes. Como herramientas digitales se utilizaron Stormboard y Socrative para realizar la lluvia de ideas y cuestionarios de repaso, respectivamente. Después de la impartición de 6 sesiones teóricas y familiarización con el uso de las plataformas digitales, se realizaron 2 actividades colaborativas (instrumental y caso clínico) de manera tradicional y digital. Al término de cada actividad, se lanzaron cuestionarios gamificados Space Race individuales para valorar los conocimientos adquiridos. Finalmente, se aplicó un examen teórico final y una encuesta anónima para valorar la metodología aplicada. Nuestros resultados reflejan que la adquisición de contenidos en un entorno colaborativo tradicional y virtual es bastante similar. Además, un alto porcentaje del alumnado consideró que el empleo de las herramientas digitales les ayudó a ampliar conocimientos sobre el tema estudiado y en su proceso de aprendizaje. En conjunto, Stormboard es una herramienta digital colaborativa innovadora que se podría aplicar a otros Ciclos Formativos o niveles educativos superiores como el universitario, con las adaptaciones y mejoras pertinentes. The implementation of Collaborative Learning has increased appreciably in recent years since it facilitates learning, creates more dynamic classes and promotes students’ social and communication skills. The latter is crucial for healthcare workers, where collaborative work plays a pivotal role. Our cross-sectional descriptive study aimed to evaluate the effect of collaborative learning implementation in two different learning environments, traditional and digital, in the module of Techniques of Odontostomatology. It was conducted on a sample of 25 students, which were randomly divided into eight groups with 3-4 people per group. Stormboard and Socrative were used as digital tools for brainstorming and quiz activities, respectively. After the theoretical sessions, collaborative activities were carried out in different environments (traditional and digital). At the end of each activity, individual Socrative Space Race questionnaires were performed. Finally, a theoretical exam and an anonymous questionnaire were applied to assess the knowledge gained and the perception of students on this teaching strategy. Our results suggest that the acquisition of contents in a traditional and virtual collaborative environment is quite similar. Moreover, a high percentage of the students considered that digital tools helped them expand their knowledge of the subject studied and their learning process. Altogether, these observations point out that Stormboard can be an innovative and collaborative digital tool, applicable to Professional Cycles or university degree programs, with appropriate adaptations and improvements.

scholarly journals Aprendizaje colaborativo mediante el uso de las wiki en los estudiantes de educación básica

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Rosa Laura Zambrano Molina ◽  
David Segundo Palacios Conforme
Keyword(s):  
Collaborative Learning ◽  
Basic Education ◽  
Teaching Strategy ◽  
Collaborative Work ◽  
Education Student ◽  
Palabras Clave ◽  
Teachers And Students ◽  
Implementing Strategies ◽  
Trabajo Colaborativo ◽  
Aprendizaje Colaborativo

El artículo aborda la necesidad del trabajo colaborativo en los estudiantes de educación básica en Ecuador  mediante el uso de las Wiki. Para sustentar esta propuesta se realizaron encuestas a docentes y estudiantes de la Unidad Educativa Tiburcio Macías. A través de los resultados obtenidos, se concluyó que existe carencia en el uso de dicha  herramienta, se corroboró  también    que  hay    una  podre  aplicación  de  estrategias  para  el    logro  de aprendizaje colaborativo en los estudiantes de educación básica, aspecto que afecta  el desarrollo de destrezas y habilidades en los estudiantes, por lo que es necesario llevar a la práctica la estrategia didáctica de aplicación que se propone.  Palabras clave: Comunicación, estrategia didáctica, herramientas tecnológicas trabajo colaboración  Collaborative learning using the wiki in basic education student    Abstract  The article discusses the need for collaborative work among students in basic education in Ecuador, using the Wiki. To support this proposal surveys to teachers and students of the School Tiburcio Macias. Through the results, it was concluded that there is a lack in the use of this tool, it was also confirmed that there is pus implementing strategies to achieve collaborative  learning  among  students  in  basic  education,  something  that  affects  the development of skills and skills in students, so it is necessary to implement the teaching strategy proposed application  Keywords: Communication, teaching strategy, technological collaborative work tools

scholarly journals ICT in collaborative learning in the classrooms of Primary and Secondary Education

Comunicar ◽  
2014 ◽  
Vol 21 (42) ◽  
pp. 65-74 ◽  
Author(s):  
Ana García-Valcárcel-Muñoz-Repiso ◽  
Verónica Basilotta-Gómez-Pablos ◽  
Camino López-García
Keyword(s):  
Secondary Education ◽  
Collaborative Learning ◽  
Learning Strategies ◽  
Information And Communication Technologies ◽  
Collaborative Work ◽  
Educational Practice ◽  
Regional Government ◽  
Elementary And Secondary Education ◽  
Trabajo Colaborativo ◽  
Aprendizaje Colaborativo

Digital technologies offer new opportunities for learning in an increasingly connected society, in which learning to work with others and collaborate has become an extremely important skill. This article presents the results of a research study into the conceptions and practices of working teachers regarding collaborative learning methodologies mediated by information and communication technologies (ICT) in Elementary and Secondary Education schools. We analyze data concerning ICT contributions to collaborative work processes in the classroom, from the point of view of teachers at schools accredited with a high level of ICT by the Regional Government of Castile and Leon. We furthermore take into account the limitations of these tools, as well as teachers’ conceptions of collaborative learning strategies. The methodology is based on the content analysis of interviews of teachers from a representative sample of schools. The results indicate that teachers think that ICT have great potential for enhancing collaborative activities among students and for developing highly relevant generic skills, although they are also aware of the difficulties that both students and teachers face in educational practice. Las tecnologías digitales ofrecen nuevas oportunidades para el aprendizaje en una sociedad cada vez más conectada, en la cual aprender a trabajar con otros y colaborar se convierte en una competencia trascendental. El texto presenta resultados de una investigación sobre concepciones y prácticas del profesorado en ejercicio acerca de las metodologías de aprendizaje colaborativo mediadas por las tecnologías de la comunicación (TIC), en centros de enseñanza de Educación Primaria y Secundaria. En el artículo se analizan los datos referidos a las aportaciones de las TIC para llevar a cabo procesos de trabajo colaborativo en el aula, desde el punto de vista de los docentes de los centros acreditados con alto nivel TIC por la Junta de Castilla y León. También se expondrán las limitaciones que imponen estas herramientas, así como las concepciones docentes sobre las estrategias de aprendizaje colaborativo. La metodología se basa en el análisis de contenido de entrevistas realizadas a equipos docentes de una muestra representativa de centros educativos. Los resultados apuntan que en estos centros los docentes atribuyen a las TIC una alta potencialidad para enriquecer las actividades de trabajo colaborativo entre los estudiantes y conseguir el desarrollo de competencias transversales de gran relevancia, aunque son conscientes de las dificultades a las que tanto alumnos como profesores se enfrentan en la práctica educativa.

scholarly journals Aprendizaje colaborativo mediante estudio de caso y juego de roles en el curso análisis de las finanzas de la Escuela de Administración de Negocios en la Universidad de Costa Rica. Learning collaborative by means of a case study and role-play applied in the course finance analysis, Business School, Universidad de Costa Rica.

2017 ◽  
Vol 11 (2) ◽  
pp. 41 ◽  
Author(s):  
Eduardo Sosa Mora
Keyword(s):  
Costa Rica ◽  
Collaborative Learning ◽  
Learning Process ◽  
Teaching Strategy ◽  
Role Play ◽  
Active Role ◽  
Learning Collaborative ◽  
Aprendizaje Colaborativo ◽  
Estudio De Caso

<p><strong>Resumen</strong></p><p>En este artículo se exponen los resultados obtenidos de la implementación de una estrategia didáctica de aprendizaje colaborativo mediante el estudio de caso y el juego de roles aplicados en el curso de Análisis de las Finanzas y Presupuestos de la Escuela de Administración de Negocios de la Universidad de Costa Rica. La implementación de esta estrategia tuvo como propósito que los estudiantes jugaran un papel activo en la construcción de sus aprendizajes siguiendo el enfoque de aprendizaje significativo, así como hacer más dinámica la enseñanza por medio de la aplicación de técnicas didácticas y la realización de actividades que involucraran a los estudiantes como agentes activos en la construcción de sus conocimientos. Los resultados de la aplicación de la estrategia permiten concluir que el aprendizaje colaborativo, el estudio de caso y el juego de roles puede facilitar la construcción de sus aprendizajes a partir de la identificación y solución de un problema, mediante la aplicación creativa de los conocimientos teóricos adquiridos durante el curso. </p><p> </p><p><strong>Abstract</strong></p><p>This article presents the results of a teaching strategy applied during the Finance Analysis course, at the Business Administration School at the Universidad de Costa Rica. The strategy was a collaborative learning through a case study and role-play. The purpose of this strategy was that the students played an active role in the construction of the learning process, following the approach of the significant learning and make it a more dynamic teaching, through the application of teaching techniques, and conducting activities that involve students as active agents in building their own knowledge. As a conclusion, the collaborative learning, the case study and the role-play, can facilitate the learning process by the identification and solution of a problem through the creative application of the theoretical knowledge acquired during the course by the students.acilitate the work of the audit team during the professional practice.</p><p><strong><br /></strong></p>

scholarly journals Definición de mecanismos para evaluar, monitorear y mejorar el proceso de aprendizaje colaborativo

2021 ◽  
Vol 3 (3) ◽  
pp. 18-28
Author(s):  
Vanessa Agredo Delgado ◽  
Cesar A. Collazos ◽  
Patricia Paderewski
Keyword(s):  
Collaborative Learning ◽  
Learning Process ◽  
Software Tool ◽  
Monitoring And Evaluation ◽  
Software Process Improvement ◽  
Research Area ◽  
Computer Supported Collaborative Learning ◽  
Definition Of ◽  
Collaborative Activities ◽  
Aprendizaje Colaborativo

El aprendizaje colaborativo soportado por computador - CSCL (Computer Supported Collaborative Learning) es un área de investigación que se preocupa por la realización de actividades colaborativas que generen aprendizaje en sus participantes, investigación que ha obtenido el análisis de los beneficios que trae a nivel de aprendizaje individual y las habilidades sociales logradas con su utilización. Para trabajar colaborativamente es necesario aprender a hacerlo, no todo es cuestión de poner en un mismo lugar a un conjunto de personas, brindarles una herramienta software e indicarles que colaboren en la ejecución de una actividad. Es por esto que surge la importancia de crear mecanismos para monitorear y evaluar el proceso de aprendizaje colaborativo en búsqueda de su mejora. Objetivo: describir la creación de mecanismos de monitoreo y evaluación en pro de la mejora del proceso de aprendizaje colaborativo. Metodología: se basa en el seguimiento de las fases generales de la mejora de procesos software que permitió analizar desde el diagnóstico del actual proceso de aprendizaje colaborativo ejecutado hasta la aplicación de mejoras en diferentes estudios de caso. Resultados: se definieron diferentes mecanismos de monitoreo y evaluación del proceso de aprendizaje colaborativo los cuales permitieron la mejora del mismo. Conclusión: la definición de los diferentes mecanismos de monitoreo y evaluación del proceso de aprendizaje colaborativo son útiles y de ayuda para realizar un proceso de mejora en este contexto aunque su aplicación es medianamente sencilla. Computer Supported Collaborative Learning – CSCL is a research area that is concerned about the realization of collaborative activities that generate learning in its participants, research has obtained the analysis of the benefits that brings at the level of individual learning and social skills achieved with its use. For working collaboratively is necessary learn how to do it, not everything is a matter of putting in the same place a set of people, provide them with a software tool and tell them that collaborate in the execution of an activity. That is why the importance of creating mechanisms to monitor and evaluate the collaborative learning process seeking improvement. Objective: describe the creation of mechanisms for monitoring and evaluation in support of collaborative learning process improving. Methodology: based on following up the software process improvement general phases that allowed analysis from diagnosis of the current collaborative learning process executed until implementation of improvements in different case studies. Results: it was defined different mechanisms of monitoring and evaluation of collaborative learning process which allowed its improvement. Conclusion: the definition of the different collaborative learning process mechanisms of monitoring and evaluation are useful and helpful for doing the process improving in this context although its application is moderately simple.  

Experiencia Aprendizaje colaborativo con intercambios on-line: relato de una experiencia / Collaborative learning with exchanges online: account of an experience

2015 ◽  
Vol 3 (6) ◽  
pp. 21
Author(s):  
Isabel Álvarez
Keyword(s):  
Collaborative Learning ◽  
E Learning ◽  
On Line ◽  
Aprendizaje Colaborativo ◽  
Estudiantes Universitarios

El propósito de este artículo es fortalecer la colaboración entre dos instituciones que buscan integrar e-learning en sus prácticas más cotidianas y en contextos donde antes no habían tenido experiencia previa. El objetivo principal es acercar a los estudiantes universitarios, en este caso a los usuarios del Banco del Tiempo (BdT) del Ayuntamiento de Terrassa, Barcelona, a las prácticas reales para que obtengan un aprendizaje más significativo,. La experiencia relata el proceso de coordinación, diseño, gestión y valoración desde el punto de vista del aprendizaje en la formación inicial de los estudiantes de grado.

scholarly journals How Knowledge about Stem Cells Influences Attitudes towards Breastfeeding: Case Study of Polish Women

2021 ◽  
Vol 18 (5) ◽  
pp. 2382
Author(s):  
Malgorzata Witkowska-Zimny ◽  
Dorota Majczyna
Keyword(s):  
Stem Cells ◽  
Breast Milk ◽  
Pregnant Women ◽  
Cross Sectional Study ◽  
General Knowledge ◽  
Cross Sectional ◽  
Maternal Experience ◽  
Positive Attitudes ◽  
Survey Results ◽  
University Degree

Maternal breastfeeding is associated with multiple health benefits, both for the child and the mother. Since breastfeeding rates are declining, finding new, future-oriented strategies to strengthen and support mothers’ positive attitudes towards breastfeeding need to be developed. In this paper, we describe how information about the presence of stem cells in breast milk can influence the willingness to breastfeed in the population of Polish pregnant women. A cross-sectional study involving a group of 150 pregnant women was conducted to assess the correlation between their knowledge about stem cells and their attitude towards breastfeeding. Among the respondents, only 6% claimed that they did not know anything about stem cells, but general knowledge about stem cells in the research group was poor. The survey results indicated that city residence, university degree, maternal experience and advanced pregnancy correlated with higher general knowledge regarding stem cells. Most respondents (77.3%) had no knowledge regarding the presence of stem cells in breast milk. Approximately two-thirds of mothers with earlier negative breastfeeding experience declared that information about the presence of stem cells in breast milk could have influenced the decision to continue and extend the time of breastfeeding. Hence highlighting the presence of stem cells in breast milk can be used to encourage breastfeeding as a unique activity.

scholarly journals Studying Collaboration Dynamics in Physical Learning Spaces: Considering the Temporal Perspective through Epistemic Network Analysis

Sensors ◽  
2021 ◽  
Vol 21 (9) ◽  
pp. 2898
Author(s):  
Milica Vujovic ◽  
Ishari Amarasinghe ◽  
Davinia Hernández-Leo
Keyword(s):  
Collaborative Learning ◽  
Temporal Analysis ◽  
Learning Design ◽  
Learning Spaces ◽  
Limited Evidence ◽  
Temporal Perspective ◽  
Learning Space ◽  
Collaboration Dynamics ◽  
Collaborative Activities

The role of the learning space is especially relevant in the application of active pedagogies, for example those involving collaborative activities. However, there is limited evidence informing learning design on the potential effects of collaborative learning spaces. In particular, there is a lack of studies generating evidence derived from temporal analyses of the influence of learning spaces on the collaborative learning process. The temporal analysis perspective has been shown to be essential in the analysis of collaboration processes, as it reveals the relationships between students’ actions. The aim of this study is to explore the potential of a temporal perspective to broaden understanding of the effects of table shape on collaboration when different group sizes and genders are considered. On-task actions such as explanation, discussion, non-verbal interaction, and interaction with physical artefacts were observed while students were engaged in engineering design tasks. Results suggest that table shape influences student behaviour when taking into account different group sizes and different genders.

Versorgung von allergischen Erkrankungen: Große Fortschritte in der digitalen Transformation

2021 ◽  
Vol 9 (2) ◽  
pp. 78-79
Author(s):  
Stephan Traidl
Keyword(s):  
Change Management ◽  
Management Strategy ◽  
Airway Disease ◽  
Digital Transformation ◽  
Digital Tools ◽  
Digital Tool ◽  
Distorted Image

Digital anamorphosis is used to define a distorted image of health and care that may be viewed correctly using digital tools and strategies. MASK digital anamorphosis represents the process used by MASK to develop the digital transformation of health and care in rhinitis. It strengthens the ARIA change management strategy in the prevention and management of airway disease. The MASK strategy is based on validated digital tools. Using the MASK digital tool and the CARAT online enhanced clinical framework, solutions for practical steps of digital enhancement of care are proposed.

LUVE: A Constructive Learning Approach for Working with Parents

2002 ◽  
Vol 83 (3) ◽  
pp. 275-284 ◽  
Author(s):  
Lucía Santelices Cuevas ◽  
Verónica Astroza
Keyword(s):  
Sex Education ◽  
Teaching Strategy ◽  
Active Role ◽  
Descriptive Study ◽  
Learning Approach ◽  
Cross Sectional ◽  
Constructive Learning ◽  
Second Stage ◽  
Teachers And Parents ◽  
Two Stages

This study examines the application of a didactic teaching strategy called LUVE. Based on a constructivist learning approach, LUVE's purpose is to develop collaborative links between schools and parents, so that parents can improve their daily educational practices with their children and assume a more active role in their children's education. The project took place in Santiago, Chile, and was implemented in two stages. The first stage included a cross-sectional descriptive study with an experimental design, focusing on parents. The second stage involved teachers and parents who applied and carried out the LUVE strategy, The project's content focused on sex education, as this was the topic of interest to parents. The findings indicate that the strategy was a successful experience for the parents.

scholarly journals El trabajo colaborativo virtual: herramienta de formación del profesorado de Educación Física (Virtual collaborative work: a training tool for physical education teachers)

Retos ◽  
2015 ◽  
pp. 24-27
Author(s):  
Meritxell Monguillot Hernando ◽  
Montse Guitert Catasús ◽  
Carles González Arévalo
Keyword(s):  
Physical Education ◽  
Collaborative Learning ◽  
Secondary School ◽  
Qualitative Methodology ◽  
Collaborative Work ◽  
Physical Education Teachers ◽  
Educational Tools ◽  
Training Tool ◽  
Aprendizaje Virtual ◽  
Trabajo Colaborativo

La presente investigación ha tenido por objetivo analizar la influencia del trabajo colaborativo virtual como herramienta para la creación y mejora del conocimiento curricular de tres profesores de educación física de secundaria. Se ha basado en la investigación educativa de modalidad en línea y en un enfoque cualitativo mediante el diseño de investigación-acción. Los resultados obtenidos han mostrado el potencial del trabajo colaborativo virtual como herramienta de formación para el profesorado de educación física.Palabras clave: aprendizaje virtual, formación permanente, profesorado, educación física.Abstract: The present research is based on the qualitative methodology perspective related to online educational tools. The work aims to evaluate the influence of the collaborative learning to improve the knowledge of three P.E. teachers of secondary school. The obtained results show the potential of collaborative learning as a tool to improve the weaknesses and the knowledge of the PE teachers. Keywords: Learning environments, lifelong learning, teacher, physical education.

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