Resilience does not predict academic performance in gross anatomy     

Rodrigo Enrique Elizondo‐Omaña  María de los Angeles García‐Rodríguez  José Miguel Hinojosa‐Amaya  Eliud Enrique Villarreal‐Silva  Rosa Ivette Guzmán Avilan  Juan José Bazaldúa Cruz  Santos Guzmán‐López 《Anatomical sciences education》2011,4(1):56-56

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Flocking motion in swarms with limited sensing radius and heterogeneous input constraints     

Eber Jafet Ávila-Martínez  Juan Gonzalo Barajas-Ramírez 《Journal of The Franklin Institute》2021,358(4):2346-2366

This paper addresses the flocking motion problem for swarms of agents with two restrictions: limited communication/detection ranges and different input constraints. In this problem, the distance between pairs of agents determines if a communication/detection link exists among them, while each agent has a different control action bound. We use the notion of proximity graph to model communication/detection between agents and provide distributed controllers designed for leaderless and leader-followers flocking motion scenarios. Our proposed designs preserve the connectivity of the proximity graph while the control effort satisfies the bound of each particular agent. Unlike previous results, our protocols take advantage of the group’s input heterogeneity to use agents with a greater capacity to compensate for neighbors that are less capable of meeting the group’s requirements. Additionally, our designs are based only on local state errors and are robust to non-modeled edge failures. To illustrate the effectiveness of our proposal, we use numerical simulations of different flocking scenarios.  相似文献   

Implementation of the flipped classroom and its longitudinal impact on improving academic performance     

Torres-Martín  César  Acal  Christian  El-Homrani  Mohammed  Mingorance-Estrada  Ángel C. 《Educational technology research and development : ETR & D》2022,70(3):909-929

Educational technology research and development - The objective has been to know the impact of the flipped classroom methodology on the academic performance of students during their training...  相似文献   

Errors of programming and ownership of the robot concept made by trainee kindergarten teachers during an induction training     

Seckel  María José  Vásquez  Claudia  Samuel  Marjorie  Breda  Adriana 《Education and Information Technologies》2022,27(3):2955-2975

Education and Information Technologies - Computational thinking in the educational environment has awaken a rising interest, having been included as part of the curricula from the very beginnings...  相似文献   

Technologies in the education of children and teenagers with autism: evaluation and classification of apps by work areas     

Gallardo-Montes  Carmen del Pilar  Caurcel Cara  María Jesús  Rodríguez Fuentes  Antonio 《Education and Information Technologies》2022,27(3):4087-4115

Education and Information Technologies - Mobile apps represent a resource with great potential for encouraging the development of many skills, given the high number of apps available and the quick...  相似文献   

An evolving Learning Management System for new educational environments using 2.0 tools     

Miguel Á. Conde  Francisco J. García-Peñalvo  María J. Rodríguez-Conde  Marc Alier  María J. Casany  Jordi Piguillem 《Interactive Learning Environments》2014,22(2):188-204

The tools used in learning processes are in a continuous state of flux. One of the most significant changes is the application of Information and Communications technologies (ICTs) to educational contexts. This provides new possible ways to carry out learning activities, new learning services, the possibility to use new kinds of contents and activities, etc. However, ICTs have not provided as many advantages as they were supposed to, so changes are necessary. In this context, a new set of tools, Web 2.0, offers a new way to understand the Web, in which the user is the centre. Further, users can cooperate in order to define contents. This concept is also applied in technology-mediated learning but there are important problems when one tries to integrate such tools and concepts with existing systems. This paper explores the integration of these tools in traditional learning environments, the various possibilities and their advantages and drawbacks. After that, an interoperability scenario is described and two experiences are presented to show how 2.0 tools can be integrated in learning activities, and its effect in educational process.  相似文献   

Research results of two personal learning environments experiments in a higher education institution     

Victoria Marín Juarros  Jesús Salinas Ibáñez  Bárbara de Benito Crosetti 《Interactive Learning Environments》2014,22(2):205-220

This paper focuses on institutionally powered personal learning environments (iPLEs). The concept of the iPLE can be seen as a way universities can incorporate learner-centred approach into the architecture of their technology-enhanced learning environments. The aim of this paper is to pose that there are other ways to learn complementary to virtual learning environments, such as using distributed Web 2.0 tools from personal learning environments (PLEs). With that aim in mind, this paper presents an exploratory study with two different iPLE configurations, analyses how they modify the learning–teaching process, and reports their perceived usefulness from the students' point of view. These two case studies were carried out by a research group of educational technology from a Spanish university in graduate and postgraduate courses. As reported by other case studies, the results revealed that students use the environment basically in the academic context and this usage is conceived as another time and effort requiring task. This fact can be observed in the low level iPLEs customization. The overall conclusions we can extract are, on the one hand, that the new environment to integrate informal and formal learning should be flexible and adaptable to the student's needs and preferences and, on the other hand, that academic tools might someday become personal tools.  相似文献   

Comadres among Us: The Power of Artists as Informal Mentors for Women of Color in Academe     

Lorri J. Santamaría  Nathalia E. Jaramillo 《Mentoring & Tutoring: Partnership in Learning》2014,22(4):316-337

In this article, we, colegas/colleagues of color, explore the ways in which the literary and artistic contributions of Gloria Anzaldúa, Octavia Butler, and Frida Kahlo have inspired, nurtured, and profoundly influenced our personal and professional lives as academics. We underscore the importance of mentoring for women of color in academe and educational leadership, particularly the psychosocial functions associated with informal mentoring. Further, we discuss how the lives and contributions of our “mentors” impacted our scholarly journeys, framed by third-wave and decolonial woman-of-color-feminism. In this article, we offer an alternative consideration for women of color in search of suitable mentors, concludes by sharing the lessons we learned from the artists. Thinking about mentoring from the position of alterity adds to the general mentoring discourse and serves to inspire women to consider alternatives when seeking mentorship to reach academic and professional goals.  相似文献   

Navigating Borders: Critical Race Theory Research and Counter History of Undocumented Americans by Ricardo Castro-Salazar and Carl Bagley     

María Isabel Morales 《Journal of Latinos & Education》2014,13(4):320-321

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A goal orientation analysis of teachers’ motivations to participate in the school self-assessment processes of a quality assurance system in Chile     

Carmen Montecinos  Romina Madrid  María Beatriz Fernández  Luis Ahumada 《Educational Assessment, Evaluation and Accountability》2014,26(3):241-261

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