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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
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All traumatic and overuse injuries occurring during an average period of 4 years (2002/09) in a group of 51 currently active road top-level cyclists were retrospectively registered through clinical interviews. Average age was 25.8 years. Average training and competition period was 28.3 ± 2.4 h a week. Only 8 cyclists (15.6%) were completely free from lesions during the period of study. The remaining 43 cyclists suffered a total of 112 lesions; however, 9 out of these were unrelated to their cycling practice. These 103 cycling-related injuries include 50 (48.5%) traumatic and 53 (51.5%) overuse injuries. Twenty-eight fractures were reported, the clavicle being the most frequently affected bone (11 cases). The 68.5% of overuse injuries were located in the lower limbs. Most overuse injuries (89.6%) occurred during the training period. According to the injury abbreviated scale (AIS), severe lesions were only found in 4 cases (8% of traumatic injuries). Overall injury rates were 0.50 per racer/year, 2.02 per studied racer, and 0.007 per 1000 km of training and competition. Active professional top-level cyclists are exposed to a high injury risk. According to the scarce previously published data the current study provides relevant information on the injury occurrence of still active top-level road cycling. 相似文献
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Cristobal Salinas Jr. Jacob R. Hidrowoh 《Community College Journal of Research & Practice》2018,42(5):330-339
Latino males across the country enroll in community colleges with the purpose of obtaining an educational degree, which could lead to accomplishing professional and personal aspirations. Even if Latino male students enroll in post-secondary education, they continue to be disenfranchised, vanished, and often rejected through the higher education pipeline. Research regarding access to education shows that money matters to the success of Latino students. Through a metasynthesis, this practice briefly identifies that there is little to no empirical research conducted that explores how Latino male community college students elicit, engage, and explore financial literacy programs. This paper makes recommendations for post-secondary institutions, practitioners, and policymakers to promote Latino males’ success at community colleges. 相似文献
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Josep Lluis Doménech Daniel Gil-Pérez Albert Gras-Martí Jenaro Guisasola Joaquín Martínez-Torregrosa Julia Salinas Ricardo Trumper Pablo Valdés Amparo Vilches 《Science & Education》2007,16(1):43-64
The growing awareness of serious difficulties in the learning of energy issues has produced a great deal of research, most
of which is focused on specific conceptual aspects. In our opinion, the difficulties pointed out in the literature are interrelated
and connected to other aspects (conceptual as well as procedural and axiological), which are not sufficiently taken into account in previous research. This paper aims to carry
out a global analysis in order to avoid the more limited approaches that deal only with individual aspects. From this global
analysis we have outlined 24 propositions that are put forward for debate to lay the foundations for a profound reorientation
of the teaching of energy topics in upper high school courses, in order to facilitate a better scientific understanding of these topics, avoid many students’ misconceptions and enhance awareness of the current situation of planetary
emergency.
This paper has been conceived as a contribution to the Decade of Education for Sustainable Development, established by the
UN General Assembly for the period 2005–2014. 相似文献
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M. Francisca del Río Maria Ines Susperreguy Katherine Strasser Viviana Salinas 《Early education and development》2017,28(8):939-955
The current study analyzed maternal and paternal differential influences on numeracy performance in kindergarten children. Participants were 180 Chilean children from backgrounds of low and high socioeconomic status (SES), their mothers, and their fathers. A path analysis was used to explore the influences of both maternal and paternal numeracy practices on children’s numeracy performance and the influences of maternal and paternal expectations and anxiety on those activities. Research Findings: Results showed that mothers and fathers who endorse higher numeracy expectations for their children and who report lower levels of math anxiety also report engaging more frequently in advanced numeracy practices with their children. Mothers’—but not fathers’—engagement in numeracy practices at home predicted children’s numeracy performance. Also, low-SES mothers engaged more frequently in numeracy practices with their children, and mothers in general engaged more often in numeracy activities with girls than with boys. Practice or Policy: These findings improve understanding of how maternal and paternal processes relate differently to numeracy performance in kindergarten children. Moreover, these results highlight the need to take into account parents’ numeracy attitudes and practices, as well as their SES, when designing interventions directed at increasing family support for math achievement. 相似文献
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Jonas A. Montilva Beatriz Sandia Judith Barrios 《Education and Information Technologies》2002,7(3):201-224
This paper focuses on the application of software engineering practices to the development of instructional web sites. The development of a web site, to support a distance or campus-based online course, is a very complex process that involves many instructional and technical aspects, including the instructional purpose of the course, its content, its structure, its interface, and its teaching–learning activities. The use of a method is essential for dealing with the complexity of this process. We describe, in this paper, a software engineering method that helps course designers and teachers to develop high quality instructional web sites. The design of the method was based on the integration of well-known principles, concepts and process models borrowed from instructional design, method engineering, and object-oriented software engineering. The method addresses the managerial processes required to plan, organize, and control the project, as well as the instructional and technical activities involved in the development of high quality course sites. 相似文献
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Carlos Salinas 《Technical Communication Quarterly》2002,11(2):165-183
Advances in computing technologies, growth of business involvement on the Web, and our culture's affinity for image-intensive communication have forced technical communicators to become more involved with making and using a wide variety of images in their compositions. Too often our theories about how to write and read images are limited to a functional view, which stresses objectivity, ignores interpretation, and sees design as preset layout formulae. Combining current graphic design theory with rhetoric's understanding of techne, I argue for a configural view of images that stresses their artificiality and cultural significance and articulates design in strategic terms. 相似文献