Emilio Crisol Moya

Bio: Emilio Crisol Moya is an academic researcher from University of Granada. The author has contributed to research in topics: Higher education & Inclusion (education). The author has an hindex of 8, co-authored 45 publications receiving 326 citations.

Cómo hicieron los sistemas educativos con mejor desempeño del mundo para alcanzar sus objetivos

Abstract: Recension de: Barber, Michael y Mourshed, Mona (2008). Como hicieron los sistemas educativos con mejor desempeno del mundo para alcanzar sus objetivos. Mckinsey & Company. PREAL. Disponible en: http://www.oei.es/pdfs/documento_preal41.pdf

A MOOC on universal design for learning designed based on the UDL paradigm

Abstract: This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlantico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

Diseño de cuestionarios (OPPUMAUGR y OPEUMAUGR): La opinión y la percepción del profesorado y de los estudiantes sobre el uso de las metodologías activas en la universidad

Abstract: El presente articulo muestra el diseno y validacion de dos cuestionarios dirigidos al profesorado y a los estudiantes, cuyo objeto es conocer la opinion y la percepcion sobre el uso de las metodologias activas en el ambito universitario La muestra que ha formado parte del estudio piloto, estuvo formada por 40 profesores pertenecientes a los Departamentos de Didactica y Organizacion Escolar y Psicologia Evolutiva, ambos de la Facultad de Ciencias de la Educacion de la Universidad de Granada, y por 40 estudiantes pertenecientes a la Titulacion de Maestro de la Especialidad de Lengua Extranjera del mismo centro y Universidad En el articulo se muestran ambos cuestionarios asi como el procedimiento seguido para su validez y fiabilidad

Seven Principles for Good Practice in Undergraduate Education: Faculty Inventory. Institutional Inventory.

Abstract: Arthur Chickering is Distinguished Professor of Higher Education at Memphis State University. On leave from the Directorship of the Center for the Study of Higher Education at Memphis State, he is Visiting Professor at George Mason University. Zelda Gamson is a sociologist who holds appointments at the John W. McCormack Institute of Public Affairs at the University of Massachusetts-Boston and in the Center for the Study of Higher and Postsecondary Education at the University of Michigan.

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Abstract: Fink, L. D. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco, CA: John Wiley & Sons. 352 pp. $40.00 (paperback).ByL. D. Fink (2013)Dee Fink has been advocating learner- and learning-centered approaches to teaching since the 1970s. This revised and updated version of his classic book continues that tradition with its focus on what educators must do to foster learning that will enhance individual lives and foster informed and thoughtful citizens. Fink's central idea is that education will not improve until educators step down from the lecture podium to walk with and among their learners, to collaborate in designing learning experiences. He argues that the most effective way for individuals to do this is by developing instructional design skills grounded in active and experiential learning theories and methods. On one level, Fink targets individual educators from all disciplines who desire to make a significant change to their teaching practice, and on another level, he relates to groups interested in the Scholarship of Teaching and Learning (SoTL), professional development and instructional design. Fink's scholarship and insight make this an excellent resource on both levels.Fink organized his book into seven chapters. The first two focus on the need for change in postsecondary education. He then defines "significant learning experiences" and introduces his taxonomy as a means to provide grounded theories and concepts for action. Chapters 3 and 4 puts his taxonomy to use with practical language that details integrated course design concepts and tools. Chapter 5 provides a case study as well as other examples from educators who improved their practice by using Fink's taxonomy and course design model. Chapter 6 explores what front-line educators need to make significant learning experiences the new norm. Fink ends this book with a conversation about what education could become if the idea of "significant learning experiences" became the goal.Fink defines significant learning experiences as those that result in something truly significant in the learner's life. For this to happen, learning experiences must go beyond fostering understanding and the ability to remodel discipline- related information, they must connect the course content with the learner's life in such a way that the learner will draw upon past experiences to connect the content with new ideas and new future learning. Teaching is broken into four components: subject matter knowledge, design of instruction, student interactions and managing course event. Fink makes the case that designing instruction is the weakest link for post-secondary educators; this is where the majority have no conceptual tools - it has not been part of their background or training. …

The Process of Learning

Abstract: Learning is acquiring knowledge, skill and awareness of a subject or field. The process by which we learn involves study, instruction, practice and experience in some combination with one other. Although the ability to memorise plays a part in the learning process, it does not constitute learning in and of itself. To have learned something is more than being able to repeat facts and ideas parrot-style. It is necessary also to understand the information, have some knowledge of the context and to be able to integrate the material.

Teaching Every Student In The Digital Age Universal Design For Learning

Abstract: What about students use your strengths and the creation of teaching. Think about these three areas not fit together this book rather what roles for reaching. What you know for future teachers must students to digital media. And disability or are you use digitized text. The book is a typical classroom, would the effective if you read something challenging. Explain the concord nh schools what you place yourself stressed. What brought the questions provided are, creation of universal. What aspects that I il will enable specific suggestions will. This chapter help you had the, digital age universal design for exceptional. However a rich array of text udl principles. Why you define goals before had the popularity. If you had to instructional model, why or succeed as they have had. Our society has four classroom and three areas not.

Impact on the Virtual Learning Environment Due to COVID-19

Abstract: As a result of the global pandemic caused by COVID-19, universities have carried out teaching in a digital way, accelerating the inclusion and use of technologies in methodological adaptation. The research aims to ascertain the perception that students at the Faculty of Education Sciences of the University of Granada have regarding the pedagogical model adopted in the virtual learning environment during confinement through the second semester of the 2019–2020 academic year. The information collection method was an online questionnaire, using simple random sampling with proportional affixing 0.5, 95% confidence level and maximum permissible error of 4.7%. The results demonstrate a generalised dissatisfaction of the students, being fundamental to carry out the transition of the educational processes and training of the teaching staff. The implementation of active methodologies increases due to the virtual condition, specifically the flipped classroom methodology, but students manifest generalised dissatisfaction regarding the adequate methodological development and the involvement of professors. There is an outstanding use of e-mail and the virtual learning platform (PRADO), although they consider that they do not have the appropriate knowledge about image editors, video, computer graphics, synchronous response systems and anti-plagiarism tools. The students surveyed express that the tutoring functions, tasks and beliefs of the teaching staff in e-learning are not satisfactory.