El pensamiento visual

CAPÍTULO II. ¿Competencias o pensamiento práctico? La construcción de los significados de representación y de acción

https://www.um.edu.mt/library/oar/bitstream/123456789/29098/1/Strengthening_social_and_emotional_education_as_a_core_curricular_area_across_the_EU.pdf

Strengthening social and emotional education as a core curricular area across the EU : a review of the international evidence

The objective of this research is to design an integrated system of evaluation of the quality of the Massive Open Online Courses (MOOC) taking into account the features of this type of courses. The criteria included in the evaluation of the quality of e-learning training in a broad sense are considered, and specifically those developed for the MOOCs. Using a quantitative, descriptive and sectional design, a team of experts have valued those indicators proposed by the scientific literature. To do this, eight courses, focusing on the field of entrepreneurship and innovation, were selected. Most of the analysed courses meet designated quality criteria by having a clear and organized academic structure. In addition, each course states clearly the timing and hours of dedication by the learner. However, only a few courses do that on the open Internet and on their own academic institutions’ websites. None of the MOOCs establishes the admission requirements. The main contribution of the current research i...

/pdf/quality-indicators-developing-moocs-in-the-european-higher-kw6347lgup.pdf

Quality indicators: developing “MOOCs” in the European Higher Education Area

..................................................................................................................................................................................8 PREÁMBULO .............................................................................................................................................................................9 INTRODUCCIÓN ............................................................................................................................................................... 11

/pdf/el-pensamiento-reflexivo-a-traves-de-las-metodologias-111ipnsifd.pdf

El Pensamiento Reflexivo a través de las Metodologías Narrativas: Experiencias de Innovación en Educación Superior, Coordinado por Marta Sabariego Puig

/pdf/evaluacion-por-competencias-en-la-universidad-las-39c7hw1ois.pdf

Evaluación por competencias en la universidad: las competencias transversales

This project aims to describe the process the Teacher Training Faculty is carrying out to deal with transversal competences proposed by the University of Barcelona. Our starting point was the new education model, the result of developing the European Higher Education Area. Among all implications related to the European convergence process, this paper focuses on transversal competences acquisition and assessment processes and suggests a teaching model in order to deal with these processes in any higher education studies. Two experiences put into practice are presented as a complement in the context of the intervention model.

/pdf/avaluacio-per-competencies-a-la-universitat-les-competencies-ac1w7axot4.pdf

Avaluació per competències a la universitat: les competències transversals

This paper analyses the bibliometric characteristics of 616 journal articles on key competences indexed in ERIC in a 23-year-period following documentary analysis. This observation method allowed us to highlight key elements like the population, educational level, topics, etc. to focus whether this literature contributes towards implementing competence-based education. The findings of key competence-based articles confirm that competence discourse in education has become a highly rated topic of debate from 1999 to 2013. In the two last decades, there has been a gradual increase in articles based on research combined with a decline in articles of a descriptive nature. The main contributions of articles on competency-based education are significantly in line with topics related to reflection on competence discourse and education policies that should be implemented. There is still a clear need for publications which provide examples and empirical evidence aimed at developing basic competences.

/pdf/bibliometric-characteristics-of-articles-on-key-competences-3z30p1y3be.pdf

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013

..................................................................................................................................................................................6 INTRODUCCIÓN ...................................................................................................................................................................8 1. COMPROMISO ÉTICO.......................................................................................................................................... 12 1.1. Definición y caracterización de la competencia.............................................................. 12 1.2. Dimensiones que hay que considerar......................................................................................... 15 1.3. Niveles de progreso en su desarrollo ...........................................................................................16 1.4. Cómo trabajar el compromiso ético en el aula .................................................................. 18 1.5. Indicaciones para la evaluación ....................................................................................................... 18 2. CAPACIDAD DE APRENDIZAJE Y RESPONSABILIDAD .............................................. 21 2.1. Definición y caracterización de la competencia.............................................................. 21 2.2. Dimensiones que hay que considerar......................................................................................... 23 2.3. Niveles de progreso en su desarrollo .......................................................................................... 25 2.4. Cómo trabajar el aprendizaje y responsabilidad en el aula ................................. 27 2.5. Indicaciones para la evaluación ....................................................................................................... 28 3. TRABAJO EN EQUIPO ........................................................................................................................................ 34 3.1. Definición y caracterización de la competencia.............................................................. 34 3.2. Dimensiones que hay que considerar......................................................................................... 36 3.3. Niveles de progreso en su desarrollo .......................................................................................... 37 3.4. Cómo trabajar el trabajo en equipo en el aula ................................................................... 39 3.5. Indicaciones para la evaluación ....................................................................................................... 42 4. CAPACIDAD CREATIVA Y EMPRENDEDORA .........................................................................44 4.1. Definición y caracterización de la competencia ............................................................. 44 4.1.1. Creatividad ........................................................................................................................................... 45 4.1.2. Emprendimiento .............................................................................................................................47 4.2. Dimensiones que hay que considerar ........................................................................................ 48 4.2.1. Capacidad de generar y formular ideas que integren nuevos conocimientos y aptitudes ................................................................................................... 48

/pdf/las-competencias-transversales-en-las-titulaciones-de-grado-3jtig78zps.pdf

Sílvia Burset Burillo

Papers

Evaluación por competencias en la universidad: las competencias transversales

Avaluació per competències a la universitat: les competències transversals

Bibliometric characteristics of articles on key competences indexed in ERIC from 1990 to 2013

Las competencias transversales en las titulaciones de grado de la Universidad de Barcelona. Orientaciones para su desarrollo

Proyectos artísticos interdisciplinares : la creación al servicio del bienestar