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El trabajo colaborativo como indicador de calidad del Espacio Europeo de Educación Superior. Volumen I
01 Jan 2011-
About: The article was published on 2011-01-01 and is currently open access. It has received 14 citations till now.
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TL;DR: In this paper, a theory of consciousness and information is proposed, which is based on naturalistic dualism and the paradox of Phenomenal Judgment, and the Coherence between Consciousness and Cognition.
Abstract: I. PRELIMINARIES 1. Two Concepts of Mind 2. Supervenience and Explanation II. THE IRREDUCIBILITY OF CONSCIOUSNESS 3. Can Consciousness be Reductively Explained? 4. Naturalistic Dualism 5. The Paradox of Phenomenal Judgment III. TOWARD A THEORY OF CONSCIOUSNESS 6. The Coherence between Consciousness and Cognition 7. Absent Qualia, Fading Qualia, Dancing Qualia 8. Consciousness and Information: Some Speculation IV. APPLICATIONS 9. Strong Artificial Intelligence 10. The Interpretation of Quantum Mechanics Notes Bibliography
24 citations
01 Dec 2013
TL;DR: In this paper, the authors present some of the cooperative activities used in the subject English Language IV in the degree English Studies at the University of Alicante, which have as their main aim that students learn in an active and cooperative way and that they acquire interpersonal competences.
Abstract: Cooperative learning allows students to show what they know and what they are able to do in the teaching-learning process, i.e., it makes obvious the result of their learning. This article shows some of the cooperative activities used in the subject English Language IV in the degree English Studies at the University of Alicante. Those activities have as their main aim that students learn in an active and cooperative way and that they acquire interpersonal competences, in which emotional competences are especially relevant due to their importance in the labor market. A survey was prepared in order to know students’ opinions on the methodology used. Positive results were obtained because the majority of the students would recommend this type of learning to other classmates and there are more positive than negative aspects pointed out.
11 citations
TL;DR: Results indicate that the use of e-rubrics optimises self-assessment and the adequacy of assessment criteria, and are deemed as significantly effective indicators of progress in oral and written production in foreign language learning.
Abstract: The aim of this paper is to analyse the usefulness of e-rubrics in the peer assessment of resources and materials for foreign language teaching and also in the assessment of language skills, taking into account the work produced by 99 students of the master's degree in information and communication technologies applied to language teaching and processing, at the Spanish National University for Distance Learning UNED, during the academic years 2012-2013 and 2013-2014. Following a methodological framework based on virtual, collaborative action-research, a qualitative analysis is applied with a twofold approach: firstly, through the use of text frequency techniques and secondly, through a reticular, category-based social network analysis thanks to UCINET and yED Graph Editor. Results indicate that the use of e-rubrics optimises self-assessment and the adequacy of assessment criteria. Rubrics foster usefulness in terms of format and connectivity in the audio-visual elements included in digital online resources. Furthermore, e-rubrics are deemed as significantly effective indicators of progress in oral and written production in foreign language learning.
8 citations
01 Jan 2013
TL;DR: In this paper, an encuesta for estudiantes de la Licenciatura en Filologia Inglesa, en concreto de los matriculados en la asignatura troncal Lengua Inglesas IV durante el curso 2011-2012, was conducted.
Abstract: El aprendizaje tradicional se caracteriza por ser autonomo, individual, altamente teorico y por la utilizacion de la leccion magistral como metodo principal de ensenanza. Sin embargo, optar por una metodologia activa en la que se fomente el aprendizaje colaborativo tal y como se presenta en este articulo, contrarresta el caracter pasivo de las/os alumnas/os otorgandoles protagonismo, los anima a comprometerse y a responsabilizarse de su aprendizaje. Para preparar este articulo se elaboro una encuesta para los estudiantes de la Licenciatura en Filologia Inglesa, en concreto de los matriculados en la asignatura troncal Lengua Inglesa IV durante el curso 2011- 2012. Analizar los resultados de la encuesta tiene como finalidad conocer las opiniones del alumnado sobre el desarrollo y la organizacion de actividades cooperativas que fomenten la participacion activa en el proceso de ensenanza-aprendizaje. Los resultados obtenidos sobre el aprendizaje colaborativo han sido satisfactorios; el alumnado lo valora de forma positiva no solo para el aprendizaje teorico de conceptos, sino tambien como simulacion de actividades que le sirvan para su incorporacion al mercado laboral. Este trabajo explica no solo las ventajas, sino tambien las dificultades que presenta este tipo de aprendizaje en el alumnado e igualmente en los docentes.
6 citations
TL;DR: In this article, the authors evaluated the effectiveness of the collaborative method based on leadership for organic chemistry students at the University of Sonora in Mexico, and found that more than 80% of team members got a grade of 90/100 or higher.
6 citations
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01 Jun 1996TL;DR: In this paper, a theory of consciousness and information is proposed, which is based on naturalistic dualism and the paradox of Phenomenal Judgment, and the Coherence between Consciousness and Cognition.
Abstract: I. PRELIMINARIES 1. Two Concepts of Mind 2. Supervenience and Explanation II. THE IRREDUCIBILITY OF CONSCIOUSNESS 3. Can Consciousness be Reductively Explained? 4. Naturalistic Dualism 5. The Paradox of Phenomenal Judgment III. TOWARD A THEORY OF CONSCIOUSNESS 6. The Coherence between Consciousness and Cognition 7. Absent Qualia, Fading Qualia, Dancing Qualia 8. Consciousness and Information: Some Speculation IV. APPLICATIONS 9. Strong Artificial Intelligence 10. The Interpretation of Quantum Mechanics Notes Bibliography
2,335 citations
01 Jan 1991
2,031 citations
TL;DR: In this paper, the results of a meta-analysis that integrates research on undergraduate science, mathematics, engineering, and technology (SMET) education since 1980 are presented. But the results in this paper are limited to SMET courses and programs.
Abstract: Recent calls for instructional innovation in undergraduate science, mathematics, engineering, and technology (SMET) courses and programs highlight the need for a solid foundation of education research at the undergraduate level on which to base policy and practice. We report herein the results of a meta-analysis that integrates research on undergraduate SMET education since 1980. The meta-analysis demonstrates that various forms of small-group learning are effective in promoting greater academic achievement, more favorable attitudes toward learning, and increased persistence through SMET courses and programs. The magnitude of the effects reported in this study exceeds most findings in comparable reviews of research on educational innovations and supports more widespread implementation of small-group learning in undergraduate SMET.
1,691 citations