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Journal ArticleDOI

Teaching Innovation in the Development of Professional Practices: Use of the Collaborative Blog

29 Jul 2021-Education Sciences (Multidisciplinary Digital Publishing Institute)-Vol. 11, Iss: 8, pp 390
TL;DR: In this paper, the authors present an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters' in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard).
Abstract: The development of professional practices during the university stage is a fundamental factor for quality skills development. For many students, it is the first real experience in a professional context, so continuous monitoring by teachers is necessary. This article presents an innovative proposal to develop the follow-up of the professional practices of the degree in Primary Education, and two Masters’ in Psychopedagogy and Special Educational Needs using a learning management system (LMS) (Blackboard). The experience was developed by a team of teachers from the departments of Didactics and Educational Organization and Research Methods and Educational Diagnosis of the University of Seville (Spain). The aspects to be studied are the development of communication, reflection, and collaborative learning processes during the internship period. After an explicit agreement, 24 students (10 from the course “Professional Practices I” in undergraduate students; and the others from the Master’s) committed to periodically using the blog designed ad hoc for this experience. A content analysis of the speeches posted on the blog was carried out, examining the changes, the advantages, and the disadvantages that this model entailed. It allowed observing similarities and differences between both groups of students. As the main conclusion, there were some differences between the two groups of students, regarding the number, type, and contents of interventions; there were no differences in the assessment of the methodology, all the students thought that it was a very positive assessment of the experience for generating information exchange networks among colleagues and teachers. Finally, the relevance of constant monitoring of the academic tutor was highlighted.
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Journal ArticleDOI
17 Dec 2020
TL;DR: In this article, the authors explore the use of virtual classroom in Practicum, identify the most used tools and analyze the impact of virtual tutoring on the activity of teachers in the field of education.
Abstract: espanolSe atiende a la competencia digital docente en el Practicum de la Facultad de Educacion de la Universidad de Murcia planteando tres objetivos: explorar el uso del aula virtual en el Practicum, identificar las herramientas mas utilizadas y analizar el impacto en la actividad. El proceso docente, de las asignaturas de Practicum de los grados de Educacion Infantil, Primaria, Educacion Social y Pedagogia, actua como sujeto muestral (n = 5) con 36 estudiantes. Se utiliza un enfoque cualitativo descriptivo con informes de autoevaluacion ad hoc de la profesora. Los resultados indican que el tiempo dentro del aula virtual no alcanza en docencia, organizacion, evaluacion, planificacion y gestion el 40%. La herramienta mas utilizada es “Mensajes Privados” con uso de aplicaciones externas al entorno virtual institucional. El porcentaje de dias de uso con respecto al total trabajados es bajo. Se precisa de tutoria virtual incidiendo en la competencia digital docente. EnglishThe abstract must be between a minimum of 100 and a maximum of 150 words. Focussed in the Digital Competence of Educators in the Faculty of Education (University of Murcia) we study on three aims: to explore the use of virtual classroom in Practicum, identify the most used tools and analyze the impact on the activity. Teaching processes, of Practium from Childhood Education, Primary School, Social Education and Pedagogy grades, are the sample (n = 5) with 36 students on a descriptive qualitative methodology approach. Descriptions collected are done by a final reports of teacher self-evaluation. Results show that time in virtual classroom does not exceed 40% in teaching, organization, evaluation, planning and administrative management. The most used tool is the “Private Messages” with external apps. The percentage of days of use according with the total number of days worked shows a low level. The discuss focuses on the virtual tutoring linked with the digital competence of educators.

4 citations

DOI
01 Jan 2021
TL;DR: In this article, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people, which demonstrates the validity of the training proposal, as well as the uniformity of criteria of the experts.
Abstract: MOOCs are configured as one of the technologies that have been gaining ground in the educational field as a new approach in virtual education. In the past few years, its presence in educational institutions has increased. In addition, the level of research and publications that revolve around these technological developments is increasing. In this sense, this research focuses on the design and validation of the structure, content and tasks of a t-MOOC for the development of the Digital Competence of non-university teachers based on the DigCompEdu Framework of the European Union. For this, a Delphi-type validation design is established using an expert coefficient that has the participation of 191 people. The results demonstrate the validity of the training proposal, as well as the uniformity of criteria of the experts. In this sense, the application and benefits of t-MOOCs as tools for competence development are discussed.

3 citations

References
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Journal ArticleDOI
TL;DR: In this article, a general framework is presented to understand the relationship between motivation and self-regulated learning according to which can be facilitated by the adoption of mastery and relative ability goals and hindered by adoption of extrinsic goals in addition to positive selfefficacy and task value beliefs.

1,631 citations

Journal ArticleDOI
TL;DR: The authors examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education.
Abstract: This article examines a variety of work currently going on across the country in newly created hybrid spaces to more closely connect campus courses and field experiences in university-based preservice teacher education. It is argued that the old paradigm of university-based teacher education where academic knowledge is viewed as the authoritative source of knowledge about teaching needs to change to one where there is a nonhierarchical interplay between academic, practitioner, and community expertise. It is argued that this new epistemology for teacher education will create expanded learning opportunities for prospective teachers that will better prepare them to be successful in enacting complex teaching practices.

1,560 citations

Journal ArticleDOI
TL;DR: The statistics kappa and weighted kappa (Cohen, 1960) were introduced to provide coefficients of agreement between two raters for nominal scales as discussed by the authors, and they were used to provide a measure of the relative seriousness of the different possible disagreements.
Abstract: The statistics kappa (Cohen, 1960) and weighted kappa (Cohen, 1968) were introduced to provide coefficients of agreement between two raters for nominal scales. Kappa is appropriate when all disagreements may be considered equally serious, and weighted kappa is appropriate when the relative seriousness of the different possible disagreements can be specified. The papers describing these two statistics also present expressions for their standard errors. These expressions are incorrect, having been derived from the contradictory assumptions of fixed marginal totals and binomial variation of cell frequencies. Everitt (1968) derived the exact variances of weighted and unweighted kappa when the parameters are zero by assuming a generalized hypergeometric distribution. He found these expressions to be far too complicated for routine use, and offered, as alternatives, expressions derived by assuming binomial distributions. These alternative expressions are incorrect, essentially for the same reason as above. Assume that N subjects are distributed into k* cells by each of them being assigned to one of k categories by one rater and, independently, to one of the same k categories by a second

1,443 citations

Journal ArticleDOI
TL;DR: An outline of a script theory of guidance for computer-supported collaborative learning (CSCL) with its 4 types of components of internal and external scripts and 7 principles addresses the question of how CSCL practices are shaped by dynamically reconfigured internal collaboration scripts of the participating learners.
Abstract: This article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions.

381 citations

Journal ArticleDOI
TL;DR: Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially and are particularly effective for domain-specific learning when they prompt transactive activities.
Abstract: Scripts for computer-supported collaborative learning (CSCL) offer socio-cognitive scaffolding for learners to engage in collaborative activities that are considered beneficial for learning. Yet, CSCL scripts are often criticized for hampering naturally emerging collaboration. Research on the effectiveness of CSCL scripts has shown divergent results. This article reports a meta-analysis about the effects of CSCL scripts on domain-specific knowledge and collaboration skills. Results indicate that CSCL scripts as a kind of socio-cognitive scaffolding can enhance learning outcomes substantially. Learning with CSCL scripts leads to a small positive effect on domain-specific knowledge (d = 0.20) and a large positive effect on collaboration skills (d = 0.95) compared to unstructured CSCL. Further analyses reveal that CSCL scripts are particularly effective for domain-specific learning when they prompt transactive activities (i.e., activities in which a learner’s reasoning builds on the contribution of a learning partner) and when they are combined with additional content-specific scaffolding (worked examples, concept maps, etc.). Future research on CSCL scripts should include measures of learners’ internal scripts (i.e., prior collaboration skills) and the transactivity of the actual learning process.

164 citations