This article aims to reveal the dynamics of desire, trauma, and absurdity in the character Ale through an interdisciplinary approach between Jacques Lacan's psychoanalysis and Jean-Paul Sartre's existentialism. The scope of the study includes narrative and psychological analysis of the main character in the novel Seporsi Mie Ayam Sebelum Mati by Brian Khrisna. The method used is content analysis with close reading techniques on relevant text units. Data were obtained from narrative excerpts, monologues, and dialogues that reflect the psychic structure and existential reflection of the character. The results of the study show that the act of eating chicken noodles is not merely a form of escape, but a symbol of desire born from past trauma (Lacan) and authentic choices in facing the absurdity of life (Sartre). An interesting fact in this finding is that the symbols used by the author in the novel add depth to the meaning as a representation of loss, longing, and the formation of existential meaning. This study confirms that popular fiction can be a medium for reflection on the complexity of the human mind, while also showing the importance of an interdisciplinary approach in contemporary Indonesian literary studies.
Theory and practice of education, Languages and literature of Eastern Asia, Africa, Oceania
The ultimate goal of English Language teaching is to help learners attain effective interaction skills. It is necessary to observe and explore classroom interaction systematically and closely in order to reach this ultimate goal. Hence, this qualitative case study focuses on the differences between pre-service teachers (PSTs ) and in-service teachers (INTs), particularly regarding how they managed and shaped interaction in the classroom via the Self Evaluation of Teacher Talk (SETT) framework (Walsh, 2006). The data for the study was collected from the transcriptions of the video recordings of English as a Foreign Language (EFL) 9th graders in a private high school setting in Türkiye. A total of 200 minutes of lesson time was transcribed for the INTs and 240 minutes of lesson time was transcribed for the PSTs. The Transana 2.10 version was utilized for the transcriptions (Woods, 2006). A micro-analytic perspective was adopted for the transcriptions of recordings and two coders coded the transcripts using the SETT framework. Frequencies and percentages of the categories in the framework were compared and it was observed that while INTs used all classroom modes with varying frequencies, PSTs tended to use specific modes more frequently than others. The differences were observed to affect the resulting interactional patterns in the classroom. The study elaborates on these differences and their impact on the training of pre-service teachers.
為培養大學生維持與控制自己學習狀況的行動與決策能力，並承擔起與學習相關的責任，高等教育需要提供賦能的學習環境，培養大學生擁有心理賦能，而戶外冒險教育課程是可以考慮的教學策略之一。本研究以心理賦能為導向，設計一門在高等教育執行的戶外冒險教育課程，採用不等組準實驗研究設計，以質量混合研究方法衡量該課程對大學生心理賦能的有效性與延續性成果。研究參與者共75名，實驗組50人，對照組25人。經單因子相依樣本變異數分析與單因子共變數分析進行資料分析，量化研究結果顯示，實驗組參與者心理賦能
及其各維度（影響力、勝任感、意義感以及自我決定）的後測分數皆顯著比前測分數來得高；在排除前測分數影響後，實驗組參與者在心理賦能總量表及影響力、意義感兩個維度的分數均顯著優於無參加課程之對照組。針對本實驗課程對於大學生心理賦能的有效性問題，質性資料分析採用準統計式分析方法，就訪談對象之團隊訓練心得、期中、期末反思心得與訪談內容進行歸類；針對本實驗課程對於大學生心理賦能的延續性問題，採用模版式分析方法，由資料中檢視與賦能的跨域應用、學習轉移或概念延伸等有關「延續表現」描述的內容進行分析，得到與量化研究結果相呼應與補充的質性研究成果。在後續訪談及文本資料分析中也發現，實驗組參與者不僅在課程中有心理賦能的表現，課程結束後在自我掌控、正向人際關係及學習典範等方面也有延續性的學習遷移表現。然而，相較於一般教育和教學研究，戶外冒險教育課程在教學場域、課程時間、風險管理、人力物力資源等方面有其特殊性，在實驗研究設計與研究對象的選擇上仍有進步空間；此外，量化研究結果雖具有顯著差異，但也存
在效果量與統計考驗力未臻理想的限制，建議未來研究者在開始進行準實驗研究前，事先考慮研究樣本數的問題。
Background
The university stage of education is a crucial period of stable and mature physical and mental growth that influences students’ career development. During this stage, students gain autonomy with respect to personal emotion management, living conditions, education, learning, and career planning.
In university, students start to think independently, take responsibility for their actions, maintain and expand interpersonal relationships, and participate in public affairs, and therefore, this is a crucial phase of development in terms of cultivating independence and responsibility. For university students to develop self-control, decision-making skills, and responsibility for their learning, they
must be provided with an experiential learning environment in which teachers can focus on the learner and empower them to engage in inquiry and reflection. Outdoor adventure education (OAE) is a form of experiential learning designed to promote positive individual and team development by enhancing an individual’s sense of control, encouraging active participation, and encouraging
decision-making, all of which are core aspects of empowerment.
Literature Review
Shellman (2009), Welsh et al. (2020), Down et al. (2023), and Bryce et al. (2023) have demonstrated that OAE programs enhance and sustain the sense of empowerment among participants of such programs and increase their sense of community. Shellman (2009) employed an unequal pretest-posttest quasi-experimental design, recruiting 86 participants (aged 14-30 years) to
complete a 10-30 day outreach training program in the summer of 2007 and 69 junior psychology students from Indiana University to form a control group. Data were collected and analyzed using a qualitative mixed-methods approach with a modified version of Spreitzer’s (1995) Psychological Empowerment Scale to determine differences in psychological empowerment after participation in Outward Bound training programs. For this scale, generalized and task-specific assessments are used to measure an individual’s overall feelings about life and generalized beliefs about empowerment. Initially developed for workplace settings, this scale has yet to be tested in the context of OAE. Notably, the findings of the aforementioned study support Zimmerman’s (1995) view that developing a universal measure of psychological empowerment is not feasible because the definition of “empowerment” varies across fields. Thus, OAE programs should align with a definition of psychological empowerment specific to their learning context.
A reliable and valid scale for undergraduate students is required to measure the influence of OAE programs on undergraduate students’ psychological empowerment. Studies on OAE programs related to empowerment have primarily examined programs operated by the National Outdoor Leadership School and Outward Bound, which typically span 10 to 94 days (Shellman, 2009; Sibthorp et al., 2007; Sibthorp et al., 2008). However, in Taiwan, few institutions offer programs with such extended durations and sufficient participants for research. Nonetheless, scholars have identified the following key elements for designing semester-long, credit-bearing courses in a higher education context: student ownership, skill development, participant responsibility, group support, guided reflection, and a sense of accomplishment. These elements can be used to empirically assess the effects of OAE on college students’ psychological empowerment.
Methods
The present study, guided by principles of psychological empowerment, designed an OAE program for higher education. The program ran from September to December 2022, with team cycling as the main activity. The program comprised the following components: course norms and
selection, theoretical knowledge and design, grouping, experience sharing by seniors, feedback review, six group training sessions, a 60-km midterm cycling test, bicycle maintenance training, risk management meetings, a final 3-day challenge, reflections, and personal insights. On the basis of literature findings, this study designed a program with a focus on creating an environment that fosters participation and support, promotes challenge and competence, nurtures autonomy and responsibility, and facilitates transformation and the development of a sense of meaning. A nonequivalent control group quasi-experimental design was employed, and a mixed-methods model was used to measure the effects and sustained outcomes of psychological empowerment among 75 college students (50 in the experimental group and 25 in the control group). The present study developed a 38-item scale adapted for college students by incorporating the Learner Empowerment Scale, which was developed by Frymier et al. (1996) and assesses the dimensions of impact,
competence, and meaningfulness, and the “self-determination” dimension of Spreitzer’s (1995) Psychological Empowerment Scale. After expert validity testing and exploratory and confirmatory factor analyses were conducted, 20 items were retained for assessing four dimensions: impact, competence, meaningfulness, and self-determination. The data were analyzed using one-way repeated measures analysis of variance and one-way analysis of covariance. Semi-structured interviews, the questions of which were validated by experts and based on Shellman’s (2009) outline, were conducted to evaluate the program’s intrapersonal, interactional, and behavioral effects on the
participants’ psychological empowerment, specifically the intrapersonal, interactional, and behavioral dimensions. Interviews, reflections, and team training journals were analyzed for formative evaluation and to assess the effectiveness of the program. To validate the effects of this experimental program on the psychological empowerment of university students, Miller and Crabtree’s (1992) Quasi-Statistical Analysis was employed to categorize and rank the collected qualitative data and identify changes in the participants’ psychological empowerment. To address the continuity of psychological empowerment effects among the participants of this experimental program, Miller and Crabtree’s (1992) Template Analysis Style was applied.
Results
Quantitative analysis revealed that the experimental group’s scores for psychological empowerment and its dimensions (impact, competence, meaningfulness, and self-determination) were significantly higher at posttest than at pretest. Compared with the control group, the experimental group obtained significantly higher scores on the overall psychological empowerment
scale and the dimensions of impact and meaningfulness after pretest scores were controlled for. A qualitative analysis based on a quasi-statistical approach was conducted to categorize interview responses on the basis of group exercises, reflections, and interview content. Template analysis was
employed to explore themes such as the cross-domain application of empowerment, learning transfer, and concept extension, with the findings complementing the quantitative findings. The results indicated that the participants in the experimental group exhibited sustained psychological
empowerment, self-control, positive interpersonal relationships, and improved learning paradigms at posttest.
Discussion and Suggestions
The OAE experimental program effectively increased the participants’ psychological empowerment with sustainable results. In contrast to previous studies, the present study discovered that a sense of accomplishment functions as a form of positive psychological feedback resulting from psychological empowerment instead of as a moderating effect. This suggests that a sense of
accomplishment is not a prerequisite for empowerment. Although the quantitative results of this study were significant, further improvements in experimental design and participant selection can be made in future research to address the limitations of the present study. These limitations include its
small effect sizes and insufficient statistical power. In addition, this study’s limitations related to the sample size could be addressed in future quasi-experimental studies. The results of the qualitative analysis of the present study indicated that several variables influenced the participants’ perception
and performance with respect to psychological empowerment, including the influence of teachers and the physical and psychological pressures experienced during the program. An unexpected and noteworthy finding was the recurrent mention of gratitude and thankfulness, with 30 statements by the interviewees expressing these sentiments. This suggests that gratitude and thankfulness are
linked to psychological empowerment and should be explored in future studies.
University degrees are usually delivered in defined sessions —by term, semester, or in week-based blocks— whereby students are required to complete their studies by the due date. Term or session-based schedules that require students to complete the study within set timeframes are, however, potentially restrictive. Temporal challenges associated with work and life can impede progress and add to the specific problem of student attrition in online learning. As universities seek to deliver innovative options for their students, increased attention is being paid to alternate models of delivery. This paper reports on the development of a hyperflexible online Master of Business Administration (MBA) course by a regional university in Australia, which has grown to more than 1,000 students since its launch in 2017. Delivered entirely online, the degree was specifically designed to address an inequity; MBA programs are traditionally expensive, and in Australia, the requirement for students to travel to attend residential schools and examinations adds significant cost to already expensive tuition fees. This paper analyzed enrollment data, course analytics over a two-year period, and student surveys conducted at the end of the second year of delivery (n = 98) to evaluate the development and implementation of the course as a hyperflexible course whereby students have almost complete control over their study at the postgraduate tertiary level. Results highlight the potential for the model to enable student success through flexibility.
Garazi López de Aguileta, Víctor Climent-Sanjuán, Adriana Aubert
et al.
Given the high prevalence of gender violence among adolescents and youth, research has underscored the importance of preventing it from an early age. The literature has clarified that the prevention of gender violence requires the union of the language of desire and of ethics to promote egalitarian relationships as desirable. Nevertheless, there is a need for a more in-depth and extensive analysis of the key concepts that emerge in DLG, implemented in diverse contexts to better understand their potential as a space for the prevention of gender violence. To contribute to filling this gap, this study explores key concepts of desire and ethics that adolescents surface in DLG implemented in 5 Learning Communities have in common. To that end, 26 observations in 9 different DLG groups with students aged 10-15 and 45 interviews with students and teachers were conducted. Results show one key concept of desire and ethics in these DLG: many students reject violence and peer pressure. Implications of these findings for the prevention and overcoming of gender violence are discussed.
The article discusses the role of education in achieving the goals of sustainable development, which is closely related to the transition to a circular economy, a new economic model aimed at minimizing the negative impact of civilizational activity of mankind on the environment. The use of educational projects in teaching the circular economy in the Republic of Finland, which is the European leader in the implementation of circular economic models, is analyzed. It is emphasised that in Finland, circular economy education is provided at all levels of education, starting with pre-school education, and continuing in general secondary, vocational, higher and adult education. It is emphasised that the circular economy is an inter-societal economic model that is needed in all sectors of the economy, and therefore it is necessary to teach the circular economy to all specialists of various profiles and specialties. It is shown that the organization of circular economy training is clearly reflected in the series of educational projects on the circular economy «Circular Economy for All Levels of Education», implemented in Finland with the support of the Sitra Foundation. Specific examples of educational projects on the circular economy for general secondary education institutions, colleges and universities are provided. The role of the teacher as a project leader and manager is important. Teachers use different strategies for evaluating projects, but traditional or multiple-choice exams are not used. Customers of educational products (projects) can be: a company from any sector of the economy, an association, a project organization, a municipality or a city, a community or an individual. The examples of these projects convincingly testify to their practical orientation.
У статті наголошено, що під впливом цифровізації змінюються тенденції устрою сьогоднішнього світу, розширюються можливості суспільства, доступ до інноваційних речей, збільшуючи вимоги споживачів. Підкреслено, що для задоволення потреб населення та бізнесу сучасний світ технологічного розвитку рухається вперед, розширюється, дозволяючи впроваджувати та широко застосовувати зручні, комфортні сервіси телекомунікаційних компаній, спонукаючи розвиток інструментів cashless economy. Відзначено необхідність урахування негативних наслідків їх широкого застосування, що передбачають можливість незаконних дій, шахрайства, розвитку тінізації економіки. Основна мета дослідження – визначити сучасні методики моделювання cashless economy, сервісів телекомунікаційних компаній і тіньової економіки, ураховуючи взаємозв’язки між цими поняттями. У статті проаналізовано літературні надбання сучасних світових і вітчизняних науковців щодо зосередження інтересів учених, які вивчають фінансову сферу, на дослідженні особливостей безготівкової економіки, ролі телекомунікаційних компаній і пов’язаної з ними тінізацією економіки. Актуальність визначення сучасних методик моделювання досліджуваних процесів полягає в тому, що цифрові технології продовжують удосконалюватися і використання інструментів cashless economy, цифрових сервісів телекомунікаційних компаній надалі зростатиме, усе більше споживачів буде реалізовувати цифрові транзакції. І відповідно, зі зростанням обсягів безготівкових операцій посилюється ризик можливих зловживань, шахрайства, зростання тінізації економіки. Дослідження проведене за чотири етапи, які дозволяють визначити різні вектори наукового пошуку. Побудовано структурно-логічну схему взаємозв’язків між досліджуваними поняттями. Висвітлено новітні ефективні методики моделювання cashless economy. Виділено сучасні дієві методики моделювання сервісів телекомунікаційних компаній. Описано сучасні методичні підходи до моделювання тіньової економіки. Як методичний інструментарій дослідження використано теоретичний аналіз літератури, теоретичні методи дослідження (абстрагування, синтез, групування), емпіричні методи дослідження (опис, спостереження), ресурсну базу інформаційної платформи Scopus, дизайнерську платформу Figma. Результати дослідження дозволять керівному персоналові та урядові запровадити більш чіткі та жорсткі нормативні акти щодо безпеки цифрових, безготівкових сервісів, посилити політику безпеки цифрових операцій, покращити конфіденційність даних та інформації, створити для користувачів безготівкових, цифрових послуг безпечніше середовище.
Education (General), Theory and practice of education
Research calls for practice-based inquiry where language teachers conduct exploratory action research to transform their pedagogical practices to impact student achievement. This study builds on the research in practitioner inquiry, teacher collaboration, and teacher identity to investigate how a seventh-grade English Language Arts (ELA) teacher (Heather) constructed her identity as she collaborated with an ESL teacher (Amanda) to plan for and teach ESL students in a collaboratively taught ELA classroom. Our qualitative inquiry included data gathered from two collaborative cycles with three semi-structured interviews, two collaborative planning sessions, fieldnotes of the collaborative teaching sessions, and two reflective journals authored by the ELA teacher. The findings illustrate that Heather constructed her teacher identity as a novice teacher with surface-level understandings of ESL students and a limited knowledge about how to plan for the ESL students in her classroom. Collaboration did not disrupt her deficit student perspectives nor did this partnership pave the way for Heather’s renewed understandings about how to teach ESL students in the ELA classroom. Collaboration, instead, provided Heather access to Amanda, whom Heather positioned as an experienced content teacher who could make the content accessible to ESL students.
Purpose – The purpose of this study aims to compare the academic performance and types of learning strategies used by APEL and regular entry undergraduates. It also explored the relationship between the academic performance and the types of learning strategies utilised by these two groups of undergraduate. Design/methodology/approach – This quantitative study involved 400 undergraduates from an open distance learning (ODL) institution. A correlational research design was used in this study. Data were collected through archival data and questionnaire. Independent t-test and Pearson’s correlation analyses were performed using SPSS. Findings – Regular entrants were found to perform slightly better than APEL entrants. There is no significant difference between the types of learning strategies used by APEL and regular entrants. For both groups, the higher performers adopted time and study environment management as well as effort regulation strategies. Besides this, there was no correlation between cognitive skills and peer learning with their academic performance. Meta-cognitive self-regulation and help-seeking which were found to affect the regular entrants’ academic performance did not correlate with those of APEL entrants. Research limitations/implications – This study was conducted within only one institution. The generalisation of findings may therefore be limited. Future studies could be conducted to include students from several institutions. Practical implications – Time management training could be provided to students. Additional support, like foundation courses and supplementary readings, could be provided to APEL entrants to support their learning. Originality/value – The findings would be beneficial to ODL institutions who offer APEL entry to understand the academic performance and learning strategies used by APEL entrants relative to regular entrants.
Martijn Leenknecht, Lisette Wijnia, Remy Rikers
et al.
In het Hoger Onderwijs verwachten we van studenten dat ze hun eigen leerproces kunnen aansturen en vanuit zichzelf gemotiveerd zijn om te studeren. Met andere woorden, we verwachten autonome motivatie van studenten. Zowel in theorie als praktijk blijft het een belangrijk vraagstuk hoe deze autonome motivatie kan worden gestimuleerd. Met een serie van vijf onderzoeken wilden we een bijdrage leveren aan [1] de toepassing van motivatieprincipes in het hoger onderwijs en [2] de theorievorming, specifiek in de context van het hoger onderwijs. We hebben steeds motiverend lesgeven onderzocht vanuit het perspectief van de student met behulp van vragenlijsten in beschrijvend en scenario-onderzoek. Resultaten onderstreepten het belang van motiverend lesgeven voor motivatie en prestatie van studenten in het hoger onderwijs. Vanuit het perspectief van de student kunnen drie motiverende docentbenaderingen worden onderscheiden: autonomie ondersteuning, structuur, en betrokkenheid. We vonden dat percepties van studenten over een docent worden opgebouwd uit de ervaren toepassing van deze benaderingen (docentgedrag), de aard van de docentbenadering in algemene zin (ondersteunend of ondermijnend) en de context van de opleiding en het instituut (denk aan het docententeam en staf). Hieruit kunnen we concluderen dat consequent toepassen belangrijker is, dan in iedere situatie alle benaderingen toe te passen.
Fifty-three percent of Grade 4 learners cannot read for meaning in low- and middle-income countries despite an investment of between 33-49% of education expenditure on primary education. Teaching children to read in the early grades is fundamental to building resilient education systems, as the ability to read early in life is a great predictor for education success, and will minimise learning loss during education emergencies similar to COVID-19 school closures, for children who can read for meaning can carry on learning outside of school buildings. Further, the predicted financing gaps in the next few years, as a result of COVID-19, will require governments to utilise limited financial resources effectively and efficiently by implementing literacy programmes proven to be impactful, using financial instruments like outcomes-based contracting that can mobilise and coordinate non-traditional educational finance and incentivise service providers to improve results by paying for achievement of agreed outcomes.
Eva Sulistiana, Wardatun Nadzifah, Moh. Samsul Arifin
Vocabulary merupakan salah satu komponen dalam penguasaan bahasa asing untuk mendukung mahasiswa dalam mempraktekan speaking dengan baik. Usaha untuk meningkatan vocabulary menjadi kendala bagi para mahasiswa yang belajar bahasa inggris sebagai bahasa asing. Peningkatan vocabulary bisa dilakukan menggunakan berbagai upaya. Salah satunya melalui program Intensive Bahasa Inggris. Program Intensive menfasilitasi para mahasiswa dengan jadwal yang intensive, materi dan praktik percakapan. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh intensive English Program dalam meningkatan vocabulary pada mahasiswa Stikes Hafshwaty. Metode penelitian menggunakan pre-experimental dan desain one group pre and post test design. Populasi yang digunakan adalah mahasiswa Tingkat 1 Stikes Hafshawaty Pesantren Zainul Hasan sebanyak 106 mahasiswa. Teknik sampling menggunakan cluster sampling, diperoleh sampel 84 mahasiswa. Pengumpulan data menggunakan format penilaian dan wawancara serta dianalisis menggunakan paired t-test. Hasil penelitian menginformasikan bahwa nilai rata rata vocabulary sebelum treatment adalah 1.4881 dan sesudah treatment 2.2500 atau terjadi peningkatan sebesar 0.7619 kali. Berdasarkan uji statistik diperoleh p = 0,000 (< 0,05) sehingga ada pengaruh yang signifikan antara Intensive English Program terhadap kemampuan berbicara bahasa Inggris.
Purpose: This article examines how individual, school, and social factors shape the perceptions of students in Senior Secondary Three (SS3; in some schools called Form Six [F6]) toward English private tutoring in Macao. Design/Approach/Methods: This is a comparative study of two F6 classes of an English-medium secondary school and four SS3 classes of a Chinese-medium secondary school in Macao, with a total number of 145 students. Mixed-methods approach (questionnaires and interviews) is employed in the study. Findings: The respondents’ participation in English tutoring is not very intensive. They prefer to receive government-subsidized after-school tutoring taught by their schoolteachers more than fee-paying English tutoring taught by tutors outside. Low level of social competition and high tertiary enrollment rates contribute to this phenomenon. Students’ needs and beliefs in English learning play key roles in determining their receipt of English tutoring. Originality/Value: Teachers may need better understanding of their students’ needs so as to design suitable pedagogies. Schools can consider more fully the types of tutoring that they provide for different kinds of pupils. The government-subsidized after-school tutoring could be a plausible way to reduce educational inequality.
RESUMO Este texto se insere no campo da formação para a docência da educação superior e procura avançar a discussão baseada em teorias do conhecimento que valorizam o senso comum e sua relação com o cotidiano. Registra os desafios para esse campo e quer ampliar a compreensão e construção de algumas teses que possam fazer avançar os estudos sobre a docência na universidade. Procurando autores do campo da sociologia do conhecimento, o texto traz provocações que estimulam pesquisas e estudos que incorporem olhares distintos sobre o fenômeno. Aliando-se à corrente que valoriza o senso comum e as energias que circulam nos processos formativos, procura respostas teóricas que sustentem novas investigações. Bergmann & Luckmann e Heller foram os atores preferenciais que levaram a outras contribuições. O intuito é provocar múltiplos olhares sobre a docência universitária e melhorar a qualidade da educação no país.
María del Mar Sánchez Vera, Isabel María Solano Fernández, Salomé Recio Caride
Este artículo pretende presentar las experiencias desarrolladas en varios cursos académicos entre el alumnado de 2º de Magisterio de Educación Infantil de la Universidad de Murcia (España) y niños y niñas de Educación Infantil del CEIP Cierva Peñafiel (Murcia, España) en torno a la elaboración de storytelling digital a través de vídeos en el marco de un proyecto telecolaborativo. Partiendo de la metodología del aprendizaje por tareas, el alumnado universitario ha tenido que diseñar un storytelling de manera grupal haciendo uso del vídeo. Las historias se plantean a partir de una temática general propuesta por el alumnado de Educación Infantil, que al mismo tiempo también elaboran su historia digital. Todos los recursos son publicados en Internet y difundidos a través de las redes sociales. La experiencia ha sido valorada positivamente por el alumnado, en relación a las competencias técnicas y pedagógicas que se desarrollan en la misma.
El blearning se ha convertido en una modalidad de enseñanza-aprendizaje prometedora puesto que el hibrido de presencialidad y virtualidad incrementa las opciones para la construcción de conocimiento. El objetivo de la investigación, fue conocer las formas de interacción en modalidad blended que posibilitan la configuración de ambientes de aprendizaje constructivistas. Los resultados derivan de un estudio cuantitativo, no experimental transversal, de alcance descriptivo correlacional, en el que participaron 59 estudiantes de Ingeniería en Computación. Los resultados destacan la importancia de la interacción constructiva mayormente entre compañerosy en menor medida con el tutor.
Healthcare systems produce an enormous amount of data which can be effectively used to reduce the cost of healthcare while improving quality, and supporting prevention and personalization.
This paper begins with an analysis of the basic characteristics of big data in medicine and the development of open data thinking. It goes on to discuss the potential of big data to improve the efficiency and efficacy of personal care while reducing health costs. During the study carried out at ASL Bari, a model for the continuous monitoring of health data was used and some experimental results are presented. Overall, the results provide useful insights into reducing cost and increasing the effectiveness and efficacy of health services. The experience demonstrated the usefulness of big data and data analytics techniques in health care and highlighted some directions for further research.
As tecnologias de informação e comunicação (TIC) desempenham um papel central nas nossas vidas. A maioria dos processos que diariamente executamos passam por estes canais digitais. O espectro de aplicação destas tecnologias é infindável.
A lógica de utilização subjacente às TIC está a impor-se aos modos tradicionais de organização da Sociedade. Em resultado, o desígnio de algumas Instituições está a enfraquecer face a esta demanda avassaladora. No caso especifico das instituições de Ensino Superior (IES), e em particular o Professor, estão a ser secundarizados nos processos de ensino-aprendizagem. O Aluno dispõe hoje de um número infindável de recursos e, por esse motivo, tem o poder de decidir quem ocupa o centro do seu universo de aprendizagem.
As TIC podem servir de estímulo a processos de reinvenção da Instituição e do Professor. Neste contexto, as Plataformas de e-Learning assumem-se como uma tecnologia que pode atalhar e estimular essa viagem. Neste contexto, no segundo semestre do ano letivo 2010-11 teve inicio um projeto de implementação de uma Plataforma de e-Learning na Faculdade de Farmácia da Universidade de Lisboa (FFUL). O presente artigo representa um resumo desse Projeto, que terminou no final do 1º semestre do ano letivo 2012-13. Neste Projeto optou-se por adotar uma abordagem sistémica sobre o e-Learning e, nessa medida, observá-lo como um processo composto por quatro elementos: o Aluno, o Professor, a Instituição e a Tecnologia. Aqui procurar-se-á dar especial destaque ao papel da Instituição, na promoção de um contexto organizacional favorável a processos desta natureza.
Education (General), Theory and practice of education
Jesús Victoria Flores Salazar, Rosa Cecilia Gaita Iparraguirre
Este artículo presenta la situación actual de la educación matemática en el Perú. Para ello, se da una mirada a la problemática actual en la que se ve inmerso el sistema educativo peruano; los orígenes de la Educación Matemática en el Perú y la influencia, tanto de la Maestría en Enseñanza de las Matemáticas como la del Instituto de Investigación sobre Enseñanza de las Matemáticas de la Pontificia Universidad Católica del Perú en el desarrollo de esta área. Se presenta los grupos, líneas y proyectos de investigación que actualmente existen y se muestran ejem- plos de dos pesquisas en la línea investigación de Tecnologías.
Special aspects of education, Theory and practice of education
Susana Silva, Helena Machado, Catarina Samorinha
et al.
Neste artigo analisa-se a circulação de expectativas e racionalidades de decisores políticos e de casais em procriação medicamente assistida, em Portugal, em torno da decisão quanto à doação de embriões para investigação científica. As interpenetrações entre a esfera política e a leiga serão discutidas com base na análise de conteúdo das seguintes fontes de informação: discursos políticos que suportaram a proposta de criação de um sistema de informação para os dadores de embriões idêntico ao sistema dos dadores de órgãos biológicos; entrevistas conduzidas entre Agosto 2011 e Agosto 2012 a 221 casais e 93 mulheres envolvidos em fertilização in vitro ou injeção intracitoplasmática de espermatozoides, no Hospital de S. João, Porto, sobre doação de embriões para investigação. Decisores políticos e casais partilham uma elevada recetividade ao progresso científico e depositam elevadas expectativas e confiança no poder terapêutico da investigação científica em células estaminais embrionárias. Se os casais usam a ética da reciprocidade, responsabilidade social e altruísmo para justificar as suas decisões; os decisores políticos realçam os contributos dos avanços da ciência para a esfera económica e promoção da imagem do país. Estes resultados consolidam a necessidade de reforçar a participação de diversos públicos na construção de princípios éticos e de responsabilidade social na regulação das práticas de investigação em embriões de origem humana.
Education (General), Theory and practice of education