Resultados "university"
Faculty and Studentsʼ perceptions about Assessment in Blended Learning during Pandemics: the Case of the University of Barcelona
Blended teaching and learning modalities are well established in higher education, particularly after all learning through pandemics. This study wantsaims to explore faculty and students’ perceptions about potentially empowering assessment practices in blended teaching and learning environments during remote teaching and learning. Two samples of 129 university educators and 265 students of the University of Barcelona responded to a survey.
Student´s expectations about what univesities should do with learning analytics
The expectations that university students (n=1024) say respect the learning analytics collected by the institution are explained.
Exploring Students’ Perceptions of Peer Feedback Processes in Pharmacy Education.
Pharmacy students' perceptions of the benefits and limitations of the peer review process are explained.
Blockchain in the university: a digital technology to design, implement and manage global learning itineraries
Making universal access to education compatible with different paths of learning is one of the great challenges of the last century. Technology has provided solutions to access information, for communication and collaborative work. Blockchain emerges as a technology that can be useful for the development of an evaluation model of individualized learning itineraries in mass university subjects.
Tecnologías digitales para transformar la sociedad (V.3)
The book is the result of a set of reflections carried out during the development of the subject "Uses, possibilities and limits of information and communication technologies", of the Social Education degree, at the University of Barcelona. The subject aims to reinforce the critical character of the student body in relation to the use of digital technologies, but at the same time provide them with digital skills that enable a comprehensive and effective use of these.
Diseñando itinerarios personales de aprendizaje. En DA, Aula virtual o cómo plantear las clases a distancia y no morir en el intento
Explanation of the design and implementation of a proposal for personal learning pathways in the field of university education.
A flipped classroom experience in the context of a pandèmic: Cooperative learning as a strategy for Student meaningful learning
Through an initial documentary analysis of the flipped classroom in the context of a pandemic and of the new pedagogical models based on active methodologies or pedagogies and cooperative learning, the experience presented below is part of an innovation project based on the design of cooperative activities focused on students to enhance their meaningful learning and with the aim of improving their satisfaction and motivation and thus, as a consequence, their academic performance.
Designing learning technology collaboratively: analysis of a chatbot codesign. Education and Information Technologies.
We analyze the design process of EDUguia chatbot, which includes diverse evidence from questionnaires and workshops with students and lecturers, as well as intermediary design objects. Based on the qualitative analysis, we identify several challenges that are transversal to the co-design work, as well as specific to the design phases.
Experiencias de retroacción para mejorar la evaluación continuada: el uso del Twitter como tecnologia emergente
The objective of the work presented is to design learning tasks and assessment activities to provide information to students so they can apply it in their future academic pursuits. Specifically, this article features the experience held in one of the compulsory subjects of the degree of pedagogy in which the use of Twitter has been proposed as a learning activity mediated by peer review processes in which the students had to give a constant feedback to their colleagues about the quality of their tweets.
Peer assessment in online learning: Promoting self-regulation strategies through the use of chatbots in Higher Education.
We present an innovation project supported by the research framework in the Master’s in Education and ICT at the Open University of Catalonia (UOC) that scaffolds self-regulation using chatbots and focuses on peer assessment by means of essay writing. This activity develops student reflection and critical thinking while promoting self-regulatory capacity through peer assessment practice.
