Technology, Sustainability and Educational Innovation (TSIE) (Advances in Intelligent Systems and Computing, 1110) 3030372200, 9783030372200
This book presents the proceedings of International Conference on Knowledge Society: Technology, Sustainability and Educ
129 11 30MB
English Pages 492 Year 2020
Contents
About the Editors
Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education
Abstract
1 Introduction
1.1 Backgrounds
1.2 Models as Knowledge Structures: Its Relevance in Environmental Education
2 Method
3 The Proposed Model
4 Conclusions
References
NEOBOOK: Hypermedial Language Integrating Knowledge in Computer Education
Abstract
1 Introduction
2 Methodology
2.1 Phase 1.- Gathering Information
2.2 Phase 2.- Situational Diagnosis
2.3 Phase 3.- Analysis and Development
3 Results
4 Discussion and Conclusions
References
Climate Change Effects on the Development of Six Pristimantis Frog Species in Ecuador
Abstract
1 Introduction
2 Methods
2.1 Species Potential Distribution
2.2 Species Distribution Models Through MaxEnt Algorithm
2.3 Model Validation
2.4 Thematic and Digital Cartography with ArcGIS
3 Results
3.1 Potential Distribution
3.2 Climate Change Impact on the Potential Distribution of Six Species of the Pristimantis Genus
Acknowledgements
References
Psycho-pedagogical Recovery Tool Based on the User-Centered Design
Abstract
1 Introduction
2 Theoretical Background
3 The Results and Discussion
3.1 “Tití App” User-Centered Design Stages
3.2 “Tití App” System Interact
3.3 Psycho-pedagogical Exercises
4 Conclusions and Prospects for Further Research
References
Influence of Social Networks on Teenagers’ Social Skills
Abstract
1 Introduction
2 Methodology
2.1 Population and Sample
2.2 Instrument
3 Results
3.1 Descriptive Statistics
3.2 Correlation Statistics
4 Discussion
References
Cyber Constructivism for the Literacy Learning Process in the Knowledge Society
Abstract
1 Introduction
2 Theoretical Frame
2.1 Relationship de las Societies
2.2 Relationship of Societies with the Student Field
2.3 The Knowledge Society and Its Human Relationship
2.4 The Information Society in Support of the Knowledge Society
2.5 Network Society and Its Expansive Form of Knowledge
3 Discussion
3.1 Practical Case
3.2 Technological Resource
4 Methodology
4.1 Characteristics Population and Sample
4.2 Methodology Type
5 Results
6 Conclusiones
References
Diagnosis of the Use of Information and Communication Technologies in Dual Training. Case Study: Textile Confection Career at “Instituto Superior Tecnólogico Cotacachi”
Abstract
1 Introduction
2 Methodology
3 Results
4 Discussion
5 Conclusion
References
Digital Competences in e-learning. Case Study: Ecuador
Abstract
1 Introduction
2 Methodology
2.1 Stage 1 – State of the Art
2.2 Stage 2 – Experiment and Information Collection
2.3 Stage 3 – Analysis and Results
3 Results
3.1 Resultados nivel de competencias digitales de los participantes
3.2 Results of the Training Course for Virtual Tutors in Digital Competences
4 Conclusions
References
General and Specific Cognitive Competences in Students of the Faculty of Health Sciences
Abstract
1 Introduction
1.1 Competencies
1.1.1 Approaches to the Conceptualization of Competences
1.1.2 Competencies in Higher Education
2 Methodology
2.1 Types of Research
2.2 Design of the Investigation
2.3 Research Methods
2.3.1 Synthetic Method
2.3.2 Statistical Method
2.4 Research Techniques and Instruments
2.5 Geographic Location
2.6 Population
2.7 Sample
3 Analysis and Discussion of Results
4 Conclusions
References
Relationship Between Vocational and Professional Guidance with Election of Career in Higher Education
Abstract
1 Introduction
2 Methodology
2.1 Participants
2.2 Instruments
2.3 Result Analysis
3 Results
3.1 Variable: Vocational and Professional Guidance Process
3.2 Variable: Choice of Career
3.3 Differential Analysis
3.4 Correlation Analysis
4 Discussion of Results
5 Conclusions
6 Recommendations
References
Use of Graphic Organizers at Técnica del Norte University
Abstract
1 Introduction
2 Methodology and Methods
3 Theoretical Framework
3.1 What are Graphic Organizers?
3.2 Essentializing and Structuring as Basic Cognitive Skills
3.2.1 Essentializing
3.2.2 Structuring
4 Results
5 Discussion and Conclusions
References
Project-Based Learning for Teaching Statistics Using Software
Abstract
1 Introduction
2 Metodology
3 Results and Discussion
4 Conclusions
References
Digital Gamification in Basic General Education Students
Abstract
1 Introduction
2 Conceptual Framework Formulation
2.1 Use of the Game in Education
2.2 Gamification
2.3 New Technologies in Gamification
2.4 Gamification in Math
2.5 Math Teaching-Learning Strategy
3 Methodology
4 Results and Discussion
5 Conclusion
References
Confirmatory Factorial Analysis Applied on Teacher Evaluation Processes in Higher Education Institutions of Ecuador
Abstract
1 Introduction
2 State of the Art
3 Methodology
4 Results and Discussion
5 Conclusions and Recommendations
References
Gamification as a Didactic Tool in the Teaching of the Pythagorean Theorem
Abstract
1 Introducción
2 Materials and Methods
3 Results
3.1 Teacher Class Evaluation Sheet
3.2 Survey Directed to Teachers
3.3 Survey Directed to Students
4 Discussion and Conclusions
References
Quality at the University Based on Process Management: Design and Implementation of the Quality Management System Under ISO 9001:2015 Standard Applied to the Industrial Engineering Degree of the Northern Technical University
Abstract
1 Introduction
2 Methodology
3 Development
3.1 Planning
3.2 Doing
3.3 Verify
3.4 Acting
4 Discussion and Results
5 Conclusions
References
Interactive Visualization Interfaces for Big Data Analysis Using Combination of Dimensionality Reduction Methods: A Brief Review
Abstract
1 Introduction
2 Generalized Framework for Big Data Visualization Using Dimensionality Reduction
3 Results
3.1 Geometrical Homotopy for Data Visualization [26]
3.2 Interactive Interface for Efficient Data Visualization via a Geometric Approach [31]
3.3 Interactive Visualization Methodology of High-Dimensional Data with a Color-Based Model for Dimensionality Reduction [27]
3.4 Data Visualization Using Interactive Dimensionality Reduction and Improved Color-Based Interaction Model [28]
3.5 Dimensionality Reduction for Interactive Data Visualization via a Geo-Desic Approach [29]
3.6 Interactive Data Visualization Using Dimensionality Reduction and Similarity-Based Representations [30]
4 Discussion and Conclusions
Acknowledgments
References
Application of a Ludic Video Game as an Alternative Resource in the Classroom. A Case Study
Abstract
1 Introduction
2 Materials and Methods
3 Results
4 Discussion
5 Conclusions
References
Design of a Unified Communications Service Using OpenStack Infrastructure
1 Introduction
2 Current Situation of the UTN Network and Design of the Unified Communications Infrastructure
2.1 Platform Requirements
2.2 Dimensioning of Components and Services
2.3 Identification of Integrated Services
3 Results
3.1 Mail Electronic
3.2 Instant Messaging
3.3 Videoconferencing
3.4 Consumption of Applications
3.5 Connectivity Tests
4 Conclusions
References
Machine Learning in an SDN Network Environment for DoS Attacks
1 Introduction
2 Theoretical Foundation
2.1 Software-Defined Network (SDN)
2.2 OpenFlow
2.3 Denial of Service Attack (DoS)
2.4 Machine Learning
2.5 SDN Drivers for Machine Learning
3 SDN Architecture
3.1 Application Layer
3.2 Control Layer
3.3 Infrastructure Layer
4 Services/Use Cases
4.1 Case 1: Mitigating Volumetric Attacks
4.2 Case 2: Offline Detection
4.3 Case 3: Attacks Behind the CDN
4.4 Case 4: Protection Against Camouflaged Attacks on the Web
5 Problems
5.1 Related Jobs
5.2 How to Build a Tolerant System DoS Attacks Using SDN
6 Challenges
6.1 Big Data Analytics
6.2 Network Function Virtualization
6.3 Information-Centered Networks
7 Conclusions
References
University Applications Based on Cloud Computing: North Technical University Case
1 Introduction
2 Methodology
2.1 Physical Infrastructure of the Center of Cloud Computing Data from the North Technical University North Technical University
2.2 Private Cloud Computing Infrastructure Based on Free Software Platforms
2.3 University Applications to Provide Services Through Cloud Computing
3 Results and Analysis
References
Lighting Electronic System (On-off) Through Brain Signal Control Based on EEG Technology
1 Introduction
2 Method
2.1 Brain
2.2 Brain Waves
2.3 Electroencephalogram
2.4 Technical Fundaments of EEG Record
2.5 Neuroplasticity
3 Development
3.1 MindWave Mobile
3.2 BlueSMiRF SilverRN-42 Bluetooth Module
3.3 Arduino Micro
3.4 Light Sensor Module with Photodiode
3.5 BlueSMiRF SilverRN-42 Module Configuration
3.6 Data Processing Center Structuring
4 System Implementation
4.1 System Functional Structure
4.2 Description of Cognitive Function
4.3 User
4.4 Training Procedure
4.5 Limiting Circumstances of Use
4.6 Concentration Event Execution Protocol (C)
4.7 Protocol for the Meditation Event Execution (M)
5 Results
5.1 Discriminatory Analysis of Patterns by Event
6 Conclusions
References
Control of an Ankle Joint with Classic Control Techniques
Abstract
1 Introduction
2 Analysis of Human Gait
2.1 Phases of the Human March
2.2 Plant Model and Engine
3 Control System
3.1 State Feedback Control System
3.2 Feedback from States with Observer
3.3 State Feedback and Comprehensive Action
3.4 PID Method of the Geometric Root Place
4 Conclusions
References
Ensemble Kalman Filter and Extended Kalman Filter for State-Parameter Dual Estimation in Mixed Effects Models Defined by a Stochastic Differential Equation
Abstract
1 Introduction
2 Problem Formulation
3 Methodology for Estimating States and Parameters
3.1 Extended Kalman Filter (EKF) for Dual Estimations
3.2 Ensemble Kalman Filter (EnKF) for Dual Estimations
4 Results
5 Discussions and Conclusions
References
Applying Business Intelligence and KPIs to Manage a Pharmaceutical Distribution Center: A Case Study
Abstract
1 Introduction
2 Methods and Materials
2.1 Research Type
2.2 Population and Sample
2.3 Comparison Parameters
2.4 Construction of the BI Application
3 Results
3.1 Results of the Interview
3.2 Benchmarking Results
3.3 Results of the BI Application
4 Discussion
5 Conclusion and Future Works
References
The Use of Audiovisual Booktrailer to Promote Reading Among University Students
Abstract
1 Introduction
2 Theoretical Framework
2.1 Literature Review
2.2 Teaching-Learning of Reading and Writing
2.3 Figures of Reading in Ecuador
2.4 Telling Stories
2.5 Audiovisual
2.6 Filmic Language
2.7 Quality Products
2.8 Short Productions (Microvideos)
3 Method
3.1 Literary Analysis
3.2 Contrast Interviews
3.3 Script (Preproduction)
3.4 Shooting (Production)
3.5 Edition (Posproduction)
4 Materials and Methods
4.1 Camera and Lens
4.2 Stabilization and Lighting
4.3 Audio
5 Results
5.1 Opinion Poll’s Results
5.2 Action Plan
6 Discussion
7 Conclusions
7.1 Reccomendations
References
ICT in Higher Education and Its Relation to the Violation of Copyright and Intellectual Property
Abstract
1 Introduction
2 Information Technology, Communication and Higher Education Units
3 Intellectual Property
4 Intellectual Property Rights in Ecuador
5 Academic Plagiarism
6 Methodology
7 Results and Discussion
7.1 Descriptive Statistical Analysis “Teachers”
7.2 Descriptive Statistical Analysis “Students”
8 Conclusions
References
Media Competences and Academic Performance of Education Sciences’ Teachers of UCE
Abstract
1 Introduction
2 Methodology
2.1 Result Analysis
2.2 Results
3 Conclusions
References
Higher Education Virtual Classrooms Applied to Learning Processes in Latin America
Abstract
1 Introduction
2 Materials and Methods
2.1 Type of Research
2.2 Research Tools
2.3 Objective
2.4 Data Analysis
3 Discussion and Results
3.1 Virtual Classrooms and Didactic Processes
3.2 Virtual Classrooms and Learning Processes
3.3 Virtual Classrooms Administrative and Operational Processes
3.4 Virtual Classrooms Evaluation and Accreditation
4 Conclusion
References
Eduprosumers: Educational Actors in the Digital Age
Abstract
1 Introduction
1.1 The Society of the 21st Century: A Civilizing Dilemma
1.2 On Identities, Cultural Devices and Their Reconfiguration
1.3 Meta-Psychology of Digital Techno-Devices
1.4 Communication, Knowledge and Technology
2 Eduprosumers: Learning in the Digital Era
3 Final Considerations: Eduprosumers as Agents of Science Divulgation
References
Science Among Social Networks and University as Online Prescriber: Considerations from Researchers and University Students
Abstract
1 Introduction
1.1 Online Prescriber
1.2 Digital Media and Social Networks in Ecuador
2 Methodology
3 Results and Discussion
3.1 Interviews
3.2 Surveys
4 Conclusions
References
Communication and Technological Skills to Improve University Teaching Performance
Abstract
1 Introduction
2 Background
3 The Process of Massification of Social Networks in Society
4 The Ecuadorian and Peruvian Setting
5 Conclusions
References
Modernity, Heritage and Identity: Interpretations of the Public Space in the City of Ibarra in the Digital Age
Abstract
1 Introduction
1.1 The Epistemology of Cultural Studies
2 Interpreting the City
3 The Public Sphere
4 Devices
5 The Ibarrean Modernity, I: The Historic Centre, Between Patrimonialism and Heterotopia
6 The Ibarrean Modernity, II: The Concealment of the “Other” or the Contempt of the Indigenous Past
7 Conclusion
References
The Inca Trail (Qhapac Ñan) as a Contribution to Sustainable Tourism in Ecuador
Abstract
1 Introduction
1.1 Analysis of the Current State of the Andean Road System Qhapac Ñan
2 Research Purpose
3 Qhapac Ñan as a Tourism Resource
4 Meaning of the Andean Road System Qhapac Ñan
5 The Qhapac Ñan and the Construction of the Andean Landscape
6 The Qhapac Ñan and the Advent of a New Territorial Model
7 Andean Road System Qhapac Ñan in Ecuador
8 Methodology
8.1 Main Research Results
8.2 Conclusions
References
Aesthetic Dimensions of Hand Prostheses
Abstract
1 Introduction
1.1 Aesthetic Precepts of Hand Prostheses in History
2 Prosthetic Models of the Hand
2.1 Cosmetic Prosthesis
2.2 Body Prosthetics
2.3 Myoelectric Prosthesis
3 Conclusions
References
Biodiversity and Culture’ Theme Park: An Educational-Environmental and Tourism Strategy, La Paz Parish, Carchi Province
Abstract
1 Introduction
1.1 Background
2 Methodology
2.1 Proceedings
3 Results
4 Conclusions
References
Internet and Legislation on the Protection and Conservation of Cultural Heritage in Ecuador
Abstract
1 Introduction
2 Methodology
3 Results and Discussion
4 Conclusions
References
Open Museums During the International Museum Day, Measuring Participants Experience
Abstract
1 Introduction
2 Materials and Methods
3 Results
4 Conclusions
References
Noise Pollution and Its Incidence in the Experience of Foreign Tourists During the Operation of a City Tour in the Historic Center of Quito
Abstract
1 Introduction
2 Research Method
2.1 Systematization of the Use of the Digital Sound Level Meter for Data Collection
3 Findings
4 Discussion
4.1 Perception of Tourists
4.2 Effects of Noise Pollution
4.3 Effects on Tourists Experience
5 Conclusions
6 Recommendations
References
Recommend Papers
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Advances in Intelligent Systems and Computing 1110
Andrea Basantes-Andrade Miguel Naranjo-Toro Marcelo Zambrano Vizuete Miguel Botto-Tobar Editors
Technology, Sustainability and Educational Innovation (TSIE)
Advances in Intelligent Systems and Computing Volume 1110
Series Editor Janusz Kacprzyk, Systems Research Institute, Polish Academy of Sciences, Warsaw, Poland Advisory Editors Nikhil R. Pal, Indian Statistical Institute, Kolkata, India Rafael Bello Perez, Faculty of Mathematics, Physics and Computing, Universidad Central de Las Villas, Santa Clara, Cuba Emilio S. Corchado, University of Salamanca, Salamanca, Spain Hani Hagras, School of Computer Science and Electronic Engineering, University of Essex, Colchester, UK László T. Kóczy, Department of Automation, Széchenyi István University, Gyor, Hungary Vladik Kreinovich, Department of Computer Science, University of Texas at El Paso, El Paso, TX, USA Chin-Teng Lin, Department of Electrical Engineering, National Chiao Tung University, Hsinchu, Taiwan Jie Lu, Faculty of Engineering and Information Technology, University of Technology Sydney, Sydney, NSW, Australia Patricia Melin, Graduate Program of Computer Science, Tijuana Institute of Technology, Tijuana, Mexico Nadia Nedjah, Department of Electronics Engineering, University of Rio de Janeiro, Rio de Janeiro, Brazil Ngoc Thanh Nguyen , Faculty of Computer Science and Management, Wrocław University of Technology, Wrocław, Poland Jun Wang, Department of Mechanical and Automation Engineering, The Chinese University of Hong Kong, Shatin, Hong Kong
The series “Advances in Intelligent Systems and Computing” contains publications on theory, applications, and design methods of Intelligent Systems and Intelligent Computing. Virtually all disciplines such as engineering, natural sciences, computer and information science, ICT, economics, business, e-commerce, environment, healthcare, life science are covered. The list of topics spans all the areas of modern intelligent systems and computing such as: computational intelligence, soft computing including neural networks, fuzzy systems, evolutionary computing and the fusion of these paradigms, social intelligence, ambient intelligence, computational neuroscience, artificial life, virtual worlds and society, cognitive science and systems, Perception and Vision, DNA and immune based systems, self-organizing and adaptive systems, e-Learning and teaching, human-centered and human-centric computing, recommender systems, intelligent control, robotics and mechatronics including human-machine teaming, knowledge-based paradigms, learning paradigms, machine ethics, intelligent data analysis, knowledge management, intelligent agents, intelligent decision making and support, intelligent network security, trust management, interactive entertainment, Web intelligence and multimedia. The publications within “Advances in Intelligent Systems and Computing” are primarily proceedings of important conferences, symposia and congresses. They cover significant recent developments in the field, both of a foundational and applicable character. An important characteristic feature of the series is the short publication time and world-wide distribution. This permits a rapid and broad dissemination of research results. ** Indexing: The books of this series are submitted to ISI Proceedings, EI-Compendex, DBLP, SCOPUS, Google Scholar and Springerlink **
More information about this series at http://www.springer.com/series/11156
Andrea Basantes-Andrade Miguel Naranjo-Toro Marcelo Zambrano Vizuete Miguel Botto-Tobar •
•
Editors
Technology, Sustainability and Educational Innovation (TSIE)
123
•
Editors Andrea Basantes-Andrade Ciudadela Universitaria Universidad Técnica del Norte Ibarra, Ecuador
Miguel Naranjo-Toro Ciudadela Universitaria Universidad Técnica del Norte Ibarra, Ecuador
Marcelo Zambrano Vizuete Ciudadela Universitaria Universidad Técnica del Norte Ibarra, Ecuador
Miguel Botto-Tobar Department of Mathematics and Computer Eindhoven University of Technology Eindhoven, Noord-Brabant, The Netherlands
ISSN 2194-5357 ISSN 2194-5365 (electronic) Advances in Intelligent Systems and Computing ISBN 978-3-030-37220-0 ISBN 978-3-030-37221-7 (eBook) https://doi.org/10.1007/978-3-030-37221-7 © Springer Nature Switzerland AG 2020 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations. This Springer imprint is published by the registered company Springer Nature Switzerland AG The registered company address is: Gewerbestrasse 11, 6330 Cham, Switzerland
Contents
Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education . . . . . . . . . . . . . . . . . . . Marcelo René Mina Ortega, José Alí Moncada Rangel, Ítala María Paredes Chacín, and Jorge Iván Mina Ortega NEOBOOK: Hypermedial Language Integrating Knowledge in Computer Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . E. Ibadango Galeano, Esteban Placencia Enríquez, Umina Quimbo Yacelga, Wilma Meneses Rosas, and María Quintanchala Taquez Climate Change Effects on the Development of Six Pristimantis Frog Species in Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Cheza Jessica, Rosales Oscar, Arias Paúl, Oña Tania, and Sania Ortega-Andrade Psycho-pedagogical Recovery Tool Based on the User-Centered Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Jacqueline Gordón, Andrés Caicedo, David Salcedo, Gustavo Ron, Gisselt Quintero, Nicole Cajas, and Sonia Narváez Influence of Social Networks on Teenagers’ Social Skills . . . . . . . . . . . . Gallardo Dayana, Guzmán Cristian, Barba Jessy, and Valencia Jhomira Cyber Constructivism for the Literacy Learning Process in the Knowledge Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . David Alejandro Sandoval, Clara Lucia Burbano, Julio Eduardo Mejía, and Jessica María Montilla
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Diagnosis of the Use of Information and Communication Technologies in Dual Training. Case Study: Textile Confection Career at “Instituto Superior Tecnólogico Cotacachi” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Lizarda Vilma Vargas Chagna, Mariela Elizabeth Vargas Chagna, Richard Marcelo Navarro Chacua, Alexis Javier Guzmán Terán, and Jorge Alonso Ayala Bastidas Digital Competences in e-learning. Case Study: Ecuador . . . . . . . . . . . . Andrea Basantes-Andrade, Marcos Cabezas-González, and Sonia Casillas-Martín General and Specific Cognitive Competences in Students of the Faculty of Health Sciences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Andrea Huaca, Alejandra Gómez, Rocio Castillo, Salomé Gordillo, and Viana Espinel
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Relationship Between Vocational and Professional Guidance with Election of Career in Higher Education . . . . . . . . . . . . . . . . . . . . . 106 Marco Andrade Torres, Soraya Toro Santacruz, and Anabela Galarraga Andrade Use of Graphic Organizers at Técnica del Norte University . . . . . . . . . . 120 Frank Guerra Reyes, Claudia Ruiz, Ramiro Carrascal Albán, and Sandra Guevara-Betancourt Project-Based Learning for Teaching Statistics Using Software . . . . . . . 131 Mairett Rodríguez-Balza, Wilfre Machado, and Marisela Giraldo Digital Gamification in Basic General Education Students . . . . . . . . . . . 143 Edda Vélez Meza, Guzmán Terán Alexis, Gallegos Varela Mónica, and Méndez Urresta Jacinto Confirmatory Factorial Analysis Applied on Teacher Evaluation Processes in Higher Education Institutions of Ecuador . . . . . . . . . . . . . 157 Alexandra E. Jácome Ortega, Jorge A. Caraguay Procel, Erick P. Herrera-Granda, and Israel D. Herrera Granda Gamification as a Didactic Tool in the Teaching of the Pythagorean Theorem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 Sofía Velasco Escobar, Verónica Aragón Tulcanaza, Lorena Jaramillo Mediavilla, Frank Guerra Reyes, Omar Lara Castro, and Ximena Rosero Benavides Quality at the University Based on Process Management: Design and Implementation of the Quality Management System Under ISO 9001: 2015 Standard Applied to the Industrial Engineering Degree of the Northern Technical University . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Karla Paola Negrete, Jenyffer Yépez, Edgar Maya-Olalla, Miguel Naranjo-Toro, and Jorge Caraguay-Procel
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Interactive Visualization Interfaces for Big Data Analysis Using Combination of Dimensionality Reduction Methods: A Brief Review . . . 193 Ana C. Umaquinga-Criollo, Diego H. Peluffo-Ordóñez, Paúl D. Rosero-Montalvo, Pamela E. Godoy-Trujillo, and Henry Benítez-Pereira Application of a Ludic Video Game as an Alternative Resource in the Classroom. A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 204 Xavier Mauricio Rea-Peñafiel, Katherine Estefanía Coral-Pineda, José Antonio Quiña-Mera, Juan Pablo Carvallo-Vega, and Cathy Pamela Guevara-Vega Design of a Unified Communications Service Using OpenStack Infrastructure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215 Gustavo Eduardo Fernández Villacrés, Freddy Maximiliano Jordan Cordones, Luis Isaías Bastidas Zambrano, Carlos Vasquez-Ayala, Mauricio Dominguez-Limaico, and Edgar Maya-Olalla Machine Learning in an SDN Network Environment for DoS Attacks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 231 Mauricio Dominguez-Limaico, Edgar Maya-Olalla, Carlos Bosmediano-Cardenas, Charles Escobar-Teran, Juan Francisco Chafla-Altamirano, and Arturo Bedón-Chamorro University Applications Based on Cloud Computing: North Technical University Case . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244 Edgar Maya-Olalla, Mauricio Dominguez-Limaico, Daniel Jaramillo-Vinueza, Carlos Vasquez-Ayala, and Patricio Castro-Andrade Lighting Electronic System (On-off) Through Brain Signal Control Based on EEG Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . 254 Marco Jimenez-Guevara, Edgar Maya-Olalla, Mauricio Dominguez-Limaico, Jenyffer Yepez-Chicaiza, Marcelo Zambrano-Vizuete, and K. L. Ponce-Guevara Control of an Ankle Joint with Classic Control Techniques . . . . . . . . . . 271 Iván Iglesias, Luz María Tobar Subía, Gabriela A. Verdezoto, Daniel A. Alvarez, and Israel Chamoro Ensemble Kalman Filter and Extended Kalman Filter for State-Parameter Dual Estimation in Mixed Effects Models Defined by a Stochastic Differential Equation . . . . . . . . . . . . . . . . . . . . . . . . . . . 285 Jose Soto and Saba Infante
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Applying Business Intelligence and KPIs to Manage a Pharmaceutical Distribution Center: A Case Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 301 Cathy Guevara-Vega, Jeferson Ayala, Jenny Ortiz, Alexander Guevara-Vega, Daisy Imbaquingo, and Pablo Landeta The Use of Audiovisual Booktrailer to Promote Reading Among University Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 314 C. Rivera Orbe, F. Tusa Jumbo, S. Tejedor, and L. Cervi ICT in Higher Education and Its Relation to the Violation of Copyright and Intellectual Property . . . . . . . . . . . . . . . . . . . . . . . . . . 328 Magdalia Maribel Hermoza Vinueza, Hugo Bayardo Santacruz, Paola Tatiana Vaca, H Lennin Israel Vaca, and Lida Maricela Portilla Media Competences and Academic Performance of Education Sciences’ Teachers of UCE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 343 Bahamonde Juan, Cevallos Yasmín, and Benalcázar Milton Higher Education Virtual Classrooms Applied to Learning Processes in Latin America . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 352 Maritza Méndez-Ortega, Adriana Prado Malte, Analía Caicedo Pozo, Cristina Suárez Cabrera, and Virna Acosta Paredes Eduprosumers: Educational Actors in the Digital Age . . . . . . . . . . . . . . 363 Diego Apolo, Luis D´aubeterre, Silverio González-Téllez, and Gabriela Cabascango Science Among Social Networks and University as Online Prescriber: Considerations from Researchers and University Students . . . . . . . . . . . 374 Vivian Ojeda-Serna, Ana Larrea-Ayala, Amyra Gabriela Bastidas Amador, Nelly Patricia Acosta Ortiz, Isabel Santiesteban Santos, and María Lucitania Montalvo Vazquez Communication and Technological Skills to Improve University Teaching Performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 385 Paredes Wladimir, Chávez Luis, and Vera María Modernity, Heritage and Identity: Interpretations of the Public Space in the City of Ibarra in the Digital Age . . . . . . . . . . . . . . . . . . . . . . . . . 393 Jorge Torres, Albert Arnavat, Yoarnelys Vasallo, José Revelo, and Paul Andrade The Inca Trail (Qhapac Ñan) as a Contribution to Sustainable Tourism in Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . 406 José Antonio Camuñez and Kennedy Rolando Lomas Aesthetic Dimensions of Hand Prostheses . . . . . . . . . . . . . . . . . . . . . . . . 421 Yenney Richard and Brizeida Gámez
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Biodiversity and Culture’ Theme Park: An Educational-Environmental and Tourism Strategy, La Paz Parish, Carchi Province . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432 Ismar Borges-De Lima, Carmen Amelia Trujillo, Kennedy Rolando Lomas Tapia, Oswaldo Jesús Martínez Padrón, Tuli Aracelly García Arciniegas, and Miguel Edmundo Naranjo Toro Internet and Legislation on the Protection and Conservation of Cultural Heritage in Ecuador . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 445 Miguel Naranjo-Toro, Yenney Ricardo Leiva, Andrea Basantes-Andrade, Luis Chiliquinga Jaramillo, and Ximena Naranjo Vinueza Open Museums During the International Museum Day, Measuring Participants Experience . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 454 P. Raza-Paredes, E. Narváez-Marcillo, and D. Leiva-Cruz Noise Pollution and Its Incidence in the Experience of Foreign Tourists During the Operation of a City Tour in the Historic Center of Quito . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 469 Víctor Jácome Oquendo and Melisa Rodríguez Santos
About the Editors
Andrea Basantes-Andrade is a student in the Doctoral Program Education in the Knowledge Society at the Universidad de Salamanca (Spain); she holds master’s degree in Technologies for Management and Teaching Practice at Pontificia Universidad Católica del Ecuador and master’s degree in Distance Education–E-learning at the Caribbean International University, Willemstad-Curaçao; she is a Computer Systems Engineer; she also holds higher diploma in Research; master’s program in Technology and Educational Innovation Coordinator at the Postgraduate Institute at the Universidad Técnica del Norte (UTN). She is Deputy Director of the Virtual Education Project at the UTN; Teacher-Researcher in the UTN Higher Education System; Expert in virtual education, digital media, web administration e-commerce; and active member of The International Tutors Association. Universidad Técnica del Norte, Ciudadela Universitaria, Av. 17 de Julio, Barrio El Olivo, 100105, Ecuador - [email protected].
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Miguel Naranjo-Toro is Doctor in Sciences and Arts; he holds master’s degree in University Teaching and Educational Research, higher diploma in Research, and graduate degree in Education Sciences, Specialisation Philosophy, and Socio-Economic Sciences. He is Teacher-Researcher at the Universidad Técnica del Norte (UTN). He has been Rector at the UTN and currently serves as Academic Vice-chancellor. Universidad Técnica del Norte, Ciudadela Universitaria, Av. 17 de Julio, Barrio El Olivo, 100105, Ecuador - [email protected].
Marcelo Zambrano Vizuete obtained the degree in Electronics and Telecommunications Engineer in 2001 and master’s degree in Business Management (MBA) in 2009, both at the Escuela Politécnica Nacional (Quito-Ecuador). His doctorate in Telecommunications was carried out within the Distributed Real-Time Systems and Applications Research Group of the Universitat Politècnica de València (Spain), and his research focused on the Command and Control Systems applied to Emergency Management (2018). He has more than 15 years of experience in university teaching and more than 20 years leading projects and technology areas in different companies in Ecuador. Since 2018, he works as Teacher-Researcher at the Faculty of Engineering in Applied Sciences/Telecommunications Engineering Career at the Universidad Técnica del Norte (Ibarra, Ecuador).
About the Editors
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Miguel Botto-Tobar received his bachelor’s degree in Computer Systems Engineering at Universidad Estatal de Milagro, Ecuador, in 2010. He then received an M.Sc. degree in Software Engineering, Formal Methods, and Information Systems at the Polytechnic University of Valencia, Spain, in 2014. Currently, he is doing a Ph.D. in Computer Science at the Eindhoven University of Technology in the Netherlands. He joined the Department of Mathematics and Physic Sciences at the University of Guayaquil, Ecuador, as Assistant Professor in 2016. He is a recipient of the “Convocatoria Abierta” Scholarships (2011–2013) of the Ecuadorian government. He is the Editor of the books “Technology Trends” and Co-editor “Information and Communication Technologies of Ecuador (TIC.EC)” all published by Springer, Switzerland. He is an Associate Editor of the Journal of Science and Research, and the Neutrosophic Computing and Machine Learning Journal. His current research areas include Software Engineering, Empirical Software Engineering, Model-Driven Development, and Human Aspects. Eindhoven University of Technology, the Netherlands, [email protected], and University of Guayaquil, Ecuador, [email protected].
Teacher Training Model in Consumer Education: A Proposal for Ecuadorian Primary Education Marcelo René Mina Ortega1(&) , José Alí Moncada Rangel1 Ítala María Paredes Chacín1 , and Jorge Iván Mina Ortega2
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Universidad Técnica del Norte, Ibarra, Imbabura, Ecuador [email protected] Universidad Politécnica Estatal del Carchi, Tulcán, Carchi, Ecuador
Abstract. Education for responsible consumption has become a challenge for the school systems of contemporary societies. Its development at the Primary Education level requires teachers to have personal and professional competences that will allow them to promote training in order to make consumers responsible and conscious of the socio-cultural, economic and health impacts that are linked to the purchase, use and disposition of goods and services. The aim of this work is to propose a model for teacher training related to responsible consumption and contextualized in the Ecuadorian Primary Education. This model was developed considering theoretical and practical elements that guide the development of education for consumption in the Ecuadorian Primary General Education system. The proposal is based on a set of international and national guidelines, contents and strategies aimed at education for consumption, as well as processes that guarantee motivation, participation, accompaniment and socialization of educators throughout the course of action. Finally, it is expected that the development of personal and educational competences will allow teachers to conduct integrative educational projects on education for responsible consumption. Keywords: Environmental education training
Responsible consumption Teacher
1 Introduction Daily consumption of goods and services is considered, these days, as a factor that ensures human development and social welfare. However, the massive and irrational way to purchase goods and services, most times influenced by advertising and perverse market mechanisms, generates ecological, social and health impacts that affect the quality of life in contemporary societies [1–4]. The problem of consumption has been widely analyzed from various disciplines with which it is related to. From the point of view of sociology and political economy, various authors recognize that it is a complex collective fact which is present in an inseparable and destructive way in societies of modernity, dehumanizing individuals and affecting at a global scale [1, 5–7]. © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 1–9, 2020. https://doi.org/10.1007/978-3-030-37221-7_1
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In response to these matters, there have been various movements worldwide that propose the change of production and consumption habits of contemporary societies [3, 8]. From Ecuador, Larrea proposes the concept of the greed line, referring to the “maximum individual morally acceptable consumption in a determining historical context” [9]. This implies that individuals must not focus their human success on a luxury consumption, which mainly refers to the purchase and use of material goods that do not substantially improve their quality of life, and also to the negative effects it has on natural systems and current and future generations. The relevance of the topic was recently ratified by including objective 12, related to responsible production and consumption, in the Sustainable Development Goals of the United Nations 2015–2030 [10]. This urgent socioeconomic and cultural transformation requires the development of an education that promotes more sustainable lifestyles and encourages the formation of responsible citizens who will voluntarily reduce their consumption [11]. This aspect has been debated by Pujol [12, 13] who states that this new consumer must assume personal characteristics that imply critical thinking, daily actions, social solidarity, new environmental perspective and a reexamination of his personal economy. The development of education for consumption in the school context, and especially in Ecuadorian Primary General Education, requires teachers with the necessary skills and motivation that will allow them to develop educational projects on this subject [14]. However, little progress has been made in defining the elements and processes that should be considered and developed for this purpose. The objective of this study is to propose a teacher training model in responsible consumption, contextualized in the Ecuadorian Primary Education system. 1.1
Backgrounds
Some advancements in education for consumption have taken place in Latin America [12, 13, 15–20]. However, in Ecuadorian context, only a few experiences have been identified, which demonstrates the need to facilitate the approach towards education for consumption in Ecuadorian education, and at the same time, opens the possibility to develop relevant strategies to form responsible consumers in a 21st century globalization context. A revision of the research conducted in Ecuador concerning consumption in Primary Education shows that, this area has been mainly focused on consumer’s rights research [21, 22], and prevention of drugs use in young people and adolescents [23]. However, none of them is focused on the development of educational processes in primary education linked to the subject itself. Regarding teacher education, there is not enough published evidence about programs aimed at educators dealing with consumption. Although public education policies in Ecuador implemented since 2007 seek to revalue teaching profession and to improve initial and permanent teacher training, there are only a few achievements in this area [24], and education for consumption is not considered as a priority [25]. In the context of this issue, it is evident that there is a need to generate a body of theoretical and methodological elements that should be organized into a model for pertinent training, which will eventually promote the formation of teaching skills for
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the development of consumers education in Ecuador, and as a result, it will contribute to the construction of this field of knowledge in the country. The specificity of the model will be focused on Ecuadorian Primary General Education, since it is considered highly important for educating citizens, and because its mandatory nature allows to reach most of the population. This research is part of a project called “Educational contributions to promote a responsible consumption culture in Ecuadorian Formal Education” (Registry No. 01864), and it was funded by Universidad Técnica del Norte (2017 Call for Research). Similarly, the study is oriented into a research line called “Management, quality of education, pedagogical processes and languages” from this educational institution. 1.2
Models as Knowledge Structures: Its Relevance in Environmental Education
In the field of scientific education, a model is defined as « … a formal theoretical construction that, based on scientific and ideological assumptions, seeks to interpret the school reality and direct it towards certain educational purposes» [26]. According to these authors, any model proposed in the educational field must contemplate three essential elements: (1) Declaring the variables or conceptual elements that help explain the educational reality that is expected to be addressed; (2) Indicating the educational purposes that are to be achieved through the educational process; and (3) Presenting the didactic elements, which must be congruent with the conceptual elements that support it, and in turn, oriented to achieve the indicated educational purpose. There are several models that have been proposed for different areas and environmental educational themes. In this research, Romero and Moncada’s proposal is taken into consideration [27]. These authors developed a didactic model for addressing environmental education at a higher level that can be applied in different topics. This construction is integrated by the theoretical bases that sustain it and that characterize its essence by the methodological guidelines that establish how it will be applied. In this same order of ideas, García [28] argues that didactic models are theoreticalpractical constructs that, based on theories, describe an educational reality and propose the guidelines for intervention. In this fashion, they allow to address the complex educational reality, facilitating their understanding in order to transform it. Therefore, this research focuses on building the model from the description of an actual reality, and it refers to a practical development of teacher training programs, with which, based on a series of pedagogical theoretical elements of education for responsible consumption, it will be possible to transform a particular reality. In this study, the teacher training model is defined as a theoretical-methodological construct, based on conceptual and disciplinary principles, which systematizes a training process. It is focused on the development of teaching competencies and aims at promoting education for responsible consumption in the context of Ecuadorian Primary General Education. The construction of this model goes beyond a theoretical proposal, and it has been built on a daily praxis with social impact, which, within the taxonomy proposed by Barragán Ocaña [29], it corresponds to a social network model and to management of knowledge.
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2 Method The development of educational processes focused on education for responsible consumption and aimed at the training of classroom teachers can be guided by a model, which has been the construction and main contribution of this research. This seeks the possibility to replicate the experience in similar contexts within Ecuador. The construction of the model was based on a desk research, an analysis on the presence of the topic of consumption inside the curricular elements [30] and the diagnosis of the conceptions and practices from a group of teachers working at Yahuarcocha Educational Institution, on which the study was focused [31]. These elements served as an input for the design of a teacher training program for the development of Classroom Projects and other educational actions, aimed at promoting the approach of this topic with relevance to contemporary societies. The validation of such program was carried out in Yahuarcocha Educational Institution, located in the city of Ibarra, Imbabura Province, between July and December 2017. The observations made by the research team and the evaluation of the results of the process made it possible to strengthen the proposal and translate it into a model that synthesizes the most relevant elements and processes for the development of education for responsible consumption at the sub-level of Ecuadorian Primary General Education.
3 The Proposed Model The justification of responsible consumption education in Ecuadorian Primary General Education is based on a set of international and national guidelines (see Fig. 1).
Fig. 1. Teacher training model for the development of education in consumption in Ecuadorian Primary School
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At a global scale, it is noteworthy that both quality of education and responsible consumption are declared as priority issues within the Sustainable Development Goals proclaimed by the United Nations for the period 2015–2030 [10]. It is also based on the theoretical and methodological principles of Education for Sustainable Development [32–34] and Environmental Education [2, 8, 35, 36]. The relevance of the issue in Ecuador is based on the fact that sustainable development is declared in the Constitution of the Republic of Ecuador [37] as the model that the country must assume. This is materialized by its inclusion in the National Development Plan 2017–2021 [38]. Regarding the issue of production and responsible consumption, this document states in Objective 3, Policy 3.7 that “Environmentally responsible production and consumption must be encouraged, based on the principles of circular economy and bio-economy, fostering recycling and opposing programmed obsolescence”. Although educational processes have not been explicitly stated, it is implicitly presented that such objective cannot be achieved without a process of social transformation through formal, non-formal and informal education [14]. At the level of Ecuadorian Primary Education, although the issue of sustainable development and environmental conservation are not declared at the macro and meso levels of the curriculum, there are certain curricular elements at the meso and micro level that support its approach under the notion of integrative learning and transversality elements [39]. All these guidelines justify the approach of education for responsible consumption in Ecuadorian General Primary Education. However, this implies having trained teachers to undertake educational actions in the classroom that contribute to the construction of a responsible consumer society. These teachers may or not have received training in Education for Sustainable Development, sustainability and Education for Consumer issues, so, in order to solve this uncertainty, it is pertinent to undertake teacher training processes aimed at developing competencies for a didactic approach in their daily practice. Planning these processes implies considering disciplinary, contextual and institutional aspects that must be clarified and diagnosed in order to ensure the relevance and adequacy of the educational activities. In the disciplinary aspect, it is valid to emphasize that education for consumption has its own epistemological bases [12], and even its own contents, such as the definition of consumption, its typology, its role in modern society, programmed obsolescence and the impacts associated with the production of consumer goods, among others [1, 3, 12, 40, 41]. Likewise, there is a variety of didactic strategies that have been used in this discipline [13], among which are the integrative-classroom project [16, 18] and the Life Cycle Analysis [20, 42]. Other factors that must be considered are the geographical or territorial contexts where the school is located, since the approaches in the rural environment or in the urban environment tend to be different. Similarly, if it refers to urban-industrial spaces or semi-rural spaces with agricultural vocation. This aspect helps to comprehend the students’ interests and needs. In the same way, the orientations or priorities established by the institution must be reviewed. These are generally embodied in a Project that defines the institutional priorities based on the students’ needs and the demands of the learning community.
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The fourth input to be considered has to do with the ideas and practices on consumption and its impacts on teachers or individuals to be trained. Also, it is necessary to be informed about the training and qualification previously received by the teacher, which will help to decide the approaches of the activities and serve as the baseline for the evaluation of the process. Once these aspects have been revealed, the training process should be initiated, considering five relevant moments: (1) Motivation. From a humanistic learning perspective, these first moments are important to generate empathy and to strengthen the desire to carry out the process, its activities and tasks. Despite the many factors that may affect this aspect [43], teachers must be offered, ethically correct, the stimuli to encourage them to voluntarily and effectively participate in the training process. (2) Workshops or training activities. They are usually considered as the core of the process. Here, basic contents of the discipline are presented and discussed through teaching strategies that, in addition to ensuring the educational effectiveness of the program, are examples of how to approach education for consumption in the classroom. It should be borne in mind, however, that some of these could be replicable (3) Teacher follow-up and accompaniment. It is here where the difference between performing specific activities and a true process of training can be identified. It is necessary to hold individual or group meetings with the teachers in order to be aware of the progress being made and of the difficulties during the implementation of the projects. These meetings generate commitment and credibility both from the institutions involved as well as from the researchers. (4) Disclosing the achievements. It allows to make the work done by the teacher in the classroom known to the learning community. In this interaction, parents, school administrative staff, members of other institutions, colleagues and students from the institution are informed about the work done and the achievements. (5) Evaluation. It will allow to identify the achievements and the shortcomings during the process. two relevant issues should be considered: teachers’ opinion about different aspects of the process, and the characteristics of the classroom projects implemented by the teachers, and thus, identify the contents and the strategies that were used. All this process should be oriented towards forming two types of competences in the teacher: (1) personal competences, which means that, the educator should be an example of both environmental and daily consumption responsible practices; (2) professional competences. These should be focused on the acquisition of basic elements of the discipline and incorporate them into their teaching practice. Once the teacher has developed these competences, he/she should be able to apprehend, plan, develop and evaluate integrative-classroom projects that will allow to unite different disciplines around a topic. These projects are expected to be the product resulting from the teachers’ perspectives, being trained in different areas of knowledge, which in the end, would significantly enrich the process. Although classroom projects represents the teacher’s main unit of work, he/she must also be able to contribute with other educational actions aimed at promoting
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education for consumption, such as organizing school fairs, preparing billboards, elaborating printed media, instructional materials, organizing “responsible” parties and special events, among others.
4 Conclusions Teacher training to develop projects that promote education for responsible consumption from early ages should consider a series of elements and processes of international, national and local scope in order to ensure its relevance and adequacy. The model proposed in this paper considers different institutional guidelines and policies with a global, national and institutional scope, declared to achieve one of the most relevant challenges of contemporary societies: a change in the modes of production, and consumption that ensures a sustainable future for all.
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33. Novo, M.: El desarrollo sostenible. Su dimensión ambiental y educativa. Pearson Educación S.A, Madrid (2006) 34. UNESCO: Educación para un futuro sostenible: una visión transdisciplinaria para una acción concertada. UNESCO, Paris (1997) 35. García, J., Nando, J.: Estrategias didácticas en Educación Ambiental. Ediciones Aljibe, Málaga (2000) 36. Pardo, A.: La Educación Ambiental como Proyecto. Editorial Horsori, Barcelona (1995) 37. Constitución de la República del Ecuador. Registro Oficial, 449 (20 de octubre del 2008) 38. Secretaría Nacional de Planificación y Desarrollo: Plan Nacional de Desarrollo 2017–2021. SENPLADES, Quito (2017) 39. Casanova Romero, I.: Conexión de la estructura curricular desde la transversalidad. In: I. Paredes, I Casanova y M. Naranjo (Coord.). Formación integral, enfoque por competencias y transversalidad curricular en la educación superior, pp. 71–124. Editorial UTN, Ibarra (2018) 40. Dueñas, S., Perdomo-Ortiz, J., Villa, L.E.: El concepto de consumo socialmente responsable y su medición. Una revisión de la literatura. Estudios gerenciales 30 287–300 (2014) 41. Geiger, S.M., Fischer, D., Schrader, U.: Measuring what matters in sustainable consumption: an integrative framework for the selection of relevant behaviors. Sustainable Development (2017) 42. Moncada, J.A., Paredes, I.M. y Albuja, M.: La educación para el consumo como tema transversal en la educación universitaria. In: I, Paredes, I. Casanova y M. Naranjo (Coords.). Formación integral, enfoque por competencias y transversalidad curricular en la educación superior, pp. 154–173. Editorial UTN, Ibarra, Ecuador (2018) 43. Bolívar, A.: La lógica del compromiso del profesorado y la responsabilidad del centro escolar. Una revisión actual. Revista Iberoamericana sobre Calidad, Eficacia y Cambio en Educación 8(2), 34–46 (2010)
NEOBOOK: Hypermedial Language Integrating Knowledge in Computer Education E. Ibadango Galeano(&) , Esteban Placencia Enríquez , Umina Quimbo Yacelga , Wilma Meneses Rosas , and María Quintanchala Taquez Graduate Institute, Universidad Técnica del Norte, Av. 17 de Julio and José Cordova 5-21, Ibarra, Ecuador [email protected]
Abstract. The objective of this research project was to analyze the use of Neobook to improve the academic performance in the teaching-learning process of Computer Science. In order to determine this, the survey technique was used specifically with its instrument, the questionnaire, applied to 84 students and 2 teachers of the Ing. Federico Páez School located in Cantón Otavalo, Parroquia El Jordán, of the City of Otavalo – Ecuador. A quantitative research was carried out, within a documentary, descriptive and field-work focus making it possible to demonstrate that when using this educational software, 82% of the students would improve their knowledge. Also, 100% of the teachers answered that their students would improve their academic performance. This is why an E-book was elaborated that handles a hypermedial language integrator of computer knowledge in order to strengthen their learning and develop their skills. The results address educational technology allowing cognitive construction and permitting new ways of learning digitally. Teachers using an E-book obtain an excellent sustainable teaching material for their classes, invigorating learning potentials in an interactive, constructive and collaborative way. It is also a contribution since it is a sustainable environment-friendly material. Keywords: Neobook Sustentable TIC
E-books Nativos digitales Aprendizaje
1 Introduction The progress of Information and Communication Technologies (ICT) have caused profound changes in the way we live today; from smoke signals to mobile phones, the change from the typewriter to the computer, the creation of chips that have revolutionized the electronics industry; portable devices, the development of systems and software which contribute significantly to the educational system. Today, it is very easy and accessible to call a taxi, send emails at high speed and with a large amount of information anywhere of the world, enter the online banking, and perform advanced research. ICT provide a variety of applications, called technological innovations that are stored in the cloud through the Internet. This is how ICT have evolved in terms of their variety and complexity; the mind of the human being generates great advances © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 10–22, 2020. https://doi.org/10.1007/978-3-030-37221-7_2
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and today, ICT evolve along with the satellite and fiber optic cable for the benefit of Information and Communication of human beings (Rajaraman 2018). The evolution of ICT in education has surpassed the traditional school, and is characterized as a new paradigm of the 21st century education, which demands to have a better access to information and communication in order to build and acquire knowledge that students need. This challenge entails opening up valuable learning opportunities and confronting the society of knowledge in which we live. However, the success of a teacher implies using learning techniques with the use of ICT, which influence the acquisition of knowledge and the achievement of skills, identifying and solving obstacles and constraints (Montes et al. 2018). The use of ICT in education has become a public policy throughout the world, with design of actions, concrete activities, and citizens learning from an early age with technology. This process needs to be motivating for the students to be eager and happy to learn and acquire knowledge (Octavio et al. 2017). In the field of education, the integration of ICT contributes greatly to the teaching learning process, which has allowed us to overcome one of the greatest difficulties such as dictation. From its evolution, a new opportunity to learn has been born, which facilitates reflection, creativity, curiosity and the quality of education, in an active and student-centered way. ICT have allowed generating new scenarios to promote learning with multiple tools, resources, applications, software, media and formats that enable didactic strategies for the construction of knowledge, through the creation of: E-books, virtual classrooms, didactic blogs, online assessments, m-Learning, augmented reality, 3d virtual environments, among others (Basantes et al. 2017). However, the evolution of ICT is based on the Internet, which has contributed to educational development. Therefore there is an opportunity to obtain knowledge and information in any place and space, with innumerable advantages and benefits, new methodologies, taking advantage of the technological dependence. All this to form more creative and critical human resources with the capacity to generate new digital content, which articulates the new way of facing scenarios and the different environments that have modified education in the world (Pérez et al. 2018). The growth of ICT enables the techno-pedagogical training that teachers already know, whose purpose is to provide opportunities to improve the quality of education that is taught in order to train skilled students in the use of technological tools for the development and advancement of knowledge, generating a profound cultural revolution (Pérez 2019). This speed is also observable because cognitive tools that allow interpreting and organizing new forms of learning are configured. This refers to technological progress, part of a digital literacy that evolves day by day, breaking barriers of time and space, and which demands to enhance interactivity through ICT, a motivating and facilitating element of human development (Mañas and Roig 2019). In this sense, technological innovation applied to education is one of the main priorities of the educational field, both in knowledge and mastery of digital tools and processes. These are guarantees of equity in the educational system. Indeed, the changes that have taken place in digital technologies are a challenge for educational establishments, as well as making them available to all their students without renouncing their educational function. The effort of teachers must focus mainly on the development of competences necessary for the use of ICT, new forms of doing,
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thinking, learning and producing knowledge. This is an individual and collective work accompanied by ethics in the conceptualization of the educational role of digital technologies (Hepp et al. 2015). It is important to note that the evolution of ICT brings with it a technological development, with the main objective of building knowledge with creative, dynamic and collaborative learning processes. This is characterized by being linked to educational innovation, accessing and manipulating a large amount of information which is highly competitive in this so-called knowledge society. Several authors have commented on the value of ICT in education, which reflects better educational results to strengthen learning difficulties in the cognitive and physical part. All this undoubtedly improves the attitude of students, providing appropriate skills in order to facilitate significant achievement and academic knowledge (Adam and Tatnall 2017). It is important to reflect on what is happening in education for modernity, where there is a dependence on technology. In such a virtue it is essential to create and design new pedagogical tools that motivate students; therefore, through these educational technology resources, the epistemological and methodological security of the production of knowledge is considered, as well as aspects related to the identity of the human being as an individual and citizen. This is the primary task of the teacher (San Martín et al. 2016). A good methodological resource concomitant with technological innovation develops a new way to educate and teach young people of the current generation. From this evolution, the educational software known as Neobook appears which allows designing and developing educational applications in the Windows software, an author tool for the creation of multimedia applications for easy use and access (Guerrero and Punina 2018). Being software of public domain, Neobook allows creating multimedia interactive evaluations that generate a significant and integral learning (Flores 2019). Neobook combines hypermedia in the educational field to create brochures, E-books, magazines, among other wonderful educational applications (Ecured 2016). In addition, this technological innovation allows students to acquire environmental knowledge and a critical awareness when designing electronic books that do not use paper (Sánchez Gálvez et al. 2019). Several contemporary authors have referred to the importance of using Neobook educational software, which allows the creation of E-books. This has created an impact on the way of teaching and putting content together, based on a hyper-medial language that integrates knowledge in the teaching of Computer Science. This software has great popularity due to its ease of use and great development when utilized as a complement in classroom and e-learning (Quiñones et al. 2018). Despite the aforementioned context, when talking about E-books, what comes to mind is a book, but it is actually an electronic book focused on the educational field. It is designed and developed through a program called Neobook, whose result is the product of technological innovations (Huang et al. 2017). When designing an E-book, critical thinking is integrated into coding; it helps to think and understand programming languages. This is how current education advances, based more and more on an electronic learning that demands the need to train a teaching staff at the forefront of educational technology able to develop innovative objects and tools such as E-books, which function as a textbook through the network (Ahn et al. 2017).
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E-books arise from the progress of technology and are didactic resources which provide teachers with pedagogical material to teach their classes. They can be designed using texts, images, graphics, evaluations and sounds, becoming a hypermedia resource. Students can navigate in an interactive way to strengthen their cognitive needs. An electronic book allows the scientific communication of a research; the costs of production and distribution on the internet are low; an e-book can be distributed on the internet immediately; it does not occupy physical space; it does not deteriorate due to use or time; it is ecological because it saves paper and collaborates with the environment. E-books mark an enriching source in education turning it into an entertaining and valuable learning process thanks to their dynamic and interactive pages, which break the traditional way of teaching and learning. The interactive digital book is a support to the teaching-learning process; it helps to strengthen the teaching practices, since they become development stimulators and facilitators. Learners are attracted by the tools they can interact with. These digital resources allow obtaining significant learning in the production of knowledge, taking into account the importance of digitization and the impact it has had, even on the habits of reading. It is important to mention that the shift from what has been written in a traditional way to and interactive form of writing forges the way for many people who do not know the advantages of being able to use all these tools (Castillo et al. 2015). Through an E-book, digital natives can learn in a language to which they are accustomed to share information, interact and work collaboratively, with access to information regardless time or place (Moya 2016). One of the successful variants in educational technological innovation is the design of electronic books or E-books as an opportunity to learn with them, assuming communication between author and reader in any field. This allows skills hypermedia to combine text with audiovisual materials that are dynamic and interactive. E-books permit the reader to communicate with the text in a scenario very different from the printed book; electronic books have the advantage of circulating through space and time (Diner 2017). E-books are very useful and important because they allow having a large amount of information as an educational tool, which can be on the network. They can be downloaded anywhere in the world with internet access; copyrights are guaranteed because they cannot be copied, much less printed except if the author has given an authorization. Undoubtedly, technology offers software within the reach of teachers for their classes; thus, innovation on printed books takes place, allowing people to perform their daily tasks quickly and with good quality. A teacher that carries out these activities acquires new methodologies aimed at the development of the ability of learning (Ibadango and Mira 2013). This research project arises from the need to implement a technological tool through the creation and dissemination of an electronic book-E-book, which improves and motivates the teaching-learning process in Computer Science, through an interactive pedagogy, with more sophisticated educational technology, aimed at enhancing the professional and personal development of students. In addition, it is important to have a continuous and individual monitoring to improve academic performance. The E-book contains interesting multimedia applications, includes programmatic content related to the planning of the subject; it has texts, images, animations, exercises, evaluations, motivations that encourage the student; it becomes an enriching source of
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basic computer studies. This interactive and didactic resource enables students to be focused and with attentive, so they can reason and do not memorize; a personalized and continuous monitoring can take place; it contributes to stop technological illiteracy. This research project is a feasible and sustainable way for education and it is an aid to the environment because it does not use paper. Hypermedia integrates the use of ICT which makes possible the interaction between text, images, videos, graphics, etc., expressing itself in a useful way for communication and collaboration within technology and educational innovation. When making an E-book, a programming language, patterns, computer grammar and hypermedia are handled allowing the design and construction of a wonderful teaching material using educational software which, in this particular case study, is the Neobook that facilitates the work environment. Hypermedia provides the teacher with a dynamic action through the use of ICT (Fonseca et al. 2018). Therefore, it is necessary to define that a hypermedia language integrates knowledge in computer education and any other subject that a person wishes to strengthen.
2 Methodology This research project is based on the quantitative paradigm, within a documentary, descriptive and fieldwork approach. For its effect the following phases were defined: Situational diagnosis of the sample; information gathering; analysis and development. 2.1
Phase 1.- Gathering Information
The information gathering was carried out since 2019, with the use of databases from the Universidad Técnica del Norte library (Scopus, Springer, ProQuest, ScienceDirect, Taylor & Francis, Scielo) and Google Scholar; around 50 bibliographical sources were obtained, with focus on keywords such as neobook; technology; E-books; digital natives; teaching-learning; ICT for research. The research was also focused on technological, educational, pedagogical and didactic innovations, which are related to the research problem and its solution. A research on how Ebooks help improve education was also carried out in order to gather information on the matter. 2.2
Phase 2.- Situational Diagnosis
To reveal the current situation on the application of educational technology, a coherence matrix was developed (objectives, variables and indicators, techniques and population), establishing three research variables: The use of E-books, teaching process and learning process with Neobook. As part of the research, a quantitative methodological study with a proactive approach was used. The survey technique was used with its instrument, the questionnaire, applied to the research subjects: 84 students and 2 teachers in an empirical space of observation that was the Ing. Federico Páez School located in Otavalo, Parroquia El Jordán, of the city of Otavalo – Ecuador. This allowed to collect important information for the study.
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For the validation of the research, three experts from the ICT in Education Area of the Universidad Técnica del Norte were visited. They rated the research instruments: two questionnaires with 15 questions. After several revisions, corrections and the addition of other questions, the final valid research instruments were two questionnaires with 10 questions for teachers and 10 for students. Once the questionnaires were applied, the analysis of obtained data took place by elaborating tables with calculations and statistical graphs in Excel. The results of each question are observed in percentages and frequencies. Population: The students of First Year of High School Degree, groups A and B were selected. They belong to the Accounting and Administration Specialty of the National Mixed School “Ing. Federico Páez”, of Otavalo city. As detailed in Table 1. Table 1. Number of teachers and students of the educational institution Institution Teachers Students Ing. Federico Páez School 2 84 Total 2 84 Source: Students “Ing. Federico Páez” School. Researchers E. Janeth Ibadango.G. – E. Lucia Mira.V.
2.3
Phase 3.- Analysis and Development
With the collection of data obtained in phase 1 and 2, the importance of applying educational software as a technological, feasible and sustainable didactic material to improve students’ academic performance and contribute to the environment was determined. The development of the analysis in the study was carried out in three stages: first, the situational diagnosis where the teachers and the students develop, in aspects about the methodology, interactive applications, creativity, academic performance, educational technology; the second stage was developing the theoretical framework of the Neobook 5.7 educational software application contained in an interactive pedagogy as a support instrument and work in the formation of knowledge. An important tool for teachers and students, applicable in different areas as facilitator of the teaching-learning process, composed of a software for editing for reading that shows large amounts of information; navigation is fast and practical, facilitating the dissemination of knowledge (Martins et al. 2018). Finally, the creation of a basic computer E-book, the result of the application of educational software, was designed and disseminated for the students of Firs Year of High School Degree, groups A and B, of the Accounting and Administration Specialty of the National Mixed School Ing. Federico Páez. The use of the E-book improves the need for the study, as an interactive didactic material, which allows fixing the students’ attention; it is easy to understand to encourage learning; it promotes the cooperation among students to improve academic performance. The E-book was made based on the curricular planning, contains a diagnostic evaluation prior to the interactive study. It has 6 units: The operating system, Microsoft Word 2010, Microsoft Power Point 2010, Microsoft Excel 2010, Microsoft
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Publisher 2010 and Internet navigation, useful assessments to examine the levels of knowledge acquired, followed by a transverse axis of motivation with audios, gif, to promote learning. Among the characteristics of the E-book of basic computing, the use of educational technology stands out, to train creative, critical, reflective students, developing digital competences. When the E-book was shared in the institution, the students navigated through the e-book and a collaborative work was observed to improve their learning. Moreover, the content was easy to access by students and teachers as well as the evaluations. On the other hand, it was observed that when working with technological tools, the students were motivated to explore new paradigms of 21st century education, having an E-book to go along with the progress of information and communication technologies, promoting their cognitive skills, solving problems in their academic performance and becoming allies of environment protection.
3 Results The first question was focused on identifying what didactic material is developed for the interaction of theory and practical experience, through the following questions: Do you consider it important to apply educational technology in the learning process? Do you think that it is necessary to establish pedagogical innovations on technological advances for educational institutions? Do you think that working with educational software helps the class to be interactive? According to the answers, an analysis was carried out and it was evidenced, as shown in Table 2, that 100% of teachers and 100% of students are curious about technology and are willing to put aside technological illiteracy, because they would be interested in the teaching-learning process when using new educational technology tools. Classes would become more interactive and collaborative, so the role of the teacher is directed towards challenging students to use educational technology. Table 2. Acceptance of students and teachers to work with educational technology in the classroom. Answer Frequency Percentage Yes 84 100 No 0 0 Total 84 100 Source: Students “Ing. Federico Páez” School Researchers E. Janeth Ibadango. G. – E. Lucia Mira.V.
The second question was focused on researching whether teachers and students would accept to work with educational technology. The answers given as results in Table 3 show that 100% of students and 100% of teachers have good acceptance of the
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Neobook application, educational software in their classes, as a new didactic approach offered by technology. If the general answers are analyzed, we can say that they fully agree to apply this technological resource that frames a hypermedia language through texts, graphics, videos and a language with programming patterns. This makes the use of ICT in Computer education more productive and supports the learning of natives and digital immigrants appropriating their skills and abilities in the management of these new educational paradigms. Table 3. Acceptance of teachers of the Neobook 5.7 educational software application Answer Frequency Percentage Yes 2 100 No 0 0 Total 2 100 Source: Students “Ing. Federico Páez” School Researchers E. Janeth Ibadango. G. – E. Lucia Mira.V.
To confirm the application of Neobook educational software in the institution, students were asked the following questions: Does the Neobook 5.7 educational software allow interactive multimedia applications such as e-books, catalogs, slide presentations (slide shows), greeting cards, cartoons, etc.? Would you like to work with this software? Teachers were asked: Do you know about the Neobook 5.7 educational software? In Table 4 it is evident that 99% of the students would like to work with Neobook and 1% would not, because of ignorance. According to the analysis, Neobook offers interesting multimedia interactive applications, guarantees creativity, good taste in artistic sensitivity when creating E-books and it is an excellent contribution to the environment avoiding tree felling since it does not use paper. Table 4. Working with Neobook 5.7 educational software Answer Frequency Percentage Yes 83 99 No 1 1 Total 84 100 Source: Students “Ing. Federico Páez” School Researchers E. Janeth Ibadango. G. – E. Lucia Mira.V.
In the teaching field it was fully confirmed that teachers know very little about Neobook 5.7 and do not use it as educational software to teach their classes (see Table 5). Through this question, it was considered that it is a very important
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technological didactic tool to improve computer classes using an integrating hypermedia language and it was also reflected that their task is to know more about what educational technology offers as tools that motivate and increase student academic performance. Table 5. Knowledge of Neobook 5.7 educational software Answer Frequency Percentage A lot 0 0 A little 2 100 Nothing 0 0 Total 2 100 Source: Students “Ing. Federico Páez” School Researchers E. Janeth Ibadango. G. – E. Lucia Mira.V.
To corroborate the use of educational software in education and the creation of an E-book, the following questions were asked to the students: Do you consider that you can better assimilate the knowledge imparted by the teacher with the use of this educational program? Teachers were asked: Do you think that students’ academic performance would improve by applying Neobook 5.7 software and a personalized education? (please answer A lot, A little, Nothing). Table 6 shows that 82% of students responded that they could assimilate their knowledge in hypermedia, programming and ICT skills when using Neobook because the application does not only allow the use of E-books, but can also let the user create catalogs, slide shows, integrating creativity, mastery, collaborative work, motivation and discipline. On the other hand, 17% of the students mention that they could improve a little, and 1% answered nothing. This is a relatively lower percentage due to ignorance of educational technology. 100% of the teachers answered positively, affirming that the academic performance of their students would improve. With our research, teachers were curious about this program and were willing to work with it in order strengthen their professional development and become experts in the use of Neobook. Table 6. Use of the educational program to assimilate the knowledge imparted by the teacher. Answer Frequency Percentage A lot 69 82 A little 14 17 Nothing 1 1 Total 84 100 Source: Students “Ing. Federico Páez” School Researchers E. Janeth Ibadango. G. – E. Lucia Mira.V.
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Moreover, with this question it was diagnosed that 100% of Computer Science teachers do not use E-books in the classroom. It was evidenced that they do not use educational technology as software or digital material to improve the academic performance of their students. They do not use inside or outside classroom feedback either. It is necessary to mention that teachers are unaware of this digital educational paradigm. Nevertheless, there is motivation to understand and improve their digital skills and impart new technological knowledge to help their students. It can be observed that 100% of teachers would like to apply Neobook educational software (see Table 7). It is necessary to train and educate the teaching staff on educational software that helps the daily practice, establishing new learning environments that allow students to innovate, create, and be aware of the new digital era that encompasses challenges and competencies. This would help them to become individuals that are part of a society of knowledge which is increasingly demanding, having good values and good knowledge of science and technology for the future. Table 7. The application of Neobook software and personalized education would improve the academic performance of students Answer Frequency Percentage A lot 2 100 A little 0 0 Nothing 0 0 Total 2 100 Source: Students “Ing. Federico Páez” School Researchers E. Janeth Ibadango. G. – E. Lucia Mira.V.
The application of educational software is important because it perfects intellectual faculties in the students and the role of the teacher in a competent and active way, offering a good quality education. Through this technological advance, a programming language, an intellectual technology, order of logic and a new way of teaching are represented. This way, applying this new technology becomes an inevitable dimension of a modern school, as well as its teaching and learning practice as defined by Stanisavljevi et al. (2015). Within the research, the teaching staff and students agree that they would like to work with the Neobook educational software; therefore, the results of the diagnosis show that there is evidence of interest in learning about educational technological innovation in order to improve the teaching and learning process of computers. Thus, the design and construction of an E-book made with Neobook was considered, proposing a hypermedia language that integrates knowledge in the computer subject and generating an innovative, welcoming, motivating, collaborative educational environment, where technological illiteracy is eliminated. According to the INEC, in (2016) the percentages of people between 15 and 49 years of age are: 11.5% at a national level, 6.9% at the urban level and 22.0% in the rural sector. These people do not use cell
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phones, computers or the internet. Hence, it is important to address this issue from education, talking to the authorities, teachers and students, showing the significance of using and applying E-books in the classroom to benefit the integral growth of students. It should be noted that all students and teachers expressed the need to use, design and apply an E-book in their daily work, not only in computing but in other sciences. This is an incentive for knowledge production. Students agreed naturally to work with an E-book and become familiar with these technologies that are part of our daily life: from the device used to read to the access to the network. According to this, it can be deduced that the research was successful since in education, technology plays a very important role, leveling the field of opportunities for which our students face in this last century. ICT are very powerful tools when transforming teaching and learning processes, because an important link can be achieved between the educator and student, reinventing new forms of education with innovative models and tools which are collaborative, and adapting them to new learning experiences that meet the needs of all students. All of this happens searching for new knowledge and new ways of learning that promote each student’s skills when using educational software as support for the construction of knowledge in a sustainable and good-quality education (NEPTU 2017).
4 Discussion and Conclusions From the results obtained in the study, research subjects say that integrating educational technology in the classroom is important, but a main limitation is ignorance, time and the refusal of some authorities to implement the use of ICT. Regarding the results of Quiñones et al. (2018), the use of ICT is of great importance in order to solve problems with the contribution and active participation of students. For this reason it is necessary that educational institutions implement this technology. According to the findings of Alekseyev (2019), the use of ICT is an important element that promotes student participation in the creation of electronic publications built on a hypertext in search of quick information to motivate learning anytime and anywhere. This is a key task for the modern education system. For this reason, our research contributes and resembles the author’s results by creating a technological didactic tool that ignores technological illiteracy, strengthening learning in immigrants and digital natives because of the demand of the new educational paradigms of the knowledge society where we live. In line with the result of Лёвкин (2018), the author confirms that Neobook achieves success in learning because the hypermedia language it uses is a first experience for the student in the creation of programs and an overview of the programming language. This helps solving various problems in their educational and professional environment significantly. Due to the fact that students and teachers show that an E-book invigorates, strengthens, improves learning potentials and cognitive abilities, the results of Borbor (2018), are similar, indicating that when using an E-book students improve their skills to talk, generate motivation and learn interactively. Regarding the results obtained by using Neobook in the classroom for high academic performance, the satisfactory results of Pérez (2015), are equivalent in terms of the average achieved in his research. Students reach an average of 59 points in a subject of study, while obtained 73 points in
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the experimental part due to the use of digital didactic resources, made in Neobook and to teaching accompaniment at all times. In conformity with the results of Sánchez et al. (2018), proposing the use of an E-book addresses the environment issue with the use of motivating and reflective activities. For this reason the use of educational software for the creation and design of E-books, which promote learning, academic performance and ecological sense, is substantial, reducing paper books, tree felling and the use of inks and polluting chemicals. Finally, it is concluded that: (1) By integrating educational technology in the classroom with the use of ICT, the student learns by doing. This is the best way to learn. Students also improve their academic performance. (2) This study shows the importance of using Neobook in the classroom, which allows to design E-books, a didactic material adaptable to education which handles a hypermedia language integrating computer knowledge in the teaching-learning process as a flexible and interactive tool with a wide variety of didactic activities for the students of the Federico Páez Engineering School. (3) The E-book was used by teachers and students of Computer Science who positively expressed their satisfaction because they can be the creators of digital materials in any subject, in a collaborative way. (4) Sharing this research project allowed teachers of other subjects to work with this digital resource, as a means of consultation and didactic support for their classes. This motivates them to become innovative teachers in the transformation of digital education. (5) An awareness for the caring of the environment was promoted, reflecting on ways to avoid tree felling and also on how to get this material to rural areas that do not have money to buy a paper book. Therefore, teachers become creators of new approaches for learning, and collaborators to solve the new educational gaps providing opportunities for all students.
References Adam, T., Tatnall, A.: Educ. Inf. Technol. 22, 2711 (2017). https://doi.org/10.1007/s10639-0179605-2 Ahn, J.Y., Mun, G.S., Han, K.S. et al. Educ. Inf. Technol. 22, 3005 (2017). https://doi.org/10. 1007/s10639-016-9567-9 Alekseyev, A.y.: Electronic textbooks as an element of education digitization. 81(Mtde), 564– 566 (2019) Basantes, A.V., Naranjo, M.E., Gallegos, M.C., Benítez, N.M.: Los dispositivos móviles en el proceso de aprendizaje de la Facultad de Educación Ciencia y Tecnología de la Universidad Técnica del Norte de Ecuador. Formación Universitaria 10(2), 79–88 (2017) Borbor Borbor, D.J.: Digital book of basic conversations to improve the speaking skills in students of tenth grade at unidad educativa ‘prof. Cleofé apolinario orrala’. Rio verde, Santa Elena, Province of Santa Elena (2018) Ecured, Multimedia educativa, Obtenido https://www.ecured.cu/Multimedia_educativa (2016) Castillo Argumedo, M.B., Falón, P., Piedad, S.: El libro digital como mediación pedagógica utilizando la herramienta neobook para fortalecer el proceso de enseñanza aprendizaje del inglés en los estudiantes de grado séptimo (7) de la institución educativa “el hato” del municipio de san Carlos-Córdoba. (7), 1–78 (2015) Diner, E.V.: A methodological approach to defining the concept of an eBook 44(1), 15–20. https://doi.org/10.3103/S0147688217010026 (2017)
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Climate Change Effects on the Development of Six Pristimantis Frog Species in Ecuador Cheza Jessica1(&), Rosales Oscar1,3, Arias Paúl1,3, Oña Tania1,4, and Sania Ortega-Andrade1,2,4 1
Agricultural and Environmental Sciencies Engineering Faculty, Av. 17 de Julio 521, Ibarra, Ecuador {jachezaf,oarosales,dparias, teonia,smortega}@utn.edu.ec 2 Science Research Team Network (ECIER), Ibarra, Ecuador 3 Water and Soil Management Team, Ibarra, Ecuador 4 Environmental and Biotechnology Researtch Team at (GIAB), Universidad Técnica del Norte, Av. 17 de Julio 521, Ibarra, Ecuador
Abstract. Ecuador is regarded as being a mega-diverse country despite its limited land surface; it is home to around 602 amphibian species, of which 256 are endemic. However, Ecuador is also one of the countries that has a large number of endangered species, one of genus Pristimantis. Pristimantipopulation decline is attributed to synergy factors, such as pathogen outbreaks, habitat loss and climate change. The aim of this study is to generate potential distribution models for six Andean species belonging to the Pristimantis genus under different climate change scenarios. Potential distribution models were performed with bioclimatic variables together with each species records based on MaxEnt Entropy Models. The models’ quality was evaluated by AUC values, and the last step was the identification of highly responsive areas resulting in the most relevant to the preservation of the species included in this study. Categorization of MaxEnt research models are as follows: “Satisfactory” or “Excellent”. Predicted areas for the six species comply with suitable requirements for their subsistence. Potential future distribution shows the negative effects of climate change to include RCP 4.5 and RCP 8.5 environments, except for P. festae, which has a higher distribution area of 5.3% within RCP 4.5 and 6.3% at RCP 8.5. Protected areas partially contribute to species preservation, although 92% of P. cryophilius and 80% of P. festae specimens recorded were found within protected areas. Keywords: Potential distribution Pristimantis Climate change
Amphibian diversity Ecuador
1 Introduction Ecuador is the country with the fourth largest number of amphibian species, with around 602 species, of which 256 are endemic. According to IUCN (International Union for Conservation of Nature), several of them are endangered species [1]. In recent years, the population of amphibians has been decreasing around the world, due This is a U.S. government work and not under copyright protection in the U.S.; foreign copyright protection may apply 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 23–35, 2020. https://doi.org/10.1007/978-3-030-37221-7_3
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to synergic effects such as: climate change, the appearance of new pathogenic diseases, deforestation and habitat loss [1, 2]. In the Ecuadorian Andes there has been loss of biodiversity loss due to climate change, especially in the 80 s and 90 s, due to a combination of an increase in temperature, dry days and low rainfall [3]. The presence of global climate change can influence changes in present and future distribution of species [4]. Additionally, population growth forces mankind to develop new spaces for economic activities, therefore exploiting natural resources, resulting in species fragmentation and habitat loss [5]. Amphibians play key ecological roles because they maintain trophic balances, warn environment changes and emanate chemical substances used as analgesics and antibiotics. Frogs of the genus Pristimantis are known as being one of the most diverse vertebrate groups in neotropical regions where a large variety are concentrated in the central Andean regions of Colombia, Ecuador and Peru [6]. In Ecuador there are around 210 species, 118 of which are endemic. According to IUCN several of them are located in vulnerable areas, endangered by the effects of fragmentation as well as habitat destruction [1]. Climate is a key factor influencing the distribution of terrestrial organisms, including mammals [7] reptiles [8] and amphibians [9, 10]. Climate change is expected to impact most organisms, and especially ecosystems of amphibians, as their reproduction is closely linked to the availability of freshwater [11], variations particularly of rainfall and temperature have a significant impact on their distribution [10]. Climate change has affected around 7500 amphibian species worldwide, resulting in metabolic rate changes, water balance; immune system function, susceptibility to disease, growth and development, reproduction, geographic distribution and microhabitat [10]. Due to the need to obtain current distribution and diversity data, use and conservation of species, ecological theories were developed so new technologies were applied [12]. For instance, a geographic information system (GIS). This GIS technique has been widely used when studying potential species distribution (Mu et al. 2013). These studies provide valuable information to perform adequate protected areas management in addition to promoting further research to discover new species not yet recorded [13, 14]. Nowadays, in order to study environmentally suitable habitats and potential distribution of species, the use of species distribution models (SDMs) which combine numerical tools with species observation incidence and environmental factors is invaluable [15]. Besides, species distribution models are able to forecast changes in geographic ranges of the species in response to global environmental variations [16]. There are different distribution models: Domain (Domain Environmental Envelope), CLIMEX (Climate Change Experiment), BIOCLIM (Bioclimatic Modeling), GARP (Genetic Algorithm for rule-set Production) and MaxEnt (Maximum Entropy). At present, the MaxEnt model is one of most utilized by researchers as it predicts distribution of a target species presence only with some available information [17]. MaxEnt is based on the maximum entropy distribution and can be used when distribution data are limited [18]. Compared to other modeling methods, Maxent is a robust modeler, which leads to satisfactory results under diverse predictive conditions with higher average performance than other models which handle only presence data [19–21]. For this study, six species of genus Pristimantis were selected which, according to IUCN, are categorized as endangered. The highest concentration of species was located
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in forests and Mooreland in high Andean areas threatened by human activity, climate variation and habitat fragmentation. It is safe to say that on the whole, all of these factors have contributed to these species’ endangerment. This situation has enlightened further research of the analyses of relationships among species as well as habitats and distribution. Therefore, it is immensely necessary to evaluate the roles that climate change and deforestation play on these species. Lastly, GIS and MaxEnt were used as tools to analyze the potential distribution of these species under various climate change scenarios along with deforestation issues with the aim of creating more interest in biogeography and preservation of the genus Pristimantis in Ecuador.
2 Methods Ecuador is located on South America’s northwestern coast, with Colombia on its northern border, Peru on its southeastern border, and the Pacific Ocean on its western border. Its land area is 270 670 km2, located between latitude 01°30′ N and 03°23.5′ S and meridians 75°12′ W and 81°00′ W. The equator passes through Ecuador, 22 km north of the capitol city, Quito. The methods used in this study were categorized by objective: (a) Potential species distribution (b) Climate change analysis relating to its impact on potential species distribution and (c) identification of areas with the most sensitivity and importance for preservation of the frog species in this study. 2.1
Species Potential Distribution
In order to generate distribution models, a collection of data of species records was obtained and analyzed from publications and the following databases: “Global Biodiversity Information Facility” (GBIF) (www.gbif.org), “División de Herpetología del Instituto Nacional de Biodiversidad” (INABIO) and the “Museo de Zoología de la Pontificia Universidad Católica del Ecuador” (QCAZ) using the BIOWEB (www. bioweb.bio) online platform. Data validation was conducted with Google Earth version 7.1 [12] which helped database cleansing and validated every record location, thus eliminating duplicate geographical coordinates and geo referencing inconsistencies. The process was highly relevant since there have been geography location errors resulting in inaccurate models. Model quality relies exclusively on the data applied [22, 23]. However, records located less than 2 km apart were not taken into account, as their close proximity implies that they might be considered as one record [1]. Nineteen bioclimatic variables from the WorldClim–Global Climate Data databases were used to reflect current climate conditions (1960–1990). Similarly, climate change forecasts for the year 2050 (average in 2041–2060) climatic models RCP 4.5 (stabilizing) RCP 8.5 (considerable rise in carbon emissions) turned out to be the most suitable for the region [21, 24] (see Table 1).
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C. Jessica et al. Table 1. Bioclimatic variables obtained from WorldClim [25] Bioclimatic variables Bio 1 Annual average temperature Bio 2 Daily temperature average range (monthly average Tmax − Tmin) Bio 3 Insulation (Bio 1/Bio 7) * (100) Bio 4 Seasonal temperature (standard deviation * 100) Bio 5 Hottest month maximum temperature Bio 6 Coldest month maximum temperature Bio 7 Annual temperature range (Bio 5–Bio 6) Bio 8 Most humid trimester average temperature Bio 9 Driest trimester average temperature Bio 10 Coldest trimester average temperature Bio 11 Hottest trimester average temperature Bio 12 Total annual precipitation Bio 13 Most humid month precipitation Bio 14 Hottest month precipitation Bio 15 Precipitation Seasonality (coefficient of variation) Bio 16 Most humid trimester precipitation Bio 17 Driest trimester precipitation Bio 18 Hottest trimester precipitation Bio 19 Coldest trimester precipitation
With this data, a region M [26] was defined, which delineated potential geographical barriers and sets the boundary for dispersion capacity of each species capacity. The use of this technique allowed the algorithm to use as a testing area a region that represents the ecological space of a particular species [18]. Finally, potential distribution models were conducted for six high Andean frogs in Ecuador: Pristimantis cryophilius, Pristimantis curtipes, Pristimantis festae, Pristimantis leoni, Pristimantis ocreatus y Pristimantis orcesi with MaxEnt 3.3.3 software. 2.2
Species Distribution Models Through MaxEnt Algorithm
By use of existence records in csv format and bioclimatic variables in ASCII format, the modelling was conducted with MaxEnt 3.3.3 software. MaxEnt applies the maximum entropy principle. [27]. Parameters used for the creation of models in MaxEnt were predetermined by the software itself [28], “Extrapolate” and “Do clamping” options were not used so as to avoid artificial extrapolating with ecological variables at extreme values [29, 30]. A convergence threshold of 0.00001 with 5 000 interactions was applied to the 6 species as the maximum limit per run [31]. Jackknife testing was used to measure variables input for the model [27] with an input of 20% testing data and 80% training data [32]. “A minimum training presence” threshold cut was used and it might be the most suitable for species that have a low existence records rate as well as with species that
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generated reliable data [33]. Once the configuration settings were executed, the software was run using just one repetition to identify variables that provided valuable input to a model. First, by using Jackknife statistical testing, a significant amount of input of each bioclimatic variable was measured. Second, a Pearson correlation-matrix was built with the purpose of ruling out high correlation variables, particularly those showing correlation margins between −0.8 y 0.8. Not all climatic variables were tested since the correlation in predicting the earth’s sphere might have adverse effects on the training models’ performance [30]. Once variables with no significant input to the creation of models were eliminated, variables with greater influence on amphibian distribution were selected. Next, the MaxEnt sharper was run using the same type of settings (deactivating the Jacknife statistical model), applying RCP 4.5 and RCP 8.5. These settings were comprised of five repetitions and thus, the optimum potential distribution models based on the highest value of AUC [33] were selected for future estimates of each species. 2.3
Model Validation
Models were evaluated taking into account AUC—area under the curve. This area was calculated with the ROC curve—Receiver Operating Characteristic along with the lowest omission error. AUC values between 0 and l measures the model’s capacity to determine accurately whether one species is present or absent. Araujo and Guisan’s (2006) proposed categorization, states that AUC values from 0.50–0.60 are poor models, whereas values from 0.60–0.70 are considered insufficient. Values from 0.70– 0.80 are average, while values from 0.80–0.90 are satisfactory. Lastly, values from 0.90–1 were categorized as excellent [33]. It is worth mentioning that values under 0.5 indicate that a model is unacceptable [34]. 2.4
Thematic and Digital Cartography with ArcGIS
With ArcGIS software, digital cartography was prepared in a shapefile format at a scale of 1:250,000 with the aim of mapping potential distribution and respective climate change forecasts for six species. Furthermore, a Protected Areas National System (SNAP) vegetation coverage layer was overlapped, and information from Ecuadorian Environment Ministry was also included with a layer on land use for 2014 [35]. Areas identified as having been modified by anthropogenic activities, such as expanded urban areas, agricultural areas, livestock trails and areas with no vegetation potential were ruled out. Clearly the previously mentioned regions and trails may not suitable habitats for the species [36]. On the whole, the previous data gathering determined real time potential distribution areas for each species, in addition to possible changes affecting those areas under atmospheric variations RCP 4.5 y RCP 8.5 through the year 2050.
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3 Results A total of 2,237 Pristimantis genus existence records pertaining to the six species were found, once data had been gathered from the GBIF, INABIO and BIOWEB databases. However, after data cleansing and validation were performed, there were only 235 records left (See Table 2). Table 2. Existence records pertaining to the six species of the Pristimantis genus. Database Specie Pristimantis Pristimantis Pristimantis Pristimantis Pristimantis Pristimantis
3.1
cryophilius curtipes festae leoni ocreatus orcesi
GBIF 30 1843 66 89 22 23
INABIO 1 14 6 16 1 2
BIOWEB 22 23 26 30 17 6
Total 53 1880 98 135 40 31 2 237
Validated records 27 83 42 55 16 12 235
Potential Distribution
For species P. cryophilius, the variables Bio 7, Bio 12, Bio 17 and Bio 6 assisted in the creation of the model, resulting in an AUC value of 0.9 and an omission value of 0.00. In conclusion, this model is regarded as “Excellent” (See Fig. 1). The potential area this species covers is 10 997 km2. Results generated by the model show that its potential distribution is composed of the Azuay, Cañar and Morona Santiago provinces, stretching into the Chimborazo, Bolívar and Tungurahua provinces, in addition to a narrow region in the northwest of the Zamora Chinchipe province. Nevertheless, the latter have not recorded the existence of this species; a possible reason might lie in the lack of onsite sampling performed, although environmental conditions for the species survival are adequate. Such areas cover bioclimatic stages such as High Mountain and upper High Mountain mainly covered by moorlands which are optimum ecosystems for the species. As a result of the precise demarcation of the “M” region shows, which took into account large watersheds, in this case those of the the Pastaza and the Jubones rivers, a reduced distribution area was obtained compared to a map published by Ron et al. (2018) which does not consider the region “M’s” demarcation, resulting in an over-estimation of the area [1].
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Fig. 1. This map shows P. cryophilius’ potential distribution as illustrated y the color green, whereas the triangles illustrate existence data. Curve AUC values obtained by MaxEnt are located in the graph on the right hand side.
The remaining species models were evaluated through the ROC/AUC curve, which were rated as “Satisfactory” (0.8) and “Excellent” (0.9) according to the rating suggested by Araujo and Guisan (2006) (see Table 3). In other words, the results obtained are valid and highly satisfactory with respect to their capacity to identify the oreseence of a particular species from random points in the background [33]. Nevertheless, is essential to mention that in order to determine distribution of each species, several climatic variables played a role. First, every variable that was directly related to or had some kind of effect on all six models: Bio 2, 6, 7, 8, 9, 12 and 19 coincide with Ecuador’s continental ecosystems [35]. Such ecosystems have an evaluation rage from 2000 m to 4400 m above sea level. They also feature a rainy and hyper-humid bio-climate, and their dominant vegetation, native to this elevation range, are highly suitable for the development and survival of the Andean highlands species of the Pristimantis genus. Consequently, existence requirements of the analyzed species in this study are constrained, since they substantially rely on humid conditions and low temperatures so that they are capable of reproducing and protecting their tadpoles. The Region M accurately marks the boundary of the distribution area for each species, and influences the generation of a more reliable model. In this sense, potential areas predicted by MaxEnt for the six species meet the needs for species subsistence. However, these areas arent always habitable, due to biotic interactions, especially when there is competition between species that are morphologically similar, when there are predators, and depending on the current state of the ecosystems, among other factors. Therefore, one can say that the potential distribution obtained complies with distribution parameters that closely match reality, but it is still necessary to conduct a field verification to ensure an accurate estimation [29].
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C. Jessica et al. Table 3. Pristimantis species genus potential distribution
Species potential distribution Species Potential area km2 P. cryophilius
10 997
P. curtipes
25 182
P. festae
9 545
P. leoni
11 834
P. ocreatus
10 454
P. orcesi
20 717
Distribution
Azuay, Cañar y Morona Santiago, spread as far as Chimborazo, Bolívar, Tungurahua and a narrow region northwest of Zamora Chinchipe Carchi, Imbabura, Pichincha, Sucumbíos, Napo, Cotopaxi, Tungurahua, Bolívar, Chimborazo and it spreads as far as Morona Santiago Napo, Imbabura, Pichincha, Carchi, Tungurahua, Morona Santiago and conditions expand as far as Sucumbíos and Chimborazo provinces Presents two disjoint populations, one in the Eastern Andes slope range in Carchi, Sucumbíos and Napo. Another slope in the west in Carchi, Pichincha and Imbabura Carchi, Imbabura, Pichincha, Napo spread to Cotopaxi and Sucumbíos west. Pichincha, Napo, Tungurahua, Bolívar, Morona Santiago, Chimborazo spreads to Cañar, Cotopaxi and Imbabura
Variables considered of influence Bio 7, Bio 12, Bio 17 y Bio 6
AUC
0.91
Bio 9, Bio 13, Bio 15, Bio 6, Bio 4 y Bio 2
0.88
Bio 15, Bio 4, Bio 2, Bio 19 y Bio 18
0.89
Bio 2, Bio 12, Bio 9, Bio 19, Bio 3 y Bio 15
0.93
Bio 7, Bio 3, Bio 9, y Bio 18
0.83
Bio 6, Bio 18, Bio 9 y Bio 7
0.83
Furthermore, the results of the models prove that the distributions are restricted for most species, which can be attributed to their unique type of reproduction (direct), which constrains its dispersion, generating isolated or reduced distribution areas, as compared to the P. curtipes which has broad distribution since it appears to be more permissive to environmental changes (See Fig. 2). Most species of the Pristimantis genus have restricted distribution areas.
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Fig. 2. In the above P. curtipes potential distribution map the triangles correspond to existence data, whereas the color green indicates potential distribution areas for the species. The chart located to the right establishes Curve AUC values obtained by means of MaxEnt.
3.2
Climate Change Impact on the Potential Distribution of Six Species of the Pristimantis Genus
All of these species are spread along the foothills of eastern and western ranges. Thus, future potential distribution show negative effects due to climate change under RCP 4.5 and RCP 8.5 scenarios, except for P. festae whose distribution area increases to 5.3% for scenario 4.5 and to 6.3% under RCP 8.5 (See Table 4). Table 4. Climate change impact on six species distribution of the Pristimantis genus Climate change impact Specie Preserved area 2014 (km2) P. P. P. P. P. P.
cryophilius curtipes festae leoni ocreatus orcesi
8 1 8 7 7 1
222 6756 383 818 637 4297
RCP 4.5 (km2) 7 894 1 2217 8 827 7 123 7 129 9 725
RCP 8.5 (km2) 7 880 1 112 8 911 7 760 6 705 8 733
% RCP 4.5
% RCP 8.5
3.9 decrease 27.1 decrease 5.3 increase 8.2 decrease 6.7 decrease 31.9 decrease
4.2 decrease 33.9 decrease 6.3 increase 0.7 decrease 12.2 decrease 38.9 decrease
P. ocreatus is proven to have a restricted distribution area, since it is vulnerable and existence records are found outside protected areas; as a consequence, it is estimated that by the year 2050 under RCP 4.5 scenarios, its spreading might suffer a decrease of 6.7%, while for the RCP 8.5 scenario, it may have a decrease of 12.2%. Consequently, P. ocreatus may be categorized as endangered (See Fig. 3).
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Fig. 3. P. ocreatus. Climate change forecast. (a) Forecasting map in RCP 4.5 scope (b) Forecasting map in RCP 8.5. The color orange determines the area that is reduced in the distribution.
Andean Highland ecosystems are regarded as more vulnerable to climate change impact, due to their low temperatures. Movement patterns observed in response to climate variations might result in highly likely migration of species toward higher altitude areas. On the other hand, species located in High Mountain ranges are more susceptible to become in danger of extinction since there are not any available suitable areas to settle [37]. A species’ vulnerability to climate change relies basically on two elements: first, a species’ capacity for maintaining its population within its current distribution area, despite environmental condition variations, and second, a species’ potential to settle in currently uninhabited areas that will become climatically favorable in the future [38]. By analyzing the intersection of the SNAP layer with protected forests and models of each species, it was observed that despite having the largest distribution area along the Andes corridor, the P. curtipes species, has 45% of its existence records within SNAP and protected forests, whereas P. orcesi has 41%, and P. leoni 38%, while P. ocreatus has the lowest figure, at 25% of specimens found located within protected areas. On the other hand, for the P. cryophilius and P. festae species, 92% and 80% of the records, respectively were found in protected areas. According to Ron et al. (2018), 12 species of the Pristimantis genus are found in the Carchi province. Subsequently, this species was categorized as endemic. Moreover, they are unfortunately included in Ecuador’s endangered amphibian list. Taking this fact into account, it is important to define and increase priority areas for in situ preservation; a possible solution could be to expand protected areas such as “Reserva Ecológica el Ángel”, “Cerro Golondrinas” and “El Hondón”, all located in the Carchi province in northern Ecuador. Anthropogenic transformation of landscapes is a concern for many species [37] and this issue is accentuated in the northern area of the country due to severe anthropogenic
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disturbances such as: deforestation and habitat conversion for agro-industry, road and urban areas infrastructure expansion. Such activities have modified forest regeneration dynamics, and altered micro-climatic characteristics, accentuated by climate change. Carchi is a province where most of its inhabitants work in the agricultural sector and surely there will be a significant increase in this type of enterprise. For this reason, urgent protection measures are necessary for endemic species’ with restricted distributions or not yet incorporated in the current SNAP, given their high vulnerability [39, 40]. Acknowledgements. This study leads to an enormous Biodiversity Conservation research and is part of a thesis titled “Potential Distribution of Six Species of to the Pristimantis Genus under climate change scenarios in Ecuador”. The authors would like to acknowledge to the “Instituto Nacional de Biodiversidad” (INABIO), particularly to M.Sc. Mario Yánez for facilitating access to its biological data collection.
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12. Schivo, F., Bauni, V., Krug, P., Quintana, R.D.: Distribution and richness of amphibians under different climate change scenarios in a subtropical region of South America. Appl. Geogr. 103, 70–89 (2019) 13. Morales, N.: Modelos de distribución de especies: Software Maxent y sus aplicaciones en conservación. Biol Conserv 2(1), 1–3 (2012) 14. Rodrigues, A.S.L., Andelman, S.J., Bakarr, M.I., Boitani, L., Brooks, T.M., Cowling, R.M., Fishpool, L.D.C., Da Fonseca,G.A.B., Gaston, K.J., Hoffmann, M., Long, J.S., Marquet, P. A., Pilgrim, J.D., Pressey, R.L., Schipper, J., Sechrest, W., Stuart, S.N., Underhill, L.G., Waller, R.W., Watts, M.E.J., y Yan, X.: Effectiveness of the global protected area network in representing species diversity. Nature 428, 640–643 (2011) 15. Elith, J., Graham, C.H., Anderson, R.P., Dudı´k, M., Ferrier, S., Guisan, A., Hijmans, R. J., Huettmann, F., Leathwick, J. R., Lehmann, A., Li, J., Lohmann, L. G., Loiselle, B. A., Manion, G. M., Moritz, C., Nakamura, M., Nakazawa, Y., Overton, J., Peterson, A. T., Phillips, S. J., Richardson, K., Scachetti-Pereira, R., Schapire, R. E., Soberón, J., Williams, S., Wisz, M.S., Niklaus, E., Zimmermann, N.E.: Novel methods improve prediction of species’ distributions from occurrence data. Ecogrphy 29(2), 129–151 (2006) 16. Elith, J., y Leathwick, J.R.: Species distribution models: ecological explanation and prediction across space and time. Annu. Rev. Ecol. Evol. Syst. 40, 677–697 (2009) 17. Jayasinghe, S.L., Kumar, L.: Modeling the climate suitability of tea [Camellia sinensis(L.) O. Kuntze] in Sri Lanka in response to current and future climate change scenarios. Agric. For. Meteorol., 102–117 (2019) 18. Byeon, D.-h., Jung, S., Lee, W.-H.: Review of CLIMEX and MaxEnt for studying species distribution in South Korea. J. Asia-Pac. Biodivers. 11, 325–333 (2018) 19. Phillips, S.J., Anderson, R.P., y Schapire, R.E.: Maximum entropy modeling of species geographic distributions. Ecol. Model. 190(3), 231–259 (2006) 20. Hernandez, P.A., Graham, C., Master, L.L., y Albert, D.L.: The effect of sample size and species characteristics on performance of different species distribution modeling methods. Ecography 29(5), 773–785 (2006) 21. Toranza, C., Brazeiro, A., y Maneyro, R.: Anfibios amenazados de Uruguay: efectividad de las áreas protegidas ante el cambio climático (2016) 22. Mateo, R.G., Felicísimo, Á.M.: y Muñoz, J: Modelos de distribución de especies: Una revisión sintética. Revista Chilena de Historia Natural 84(2), 217–240 (2011) 23. Ibarra-Díaz, I., Lebgue-Keleng, T., Viramontes-Olivas, O., Reyes-Cortes, I., OrtegaGutierrez, J.: y Morales-Nieto, C: Modelo de nicho fundamental para Coryphantha chihuahuensis (cactaceae) en el estado de Chihuahua. México. Ecología Aplicada 15(1), 11– 17 (2016) 24. Magrin, G.: Adaptación al cambio climático en América Latina y el Caribe. CEPAL (2015) 25. Soberón, J., y Peterson, A.: Interpretation of models of fundamental ecological niches and species’ distributional areas. Biodivers. Inform., 1–10 (2005) 26. Hijmans, R.J., Cameron, S.E., Parra, J.L., Jones, P.G., y Jarvis, A.: Very high resolution interpolated climate surfaces for global land areas. Wiley InterScience, 1965–1978 (2005) 27. Phillips, S.J.: y Dudík, M: Modeling of species distributions with Maxent: new extensions and a comprehensive evaluation. Ecography 31(2), 161–175 (2008) 28. Elith, J., Phillips, S.J., Hastie, T., Dudík, M., Chee, Y.E., y Yates, C.J.: A statistical explanation of MaxEnt for ecologists. Divers. Distrib. 17(1), 43–57 (2011) 29. Ávila, R., Villavicencio, R., y Ruiz, J.A.: Distribución potencial de Pinus herrerae Martínez en el occidente del estado de Jalisco. Revista Mexicana de Ciencias Forestales 5(24), 92–109 (2014)
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30. Quesada, M., Acosta, L. G., Arias, D., y Rodríguez, A.: Modelación de nichos ecológicos basado en tres escenarios de cambio climático para cinco especies de plantas en zonas altas de Costa Rica. Revista Forestal Mesoamericana Kurú, 14(34), 1–12 (2016) 31. Ortega-Andrade, H., Rojas-Soto, O., Paucar, C.: Nuevos datos sobre la ecología de Cochranella mache (Anura: Centrolenidae) y la importancia de las áreas protegidas para esta rana de vidrio Martínez-en peligro crítico en el Neotrópico. PLOS ONE 8(12), 10.1371 (2013) 32. Martínez-Méndez, N., Aguirre-Planter, E., Eguiarte, L. E., y Jaramillo-Correa, J.P.: Modelado de nicho ecológico de las especies del género Abies (Pinaceae) en México: Algunas implicaciones taxonómicas y para la conservación. Bot. Sci. 94(1), 5–24 (2016) 33. Mercado, N.: y Wallace R: Distribución de Primates en Bolivia y Áreas Prioritarias para su Conservación. Tropical Conservation Science 3(2), 200–217 (2010) 34. Araújo, M.B.: y Guisan, A: Five (or so) challenges for species distribution modelling. J. Biogeogr. 33(10), 1677–1688 (2006) 35. Guisan, A., & Thuiller, W: Predicting species distribution: offering more than simple habitat models. Ecology Letters, S/N (2005) 36. Ministerio del Ambiente: Estadísticas de Patrimonio Natural. (2015). http://patrimonio. ambiente.gob.ec/2018/09/20 37. Contreras, R., Luna, I., y Ríos, C.A.: Distribución de Taxus globosa (Taxaceae) en México: Modelos ecológicos de nicho, efectos del cambio del uso de suelo y conservación. Revista Chilena de Historia Natural 83(3), 421–433 (2010) 38. Arribas, P., Abellan, P., Velasco, J., Bilton, D., Lobo, J.: La vulnerabilidad de las especies frente a cambio climático, un reto urgente para la conservación de la biodiversidad. Ecosistemas 21(3), 79–8 (2012) 39. Frenkel, C., Guayasamín, J.M, Páez-Rosales, N., Yánez-Muñoz, M.H., Varela-Jaramillo, A., y Ron, S.R.: Género Pristimantis En: Ron, S.R., Yanez-Muñoz, M.H., Merino-Viteri, A., Ortiz, D.A. (eds.) Anfibios del Ecuador. Museo de Zoología, Pontificia Universidad Católica del Ecuador (2016) 40. Borja, M.: Modelamiento de nicho ecológico de las ranas de cristal [Amphibia: Anura: Centrolenidae] del Ecuador a partir de registros de museología: predicción del área de ocupación y evaluación en relación con el Sistema Nacional de Áreas Protegidas del Ecuador (tesis de posgrado). Universidad San Francisco de Quito, Quito, Ecuador (2009)
Psycho-pedagogical Recovery Tool Based on the User-Centered Design Jacqueline Gordón(&) , Andrés Caicedo, David Salcedo, Gustavo Ron, Gisselt Quintero, Nicole Cajas, and Sonia Narváez Universidad Tecnológica Indoamérica, Quito, Ecuador [email protected]
Abstract. This paper refers to the construction of an interactive tool for digital learning environments. The application—Tití app‖ aims to reduce the quantity of errors in reading and writing processes of schoolchildren by solving tasks based on—Toro y Cervera test de análisis de lectura y escritura‖ in a contextualized and motivational digital scenario. The process of acquisition of reading and writing skills is complex, the elements of teaching play a decisive role in it, therefore it becomes significant to rethink the learning environment in which new technologies including mobile devices such as smartphones and tablets are employed as learning enhancement resources. For the development of the app, a user-centered methodology was utilized in order to improve the user’s experience in a different learning process. In addition, a review of the efforts made in the development of applications focused on the reduction of reading and writing errors with statistically significant results was conducted in order to ensure that —Tití app‖ will become a useful psycho-pedagogical resource with an interactive and attractive design. Keywords: Reading Psycho-pedagogical recovery methodology Writing
User-centered
1 Introduction The process of learning to read and write during the first years of school is a social requirement and a permanent monitored activity. To have a good use of these skills is regarded as mandatory by the environment, because of the main role they play in the acquisition of new knowledge, more so the quality of social interactions of children depends much on the level of their reading and writing skills. The acquisition of new information, culturalization, learning in general, interpersonal communication, make it essential to master reading and writing skills [1]. At the same time, it is an alarming reality that many children with adequate conditions to dominate reading and writing skills such as the proper age and scholar level cannot manage to reach a suitable level in acquiring these abilities. Works [2], describes that between 5% and 10% of children from any social group fail to reach the average level of reading and writing skills, and even more worrisome, these children have a normal intellectual level, without diagnosed neurological alterations and under a regular school system. © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 36–44, 2020. https://doi.org/10.1007/978-3-030-37221-7_4
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Learning to read and write is a complex process; reading is the symbolization of oral language, it is a system of symbols in which visual stimuli must take on a discriminatory verbal sense [1]. Writing [3], must follow various levels ranging from manual response to language stimulation to free writing that depends on the inner language of the person. One of the explanations for reading and writing difficulties is related to the learning environment. The reading and writing acquisition mechanisms, in general, take place within the context of a classroom’s learning situations. In detail [4], describe the current educational system under deep changes related to more collaborative experiences centered on the student and not on the teacher, so the individuality is important and at the same time, the necessity of incorporation of new resources to promote learning should be considered. ICTs are part of the immediate context of children and their inclusion, with regard to that [5], allows for the creation of different and appropriate learning environments. The incorporation of new elements, such as technology, in the learning processes is in some way, an alternative to get out of everyday life as a motivational factor [6].
2 Theoretical Background On a daily basis, between 30% and 60% of children use mobile devices and the adaptation of these devices to the learning needs and the development of children is a growing reality [7]. The quality of these applications [8], must consider the adaptation to the needs of the child and an interactive design that allows enhancing the understanding and interaction of the person with the application. An analysis of 100 applications recommended by experts [8], concludes that they show clear problems focused on visual and interactive design, adaptability, structure, navigation, thus it highlights poor quality in adaptation to children demands and needs. Despite the wide availability of apps for children in general, they do not always converge psycho-pedagogical criteria, or design and interaction requirements, so it does not reach the main goal that the development of these applications pursue. The use of technological applications like a therapy in reading and writing difficulties is progressively increasing [9], there are few programs that demonstrate effectiveness in practice. The empirically functional programs are shown in Table 1. Table 1. Functional intervention programs in reading and writing difficulties Application Trasdyslexia
Dyseggxia
Binding
Intervention area Perceptual, phonological, orthographic and semantic processes Phonological, orthographic, morphological and lexical processes Decoding, working memory, morphology and lexicon
Users From last cycle of elementary school to fourth cycle of secondary school Children over 6 years old
Children over 6 years old
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The Dyseggxia application is a mobile device game created for children with dyslexia. In a study with 12 children confirms that it is a fun game and more attractive than other exercises that are used in recovery processes [10]. The game is available free of charge for iOS and Android with English and Spanish options. The application is based on pedagogical criteria translated into a game that encourages the child motivation for its design characteristics and rewards. The exercises are related to the usual errors of reading and writing. Binding is a paid program for re-education of the reading process which computer application includes games, work in the classroom, tasks for home and individualized intervention monitored by the teacher. The creation of this program obey the consequent problems of self-esteem, motivation, behavior and school desertion. Another program with empirical validity is the trasdyslexia videogame, design in 3D to treat dyslexia [11]. The effectiveness of globalized computer programs in non-specific learning difficulties demonstrate that the experimental group that went under computerized treatment obtained statistically significant advances up to 40% against traditional procedures [12]. At the reader level, there is a decrease in the number of errors in all the variables evaluated: letters, syllables, words and text. In detail [12], establish the differences in these variables respect to globalized and specific treatment are between 20% and 40%. In writing, the variables syntax, copy speed, graphics, and total written language are the ones that obtain the most important differences with respect to traditional treatments. Consequently, the serious computer programs, in addition to significantly improving children’s difficulties, also provide the motivational factor that favors a positive approach to technologies, as opposed to the routine treatment of pencil and paper type of traditional learning contexts. To ensure that a mobile application meets the established objectives for such tools requires following a methodology that fits the purposes. A useful methodological framework for the construction is known as User-Centered Design, UCD [13], adapted to the design characteristics of a mobile application. A fundamental feature of the UCD in mobile applications and web design is the development of the tool and the development process centered in the user needs. In detail [14], indicate that the needs and characteristics of the user must lead the process; this implies the need to know the user in-depth to conduct the design and evaluate their experiences of using in order to direct the whole process, present and future, towards the permanent improvement of the user experience. The User-Centered Design methodology [15], is established as a cyclical process of user-directed design decisions. The usability of the design is evaluated in an iterative way that allows for continuous improvement. The stages of the UCD are shown in the Fig. 1.
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Fig. 1. User-centered design stages
The design, evaluation and prototyping stages involve a process within the process, in a permanent evaluation and feedback of error-correction at all stages to ensure usability and economy of effort.
3 The Results and Discussion 3.1
“Tití App” User-Centered Design Stages
The empirical steps of UCD [16], concept, user, design, develop and implementation are shown in Table 2. 3.2
“Tití App” System Interact
The use of technologies in educational processes [6], contributes to breaking down classroom patterns and is a motivational factor for children. The quality of the applications depends on the adjustment of their content to the age of the users, their potential interests and individual capabilities.
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Phases Concept
Task Ideate research
User
Comprehension of the user environments
Design
Design lines Prototype Evaluation
Develop
Code programming
Implementation
Debugging Launch Follow-up
Task in―Tití app‖ Digital interactive tool to reduce errors in reading and writing Children between 7 and 11 years old with lower levels of acquisition of reading and writing processes than the expected according to age and schooling Use of techniques like brain storming and card sorting Interface validation by testing two proto-types based on wireframes Check-list empirical evaluation, expert reviews and field studies Programming language (AS3) based on the hardware and software devices Packaging
The mobile application “Tití app” is developed for schoolchildren between 7 and 11 years old with a lower level of acquisition of the reading and writing process than the expected according to age and schooling, including additional motivational factors like getting a reward by rescuing endangered animals of Ecuador within the context of a virtual game. The navigation dynamics includes the resolution of tasks based on—Toro y Cervera test de análisis de lectura y escritura‖ distributed in three levels: easy, intermediate and difficult, which are to be solved with the assistance of a person with knowledge in psycho-pedagogical recovery, as a qualified guide to make the best of this tool. The main scenario: As an assisted tool, it requires a registration consisting in a basic entre process, due to the need for a follow-up process and the optimization of technological and economic resources. The child has the possibility of identifying himself with an avatar who represents him during the performance in the tasks. The characteristic lines of the characters are established according to the Ecuadorian context. The game environment allows for a deeper approach and a more solid appropriation of the process; the tool displays the activities on a map of Ecuador. The distribution of 12 exercise resolution stations that direct the child to the rescue of an endangered species is a positive enhancer that increases the chance of accurate responses in the recovery process in Fig. 2.
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Fig. 2. Activities on a map of ecuador
The screen to execute the tasks refers to usual reading and writing errors such as substitution, omission, addition, consonant change, rotation, word substitution and inversion in order to follow the pedagogical nature of the application and to favor an interactive communication between the student and the tool, thus guaranteeing the correct acquisition of new knowledge [17]. To improve message transmission and interaction, the application use multimedia resources such as audio, text, and images, depending on the level. A descriptive card of the rescued animal is presented as a complement in the motivating learning process. This allows the child to perform a selfassessment of their learning processes through the animal collection. The inclusion of technology in the treatment of dyslexia [18], motivates children whenever their self-esteem is reinforced in some way, through rewards that encourage the search for the correct solution to a task. In “Tití app”, there is also an animal character displayed on the screen accompanying the whole process of learning through the tasks that provides constant feedback messages to the user according to the results obtained each time, thus encouraging him or her to keep solving the exercises until the game is over. The incorporation of mobile applications into psycho-pedagogical recovery processes like Dyseggxia application [19], show an evident decrease in reading and writing errors in the medium-term. The author of the application proposes long-term longitudinal evaluations to overcome dyslexia and makes adaptations for different languages and exercises based on individual realities, and also increase of the number of exercises.
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Psycho-pedagogical Exercises
The exercises in the application were selected according to psycho-pedagogical criteria [1], to reduce reading and writing errors: Substitution. A word with a wrong letter is displayed, the child must switch the wrong letter with the correct one (from the set). Omission. A word is displayed with a missing letter (blank space) and the child must fill it with a letter option from the set. Addition. A word is shown with an extra letter; the child must remove that letter. Consonant change. Two words with a similar sound are shown, the child must choose the correct one, e.g. árbol-árvol. Rotation. A word is shown with a wrong letter, the child must choose the correct letter such as b d p q in Fig. 3. Word substitution. Two similar words are displayed with sound and the child must choose the correct one according with the sound. Transposition. The application shows a word with a syllabic transposition error and the child must find the correct option from the set.
Fig. 3. Rotation psycho-pedagogical exercise
4 Conclusions and Prospects for Further Research The results of this document are part of an ongoing research project, the implementation is actually in a processing phase; a first full version that will be validated and tested according to the needs of the user. The purpose of this work is to reduce the number of errors in the reading and writing of schoolchildren, so the mobile application “Tití app” considers the psychopedagogical and design elements that enhance the capacities of children.
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The potential of technological resources in teaching processes is indisputable, however, the characteristics of the applications are not always adapted to the user requirements. The User-Centered Design process of the application “Tití app” seeks to identify the target needs, from an iterative and collaborative design process, involving various actors, design, psycho-pedagogy, user experience, software development and as the most important feature, for the user to aim to reduce the quantity of errors in reading and writing in a contextualized and motivational digital scenario. The importance of the design process of “Tití app” is that it is centered on the user´s requirements, and this is evident in all of its stages: conceptual, content and visual design based on the construction of narrative elements (typography, chromatic, style, composition, content selection, taxonomy of information and navigation structure). The process described before points to the goal of improving the communication process between the tool and the child with a positive experience using the application. Depending on the limitations of the study, it is advisable to complete the first version of the application “Tití app” in order to carry out a test-retest study to evaluate statistically significant differences between the first and second evaluation of reading and writing errors.
References 1. Toro, J., Cervera, M.: TALE: Test de análisis de lectoescritura. Antonio Machado Libros (2015) 2. Preilowski, B., Matute, E.: Diagnóstico neuropsicológico y terapia del trastorno de lec-turaescritura (dislexia del desarrollo). Revista Neuropsicología, Neuropsiquiatría y Neurociencias 11(1), 95–122 (2011) 3. Luria, A.R.: The directive function of speech in development and dissolution. Word 15(2), 341–352 (1959) 4. Ibáñez Moreno, A., Jordano de la Torre, M., Vermeulen, A.: Diseño y evaluación de VISP, una aplicación móvil para la práctica de la competencia oral. RIED: Revista Iberoamericana de Educación a Distancia 19(1), 63–81 (2016) 5. Almenara, J.C.: Las necesidades de las TIC en el ámbito educativo: oportunidades, riesgos y necesidades. Tecnología y comunicación educativas 21(45), 5–19 (2007) 6. Roig-Vila, R.: Tecnología, innovación e investigación en los procesos de enseñanzaaprendizaje. Editorial Octaedro, Barcelona (2016) 7. Mascheroni, G., Kjartan, O.: Net Children Go Mobile. Risks and Opportunities. Educatt, Milano (2014) 8. Crescenzi Lanna, L., Grané Oró, M.: Análisis del diseño interactivo de las mejores apps educativas para niños de 0 a 8 años. Luria, A. R. (1959). The directive function of speech in development and dissolution. Word 15(2), 341–352 (2016) 9. Romero Andonegi, A., Castaño Garrido, C.: Prevenir las dificultades lectoras: diseño y evaluación de un software educativo. Píxel-Bit, Revista de Medios y Educación (2016) 10. Rello, L., Bayarri, C., Gòrriz, A.: Dyslexia exercises on my tablet are more fun. In: Proceedings of the 10th International Cross-disciplinary Conference on Web Accessibility (2013) 11. Bigatá-Viscasillas, S.: El uso de las TIC en el aula de inglés para la atención a alumnos de secundaria con dislexia (2015)
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12. Bernardo, I., Bernardo, A., Herrero, J.: Nuevas tecnologías y educación especial. Psicothema 17(1), 64–70 (2005) 13. Norman, D.A., Draper, S.W.: User Centered System Design: New Perspectives on HumanComputer Interaction. CRC Press (1986) 14. Hassan, Y., Martín Fernández, F.J., Lazza, G.: Diseño web centrado en el usuario: usabilidad y arquitectura de la información. Hipertext.net, (2) (2004) 15. Evans, F., Spinelli, A., Zapirain, E., Massa, S., Soriano, F.: Proceso de desarrollo de Serious Games. Diseño centrado en el usuario, jugabilidad e inmersión. In 3er Congreso Argentino de Ingeniería y 9no Congreso Argentino de Enseñanza de la Ingeniería (CAEDI) (2016). República Argentina (2013) 16. Cuello, J., Vittone, J.: Diseñando apps para móviles. José Vittone—Javier Cuello (2013) 17. Arriaga, J.C., Bernal, J.A. H., Montoya, M.S.R.: Elementos instruccionales para el di-seño y la producción de materiales educativos móviles. Apertura: Revista de Innovación Educativa 1(1), 84–99 (2009) 18. Henao, D.A.C., Cadavid, M. N.R.: Una revisión de los métodos utilizados para el tratamiento de la dislexia. Revista Electrónica Psyconex, 10(16) 19. Rello, L.: Design of word exercises for children with dyslexia. Procedia—Procedia Computer Science 27(Dsai 2013), 74–83 (2014)
Influence of Social Networks on Teenagers’ Social Skills Gallardo Dayana(&), Guzmán Cristian, Barba Jessy, and Valencia Jhomira Universidad Técnica del Norte, Ibarra, Ecuador [email protected]
Abstract. The current work studies how high school teenagers from Ecuador use social networks and how it impacts both genders’ social skills development in general and their face-to-face social interaction in particular. The population included 742 students; a proportional stratified and nonprobability sampling was applied to get n = 196 students. The instrument consisted of a survey and a Likert scale (with 0.916 reliability index). Results showed that Facebook is the most popular social network among teenagers (they spend more than 3 h on it daily). On average teenagers have poor social skills: Cognitive social skills are poorly developed while emotional, instrumental and communicative skills are moderately developed due to the use of social networks. An ANOVA comparison with a Tukey post-hoc test was carried out about social skills development across gender. It showed that male adolescents had social skills more developed than females (statistically significant difference p = 0.013). However, it didn’t highlight any emotional and instrumental social skills significant gender difference (p > 0.05); finally, both social communication skills (p = 0.032) and social cognitive skills (p = 0.001) reflected significant differences between male and female teenagers. Keywords: Social networks Social skills Types of social skills Teenagers
1 Introduction In today’s society, technology is everywhere: School, family, social environment, etc. Even interpersonal relationships have been impacted. Traditional face-to-face socialization is being replaced by social networks that allow people to interact with others without having to be in person with their interlocutors. According to Kumari and Verma (2015), speaking of sociability nowadays implies interacting through social networks because it is where social interaction takes place, however, this type of superficial communication tends to fade social relation. For del Barrio and Ruiz (2014), people using social networks the most to interact with their peers are adolescents but the kind of relationship they develop that way does not provide them the emotional level they would experience with face-to-face interaction because emoticons replace emotions preventing interpersonal experiences. Social networks have become places where people give opinions and information. Thus, the traditional communication channel has been modified causing a loss of social © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 45–56, 2020. https://doi.org/10.1007/978-3-030-37221-7_5
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link (Abdelraheem 2013). The impact of social networks on adolescents is stronger because of their better access to digital media. The time they spent using social media has replaced daily communication habits preventing them to make new friends or to stay in contact with their close relations, particularly with opposite sex individuals (Waigumo 2013). As a consequence, adolescents have difficulties in showing the necessary social skills required for face-to-face interaction, thus limiting their correct social development. The repercussions associated with such social skills inhibition caused by social networks include: Affective barriers at the physical level, reduced empathic capacity due to the inability to recognize expression of emotions and feelings; cognitive difficulties to express their opinions, problems to understand other person meaning and finally difficulties to maintain a fluid conversation (Arab and Díaz 2015). Technology has not only modified learning and communication among human beings, but also socialization. Indeed, it has altered the previously well-known interpersonal relationships, especially among adolescents engaged in new modes of interaction through social networks (Rodríguez and Fernández 2014). In both studies carried out by Griffiths et al. (2014) and Rojas-Jara et al. (2018), it is mentioned that adolescents need social networks because of their difficulty to express social skills. It is also said that the excessive use of Internet, especially social networks, by male adolescents influence their sense of belongingness. The current study determines how social networks inhibit adolescent’s social skills taking a sample of high school students from the province of Imbabura in Ecuador. The considered variables included: social networks, social skills and social networks as inhibitors of social skills. Social networks have gained a major place in communication between people because of free and easy access to Internet service. Most adolescents are tech-savvy and social media allows them to stay connected and to interact quickly with their family, friends and others. These websites require users to create profiles in which they share tastes, interests, personal information, daily activities, images and videos in real time (Giant, 2016). Social networks are accessed and managed thanks to electronic devices such as cell phones, tablets, computers and they aimed at satisfying this need for human beings which is socialization (Durango 2014). Social networks have reduced the time people previously dedicated to establish new interpersonal relationships and to exchange opinions with established relationships (Fernández 2013). There is a wide variety of social networks depending on users’ need. For Rial et al. (2014), it includes social networks related to commercial, professional, academic, entertainment, research activities. They allow people to create relationships according to one’s goal. Moreno (2015) classifies social networks into two categories: generalist or horizontal social networks and niche or vertical social networks. Generalist social networks offer users unrestricted access. They include for example, Facebook, Twitter, WhatsApp, Instagram, Snapchat and Google+. Niche social networks gather internet users sharing specific interests. Some of them are professionals such as LinkedIn, Xing, Viadeo and Yammer. Some others are dedicated to recreational activities like Pinterest,
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YouTube, Spotify. Finally, some offer geographic services to people living near each other like Grindr, Tinder and Waze. Adolescents are in a stage of development where they are still consolidating their identity. The relationships they have with people in their close circle are perceived as references. They seek to get their approval about their thoughts, behaviors or feelings. Social networks interfere in a significant way in the construction of that identity. Through social networks, teenagers are in contact with their peers and they look for approval to strengthen their belongingness. According to Prats et al. (2018), social networks serve as the main form of social learning in which the teenager tries to show his identity and adapts it to the demands of the environment (symbolized by their numbers of “virtual friends”) even when this virtual identity does not match entirely his true personality. In the study carried out by Arab and Díaz (2015), it is explained that both positive and negative experiences that teenagers may have using social networks will have repercussions on their identity reinforcement which may be compromised by the responses they get from their peers. Due to changes occurring during adolescence, the emotional factor prevails over the cognitive one. For this reason, teenagers publish content on social networks which tends to provide them with pleasant feelings associated with acceptance and validation, but they don’t always consider the consequences of interacting through a screen may have on direct social relation (Ron et al. 2013). The research led by Vidales and Sádaba (2017) stresses the affective bond developed by adolescents when they post photographs and videos online in order to get attention from their peers. Social networks should be virtual spaces allowing people, especially adolescents, to keep in touch with each other; instead, it is replacing face-toface socialization. Social skills are a set of behaviors used by individuals to relate to other and cope with hardship (Betancourth et al. 2017). Estrada et al. (2016) also mention that these skills are part of someone’s daily development, and they allow that person to adjust to his social environment and to maintain both physical and psychological health. Social interactions are part of an individual daily life and this person’s expected interrelationship behaviors develop over time. However, during teenage years, this learning can be disrupted by external influences such as social networks which do not particularly require direct prosocial behaviors. As suggested by De Alba (2015), such skills are gained through social learning and they can also be exerted. During the adolescence, socialization is fundamental to feel belongingness. Successful communication between peers requires such social skills (Cohen et al. 2012). Rosales et al. (2013) classify social skills into four categories: Cognitive, emotional, instrumental and communicative. Cognitive skills include psychological factors to understand one’s own personality and others’ in order to defend one’s opinion and feel committed to the group. Emotional factors are associated to the expression and recognition of emotions and feelings as well as physical contact. Instrumental skills consist in looking for benefit and to take correct decisions to solve conflicts. Finally, communicative skills involve dialogue and conversations, for example the ability to maintain visual contact.
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Because of this inappropriate use of social networks by adolescents, face-to-face relationships are abandoned. Indeed, as they spend more time chatting on their mobile device, the need for face-to-face interaction with others thins out. For del Barrio and Ruiz (2014), social networks have actually relieved person-to-person socialization. Since teenagers dedicate most of their time online and forget other daily activities, their leisure time is no longer spent with their friends. In this regard, Shapiro and Margolin (2014) mention that social networks may seem convenient for adolescents who struggle socializing. Nevertheless, these teenagers with poor face-to-face social skills also lack social abilities online but the type of social feedback they get online is not appropriate and does not help them improve. On the other hand, adolescents having good socialization skills such as listening and ability to start a conversation do not need to use social networks excessively since they can develop effectively face to face relationship (Domínguez and Ybañez 2016). According to Martínez (2015) social networks are taking over usual socialization processes but these new forms of communication are incomplete as they lack body language and eye contact. Social networks should complement face-to-face interpersonal relation, not substitute it because online users can not develop reciprocal friendly relations since social networks do not offer true interpersonal connection with other individuals at a cognitive and affective level (Bohórquez and Rodríguez-Cárdenas 2014). Consequently, teenagers have moved away from traditional leisure activities involving direct contact with friends such as practicing sports, going to the cinema, eating out or spending time together. Instead, they prefer spending time online on social networks. Doing so, they create a wrong idea of what socialization truly involves. In their study, Alonso-Ruido et al. (2015) comment that today’s adolescents need to manage various social network profiles, it implies that they are always on the lookout for incoming notifications and they are always ready to answer them. Teenagers post on their social network profiles to make their thoughts and feelings known because they prefer virtual rather than direct and personnel communication (Colás et al. 2013). According to Shapiro and Margolin (2014), excluded teenagers who do not know how to act socially may choose to protect them by locking themselves into social networks because there, they can interact socially with unknowns they do not have to spend time with daily and with whom they do not need to show emotional, instrumental or communicative cognitive abilities.
2 Methodology It was decided to give this study a quantitative approach because collected variables are mostly figures. Once generalized, the results pretend to represent the entire population (Tamayo 2013). Since the variables were measured only once during the school period, a nonexperimental cross-sectional design was chosen. The scope was correlational. The aim
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was to measure the relationship between social network variables and social skills during the 2018–2019 school year (Hernández et al. 2014). 2.1
Population and Sample
The study population consisted in 742 high school students from the province of Imbabura in Ecuador. It was conducted during the 2018–2019 academic year. A nonproportional stratified and nonprobability sampling allowed us to get a sample of 196 students. 2.2
Instrument
A survey made of 5 items enabled to obtain informative data. Also, a Likert scale made of 18 study items measured how social networks may inhibit social skills. Weighted data scales were defined in order to read the results and explain adolescents ‘social skills level. Experts reviewed the scales to validate the model. Finally, a reliability analysis reported an index a of 0.916 which indicates that the instrument is reliable.
3 Results 3.1
Descriptive Statistics
The instrument let appeared which social network adolescents favor, the time they spent on it daily and their social skills level due to the use of social networks (Table 1). Table 1. Most used social network Frequency Valid Facebook 140 WhatsApp 24 Instagram 2 You tube 25 Spotify 1 Other 4 Total 196
Percentage 71,4 12,2 1,0 12,8 ,5 2,0 100,0
Valid percentage 71,4 12,2 1,0 12,8 ,5 2,0 100,0
Cumulative percentage 71,4 83,7 84,7 97,4 98,0 100,0
71.4% of teenagers say they use Facebook to keep in touch with others; it enables to share images and videos, post daily comments and chat with people within their friends list. Facebook is one of the most versatile platforms, so it remains the favorite one among the adolescent population. The results are consistent with the research carried out by Almansa-Martínez et al. (2013) on adolescents age 12 to 15 in Colombia and Spain. In this study, it is mentioned that most adolescents use social network to
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communicate with their friends. For them, it is the best way to interact socially and it requires them to be connected to this network (Table 2). Table 2. Time spent on social networks Frequency Percentage Valid percentage Cumulative percentage Valid Less than 1 h Btw 1 and 2 h Btw 2 and 3 h Btw 3 and 4 h Btw 4 and 4 h More than 5 h Total
35 53 37 25 17 29 196
17,9 27,0 18,9 12,8 8,7 14,8 100,0
17,9 27,0 18,9 12,8 8,7 14,8 100,0
17,9 44,9 63,8 76,5 85,2 100,0
36.3% of teenagers spent more than 3 h daily using social networks. That means that they always look for an Internet connection and they constantly check their mobile device to keep up to date with the latest trends. They usually feel uneasy when away from virtual platforms and they cannot fully enjoy the in-person socialization because of constant social networks interruption. Similar results appear in the study led by Gomes and Sendín (2014), showing that 2 out 3 teenagers spent more than 5 h a week on social networks and feel stress and uneasiness when they have to spend several hours, or days unplugged from technology (Table 3). Table 3. Social skills development N Mean Standard deviation Valid Lost Social skills development 196 0 59,31 12,430
The mean social skills index (x = 59) and the standard deviation (s = 12,4) were analyzed according to the scale of interpretation. It shows that the adolescents surveyed have social skills poorly developed due to the use of social networks. It proves that they cannot handle face-to-face social relations appropriately as their cognitive, emotional, instrumental and communicative social skills are not fully consolidated. This negatively affects their social development and it also damages their identity construction. The results are in keeping with the ones revealed by Arab and Díaz (2015) in which the social skills present in social networks are not fully adequate because this anonymous mode of communication is affectively detached, it lacks empathy and it is not possible to understand what other persons communicate through text messages only; thus leading to interpersonal and virtual exchange failure (Table 4).
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Table 4. Mean and standard deviation of cognitive social skill N Mean Standard deviation Valid Lost Development of cognitive social skill 196 0 64,08 14,346
Cognitive social skill mean figure (x = 64) and its standard deviation (s = 14.3) were analyzed according to the scale of interpretation. The results show that the adolescents surveyed have poor developed social cognitive skill. It implies that they have limited capacity to pay attention to a speaker, to understand what the speaker imparts, to defend their opinion or point of view and to feel commitment with the group. Adolescents miss opportunities of belonging to a group and its benefits such as participating in group activities because they are hooked on social networks on which the sense of social belonging is temporal and unreal. Bohórquez and RodríguezCárdenas (2014) support this analysis, mentioning that social networks do not contribute to help adolescents reaching a cognitive exchange to build real bonds of friendship. Social networks cannot replace physical contact and they only contribute to social interaction partially (Table 5). Table 5. Mean and standard deviation of emotional social skill N Mean Standard deviation Valid Lost Development of emotional social skill 196 0 57,00 16,576
Emotional social skill mean figure (x = 57) and its standard deviation (s = 16.5) were analyzed according to the scale of interpretation. The results show that the adolescents surveyed have moderate emotional social skill. It demonstrates that, due to the use of social networks, they did not fully develop their capacity to recognize and express emotions and feelings, as well as to provide physical affection. According to Serrano’s research (2016), expressing emotions requires body; virtual communication is colder and inhibits such expressions. Instead, when people meet face to face, the physical proximity facilitates demonstration of emotions. On the contrary, interpersonal emotional exchange is obstructed in the case of social networks and mobile device communication (Table 6). Table 6. Mean and standard deviation of the development of instrumental social skill N Mean Standard deviation Valid Lost Development of instrumental social skill 196 0 62,30 18,267
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Instrumental social skill mean figure (x = 62) and its standard deviation (s = 18.2) were analyzed according to the scale of interpretation. The results show that the adolescents surveyed have moderately developed instrumental social skills. Although they do not show complete inabilities for conflict resolution and decision making, adolescents do not reach a satisfactory development of these skills in face-to-face social interaction. In relation to these results, a study carried out by Samper et al. (2015) shows that, in addition of having appropriate emotional self-control and being able to solve problems, adolescents also need to seek support from their peers, in order to overcome conflicts arising at this stage of age. Students with poor social ability for conflict resolution lack alternative solutions when it comes to solve problems with their peers. In such case, they often move further away from face-to-face socialization and strong friendship and look alternative acquaintances on social networks (Table 7). Table 7. Mean and standard deviation of the development of communicative social skill N Mean Standard deviation Valid Lost Development of communicative social skill 196 0 54,80 14,665
Communicative social skill mean figure (x = 54.8) and its standard deviation (s = 14.6) were analyzed according to the scale of interpretation. The results show that the adolescents surveyed have moderately developed communicative social skills. It emphasizes that their abilities to maintain long, continuous and deep conversations and to interact visually with several members of a group require strengthening due to the use of social networks. The research carried out by Ruíz and De Juanas (2013) supports this statement. They say that virtual interaction is based on real time communication to express feelings and thoughts with text messages. In social networks, teenagers often respond using monosyllables words (yes and no) to end conversation and focus on other topics. They do not have deep conversations about various topics that should be discussed at their age; instead they tend to favor casual and pointless conversations denying themselves that way opportunities to have deeper talks with people around them. 3.2
Correlation Statistics
In the current section, we will first study the correlations between gender and social skills thanks to an ANOVA comparison then we will focus on the correlation between the time spent on social networks and social skills using the ANOVA comparison and Tukey’s post-hoc test (Table 8). Table 8. Comparing social skill means related to gender N Male 67 Female 129 Total 196
Mean 62,37 57,72 59,31
Standard deviation 12,295 12,247 12,430
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There are some gender differences in social skills: Male teenagers show moderately developed social skills (x = 62), while female teenagers show poorly developed social skills (x = 58). It seems to indicate that male tend to have better social interaction than women among Ecuadorian teenagers. However, in the study carried out by Gutierréz and Expósito (2015), the authors found that there was no significant gender difference in this regard (Table 9). Table 9. ANOVA comparison between gender and social skills
Social skills
Emotional social skill
Communicative social skill
Cognitive social skill
Instrumental social skill
Btw groups Within groups Total Btw groups Within groups Total Btw groups Within groups Total Btw groups Within groups Total Btw groups Within groups Total
Sum of square 952,675
gl 1
Root mean square 952,675
29175,803
194
150,391
30128,478 354,333
195 1
354,333
53225,667
194
274,359
53580,000 987,475
195 1
987,475
40948,806
194
211,076
41936,281 2417,906
195 1
2417,906
37716,788
194
194,416
40134,694 553,103
195 1
553,103
64513,734
194
332,545
65066,837
195
F
Sig.
6,335
,013
1,291
,257
4,678
,032
12,437
,001
1,663
,199
There is a statistically significant difference between men and women in the development of social skills (p = 0.013). The statistically significant differences regarding emotional social skills and instrumental social skills are both superior to 0.05, therefore there is no significant gender difference. In terms of social communication skills, p is equal to 0.032 and social cognitive skill reaches 0.001; then it shows a significant gender difference in the development of these skills.
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4 Discussion The results of the current research paper show that teenagers tend to choose Facebook as their favorite social network. They use it in their leisure time to post photos, videos, hobby contents and to chat with friends and meet new people. Teenagers’ average daily time spent on social networks is more than 3 h. This situation implies a constant use of their mobile device to be updated. Although social skills development did not appear to be linked to the time spent on social networks, the facts that teenagers are connected to them on daily basis and their uneasiness to be unplugged mean that they pay less attention to other responsibilities. Using social networks inhibits social skills development such that social interaction is jeopardized by technology. Therefore, adolescents lose interest in face-to-face conversations. This work shows that using social networks leads to underdeveloped cognitive social ability, making adolescents struggle to have critical dialogue, to maintain social interaction with peers, and to understand their own emotions and others’. Teenagers also lack instrumental social skills; consequently, their decision-making abilities are poor and their ability to tackle adversity is also weak. Moreover, because of the time dedicated to social networks, adolescents have moderately developed emotional social skills so that it makes it difficult for them to show expressions of physical affection. Finally, adolescents ‘communication social skills rate average. The consequences are, for example, an unwillingness to engage in face-to-face conversation, a tendency to avoid eye contact or inappropriate social behavior. The study also brought out a significant gender difference as male teenagers tend to have more developed cognitive and communicative social skills than their female peers. To conclude, social networks are part of people’s daily life, especially adolescents. However, both times spent on these websites and its appropriate use should be controlled by the relevant authorities in order to use it in a way that contributes to the consolidation of the social skills required for social interaction.
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Cyber Constructivism for the Literacy Learning Process in the Knowledge Society David Alejandro Sandoval(&), Clara Lucia Burbano, Julio Eduardo Mejía, and Jessica María Montilla Corporación Universitaria Comfacauca, Popayán, Colombia [email protected]
Abstract. The objective of this paper is to determine how the inclusion of ICT influences learning processes in a knowledge society, specifically to establish the impact with the use of digital resources as learning objects (LOs) for educational purposes, especially in the field of literacy intrinsically linked to the knowledge society. In this context, it is relevant to delve into general and specific aspects: 1. The epistemological perspective and the data were subjected to a normality test, obtaining a value of p greater than 0.05 which shows that the data come from a normal distribution, the groups were analyzed with the parametric test t-student to establish significant differences within the analysis groups. The data were subjected to a normality test and obtained a value of p greater than 0.05, which shows that the data come from a normal distribution; the groups were analyzed with the parametric test t-student to establish significant differences within the analysis groups. 2. Relationship between knowledge societies and network 3. Current industrial revolution 4. Alignment with the media in education and 5. Identification of the validated impact in a practical case, referring to the design of a didactic sequence, using technological means, specifically the narrative thematic unit in two educational institutions; for statistical analysis, a projective and descriptive methodology was considered; in order to increase the validation of the information, the data were subjected to a normality test, By obtaining a value of p greater than 0.05 that shows that the data comes from a normal distribution, the groups were analyzed with the parametric test t-student to establish significant differences within the analysis groups. Keywords: Technological mediation Knowledge societyness Literacy
Learning object Learning process
1 Introduction The knowledge society is the product of a social transformation according to modernity, which is adapted from the information society, also to the society in network, to know its epistemology, It is necessary to demonstrate its origin, taking into account the authors’ positions, its beginnings from the conception of knowledge, as well as to recognize its relation from all spheres as it happens in the case of education and technology. To refer to its beginnings, first will be exposed contributions from relevant authors who attribute its importance, such as the case of Alfred Marshall, in his principles of economy, who conceives knowledge as the most powerful engine of production, on the © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 57–71, 2020. https://doi.org/10.1007/978-3-030-37221-7_6
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other hand, is Friedrich Hayek, in his article “The Use of Knowledge in Society”, who states that the resources propelled by the eco-Namely, they should be based on knowledge, making more obvious use of that element, Hayek additionally questioned what would be the best way to “use a knowledge dispersed among the whole population”. In short, over the years, different types of individuals have applied knowledge in their daily la-Bores. The term knowledge society originated in 1960, where the changes produced in the industrial society were inspected-n-industry, the renowned sociologist Peter F. Drucker and the trend towards a knowledge society [12], this new class of society stands out for managing an economic and social structure, where knowledge aims to replace the work-Traditional raw materials and capital as a source of productivity and growth. In this way, theoretical knowledge becomes the main source of innovation and the boom in political and social fields, its main characteristic is oriented to the technological progreso, later in the late 1970s, the transformation in modern society, allowed to identify three important aspects: 1. The growth of state research 2. With the expansion of service sectors, and 3. The professional community is made up of highly qualified knowledge-workers. As a result, each area managed in the twenty-first century has undergone a change, particularly in the case of education. “Educational reforms have been implemented in the various continents, where the substantial aspect is based on strategic plans” [7], Therefore, the quality of education is conceived as a demand of the globalized era, emphasizing aspects such as the development of competences and the insertion of Jóvenes into the labour market. Evidently the knowledge society permeates in all areas: 1. Social 2. Economic 3. Cultural, besides the educational. In order to understand the concept, one must delve into what the term “knowledge to” refers to, for this it becomes pertinent to express its epistemology: in that sense as the term is conceived and as it varies over time, for this it was taken as a reference to shape the positions of Plato, Aristotle, Saint Thomas Aquinas, Descartes, David Hume, even John Locke. This concerns inducing the term “Ascent to knowledge” repressed by Plato in La Republica, with his recognized myth “Allegory of the cavern”, which appears as the world of shadows under the physical environment of appearances, in this way the analogy of rising to the sun is applied as a necessary path to attain true knowledge, Plato emphasizes in evidencing the difference that exists between what is knowledge, and what is articulated as mere opinion. I know-gundo is a perception that allows for vague considerations without consciousness-tense, while the conception of knowledge implies the validity of an idea. Likewise, Aristotle agrees, when considering abstract knowledge as superior to any kind of knowledge, but discerns in relation to the method in order to reach it, Then Holy Thomas Aquinas, it conceives perception as a principle and logic as the technique in order to reach knowledge. The anterior is produced by dissociating a concept by an image taken from sensory perceptions. Likewise René Descartes conceives two sources for Knowledgement: 1. Intuition and 2. Deduction, acknowledging knowledge with valid evidence on it. Another important position is given by John Locke, in his work Essay concerning Human Understanding, expressing a critique on the principles of knowledge by its intuitive processes, adding the component of empirical in relation to cyber constructivism. In other words, experience, who deduces as the only element accessible to
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ment, as the basis of knowledge, who Locke calls it “reflection”. David Hume maintains a position of skepticism, pointing out that nothing can be known without being experienced. Hume classifies knowledge in this way: a. Knowledge using mathematics and logic, which is accurate, but not with-tribute information to the world and b. Knowledge of reality, generated by perception, indicating the cause-effect relationship.
2 Theoretical Frame According to authors who share their position based on the concept of knowledge, it is necessary to explain the different types of knowledge that exist and the importance that must be attached to them in order to distinguish them, equally reconocer what means “Knowledge Society”: 1. Proposal knowledge, which has the capacity to be transmitted to others, is there when one speaks of “knowing that” or “knowing what”, implies to point out if there is truth or falsehood in a statement. 2. Knowledge that articulates ability or competence, relating the expressions “know or know how”, you can acquire that knowledge without having to transmit-Selo to another person and 3. Knowledge of relationship or people, refers to a type of intimate knowledge of behaviors that expresses a perception of a certain element. In short, the first is the most basic compared to the other two types, the second depends on it, finally the third generates information. This is evidenced in Fig. 1 called “Types of Knowledge”.
Fig. 1. Types of knowledge
2.1
Relationship de las Societies
However, the term knowledge society is the only one that describes this transformation, there is also “information society” and “network society”. The production, reproduction and transformation of information is a principle that constitutes today’s societies, according to psychologist Kresten Kruger-. With respect to the network society, concept coined by M. Castells (Castell perp. 5 revolution) talk about changes that have produced the knowledge society (cultural level, training, economic). Based on the framework of transformation that has been evident in each type of society, it is necessary to indicate the inherent characteristics of the industrial
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revolutions that have developed over the years: The first Industrial Revolution had its origins in England, at the end of the eighteenth century corresponding to the year 1784, generally understood as the “complex of technological innovations that, by replacing human ability with machinery and human and animal strength with mechanical energy, causes the transition from artisan production to manufacturing, thus giving rise to the birth of the modern economy” [13], a concept alluded to by David. It means that the first society is framed by the exploitation of technological development to replace the energy produced by human beings, by machines. The Second Industrial Revolution, had its origins in Spain, at the beginning of the twentieth century, defined in 1870, characterized by the emergence of electrification, having a notable impact on the production system, an example of its beginnings is based on the electrification company in Spain [3], born in 1881, was created by Francisco Dalmau Faura, outstanding as an importer of scientific material in the middle of the nineteenth century, his interest in using electricity in the business sector, The first tests of electricity and telephony were reflected. On the basis of the use of electricity, competitiveness between several companies was evident, but also this change produced a new middle-level social class, which wanted to educate, train and work, while at the same time intro-to the world of new investments. The Third Industrial Revolution, better known as the Information and Communication Society, originated in the early 1970s, is characterised primarily by the use of infor-or-technology as its main resource Communication and Communication (ICT), increasingly influencing the economic activity, is where its application produces implications on productivity, emplying other types of elements such as computers, digital telephone lines, communications networks and digital applications and internet connection. Indeed, “ICTs not only have an impact on the ability to reproduce and control the environment, but also on technologies which, as never before, act directly in the domination of man over himself or his own knowledge” [19]. This is called The New Economy or Knowledge Economy, a society that emerges new resources and commodities, provoking advances at the productive and competitive level being used at greater intensity involving changes in the way that the supply and demand were established in the economic activities. The Fourth Industrial Revolution or Industry 4.0 began in the twenty-first century by 2010, based on the combination of technological matter and composition among the research disciplines applied to science. Characterized by intelligent robotic systems, integrated into the “Internet of Things (IOT), networked systems, artificial intelligence, briefly the application of cyber-physical systems” [16]. However, this revolution, like the others, has negative repercussions on working conditions. Attributing a more realistic conception, workers such as drivers will be replaced by autonomous vehicles, including accountants, consultants, managers and administrative officials will be replaced by software or intelligent systems. For the better illustration of the reader, every Industrial Revolution is evidenced, from 1.0 to 4.0 in Fig. 2, called Evolution of the Industrial Revolution.
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Fig. 2. Evolution of the industrial revolution
2.2
Relationship of Societies with the Student Field
The objective of transmitting knowledge in the twenty-first century is the way it is transmitted and the means used, taking into account the three states of information transmission: 1. Knowledge society, 2. Information society and 3. Society in network, where it takes relevance in the transformative process of the different contexts, social, cultural and economic in this way it is pertinent to observe how these three societies have permeated in humanity as the process of transmission and after-formation of information, allowing to verify the analyzed data for the educational institutions of the city of Popayán-Cauca: a. Los Andes and b. Liceo Bello Horizonte, taking into account the academic level of primary basic. 2.3
The Knowledge Society and Its Human Relationship
The main transformation that the Knowledge Society has undergone has been given by globalisation and the use of the Internet, the mass media have made knowledge as volatile as the air, indicating a deep cam-and social interactions, thus becoming a transforming factor of society. To know the context of the educational institutions to which a process of developing virtualization in the classroom would be integrated using computer rooms. Consequently, part of a set of social partners [17] in this case teachers who allow the construction of systems that develop knowledge, evaluating cognitive processes and the capacity to interpret information; refers the Maslow’s pyramid of needs is shown as the different social and cultural spheres affect the feedback of student information, as can be seen in Fig. 3 (experiential learning through human needs and the knowledge society), the five stages of knowledge are related as follows: Human physiological needs. For this purpose a healthy body results in a healthy mind the main factor to be involved in this process is to provide coverage to physiological functions that maintain the balance of the body together with a pro-mind knowledge, giving the conditions for knowledge generation and information processing. Security Need. The most important thing in the development of active thinking [21], is security, due to the various forms of strengthening the mental state in an environment that preserves human life, reducing the uncertainty of the risks it may suffer, determined that a good environment allows not only to produce for the knowledge society but to relate and feed on that knowledge.
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Social Needs. Social relations are paramount in generating new knowledge in the same way that of closing the epistemological gap by presenting new theoretical proposals in order not to relapse into repetitive knowledge [15], In this way to create harmonic human relations increases the possibility to construct investigations without paradigms that limit the emergence of new ideas. Self-esteem needs. Recognition of human capabilities enables multiple intelligences to be integrated [10], that characterize the skills to integrate and understand information to achieve a Feedback. Need for self-fulfilment. Which lies in a state of growth towards goals in a mission to reach the state of wisdom [11] or understanding of this form is the transcendent in the knowledge linked to the Growth in decision-making participation. In the chasm we find the Knowledge Society, which appears as a dynamic society adapted to the different needs of the rapid exchange of information in economic, social, cultural and political fields. Similarly there is experiential learning, based in how a student is fed back into different contexts before reaching formal learning.
Fig. 3. Experiential learning through human needs and knowledge society
2.4
The Information Society in Support of the Knowledge Society
It became necessary to observe in both educational institutions how knowledge was projected through technologies. Whether it was feasible to assert that the information society was indispensable for pupils in order to generate the necessary resources and skills for the manipulation of technological resources, in order to achieve the construction of knowledge [8] articulated to three aspects that it mentions Marcelo Careaga in the Pyramid of Needs for the Digital Citizen: digital literacy, the frontier of information, the transfer of knowledge as can be seen in Fig. 4. “Digital resources in search of the information society”, The figure aims to land as permeated the technology within the student environment.
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Fig. 4. Digital resources in search of the information society
2.5
Network Society and Its Expansive Form of Knowledge
The network society must be understood as: 1. a social structure, 2. networks driven by digital technologies and 3. Communication and information networks flowing ubiquitously, generates a culture of freedom to reach relevant information, resulting from the technological disruptions that generate a digital revolution [6], determining sociocultural changes (Castell, 2000); In this way to relate the educational context with the network society and the knowledge society lies in how the information nodes are formed through the instruction of the teachers, allowing to describe the form of expansion of the in-training, which allows to expand knowledge by helping a feedback process [14]. As a focal point two relevant aspects must be pursued: 1. Access to technological media and 2. Sharing truthful concepts through the network, these two points lie in the transmission of knowledge through technology as evidenced Fig. 5 (transmission of knowledge in the Network Society).
Fig. 5. Transmission of knowledge in the network society
3 Discussion 3.1
Practical Case
In order to test the influence of inclusiveness in educational processes around-a knowledge society, it is necessary to translate it by means of a real case, Under this context is presented the research project called: TECHNOLOGICAL MEASURES:
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“Design of a didactic sequence, in the process of learning literacy” is based on improving the learning-learning process, focused on the narration area in children from 5 to 8 years of age, corresponding to the first degree of two institutions: a. Los Andes Educational Institution and b. Colegio Liceo Bello Horizonte, belonging to the private sector. For the execution of the research project, the platform denominada ClassDojo was used with characterizations of gamification, or ludification promoting ubiquity and dynamism in the classroom, applied to a Learning Object (OA), in Exelearnig tool, structured as didactic sequence (SD) [4], for better understanding of the reader, which is composed of 3 elements: 1. Start 2. Development and 3. Final, distributed in activities and invisible evaluation, taken to evaluate, the above adapted a scale of measurement, called “Wong Baker’s Scale” [20]. The following is the description in Fig. 6. entitled “Scale of Educational Evaluation”.
Fig. 6. Scale of educational evaluation
3.2
Technological Resource
The resource is applied to the two institutions in different contexts in order to understand the development in relation to the narrative ability, finding a menu divided by components to structure the knowledge as evidenced in the Fig. 7 Initial menu of the resource, which will allow to visualize in a dynamic way the interactive content between story activities and evaluative components.
Fig. 7. Initial menu of the resource
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The second content relates to digital books that allowed the student to interact more actively with stories, for the third module, a list of games was made to allow the child to interact with the knowledge acquired during classes in a digital environment as shown in Fig. 8. Interactive digital content, it is worth mentioning that 8 stories were initially taken within the subject unit of the school curriculum.
Fig. 8. Interactive digital content
4 Methodology The project developed two attributes: 1. Characteristics of Population and Sample, and 2. Methodology with holistic approach. 4.1
Characteristics Population and Sample
The context of the population was framed in children from 5 to 8 years, who were enrolled first grade of basic education, in the selection of the sample was generated in a group of people that differ in the socioeconomic stratum sector, each with 25 children, by providing classes in a more dynamic way, using ICT inclusion in a favourable way, the two processes were carried out simultaneously for a period of two months, it is useful to define the learning style that best fits, under this concept a set of visual representations was used by means of a digital resource supported by an Olympic Airways, including audiovisual components, it should be noted that the gene-ration corresponds to the generation Z, “Those individuals” [2]. They are characterized by the capacity to innovate, to undertake and to be of an autonomous character that remain in constant change. 4.2
Methodology Type
The methodology applied is directed to a line of research with a holistic approach [5], comprising: 1. descriptive the representative that concerns an event and 2. projective in order to formulate a feasible solution to an evidenced problem, in Fig. 9 denominated “Holistic Research Approach”.
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Fig. 9. Holistic research approach
5 Results The process of descriptive and inferential evaluation for the implementation of the tool was generated from the realization of a knowledge assessment in the area of interest had a time of 60 min, focused on a scale 1 and 5; with a total of 10 questions, the results obtained in the two institutions are shown below in Fig. 10 called “Narrative competence assessment results in the institutions of analysis”. In each of the institutions two groups were defined, one called control, which did not use the technological tool and another called mediation, which made use of it. The statistical analysis was carried out using the computational tool SPSS Statistics version 21. The results obtained from the descriptive analysis of the information in relation to the average show for GCLBH and GMTLBH, related to the Liceo Bello Horizonte a difference 0,8 points in favor of the mediation group, in relation to the standard deviation the data are very close, evidencing homogeneity in the results of the mediation group. In relation to the results obtained by the students of the Colegio Los Andes in the groups GCLA and GMTLA, a behavior was presented to simulate the previous case obtaining an increase of 0.4 point in favor of the group technological mediation, it is important to emphasize that the standard deviation in the two groups was similar exposing a high degree of data grouping, in Fig. 11 called “Average results graph for analytical groups. To analyze inferentially, the normality test was performed, to establish the type of statistical analysis in the data, “the Shapiro-Wilk test” was applied [18] of frequent use in case studies, with better statistical validity [1], applied in groups of less than 50 individuals. The normality test raises a null hypothesis (Ho) related to the origin of the data from a normal distribution and an alternative scenario (Ha) which manifests, as the data deviate significantly from a normal distribution; to validate the hypothesis the bilateral asymptotic significance of the test (p-Value) is taken into account. Below is Table 1 called “Shapiro-Wilk test for normal analysis of the knowledge test performed”, results obtained for the test according to the normality behavior of the data, establish the method of statistical analysis. Where *Gl: degrees of freedom of the sample for statistical study.
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Fig. 10. Narrative competence assessment results in the institutions of analysis
As can be seen from the values obtained for each analyzed group, the p-Value obtained is greater than 0.05 (p > 0.05) allows accepting the null hypothesis (Ho) and asserting that the collected data come from a normal distribution, the results allow to conclude that a parametric analysis was applied to the collected information.
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Results obtained by the analysis groups 4
Average results
3,5 3 2,5 SchoolLiceo Bello Horizonte
2 1,5
School Los Andes
1 0,5 0 GCLBH
GMTLBH
GCLA
GMTLA
Analysis group
Fig. 11. Average results graph for analytical groups Table 1. Shapiro-Wilk test for normal analysis of the knowledge test performed Group GCLBH GMTLBH GCLA GCLBH
Estatist 0.936 0.939 0.980 0.936
Gl* 25 25 25 25
p-Value 0.121 0.138 0.893 0.121
The analysis of differences between the groups applied the T-Student test to independent samples that allow comparing averages of two groups, indicating whether there is statistical evidence where the associated population averages are significantly different by means of bilateral asymptotic significance (p-Value). Different types of tests were performed, differences between the GCLBH and GMTLBH groups were initially found in the two institutions, the results obtained for the test are shown, where the incidence of technological mediation as an influential factor is analyzed, the results are shown in Table 2 called “T-student test for difference at the Colegio Liceo Bello Horizonte and Colegio Los Andes”. Table 2. T-student test for difference at the Colegio Liceo Bello Horizonte and Colegio Los Andes Educational t institution Test T for equality of means Colegio Liceo Bello −5.621 Horizonte Colegio Los Andes −3.454
Gl
Sig. (bilateral)
Difference of means
Typical error of the difference
48
0.000
−0.79200
0.14089
48
0.001
−0.42800
0.12393
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It is established as a null hypothesis Ho, that technological mediation does not influence the mean results of the two groups, and an alternative hypothesis Ha, which shows that technological mediation intervenes directly on the average of the analyzed results. As can be seen in Table 2 the value of the bilateral asymptotic significance is less than 0.05 (p < 0.05), for both cases it is analyzed, which leads to reject the null hypothesis Ho and accept the alternative hypothesis Ha, that allowed to establish technological mediation with significant differences in the results that were obtained by the students between the two groups of the Liceo Bello Horizonte and Colegio Los Andes. Finally two analyses were carried out the first between the control groups of the two schools in order to establish if it is socioeconomic stratum influences the results obtained in the test carried out in Table 3 denominated “T-student test for difference between the control groups of the two institutions”. For this case, the hypothesis is null Ho, where the socioeconomic stratum does not influence the mean of the results of the groups, and an alternative hypothesis Ha, which shows that the socioeconomic stratum intervenes directly on the average of the obtained results. As can be seen in Table 3 the value of bilateral asymptotic significance is less than 0.05 (p < 0.05), leads to reject the null-hypothesis Ho and accept the alternative hypothesis. Table 3. T-student test for difference between the control groups of the two institutions T Gl Sig. (bilateral) Difference of means Typical error of the difference Test T for equality of means −2.034 48 0.047 −0.28800 0.14156
The second analysis was established between the groups in which technological measurement was used as a tool in Table 4 called “T-student test for difference between the mediation groups of the two institutions”. Table 4. T-student test for difference between the mediation groups of the two institutions T Gl Sig. (bilateral) Difference of means Typical error of the difference Test T for equality of means 0.617 48 0.540 0.07600 0.617
As can be seen in Table 4 the value of bilateral asymptotic significance is greater than 0.05 (p > 0.05), which leads to accept the null hypothesis Ho, revealing that there is statistical evidence to conclude that there is no difference for the mean between the results of the analysis groups.
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6 Conclusiones Analysis of the results by applying the T-Student test for the normally distributed data, allows to establish significant statistical differences in relation to the use of the technological mediation in the two educational institutions obtaining a p-Value less than 0.05 that allows to reject the null hypothesis (Ho) and accept the alternative scenario (Ha) affirming the use of technology in the classroom produces differences in the Control group and the Mediation group. Moreover this test to the socioeconomic stratum, it is evidenced that the p-Value for the case of the control groups between the institutions is less than 0.05 (p < 0.05) which allows to conclude that there are statistically significant differences between these two groups, while when analyzing the results obtained by the groups where the technological mediation was applied the pValue is greater than 0.05 (p < 0.05) concluding that the results of the evaluation show no statistical differences, in this way the use of a technological mediation in the classroom diminishes existing differences between the educational institutions.
References 1. Arcones, M.A., Wang, Y.: Some new tests for normality based on U-processes. Stat. Prob. Let. 76, 69–82 (2006) 2. Cabezas, R.: Generation Z: check on paradigms. Our Time 699, 84 (2018) 3. Motes, D., Maluquer, J., et al.: The pioneers of the second industrial revolution in Spain: the Sociedad Española de Electricidad (1881–1894). Ind. Hist. Mag. 2, 121–142 (1992) 4. Díaz-Barriga, A. (2013). Guide for the Elaboration of a Didactic Sequence. UNAM, Mexico. Accessed 10 Apr 2016 5. De Barrera, J.H.: Lines of research and knowledge management: premises of the research culture. Tril. Sci. Tech. Soc. 2(2), 83–92 (2010) 6. Echeverría Samanes, B., Martínez Clares, P.: Revolution 4.0, competencies, education and orientation. Revista Digital de Investigación en Docencia Universitaria 12(2), 4–34 (2018) 7. Fernández Condori, S.F.: Strategic planning and process management in the quality of service in public educational institutions in the Puente Piedra district (2018, 2019) 8. Flórez Romero, M., et al.: Knowledge society. ICTs and their influence on education (2017) 9. Garmen, P., Pérez, C.R., Redondo, P.G., Veledo, J.C.S.P.: Multiple intelligences and video games: evaluation and intervention with software TOI. Commun.: Iberoam. Sci. J. Commun. Educ. 58, 95–104 (2019) 10. Hernández, M.P.: Spirituality and education in the knowledge society. Educ. Innov. 20(28), 96–105 (2018) 11. Cortés, R.O. (2016). The Fourth Industrial Revolution, a story from cultural materialism. URBS Journal of Urban Studies and Social Sciences, 6 (2), 101–111. 12. Oliván Cortés, R.: The fourth industrial revolution, a narrative from cultural materialism (2016) 13. Palacios, J.C.: Technological development in the first industrial revolution. Norba. Hist Mag. (17), 93–109 (2004) 14. Patiño, J.G., et al.: The fourth industrial revolution. Eng. USBMed 10(1), 1 (2019) 15. Peter, D.F.: The age of discontinuity: guidelines to our changing society (1969)
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16. Carvajal, S., Peña, L.A., J.H. and Vivianab, Á. The future of the intelligent industry based on the Physical Cyber Systems of CPPS Production. The future of the smart industry based on CPPS cyber physical production systems. 17. Salazar-Gomez, E., Tobon, S.: Documentary analysis of the teacher training process in accordance with the knowledge society. Spaces 39(45), 17 (2018) 18. Shapiro, Q.S. and Wilk, M. (1965). An analysis of the variation test for normality. Biometrika, 52 (3), 591–611 19. Torrent I Sellens, J., et al.: From the new economy to the knowledge economy: towards the third industrial revolution (2002) 20. Valbuena, S.M., Fernández, I.F., Robla, M.V., Vega, I.B.V., Ruiz, T.G., Fernández, J.A.F.: Effectiveness of a virtual reality nurse intervention in paediatric emergencies: a randomized clinical trial. Nursing and health times = Nursing and health times (5), 32–37 (2018) 21. Vosniadou, S.: How Children Learn. Editorial Magisterio Cooperative (2002)
Diagnosis of the Use of Information and Communication Technologies in Dual Training. Case Study: Textile Confection Career at “Instituto Superior Tecnólogico Cotacachi” Lizarda Vilma Vargas Chagna(&) , Mariela Elizabeth Vargas Chagna , Richard Marcelo Navarro Chacua , Alexis Javier Guzmán Terán and Jorge Alonso Ayala Bastidas
,
Universidad Técnica del Norte, Av. 17 de Julio y José Córdoba 5-21, Ibarra, Ecuador [email protected]
Abstract. The new ICT—Information and Communication Technology—has helped enhance professors’ pedagogical performance with the aim of providing an educational environment based on skills and competences that improve educational related tasks thus facilitating the involvement of new education professionals into the work field. This study has both, a qualitative and field approach which a total of 119 students and 11 professors from the Textile Confection career were surveyed of a total of 519 students and 26 professors belonging to several careers from “Instituto Superior Tecnológico Cotacachi” with tools that allow to know the different aspects related to skills, use, media design and techniques in educational environment using through ICT and the students’ self-perception. The main objective is to diagnose the use and integration of ICT during the learning process of the career mentioned before during the academic period November 2019–April 2019. The results indicate that most of the professors have ICT skills in several variables. However, direct-observation results reveal a few pedagogical praxis deficiencies using information and communication technologies. On the other hand, students exhibit serious deficiencies when it comes to their digital and TIC abilities, presenting future issues employment for the future professionals in the Textile Confection career, creating a starting point in the academic decisionmaking process made by authorities and faculty. Keywords: ICT Dual training
Digital competences Education Textile confection
1 Introduction Information and communication technologies are a fundamental part of society’s development and progress since they enable the implementation of varied activities. The world is significantly changing as far as health, technology, engineering, transport © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 72–84, 2020. https://doi.org/10.1007/978-3-030-37221-7_7
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and housing among others including the educational field. Constant technological changes have made impressive advances in modern and modern generations, focused on technological changes, which generates learning supported by the use of ICT including other technological resources directed to enhance educational environment. Educational innovation is not a new process, but it has been continually evolving, searching for new innovative techniques and strategies to ensure that learners have physical and digital resources that contribute to this training work. At global levels specifically in Spain, according to a survey conducted to 70 professors and 840 students who have Access to a G9 Common Virtual Campus at Cantabria, La Rioja, Extremadura, Oviedo, Pública de Navarras, Baleares, País Vasco, Zara-goza y Castilla-La Mancha Universities where advantages of the use of ICT were identified. They not only promote professors didactic and technological competences, but they provide an innovative learning environment comprised by suitable virtual tools and didactic resources [1]. According to [2] ICT applied to education, facilitate access to information, a set of methodological strategies and varied activities adopted by faculty members to get the most out of technology. Additionally, interaction is a vital part of ICT processes performed in class. As a result, students—content correlation is key since topics and virtual activities have to keep students ideally motivated. On the other hand, professors are responsible for the guidance and proper use of these tools so that students manage them flawlessly with the aim to ultimately get students to participate and provide virtual feedback. The use and application of virtual tools such as blogs, Twitter, Wikies, Pod-casts, Skype and YouTube further independent learning because they may be interrelated to common relevant topics in addition to cover the necessary content found in student programs. Using technology not only helps students become part of virtual media so that they are keep up with technological advances, but also to obtain significantly innovated learning [3]. It is worth mentioning that combining ICT in learning processes implies not only the acquisition of competences leading to the empowerment of technological tools applied to learning environments, but also implies a noticeable change in educators’ role, specifically modifying their methodological praxis and also their perception of the environment where learning takes place [4]. Moreover, the [5] Art. 343 states that “the national education system has the aim of academic and professional training with a scientific and humanist vision, scientific and technological research, innovation, promotion, development and diffusion of knowledge and culture; construction of solutions for the country issues, in relation to the objectives of the development regime”. Higher education guarantees training in a holistic way to the vanguard of knowledge. The Higher Education Organic Law [6], article 6.1, item d states that “A permanent training process must be kept so that regular professorship updates achieve the principles of quality.” ICT offer endless possibilities of improving learning processes thanks to regular collaborative work and all sorts of information access like videos, audio sessions, documents and the like. However, it is important that educators blend innovation, research and evaluations of the acquired knowledge systematically. [7]. The use of ICT is a useful competency that requires consideration and practice within learning
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processes [8]. At higher education institutions, similar experiences make use of Learning Management System (LMS) platforms, which provide outside classrooms virtual access thus boosting cooperative learning [9]. The role that ICT have played inside classrooms creating new scenarios where “digital competency” is vital for the performance of teachers and students in modern society [10]. As far as “competences” are concerned, we mean building skills and abilities to interpret and evaluate variables involved in the selection of network data quantity and quality in addition to a certain digital identity created in the web. There is no doubt that digital competences have become a modern educational axis since they help maximize resources as well as technological advances available in today’s society. From an educational point of view, it is intended to shape capable qualified professionals to systematically engage in evolutionary education virtual environments of the XXI century [10]. In 2014 National Government launched the “Technical and Technological Public Higher Education Reconversion Investment Project” together with the Public Higher Education System in Ecuador demanded that graduates should have such competencies seeking to achieve academic repowering. First, the implementation of dual training model along with qualified faculty may well have higher employability possibilities [11]. Professional dual training systems have the aim to shaping professionals the satisfy real time needs found in the public and private employment arena therefore, by implementing this model from the beginning at higher education institutions employing trainees who perform efficiently at any organization may certainly encourage employers to request this kind of human resource. Dual professional training prepares an individual capable of blending previous knowledge, skills and competences acquired by labor qualifications required in the professional labor field assuming the application of theory and practice. Vocational and academic guidance received by students while experiencing dual training is favorable to the socioeconomic and socio-educational context hence, favorably an organization’s production may experience a gradually increase [12]. Additionally, the implementation of this model stimulates not only classroom-based theoretical learning but also help students experience real professional work practice at any organization. By blending practice and theory in real life professional settings, employability opportunities may clearly intensify [13]. For instance, German – Ecuadorian exchange programs take place at higher education institutions. Such experiences have pushed forward having a technological experience on the first day of class for both teacher and student. Therefore, simultaneously making progress in the use of applicable technological tools complementing students’ management of these tools that will pave the way for their success in the labor force [14]. Having said that, the aim of this research work is to evaluate the use and integration of ICT during the learning process with students pursuing a career in Textile Confection at the “Instituto Superior Tecnológico Cotacachi” taking into account that such students do not have the required digital competencies to apply ICT in class properly. Consequently, this situation may lead to failure to do well on part of the students. Besides, education is a participative means of learning process that assists with the
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assimilation of knowledge due to the level of interaction involved in its current content that may be redirected to highly specific searches fulfilling students learning needs.
2 Methodology This study has a qualitative approach based on a non-experimental survey that includes a questionnaire for data gathering. In agreement with [15] who highlights the prominence of selecting the most suitable techniques and studying means to the obtain optimal results, so that their analysis and interpretation becomes as simple as possible. During the data-collection process, researchers perform this approach through several techniques so that they can be interrelated later. Next, analyzing resulting data leads to a theorization [16] that compares obtained results to the hypothesis raised at the beginning of the study, which implies that educators do not have the required digital competences to teach lessons using ICT. During the evaluation of the use of ICT during the leaning process considering the total number of participants was not quite large to cover [17]. Surveys were conducted to dual training Textile Confection students who represent 21% of the student population detailed in Table 1. As to faculty members, 11 out of 26 represent 42,3% of the total population detailed in Table 2. Table 1. Total number of students “Instituto Superior Tecnológico Cotacachi”. Degree Number of students Textile confection 133 Child development scheme 266 Fashion design 36 Gastronomy 84 Total 519
Table 2. Faculty “Instituto Superior Tecnológico Cotacachi”. Services provided modality Contracts Provisional appointments Permanent appointments Total
Figures 26 0 0 26
This study used non-experimental means as surveys oriented to “Instituto Superior Tecnológico Cotacachi” faculty and students. Direct observation and documental research methods to build basic knowledge aiming to propose corroborating scientific arguments. Data collection methods and dimensions were analyzed in Tables 3 and 4.
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Data gathering method Questionnaire Observation Didactic use Questionnaire Observation Digital resource design Questionnaires Observation
Table 4. Student research dimension. Dimension Technological literacy Data research and processing Dimension: critical thinking, problem-solving and decision-making processes Participation and communication Ciudadanía digital
Innovation and creativity
Data gathering method Questionnaire Questionnaire Questionnaire Questionnaire Observation Questionnaire Observation Questionnaire Observation
A ICT competence survey was used as evaluation means developed by [18] and was applied to faculty at different educational levels starting with the analysis of ICT professional training theoretical and bibliographical references. In addition, other questionnaires related directly or indirectly to other research was later validated by experts of six European countries, composed by 45 items that provide data for the measurement of three dimensions corresponding to the most relevant abilities required to the integration of ICT in the classroom. This survey was emailed to 11 faculty members which contain the description of evaluated dimensions in the survey as well as observation geared to faculty members as seen in Table 3. As far as students are concerned, a digital competence evaluation means made by [19] was implemented and was validated by 17 experts in the technological educational field from several universities in Latin America. The survey was digitalized through Google Forms and is comprised by 44 questions that determine specifically what abilities students are capable of performing in six dimensions. Dimensions and data-gathering method are detailed in Table 4.
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Data gathered was processed through a simple absolute frequency, which is the number of repetitions in a variable [20] to be later quantified according to the total population.
3 Results In order to evaluate ICT uses and purposes when applied to learning environments, a certain number of students from the student body at “Instituto Superior Tecnológico Cotacachi” pursuing a career in Textile Confection. A thorough analysis regarding the application of reliable data gathering techniques such as survey and direct observation was performed. Next, previously validated data gathering instruments were selected by subject matter experts yielding results confirming the risen hypothesis, being the basis for this study. From direct observation view conducted during the development of lessons, it was concluded that educators do make use of ICT at basic levels since it was notable that lessons were taught in a traditional way, despite the fact that “Instituto Superior Tecnológico Cotacachi” has technologically equipped classrooms in addition to three IT laboratories equipped with the latest technology available to the student body. It was evident that educators in charge of the subject ICT do not have a degree in this field; therefore, they do not possess optimal digital skills. Furthermore, it was noted that educators have excessive workloads since they have under their charge from 4 to 7 subjects to teach and in some cases they teach up to 24 h weekly. Besides, the institution’s authorities demand educators make lesson plans for every single class-hour taught. A further point is that this institution is part of the public sector, therefore there is a lack of public officials in the administrative departments resulting in faculty members having to take charge of some administrative work since weekly working hours cannot exceed the 40 h established limit. Art. 25 Literal A, [21]. In fact, it is indisputable that there are a few elements hindering changes to the learning processes since the incorporation of ICT is a process that requires time and effort [22]. In relation to surveys conducted to faculty members pertaining to this degree, it was found that educators appreciate ICT use and competences thinking of themselves as experts in technical use dimension, didactic application and instrument design showing a clear mismatch from results yielded by the survey conducted to Textile Confection students pertaining to the 2018-II academic period. Following the results from the surgery conducted to 11 faculty members that taught lessons in the dual training Textile Confection at “Instituto Superior Tecnológico Cotacachi” during the academic period November 2018–April 2019. It is clear that self-perception regarding the mastery of technical use competences is high as shown by the scale. Results are presented according to detail (see Fig. 1).
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Fig. 1. Shows data regarding dimensions of technical use, in addition to faculty members who identify with having high level of competence in the use of these skills.
Didactic use dimension shows complete fluency in the competences according to the scale based on high self-perception perceived from those surveyed (see Fig. 2.) Completely competent So competent Competent
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Fig. 2. Faculty members assure being competent in most questions. In this case a notable high proportion of them said that the use of ICT are an asset to enable self-learning.
The use of digital resources design dimension according to results obtained from the survey, shows certain fluency between the choice of “being competent and incompetent” whereas “completely competent” shows a lower percentage (see Fig. 3). As for the student body, 109 have been enrolled during the November 2018–April 2019 academic year. A survey and direct observation instruments were implemented yielding the following results: Direct observation was conducted as lessons were being taught. It was clear students have a certain basic level, instrumental and cognitive knowledge, and skills related to technological literacy and the use of IT. As far as digital citizenship, flaws regarding virtual identity were found, clearly demonstrating that students’ lack of critical thinking integrated to the real and cybernetic world. Finally, as for the creativity
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Completely competent So competent Competent
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Fig. 3. According to faculty members surveyed, they think they have a high level of competence in this area.
and innovative dimension only apprentices pursuing technological training scored. Unfortunately, there is a lack of culture that promotes such abilities. After the survey was analyzed in a scale of 1–10 modality score, those surveyed relate to each one of the questions in the following way: Self-perception had a high percentage between choices 4 to 7 compared to the rest of the choices which had a considerably low percentage (see Fig. 4).
Fig. 4. Represent data regarding technological literacy. Average self-definition was noted, besides showing deficiencies in the efficient use of a virtual campus, taking into account that the Institution does not have one.
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As far as the data collection and processing dimension is concerned, the scale showed that choices 4–7 regarding abilities self-perception were selected the most according to the scale (see Fig. 5).
Fig. 5. Represents data collection and processing dimension in which students scored average with regards to the questions. However, in the area of organizing, analysing and ethically using data from a variety of means and sources, they show certain deficiencies that require attention.
Students’ evaluation regarding critical thinking, problem solving and decision making processes it was observed that they have ability to perform some activities. Therefore, most students’ choice for abilities as for the self-perception area was between 6 and 7 in the scale (see Fig. 6).
Fig. 6. It is clear that some students feel insecure when setting up and problem solving having to do with hardware, software and networking so that learning and productivity may be optimized.
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To illustrate the dimension related to communication and collaboration, the most selected choices were from 4–7 in the scale while the rest of the choices scored low (see Fig. 7).
Fig. 7. As revealed by the chart, there are different answers. However, the results indicate low percentages in the creation or modification of wikis. Likewise in terms of social bookmarkings used to locate, store and tag internet resources.
As for digital citizenship dimension, results show that students’ self-perception scored between 4–7 in the scale (see Fig. 8).
Fig. 8. Decidedly, students’ self-definition of having satisfactory levels before digital citizenship, a remarkable high score is evident.
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Finally, creativity and innovation dimension scored high in regards to the perception of fluency that students have, ranging from 4–9 thus being the only highly regarded dimension (see Fig. 9).
Fig. 9. Model and simulation deficiencies were identified in the use of scanning systems with ICT creatively, supported by the building of knowledge. However, in summary it is worth mentioning that students are capable of adapting to new technological environments.
4 Discussion Results from the present evaluation regarding the use of ICT by Higher Education Institutions in Ecuador, faculty members acknowledge the fact that they are clearly not very familiarized with technological means and processed required by innovation changes [23]. This study was carried out in the Pichincha province by [24]. Summing up, there is a direct co-relation between digital competence and ICT training, as well as a direct link in the use of ICT between faculty members and students which has an academic impact on students’ performance. Hence, this study reveals that educational standards must be raised in order to achieve higher levels of digital competency by faculty members On the other hand, research carried out in the Bolivar province, demonstrated that there is a similarity in the higher educational context because both, faculty members and students do not make use of ICT in academic activities [9]. Integrating ICT in class-rooms is a long-term process that requires prerequisites, agents and decision making in addition faculty commitment before such innovative changes. Otherwise, there will be little relevant change in pedagogical practices [25]. It was determined, based on this research work that there are discrepancies between answers provided by faculty members and students regarding the use of ICT in dual training classrooms. Therefore, direct observation results revealed that students from Textile Confection studies are closer to the reality of virtual classrooms. In this case, a large gap was found in relation to XXI century education so that enhancing the quality
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of education at “Instituto Superior Tecnológico Cotacachi” may well strengthen faculty members’ digital skills with the aim of shaping ethical, responsible and apt professionals capable of performing well in today’s competitive work field characterized by innovative technology.
5 Conclusion After observation, gathering instruments application, analysis and data interpretation processes, it was reported that faculty members have low competency levels on the implementation of ICT to learning processes. First of all, resistance to change plays an important role in educational innovation and pedagogical practice. Second, excessive workload is evident because this institution is part of the Public Education sector. Lastly, despite having a technological infrastructure–technological equipped classrooms and three cutting-age technology laboratories—they are not adequately used and educators training are scarce. According to students’ self-perception and direct observation it has been noted that there is little use of ICT in classrooms hindering the training of students who have potential for technological education. This inevitably leads to problematic employment integration to the work field within a society demanding professionals capable of provide solutions based on the use of technology. ICT are becoming a simmering need that help students improve their educational background. Learning cannot only be founded on theoretical or traditional lessons, but on an innovative approach. Implementing ICT to the educational field is not an easy task, considering the need for commitment by the education community. Therefore, authorities have to create awareness for the innovation in education so that competent authorities take the lead in the pedagogical area and make educators aware of the urgent need for changing traditional teaching methods.
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7. Félix, C., Almada, M., Wahnnatah, A., Wahnnatah, V.: Impacto de las TICS, en el aprovechamiento académico de los estudiantes. Rev. Investig. Académica Sin Front. Div. Ciencias Económicas y Soc., 1–9 (2018) 8. Aguiar, B., Velásquez, R., Aguiar, J.: Innovación docente y empleo de las TIC en la Educación Superior. Espacios 40, 8–19 (2019) 9. Moreno, F., Viteri, R., Herrera, F., Culqui, O., Pinos, G.: Diagnóstico del uso de las tecnologías de la información y comunicación en el aprendizaje ‘caso universidad estatal de bolívar’. Rev. Talent. 5, 27–34 (2018) 10. Pozos, K., Tejada, J.: Competencias digitales en docentes de educación superior: niveles de dominio y necesidades formativas. Rev. Digit. Investig. en Docencia Univ. 12, 59–87 (2018) 11. T. e I. Secretaría de Educación Superior, Ciencia, Proyecto de Inversión Reconversión de la Educación Técnica y Tecnológica Superior Pública del Ecuador (2014) 12. Lentzen, S.: Los modelos de formación dual como integración de lo académico y lo laboral. Rev. Plácticum 1, 24–39 (2016) 14. Carranza, A., Acosta, M., Pulido, R.: Modelo de formación dual del Tecnológico Nacional de México. Investig. en Educ. 14, 170–183 (2016) 15. Padilla, C., Arévalo, D., Morales, J.: Analysis of the determining factors of the quality and culture of higher education in the dual training system. Rev. Empres. 11, 36–44 (2017) 16. Flick, U.: An introduction to qualitative research, 4th edn. London (2009) 17. Osses, S., Sánchez, I., Ibáñez, F.: Investigacion cualitativa en educacion. Hacia la generacion de teoria a traves Del proceso analitico. Rev. Estud. Pedagog. 32, 119–133 (2018) 18. Gamboa, M.: Estadística aplicada a la investigación educativa. Dilemas Contemp. Educ. Política y Valores 5, 1–32 (2018) 19. del C. Fernández, J., del C. Fernández, M., Cebreiro, B.: Desarrollo de un cuestionario de competencias en TIC para profesores de distintos niveles educativos. Pixel-Bit Rev. Medios y Educ., 135–148 (2010) 20. Gutiérrez, J., Cabero, J., Estrada, L.: Diseño y validación de un instrumento de evaluación de la competencia digital del estudiante universitario. Espacio 38, 1–27 (2017) 21. Falcó, M., Ñeco, L., Torregrosa, E.: De la investigación cuantitativa a la investigación performativa: investigar en danza. El Artist., 187–213 (2016) 22. A. N. de la R. del Ecuador: Ley Organica De Servicio Publico, LOSEP. 2010 23. Barcia, J., Carvajal, B.: El proceso de enseñanza aprendizaje en la educación superior. REFCaIE 3, 139–154 (2015 24. Maquilón, E.: Diagnóstico y percepción de aplicación de las TICs como herramientas para la Educación Superior. Espirales Rev. Multidiscip. Investig. 2, 13–27 (2018) 24. Zempoalteca, B., Barragán, J., González, J., Guzmán, T.: Formación en TIC y competencia digital en la docencia en instituciones públicas de educación superior. Rev. Scielo 9, 80–96 (2017) 25. Peñaherrera,M.: Evaluación de un programa de fortalecimiento del aprendizaje basado en el uso de las TIC en el contexto Ecuatoriano. Rev. RIEE. Rev. Iberoam. Evaluación Educ. 4, 72–91 (2011)
Digital Competences in e-learning. Case Study: Ecuador Andrea Basantes-Andrade1(&) , Marcos Cabezas-González2 and Sonia Casillas-Martín2 1
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Universidad Técnica del Norte, Av. 17 de Julio y José Córdoba 5-21, Ibarra EC100150, Ecuador [email protected] Universidad de Salamanca, Paseo Canalejas, 169 37008 Salamanca, España
Abstract. The term digital competences is referred to the set of capabilities, knowledge and strategies that allow efficient and safe use of Information and Communication Technologies and digital media. From the educational point of view, these competences are essential for teachers or tutors to guide, support and facilitate the learning processes of students, especially when in the educational model concern is virtual. The main objective of the research described in this paper was the identification and analysis of the digital competences required by teachers related to online education. It was carried out under a quantitativedescriptive approach and the information required was obtained through a survey to 653 teachers, who applied for a virtual tutor training program. Based on this information, the digital competences that a virtual tutor must have to facilitate learning in the digital world were identified. The results obtained indicate that, besides taking advantage of the tools and aids that Information and Communication Technologies make available for them, tutors also require pedagogical and social skills that allow them to generate an environment of collaboration and a comprehensive learning. Keywords:: Digital competences e-learning PACIE methodology Digital world Information and communication technology
1 Introduction The tools and aids that Information and Communication Technologies (ICT) make available to teachers at present have allowed the generation of new educational scenarios, which promote learning and favor the development of virtual environments, adapting and responding to demands of a digitalized and globalized world [1, 2]. Online learning, better known as e-learning, has been one of the biggest disruptive innovations in the field of education [3] and has been gaining strength during the last decade due to the facilities it offers to tutor for the students supervision and their flexibility in terms of time and space [4–6]. In Ecuador, the Higher Education, Science, Technology and Innovation Secretariat (SENESCYT, Secretaría Nacional de Educación Superior, Ciencia, Tecnología e Innovación), together with five public universities: Universidad Técnica del Norte © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 85–94, 2020. https://doi.org/10.1007/978-3-030-37221-7_8
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(UTN, Ibarra), Universidad Central del Ecuador (Quito), Universidad Estatal de Milagro (Milagro), Universidad Técnica de Manabí (Portoviejo) and Universidad Politécnica del Ejército (Sangolquí) [7], has initiated in the second semester of 2018, an online higher education program with the objective of increasing the academic offer and democratize access to higher education. Professionals who are part of this program as tutors must have the digital skills that allow them to guide, support and facilitate the students’ virtual learning processes [8]. A classroom teacher, while excelling, does not guarantee good results as a virtual environment tutor. The virtual tutor must use different methodological strategies and the telematic tools that he has at his disposal, to adapt the teaching-learning processes and project his presence within the virtual environment, considering that in the online training the gestural resources are lost and is the multimedia communication which allows interaction with students [9]. It is with the help of the tutor that the student becomes familiar with the virtual platform, understands the methodology implemented, appropriates the contents to deepen and build their knowledge, performs the proposed activities and takes control of their progress. In this way, and with the aim of achieving active and effective learning, that tutor-student relationship should be characterized by an interactive participation, bidirectional communication, collaboration, commitment, help and mutual respect [10, 11]. According to [12], the functions with which virtual tutor must meet to achieve meaningful learning are focused on five areas: academic (design activities and learning strategies), organizational (standards and functioning), guidance (motivation and addressing), technical (technical functioning of the online environment) and social (interaction and participation). The theoretical and methodological foundations on which this training model is based are cognitivism, conductism and constructivism; in the latter, the teacher cedes the limelight to the student as responsible for their own learning, it is he who autonomously creates his own understanding and develops necessary skills to be successful in his training [13]. Constructivism in the Virtual Learning Environments (VLEs) is associated with a collaborative perspective by didactic relationships [14]; moreover, it must be reflected in the contents that guide the student’s training and learning. The teacher must assume his facilitator role with commitment and responsibility, also demanding a permanent knowledge update. For the purpose, an open, connectivist, collaborative and self-guided training that create professionals with digital and social skills [15], which respond to the actual society requirements. According to the above, the main objective of this research is to identify and analyze the digital competences that virtual tutors require to guide and facilitate online learning processes in an effective way. Current and future teachers must be prepared to provide learning supported by Technology [16]. The incorporation of ICTs in virtual learning environments facilitates the construction of knowledge through various tools, resources, media and formats [17]. For [18] Efficient use of ICTs helps teachers and students acquire the necessary skills to search, analyze and evaluate information; encourage creativity and productivity; solve problems and make decisions. VLEs require a methodology that, through the techno-pedagogical integration of ICTs, allows the teaching-learning processes optimization, from a perspective that
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transforms individual learning into collaborative and interactive learning. The methodology that enables the use of ICTs as a support for learning and self-learning processes is the PACIE methodology. Pedro Camacho is the creator of this methodology [19], whose name is the result of the initials of each of the sequential processes on which the methodology is based: Presence (Precencia), Scope (Alcance), Training (Capacitación), Interaction (Interacción) and E-learning. Presence, is the development of the corporate image and VLE navigability interface; Scope, defines the pedagogical goal and the objectives to be achieved by structuring the contents in a logical and sequential manner during the teaching-learning processes; Training, teacher training is conducted with the objective of knowing the potential of the PACIE methodology and the new role of the teacher supported by ICT; Interaction, selects the resources and activities that allow to generate social interactions among participants; and E-learning, is the implementation of the techno-pedagogical proposal to build new paradigms of knowledge, with a constructivist and collaborative approach. In short, the PACIE methodology presents an innovative approach that enables the support and supervision of the microcurricular objectives reached by the student, being assisted mainly by communicational and didactic tools provided by ICT and focused on virtual learning environment [20]. Internal structure of a virtual course based on PACIE methodology consists of three blocks: (1) block 0 (zero) or PACIE, considered as the most important block since through it interaction is encouraged within the virtual classroom; (2) Academic block, allows developing the thematic contents of each unit, which can be presented in different formats to diversify the thematic exhibition and attract the attention of the participants; and, (3) closing block, the unfinished course processes are completed, even allowing the completion of tasks when necessary. Each of these blocks, in turn, contains different sections, as shown in Table 1. Table 1. PACIE structure in a VLE. Block 0 or PACIE Information section Communication section Interaction section
Academic block Closing block Exhibition section Negotiation section Rebound section Feedback section Construction section Check section
In block 0, the information section shows the course general planning, objectives, evaluation rubric, who is the tutor and a didactic guide that allows the participant to know and identify the VLE structure. The communication section allows the virtual tutor to inform about any event or news related to the course development. On the other hand, the interaction section is intended as an area to resolve academic concerns or problems in a collaborative way among the entire virtual community of the course.
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Within the academic block, the exhibition section presents the contents of the course in various formats (documents, presentations, media files, among others); the intentionality is that the participant is interested in reviewing all the necessary content to build their knowledge. The rebound section is a filter that the virtual tutor establishes to check if the student reviewed the published material; generally a forum with a controversial theme is generated that motivates the participation, reflection and interaction of all members of virtual classroom, in this way, the student deepens its knowledge and can continue with the following planned activities. In the construction section, the tutor lets students take center stage so that they investigate, explore, solve and overcome the proposed activities. Finally, the check section aims to assess student learning. In the closing block, the negotiation section facilitates communication with the tutor to deliver make-up work or work that did not meet the skills check [20]. The feedback section allows to know the participant opinion for establish a plan for improvement in terms of tutorial works, methodology, time, teaching and technological resources, among others. Within this context, the PACIE methodology transforms the teaching role into an efficient tutorial action [21], which from a humanizing point of view, motivates and performs the necessary accompaniment to reduce dropout rates in virtual teaching courses.
2 Methodology This investigation has a quantitative-descriptive, documentary and field approach, and is carried out in three stages: state of the art; experiment and information collection; analysis and results. 2.1
Stage 1 – State of the Art
The information compilation and documentary analysis regarding the digital competences required by the tutors within a virtual environment, was made through the bibliographic databases Ebsco, Scopus, SCimago, Scielo and Google Scholar, available through the UTN Virtual Library, during the month of May 2018. It was obtained more than 60 references of studies related to the keys: digital skills, virtual tutors, e-learning, virtual learning and ICTs applied -das to education. Based on the information collected and the PACIE methodology described in the previous section, several pedagogical, didactic and technological guidelines related to the object of study, which seek identify the basic digital competences that a virtual teacher must possess [22]. The results of the analysis and the digital competences identified are summarized in Table 2.
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Table 2. Competences, descriptors e indicators Competences
Descriptor
Information and Search, identify, store, organize and analyze relevant information informational literacy
Communication y collaboration
Creation of digital content
Problem resolution
Indicator
Handle the Moodle platform and its services Identify the elements of the PACIE virtual methodology Update its knowledge to use new methodological strategies Handles various ICTs tools to boost teaching and innovation in virtual classroom It uses tools and mechanisms for monitoring and accompaniment student learning Applies emergent teaching methodologies Apply ICTs tools for synchronous and Communicate, share resources and asynchronous communication collaborate with other participants Plan, execute and evaluate the videothrough the use of digital tools conferences to manage academic activities (teaching, research and linking) Provide guidelines on how to use media and resources effectively Promote and motivate participation and social interaction based on reflection and constructive criticism Establish the keys to an effective presentation (oral or written) Create, use and reuse educational Design strategies to facilitate learning resources considering author’s licenses Analyze and use ICT tools according to the characteristics of the students and the objective you want to achieve Select ICTs that promote the development of digital skills Establish criteria to evaluate the formative, summative performance of the student Specify the feedback plan for student learning Respect the copyrights of resources used Establish the correct use of ICT tools as a support tool for the planning, execution and evaluation of teaching and learning Resolution of technical and conceptual Respond and solve problems through assertive and effective communication problems, analyzing the needs and digital resources required for decision making
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Stage 2 – Experiment and Information Collection
As a means to verify the level of relationship of the digital competences identified in phase 1 with the capacities presented by the tutors involved with virtual education, a survey was carried out of the 653 professionals who applied to the “Training Program of Specialized Tutors in the Virtual Mode” of the SENESCYT. The survey was conducted by three experts in the area of UTN Educational Technology, and the questionnaire was composed of 11 multiple-choice questions, which aimed to assess the level of digital skills of the applicants. To tabulate the results obtained, the split halves method was used, that is, half of the individuals were taken into account for X and the other half for Y; As a result of this and complying with the stipulations of the methodology adopted, one of the surveys carried out was eliminated. The selection of the halves was carried out in a random way, guaranteeing the reliability of the sample. Verification of the consistency of the results was performed using the Cronbach’s a index, obtaining a value of 0.89, which according to the scale of [23], indicates that the reliability of the instrument is good. It should be emphasized that the training program was conducted under the PACIE methodology and in virtual mode. The course lasted 60 hours (four weeks: from July 9 to August 9, 2018) and was developed in three stages: the first consisted in the diagnosis of the postulants digital competences to Virtual Tutors; the second included the methodological structure design that makes possible the planning, preparation and design of resources, activities and setting of virtual spaces so that students reach the desired knowledge during the training process [24]; The third stage consisted in the virtual course implementation in the UTN Moodle platform. 2.3
Stage 3 – Analysis and Results
The descriptive and inferential analysis of the data obtained in phases 1 and 2 of this research was conducted via statistical-computer software SPSS v.22.0. The results of the study ratified the importance of digital competences for teachers in the virtual modality. The tutors that showed having greater digital skills, also showed greater academic, technical, organizational and social skills to guide, control and evaluate the student during their learning process. Likewise, it was demonstrated the contribution of the PACIE methodology during the virtual course, facilitating the control of learning processes and the scope of microcurricular objects.
3 Results The results are organized through two sections: first, it is describes the level of digital competences of the virtual course participants; and the second, shows the results of the training program for virtual tutors.
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Resultados nivel de competencias digitales de los participantes
52% of the people who applied to the “Training Program for Tutors Specialized in Virtual Mode” are male, while 48% are female. 31% are between the ages of 30 and 35, taking into account a range of 24 to 45 years in proportional cumulative relation; 87% of the sample is represented in that age range (Table 3). Table 3. Age of the teachers who applied for virtual tutors. Age F 24–29 144 30–35 190 36-40 110 41–45 89 46–50 43 More than 51 37 Total 613
% 0,23 0,31 0,18 0,15 0,07 0,06 1,00
% accumulated 0,23 0,54 0,72 0,87 0,94 1,00
In respect of ICTs use in the teaching-learning process, 65% of course participant reported using them regularly, and those who did not, expressed that it was due to lack of time (20%), limited knowledge of the appropriate ICTs use (10%) and obsolete technological equipment (5%). It should be noted that 70.5% of the applicants claimed to have experience as virtual teachers; of this segment, the tutorial work they have done is framed in the academic area (48%), technical and technological area (29%) and administrative area (23%). The competences level in the technological dimension is high, 72% say they know the operation of digital devices, 71% is able to solve basic problems that arise when technologies or devices do not work; however, 62% of the respondents expressed having an intermediate level on data security and digital identity. Regarding information management (search and selection of information) the competences level also is high, 89% express that they know how to navigate and use the key words to search for information and select the most relevant one. In relation to the digital tools use in advanced level: 51% use Office 365, 38% Google Drive, 30% online presentations, 49% cloud storage, 34% YouTube channels and 48% communication tools (Table 4). Table 4. Digital tools use. ICTs tools Office 365 Google drive Online presentations Cloud storage YouTube channels Communications tools
Advanced 51% 38% 30% 49% 34% 48%
Intermediate 41% 38% 41% 34% 42% 22%
Basic 7% 18% 23% 10% 18% 19%
None 1% 5% 7% 7% 6% 11%
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When asked if it is able to perform the tutorial work in e-learning mode, 47% said he is at an advanced level to do it, 23% in an intermediate level, 20% in a basic level and 10% you do not look trained. 3.2
Results of the Training Course for Virtual Tutors in Digital Competences
The results obtained at the end of the online training course for virtual tutors in digital competencies showed that 65.8% of the applicants increased their digital skills directly in the academic-professional area, followed by 27.9% in the personal area and 6.3% to the technical area. Regarding the contents addressed in the course, 57,7% stated that they were very adequate to understand and carry out the tutorial work, 39.2% believe that they were adequate and only 3.1% believe that they were sufficient. Regarding the PACIE methodology implemented in the teaching online course, 95.2% think that it facilitated and motivated interaction and learning, while 4.4% believe that it is not. In summary, the overall course results were highly favorable: nine out of ten participants agree that the course allowed them to improve their digital skills and believes that they are necessary to guide, support and evaluate in a effective the online academic process of the students.
4 Conclusions The results obtained during this research show the importance of digital competences in virtual learning processes. The tutors involved with online education programs must have the skills that allow them to overcome the limitations of a virtual environment, making efficient use to ICTs to support, supervise and facilitate teaching-learning processes. One of the most important limitations for the effective incorporation of ICTs to elearning processes is the limited knowledge on the part of tutors of the facilities and tools that ICTs put at their disposal to make dynamic and optimize the aforementioned processes. In accordance with the above, the results obtained by [25], show that the inefficient use of ICTs limits the development of digital competencies of both students and teachers. Also, [26–28], assert that digital competences have a direct influence on the social, pedagogical, technical and management skills of such tutors. Regarding the competences in the technological dimension, the participants of the virtual tutors training program valued the course in a positive way, emphasizing the benefits resulting from the tasks related to the use and functioning of digital devices and how to solve technological problems. On the other hand, and in contrast to the results obtained by [29], the participants also denoted their disagreement with the confidentiality and privacy that the virtual platform (Moodle) offers for its data and digital identity. Similarly, the course evaluation regarding to competences development related to the information management was high. This is consistent with the results obtained in the study conducted by [30] González, Martín and Llorente (2014), which
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states that ICT and the Internet are valuable tools for searching, analyzing, managing, organizing and evaluating information. This study reaffirms the findings of Ferrer and [31] on the potentialities of the PACIE methodology for online learning environments. It allows the incorporation of different organizational, academic, pedagogical, communicational and technological resources to promote a culture of autonomous and collaborative work. Finally, it can conclude that the digital competences development by virtual tutors, encourages and enables the development of a pedagogical and social sensitivity that makes the student feel accompanied throughout the learning process.
References 1. Carril, P.C.M., Sanmamed, M.G., y Abeledo, E.J.F.: Competencias tecnológicas del profesorado universitario. Análisis de su formación en ofimática. Educación XX1, 14(2), 157–188 (2011) 2. Rodríguez-Izquierdo, R.M.: Repensar la relación entre las TIC y la enseñanza universitaria: problemas y soluciones. Profesorado, revista de currículum y formación del profesorado 15 (1), 9–22 (2011) 3. García-Peñalvo, F.J., y Seoane Pardo, A.M.: Una revisión actualizada del concepto de eLearning. Décimo Aniversario. Education in the Knowledge Society 16(1), 119–144 (2015) 4. Bonilla, L.A.G.: Deliberación entorno a la Educación Virtual. Interconectando Saberes 1(1), 77–89 (2016) 5. Kop, R.: The challenges to connectivist learning on open online networks: Learning experiences during a massive open online course. The International Review of Research in Open and Distributed Learning 12(3), 19–38 (2011) 6. Esposito, A.: Research ethics in emerging forms of online learning: issues arising from a hypothetical study on a MOOC. Electronic Journal of e-Learning 10(3), 315–325 (2012) 7. Senescyt. El programa de educación superior virtual impulsado por la Senescyt ofrecerá 30.000 nuevos cupos, http://cort.as/-MTLd, último acceso 2018/11/12 8. Ilomäki, L., Kantosalo, A., Lakkala, M.: What is digital competence? In Linked Portal. Brussels: European Schoolnet. http://linked.eun.org/web/guest/in-depth3 (2011) 9. Reupert, A., Maybery, D., Patrick, K., y Chittleborough, P.: The importance of being human: instructors’ personal presence in distance programs. International Journal of Teaching and Learning in Higher Education 21(1), 47–56 (2009) 10. Álvarez, M. y Álvarez, J.: La tu-toría universitaria: Del modelo actual a un modelo integral. Revista Electró-nica Interuniversitaria de Formación del Profesorado 18(2), 125–142 (2015) 11. Poy, R., y Gonzales-Aguilar, A.: Factores de éxito de los MOOC: algunas consideraciones críticas. RISTI-Revista Ibérica de Sistemas e Tecnologias de Informação, (spe1), 105–118 (2014) 12. Llorente, M.: El tutor en E-learning: aspectos a tener en cuenta. Edutec. Revista Electrónica de Tecnología Educativa 1(20), 1–16 (2006) 13. García, B., Serrano, E.L., Ceballos, S.P., Cisneros-Cohernour, E.J., Arroyo, G.C., Díaz, Y. E.: Las competencias docentes en entornos virtuales: un modelo para su evaluación. Revista Iberoamericana de Educación a Distancia 21(1), 343–365 (2018) 14. González Guerrero, K., y Ojeda, C. E. Caracterización de modelos pedagógicos en formación e-learning. Revista Virtual Universidad Católica del Norte 2(39), 4–16 (2013)
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15. García-Peñalvo, F.J., Fidalgo-Blanco, Á., y Sein-Echaluce, M.L.: An adaptive hybrid MOOC model: Disrupting the MOOC concept in higher education. Telematics and Informatics 35(4), 1018–1030 (2018) 16. Lakkala, M., Ilomäki, L., Kantosalo, A.: Which areas of digital competences are important for a teacher? In: Linked Portal. Brussels: European Schoolnet. http://linked.eun.org/web/ guest/in-depth12 (2011) 17. Basantes, A.V., Naranjo, M. E., Gallegos, M.C., y Benítez, N.M.: Los Dispositivos Móviles en el Proceso de Aprendizaje de la Facultad de Educación Ciencia y Tecnología de la Universidad Técnica del Norte del Ecuador. Formación universitaria 10(2), 79–88 (2017) 18. UNESCO. Estándares de Competencias TIC para Docentes, http://www.eduteka.org/ EstandaresDocentesUnesco.php, último acceso 2018/11/12 19. Oñate, Luis. La Metodología PACIE, http://bit.ly/2vQPXEA, último acceso 2019/01/3. 20. Basantes, A.V., Naranjo, M. E., y Ojeda, V.: Metodología PACIE en la Educación Virtual: una experiencia en la Universidad Técnica del Norte. Formación universitaria 11(2), 35–44 (2018) 21. Martínez, E., y Fuentes, M.: Implementación de la metodología PACIE en cursos semipresenciales en el Entorno Virtual de Aprendizaje de TIC. Revista Iberoamericana de Producción Académica y Gestión Educativa 2(2), 1–12 (2014) 22. INTEF Marco Común de Competencia Digital Docente, http://bit.ly/2En0ona, ultimo acceso 2018/12/14 23. George, D., Mallery, P.: SPSS for Windows step by step: a simple guide and reference. 11.0 update, 4th ed. Allyn & Bacon, Boston (2003) 24. Belloch, C.: Diseño instruccional. Unidad de Tecnología Educativa 1, 1–15 (2013) 25. Falcó Boudet, J.M.: Evaluación de la competencia digital docente en la Comunidad Autónoma de Aragón. Revista electrónica de investigación educativa 19(4), 73–83 (2017) 26. Quiroz, J.S.: Enseñar en los espacios virtuales: de “profesor” a “tutor”. Revista Electrónica Diálogos Educativos 10(19), 163–182 (2017) 27. Avello-Martínez, R., y Marín, V.I.: La necesaria formación de los docentes en aprendizaje colaborativo. Profesorado. Revista de Currículum y Formación de Profesorado 20(3), 687– 712 (2016) 28. Salinas, J., de Benito Crossetti, B., y Carrió, A.L.: Competencias docentes para los nuevos escenarios de aprendizaje. Revista interuniversitaria de formación del profesorado (79), 145– 163 (2014) 29. Martínez Clares, P., Pérez Cusó, J., y Martínez Juárez, M.: Las TICs y el entorno virtual para la tutoría universitaria. Educación XXI: revista de la Facultad de Educación 19(1), 287–310 (2016) 30. González, M.C., Martín, S. C., y Llorente, A.M.P.: Percepción de los alumnos de Educación Primaria de la Universidad de Salamanca sobre su competencia digital. EDUTEC. Revista Electrónica de Tecnología Educativa (48), 1–14 (2014) 31. Ferrer, K. y Bravo, M.: Metodología Pacie en los ambientes virtuales de aprendizaje para el logro de un aprendizaje colabrativo. Revista Electrónica Diálogos Educativos 12(24), 3–17 (2017)
General and Specific Cognitive Competences in Students of the Faculty of Health Sciences Andrea Huaca(&) , Alejandra Gómez , Rocio Castillo Salomé Gordillo , and Viana Espinel
,
Universidad Técnica del Norte, Av. 17 de Julio, Ibarra, Ecuador [email protected]
Abstract. The following research has the purpose of carrying out an evaluation of generic and specific competences to study the degree of learning in students of the Medical Physical Therapy career at the Técnica del Norte University. The study allowed to identify certain sociodemographic characteristics, as well as to determine the units of curricular organization and the subjects in which they develop generic and specific competences. In addition, generic and specific (cognitive) competences were evaluated according to levels of curricular organization, and the results obtained were described according to gender. The methodology applied was quantitative, descriptive and open to field research; after applying inclusion and exclusion criteria, the sample was composed of 181 students, with female prevalence, aged between 17 and 26 years and with the most representative ethnic group being the mestizo, as well as an unmarried marital status. In regards to the evaluation of generic and specific competences, it was possible to identify that, in terms of theoretical learning, the students obtained a score of 6/10 and is represented by the female gender that corresponds to regular data that were compared with the Tuning project where Grade 2 corresponds to (regular) and are characteristics that reflect students who study, are trained and demonstrate that they sometimes apply the competence. Which must apply teaching methods and strategies to reinforce their theoretical and practical knowledge focused on the development of generic and specific competences. Keywords: Generic
Specific competences Learning Students
1 Introduction One of the challenges that education faces in the 21st century is the implication and analysis that comes with the technical scientific revolution, globalization and the redefinition of the role that the state has for educational institutions and processes. Having its attention increasingly focused on students, who are part of the teaching and learning processes, which in turn, requires an understanding of the crucial interrelationship between generic and specific competences and their development in university professional training [1]. Higher education is based on knowledge, which is why we need to train people so that they can be able to learn in different contexts or modalities throughout their lives, © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 95–105, 2020. https://doi.org/10.1007/978-3-030-37221-7_9
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whether it’s on in the professional or personal field, thus allowing them to adapt their knowledge to new situations [2]. Skills training is the strengthening of skills through the application of complex thinking as a key to forming ethical, enterprising and competent people. From a complex approach, education is not limited to only training, but it aims to form holistic people, with a sense of life, artistic expression, spirituality, self-awareness, among other qualities [3]. The development of skills seeks to potentiate the capacities to continuously improve the processes that are focused on the performance of skills in certain contexts, integrating different knowledge (knowing how to be, knowing how to do, knowing how to know and coexisting) the same ones that allow activities and/or solve problems with sense of challenge, motivation, flexibility, creativity, understanding and entrepreneurship, with the goal of contributing to the personal, professional and social development [3]. In Latin America the Alfa Tuning project was developed, which has determined a model of generic and specific skills for professions that identifies 27 generic competences common to any degree and groups them into three classifications: in the first classification, the instrumental competences are considered: cognitive, methodological abilities, technological and linguistic; in the second one, interpersonal skills are referenced: individual skills such as social skills, and finally, systemic competences are mentioned: skills and abilities related to global systems [4]. In educational centers, both in Mexico and the Dominican Republic, research has been minimal, and there has been little contribution to the advancement of knowledge; in the Dominican Republic, pre-university education is referred with the results of the National Tests, which show serious limitations in the order of disciplinary knowledge, skills and attitudes, and in a general sense, the competencies required for the insertion of students at the higher level of education [5]. According to the final report of the Dominican initiative for quality education, there is evidence of a very high percentage of students who, by the time they complete the basic level of education, do not show levels of achievement expressed in the curriculum, which impacts at the middle level and therefore in the superior level, evidencing serious limitations in the abilities and attitudes in the general sense of the competences required for the insertion of the students to a the superior level of education [5]. In Ecuador, there is no evaluation model that allows the understanding of the specific and generic competences that students develop at a university level, although it is a subject present in policies and study plans, both at a national level as well as at the level of training entities; till date, no competency assessment has been carried out to determine the skills and abilities acquired during the students’ training. The Physical Therapy career belonging to the Faculty of Health Sciences, of the Universidad Tecnica del Norte, is one of the academic units that has shown an academic growth during these last years; but, if its orientation is analyzed from its curriculum, we can see that in the prescribed curriculum, generic and specific competences are pointed out, which are developed through innovative methodologies that enrich their learning in a particular context, however there has been no continuous evaluations
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and systematic about the evaluation of the learning achieved by the students when culminating certain levels of training within their career. The present investigation was developed with the purpose of carrying out an evaluation of generic and specific competences in the students of the career of Physical Therapy of the Universidad Técnica del Norte, through which it was possible to identify the sociodemographic characteristics; furthermore, it also helped to determine the subjects in which they develop generic and specific competences according to units of curricular organization. These units are (basic, professional and degree) stipulated by the Academic Regulations and finally the results were described by gender. 1.1
Competencies
Being competent in something involves combining the results of the teaching-learning process (understood as knowledge, that is, knowledge itself, know-how, in this case skills, and knowing where to be and knowing how to be, encompassing in this case attitudes and values) and put them into action in order to successfully solve a specific situation in a given context [6]. Competence is good performance in diverse and authentic contexts based on the integration and activation of knowledge, norms, techniques, procedures, abilities and skills, attitudes and values [7]. The most generalized concept of competence is which that refers to know-how in a context, defining know-how not only in the sense of its instrumentality, but also as performance integrated by knowledge (theoretical, practical or both), affectivity, commitment, cooperation and compliance [8]. 1.1.1 Approaches to the Conceptualization of Competences In practice we find several approaches to the conceptualization of competences, which are expressed in behavioral, functionalist, constructivist and complex approaches. Behavioral approach: Emphasizes the assumption of competencies as: key behaviors of people for the competitiveness of organizations. Functionalist approach: Emphasizes the assumption of competencies as: sets of attributes that people must have to fulfill the purposes of work-professional processes, framed in defined functions. Constructivist approach: Emphasizes the assumption of competencies as skills, knowledge and skills to solve difficulties in labor-professional processes, from the organizational framework. Complex approach: Emphasizes the assumption of competences such as: complex processes, performance before activities and problems with suitability and ethics, seeking personal fulfillment, quality of life and sustainable social and economic development and in balance with the environment [15]. 1.1.2 Competencies in Higher Education The European Higher Education Area (EHEA) implies profound changes in the traditional teaching model. Thus, the titles are designed to respond to present and future educational needs and allow their harmonization. In addition, the attention of the training processes is focused on the students’ learning and more specifically on the learning results expressed in terms of competences. With all this in mind, it is intended to bring students to a business focused reality [17].
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The modification of the teaching-learning models in response to new educational needs demanded by society, faces obstacles such as the presence of implicit theories, habits and deep-rooted beliefs about what knowledge is, its teaching and the conditions that can favor its learning. To specify a competency, it is necessary to identify the problem situations and the criteria that establishes the functional nature of the solution, according to the scope of training (scientific, professional) in which they are established, as well as the activities (conceptual and procedural) that are pertinent to the achievement and what is expected as a result or product of the activity [18]. Currently, the European guidelines propose new university educational models, where students are expected to build their own knowledge in an active and autonomous way; it is the students who determine their own rhythm of learning, not only what is learned is important, but how it is learned. It is necessary to generate opportunity contexts that allow students, from a holistic knowledge assumption, to be able to put it in relation to different realms of reality; as a fundamental part of the learning process oriented to competence development [19].
2 Methodology 2.1
Types of Research
According to the object of study, the research has a quantitative, descriptive and field approach, since surveys were applied to know the degree of generic and specific competence of the students; and the second one was descriptive, in that its main purpose was to describe the socio-demographic characteristics of the population under the study; finally, it was field approachable because information was collected in the place where events occur with the purpose of discovering, explaining their causes and effects that were specifically obtained from the students, thus admitting to establish the current situation and knowing the generic and specific competences of them. Likewise, all the data was tabulated and presented in graphs, which were subjected to an analysis to understand the degree of learning of the students of the career of Medical Physical Therapy [27]. 2.2
Design of the Investigation
The research design is non-experimental, its objective being to observe its phenomena without manipulating the variables, which once identified were taken into analysis; this design allowed us to collect information to analyze the evaluation of generic and specific competences in the students of the career of Physical Therapy of the Universidad Técnica del Norte [27]. This research was cross-sectional as the information was obtained in a single determined moment, which allowed to draw conclusions near the phenomena through a large population. The evaluation was carried out on each student, in the week of July 19, 2016.
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Research Methods
2.3.1 Synthetic Method The synthetic method consists of the rational meeting of the scattered elements of a whole to study them, in this research, the synthetic method facilitated the writing of conclusions and recommendations, thus obtaining relevant results of the applied evaluation to know the degree of generic and specific competences [34]. 2.3.2 Statistical Method For means of processing and analysis of the information; descriptive statistics were used as Windows Excel 2013 computer software. This information was subjected to the respective analysis, by making tables and graphs, using frequencies and percentages of the respective variables such as evaluation of generic and specific competences, sociodemographic characteristics, curricular organization units, the subjects in which they develop generic and specific competences of the students evaluated [35]. 2.4
Research Techniques and Instruments
A survey was applied as a technique and as a theoretical instrument for evaluation, by means of a list of multiple-choice questions with a single answer, it was designed by the teachers who helped to gather information for the research that was applied to the students of Physical Therapy at the Universidad Técnica del Norte. 2.5
Geographic Location
The study was carried out at the Universidad Técnica del Norte “Faculty of Health Sciences”, it is located in the University Citadel Av. 17 de Julio 5-21 and General José María Córdova. Olivo sector of the city of Ibarra. 2.6
Population
The population of this research was constituted by a total number 190 students of the first, second, third, fifth, seventh and eighth levels, from which, 6 students were of third enrollment and 3 students did not took the test, giving a total of 181 students. 2.7
Sample
After applying the inclusion and exclusion criteria, the sample of the present study was constituted by 181 students, of the career of Medical Physical Therapy during the period April–August 2016,
3 Analysis and Discussion of Results Regarding the distribution of age and the gender of the students of the career of Medical Physical Therapy, it was found that the majority lies between the ages of 17 and 21 years, with 36% being female, and 11% male; followed by ages between 22 and
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26 years, from which is 29% were female and 7% male, stressing the fact that the female gender dominates the sample. Table 2 shows that most of the population studied belongs to the mestizo ethnic group with 95% that equals 171 students, followed by the Afro-descendant ethnic group with 3% and only 2% belonging to the indigenous ethnic group. Imbabura province has different ethnic groups, but the greatest concentration is in mestiza, thus it prevails in the students of the Medical Physical Therapy career. Table 1. Distribution of students according to age and gender Age/Gender Male Fr. % 17–21 20 11% 22–26 13 7% 27–31 15 8% 32–36 2 1% Total 50
Female Fr. % 65 36% 53 29% 8 4% 5 3% 131
Students Percentage 85 66 23 7 181
47% 36% 13% 4% 100
Table 2. Distribution of students according to ethnic group Ethnic group Afro-descendant Indigenous Mestizo Total
Frequency 7 3 171 181
Percentage 3% 2% 95% 100,00%
The analysis of Table 3 shows that the results of the evaluation of generic competences carried on in students of the first, second and third semester of the basic level of education, the regular level of competence prevails, giving a total of 55%; followed by a good level at 30%, and a poor level with a value of 15%. Our data differs with a study of evaluation of generic competences carried out in Chile in 2015 to graduates of Medical Technology of the University of Talca, where most graduated students were at a high level with 85.7%, followed by a regular level with 14.3% [33].
Table 3. Results of the evaluation of generic (cognitive) competences according to the basic level Estado civil Marital status Divorced Single Free union Total
Frequency 6 1 172 2 181
Percentage 3% 1% 94% 2% 100%
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The analysis of Table 4 shows the results of the evaluation of generic competences made to the students of the first, second and third of the basic level, the regular level prevails giving a total of 55%, followed by the good level 31%, and the good level with a value of 14%. Data that differ with a study of evaluation of generic competences carried out in Chile in 2015 to graduates of Medical Technology of the University of Talca, the majority of students graduated were at a high level of 85.7%, followed by regular with 14.3% [33]. Table 4. Results of the evaluation of generic (cognitive) competences according to the basic level Basic level Deficient Regular
First Secund Third Total
Good
Very good (0 a 4) (5 a 6) (7 a 8) (9 a 10) Fr. % Fr. % Fr. % Fr. % 4 3% 19 15% 10 8% 0 0% 9 7% 22 17% 18 14% 0 0% 5 4% 29 23% 12 9% 0 0% 18 14% 70 55% 40 31% 0 0%
Students
33 49 46 128
Table 5 shows the evaluation of the specific competences of the seventh and eighth semesters, showing that the majority of students are at the regular level with 64%, at the deficient level with 19% and at a good level with 17%. It was also observed that our participants did not shown a very good level. Our data was compared with the results presented by the Tuning project, which indicates the level of competencies reached by the students by expressing it in grades such as: Grade 3 (good): they have learned the competence and their behavior is shown to apply it, Grade 2 (regular): studies, is formed and shows that sometimes applies the competition and Grade 1 (deficient): does not strive to acquire the competition and does not prove to have acquired or rarely does [34]. Table 5. Results of the evaluation of specific competences (cognitive) in levels, professional and qualification Professional Levels and degree Seventh Eight Total
Excellent Good (9 a 10) % (7 a 8) % 0 0 0
% 8 % 2 % 10
Regular (5 a 6) %
15% 22 3,8% 15 19% 37
Deficient (0 a 4) %
42,3% 3 28,8% 2 71% 5
# % Students
6% 33 4% 19 10% 52
100% 100% 100%
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Good (7 a 8) 36 12 48
% 20% 7% 27%
Regular (5 a 6) % 95 52% 38 21% 133 73,5%
Deficient (0 a 4) % 0 0% 0 0% 0 0%
# Students 131 100% 50 100% 181 100%
In Table 5 the results showed students being mostly at a regular level with 52% belonging to the female gender followed by 21% corresponding to the male gender, the good level with 20% for the female gender and 7% for the male gender. These data are similar to a research carried out in the Argentine Universities where 55% of the university students were of the female gender, likewise in graduates, 57% were women. In this country there are 105 women for every 100 men, as such, there is a greater representation of women in university careers [35]. A survey was applied as a technique and as a theoretical instrument for evaluation, by means of a list of multiple choice questions with a single answer designed by the teachers who helped to gather information for the research that was applied to the students of the race. of Physical Therapy of the Universidad Técnica del Norte. The results of the generic and specific competences according to levels of curricular organization and gender according to the results obtained are the following. When doing a review of Graph 7 it can be observed that in the obtained results the regular level prevails with 52% belonging to the female gender followed by 21% corresponding to the male gender, the good level with 20% for the female gender and 7% for the male gender.
4 Conclusions The results reflect that for the female gender, aged between 17 and 26 years of age, the most representative ethnic group was mestizo; with an unmarried marital status and most students coming from the city of Ibarra. With respect to the evaluation of generic and specific competences, the degree of theoretical learning of the students could be identified, resulting in a score of 6/10. When results were compared to the Tuning Project, they reported a grade of 2, corresponding to regular characteristics, which reflects students who study, are trained and demonstrate that they sometimes apply the competence. In the same way, this study helped to determine, according to the units of curricular organization, the subjects in which students develop generic and specific competences, as well as to evaluate generic and specific (cognitive) competences according to levels of curricular organization.
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30. Consejo de Educación Superior CES: República del Ecuador-SNNA (2015) [cited 2017 10]. http://www.snna.gob.ec/wp-content/themes/institucion/dw-pages/Descargas/regimen_ academico.pdf 31. Ley Orgánica de Educación Superior: Ley Orgánica de Educación Superior (2015) [cited 2017 10 23]. http://www.planificacion.gob.ec/wp-content/uploads/downloads/2012/08/LeyOrg%C3%A1nica-de-Educaci%C3%B3n-Superior.-Suplemento-del-Registro-Oficia-Nro.298.pdf 32. INEC: Resultados del censo 2010 de población y vivienda (2015) [cited 2017 10 25]. http:// www.ecuadorencifras.gob.ec/censo-de-poblacion-y-vivienda/ 33. Maldonado, M., Vidal, S., Royo, P., Gómez, V.: Evaluación de competencias genéricas en egresados de tecnología médica de la Universidad de Talca, Chile. Chile (2015) [cited 2017 10 30]. http://scielo.isciii.es/pdf/fem/v18n5/original7.pdf 34. De La Mano Gonzales, M., Moro, M.: La evaluación por competencias: propuesta de un sistema de medida para el grado en Información y Documentación. España (2015) [cited 2017 09 10]. http://bid.ub.edu/23/delamano2.htm 35. CLARÍN SOCIEDADey Orgánica de Educación Super: Universidad: estudian y egresan más mujeres que hombres (2015) [cited 2017 11 11]. https://www.clarin.com/sociedad/ universidad-estudian-egresan-mujeres-hombres_0_rkKxnE1g0Fl.html
Relationship Between Vocational and Professional Guidance with Election of Career in Higher Education Marco Andrade Torres1(&) , Soraya Toro Santacruz1 and Anabela Galarraga Andrade2
,
1
2
Universidad Central Del Ecuador, Ciudadela Universitaria, Av. América, Quito, Ecuador [email protected] Universidad Técnica Del Norte, Av. 17 de Julio Y José Córdoba 5-21, Ibarra, Ecuador
Abstract. Current investigation originates in problems that high school graduates face at the moment of choosing a university career in a postulation process determined by the higher education control agencies. The objectives are to establish relationship between the vocational and professional guidance (VPG) process with the choice of career in higher education Institutions, as well as to identify factors that intervene in the decision making in application process and to establish differences presented taking as variables the type of institution and type of professionals that carry out the orientation process. The information was obtained applying the survey to a significant sample of professionals from Students Counseling Departments (DECE) of 34 schools located in QuitoEcuador, and to 400 students of the Leveling Course at the Central University during the 2018–2018 academic period. Result analysis was done at a descriptive, differential and correlational level. Important correlations were obtained between the two research variables, many flaws were evidenced in the VPG process related to the insufficient number of professionals, the multiple tasks that must be done and the lack of support to execute the process. Also, it is noted that facility to find a job and salary to earn are influent aspects to the postulant at the time to decide. Finally, there is no evidence of significant differences between public and private institutions, neither between types of DECE´s professionals. Keywords: Vocational and professional guidance Decision-making Choice of career
Application
1 Introduction Transition between high school and university sometimes is difficult periods of life, especially when it’s not clear what career is going to be studied? As we know, to decide a professional career is not an easy process, given that different factors influence that decision.
© Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 106–119, 2020. https://doi.org/10.1007/978-3-030-37221-7_10
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Vocational and professional guidance must be considered as an essential activity of educative process, which considers integral development of students at individual and social level, that supports the improvement of their knowledge and life’s direction, with balanced development and with its own characteristics makes a vocational decision and therefore defines a professional career. (Velásquez et al. 2014). Previous scenery, under policy of “free access to university” generated the perception that there was no problem, those who accessed university did it with apparently vocational clarity. Actual scenery, in which exists an Admission System, based on technical-scientific elements that had not good reception and had created a social imaginary that things are not working on, the system is accused to attack student’s rights choosing autonomously their career, because the system “designates which career postulants must study”. News and political actors use this expression to question current Admission System. The career choice, very important, has a process developed on previous educative levels: Basic Education and Baccalaureate. It is here where, in a systematic, permanent and consistent way, must be developed a process that provides students right conditions to make a good choice, aligned to their personal characteristics, as it is described on The Vocational and Professional Guidance Manual of Ecuadorian’s Education Ministry (2015), vocation “has relation with a set of tastes, interests, knowledge and skills that determine tendency in the person towards development of certain activities in life” (p. 12). Vocation could be understood as the affinity that each person experiments to a particular type of activity, if it is a previous self-knowledge exercise. Nevertheless, it is imperative to bear in mind that the decision of career must be linked to generate a life project that together with the accomplishment of owns vocation, allows reaching personal goals. Decisions based on extern factors are a huge risk, because they are unpredictable, variable and uncontrollable. The connection with deepest sense of existence of an individual, can also be defined as vocation. Meaning of life is what drives a person, is the motor, what motivates to take the road and built a life project (Martínez et al. 2012). The execution of a sustained Vocational and Professional Guidance Process requires, among other conditions: a sufficient number of professionals trained according to the number of students that institution has, knowledge and management of orientation techniques according to new theoretical models, the co-responsibility of educational community and external agencies to support the process of guidance, planning and monitoring of the process. These conditions are surely difficult to accomplish depending on educational reality of institutions. Then, it is important to analyze in which conditions Vocational and Professional Guidance is carried out before generating reforms to the admission system, to attend causes of the problem provides more efficient solutions than to act on the effects. One of the co-responsible social instances in the election of the students’ career, is school, because it must designs series of strategies that will carry out the process of educational guidance from two components: vocational and professional, in this context it is necessary to start from the conceptual understanding of each of these processes; that in spite of being synergistic, each one has its particularities. Considering vocation, it is imperative that orientation of personality must be guided to content of profession as a professional interest, basically considering its functional
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aspect based on potentialities of each person and its personal motivation as diagnostic strategy of student’s permanence in university (Juvier et al. 2015). For actual focusing of vocational orientation, it is necessary to implement this process since first years of high school and be considered as a gradual and permanent process during entire academic life of student, from initial education through higher education; since vocational interest is established throughout the different evolutionary stages of the subjects’ lives. While professional orientation is considered as the process of assisting people to choose a profession or career; to prepare them for it, to make them get into and progress in it, according to the National Vocational Guidance Association (Angellini 1984). The professional guidance does not have a unique and integrated model, because it is difficult to understand reality from a single perspective, and even worse to understand its problems (Avilés 2006). This determines the existence of several models; however, there are references of models specified by Manuel Álvarez González “… Theoretical Models, which base and give coherence to intervention. These models can be adjustment, evolutionary and developmental, behavioral-cognitive and cognitive. Intervention Models, also called basic models, are those procedures that shape basic intervention unit: direct individual intervention (clinical model or counseling model), group and direct intervention (program model) and indirect individual and group intervention (model of consulting). Organizational models are proposals based in specific context and at given moment to facilitate the proper guidance intervention: institutional and particular models” (Sobrado and Cortés 2009, p. 48) As can be seen, there is an interaction between vocational and professional guidance, situation that can be found in definition that the Ecuadorian Ministry of Education makes about this process: “Vocational and professional guidance (VPG) includes a set of accompanying actions (educational-psychological-social) and counseling (individual and group) focused to students of an educational institution so that, individually and based on selfknowledge and available information, make appropriate vocational and professional decisions as part of the construction of their life project”. In Ecuador, responsible for carrying out this process of VPG in educational institutions are student counseling departments, DECE, constituted by educational psychologists, clinicians, social workers, agencies that leading this process, educational guidance executed in a relationship of 450 to 675 students per professional, excessive number that makes complex the execution of an adequate process which allows student’s vocational development, through a set of activities that provide knowledge and experiences of future labor and occupational field, in direct relation with its vocational guidance. VPG process is also based by three fundamental work axes: self-knowledge, information and decision-making, around which different actions of guidance process are organized with practical activities planned for different stages of student development, with the purpose of guaranteeing students capacity to be able of making good decisions regarding their future, having appropriate space to reflect on themselves, with key information that allow them decide autonomously and responsibly.
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Self-knowledge is a process of internal analysis of the student throughout different stages of his life that allows him to identify his skills, shortcomings, likes and dislikes to project their style of performance in future labor and occupational fields. According to Mineduc (2015), he defines it as “a personal and sustained introspection work that allows him to examine himself, to recognize the internal aspects that determine himself, his personal conflicts, his strengths and weaknesses, with the objective that come to be understood their particular way of being and respond to world’s stimulus” (Mineduc 2015). The axis of information is related to the need of constantly provide actual, complete and truthful information about relevant aspects that contribute in construction of student vocation, identification of their interests, as well as different academic and occupational offers that allow them to have clear and reliable knowledge about relevant aspects that should be considered in the decision making process, for which professionals of DECE must provide sufficient information, using several communication channels. Decision-making is crucial axis of VPG process, it is reflected in all the sustained work of guidance and is focused at students making correct and autonomous decisions regarding the choice of their career as one important component of his life project, decisions that must be taken with freedom and responsibility. The choice of career according to your social and personal reality is a complex and crucial process which involves decision making, and is affected not only by the knowledge of careers and occupations and their self-knowledge, but by internal factors and external. External factors are sociological agents that guide the individual present in their environment and that affect perception of a certain profession or occupation, among them we can mention: family context, school, friends, socioeconomic resources, professional myths, media and others. Internal factors constitute the set of characteristics of people that include aspects of biological and psychological field (Osipow 1977), which affect professional choice, among internal factors considered by Blau and collaborators are: aptitude, attitudes and professional interests. Several authors have investigated processes by which students travel to make decisions about choice of career, generating several theories with respect to it, so we have: Osipow, in his book “Theories about choice of careers”, shows his position from a sociological approach: “… It is based on the notion that elements that are beyond control of individual exercise great influence in the course of his life, including educational and vocational decisions. Those who hold this point of view, define that the degree of freedom that a person has to choose their occupation is lower than what is generally believed and expectations of each man are not independent of what society expects from him” (Osipow 1977, p. 227). From the typological theory of careers, it is proposed that “The choice of career is an extension of personality and an attempt to widely implement style of personal behavior in the context of our work life.” It means that an individual chooses a profession fundamentally by degree of satisfaction that this one grants him, the influence of personality in his decision is evident. (Holland 1975, p. 7).
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For Súper (1953), in his “Theory of Concept of Himself”, he considers that career election is directly related to the structuring of his self-concept, and it is constructed in different stages of his evolutionary development, for which he proposes five stages: 1. Stage of growth (0–14 years). 2. Exploration stage (15–24 years). 3. Stage of establishment in an occupational field (25–44 years). 4. Maintenance stage (45–64 years). 5. Stage of decline or deceleration (65 and more), with occupational tasks for each of them, this evidence that vocational guidance is a process that is structured throughout life, and it has direct relationship with choice of career. According to the empowerment focus Mudarra and Lázaro (2014), identification with life forms that guide values and personality types is considered. Expanding the biological concept of tropism, the different personality tropisms of students are tendencies formalized in each one, in a concrete way of living, according to assumed values, attitudes and aptitudes lined to the stimuli of a nearby environment. Thus, a way of being (personality type) is a journey that constantly looks for right and adequate path for optimal development within a society that is evident in the choice of professional career.
2 Methodology 2.1
Participants
In present investigation intervened professionals of Student Counseling Department (DECE) of 34 Educational Institutions that have Basic Education and Baccalaureate levels. Of which (54%) are fiscal, (21.6%) are private, (5.4%) are fiscal-missionary and (18.9%) are municipal. Additionally, 400 leveling students of the Central University of Ecuador in the 2018-2018 academic period. This sample is formed by (74%) from fiscal institutions, (9%) from private, (13%) from fiscal-missionary and (4%) from municipal institutions (Tables 1 and 2). Table 1. Type of investigated institutions
Valid
Fiscal Private Fiscalmissionary Municipal Total
Frequency
Percentage 54,1 21,6 5,4
Valid percentage 54,1 21,6 5,4
Accumulated percentage 54,1 75,7 81,1
20 8 2 7 37
18,9 100,0
18,9 100,0
100,0
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Table 2. Type of educative institutions from which province the leveling students
Valid
2.2
Fiscal Private Fiscalmissionary Municipal Total
Frequency
Percentage 74,0 9,0 13,0
Valid percentage 74,0 9,0 13,0
Accumulated percentage 74,0 83,0 96,0
296 36 52 16 400
4,0 100,0
4,0 100,0
100,0
Instruments
Two surveys were applied to compile information, one for DECE professionals and other for leveling students. In two surveys, questions were based on variables: Vocational and Professional Guidance Process and Career Choice. DECE professionals’ survey is elaborated with 30 items corresponding to indicators such as: process and strategies for guidance, support for guidance process, factors that influence planning and monitoring the process, to application process, motivations and decision making. The reliability analysis reports an index of (0.87) which is equivalent to a high level. Students’ survey was developed with 18 questions that respond to the following indicators: frequency and strategies for Guidance, factors that influence postulation process, motivations and decision making. The reliability coefficient found was (0.65) considered medium or moderate. Before application of surveys, instruments were proved into a pilot test to determine level of understanding of each item. 2.3
Result Analysis
To process collected information, was created a database in Excel and then transferred to the SPSS software, in which following analyzes were carried out. Descriptive: frequencies and percentages of each item were calculated. Differential: comparison of means and student’s t-test were performed to determine significant differences between groups by type of institution and professionals. Correlational: correlation coefficient (r) or Pearson’s method was used between different items of both independent and dependent variable.
3 Results 3.1
Variable: Vocational and Professional Guidance Process
In (54%) of surveyed institutions, VPG process begins and is given with greater emphasis on Basic Superior Education and last year of Baccalaureate, which is a traditional practice of guidance and is not developed as a life project started at early age.
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(72.5%) consider that number of professionals responsible of VPG Process is insufficient and almost always they generate difficulties to carry out the process, the situation is aggravated due to priority they give to solve other problems in institutions. Regarding type of information that they provide in VPG process, emphasis is placed on indicating the tasks and functions that will be fulfilled in the workplace (54%) and in the qualities or level of training that is required (48%). Other important information is shared at low level. (48%) of institutions use experiential activities as a mechanism for VPG process, activities such as visits companies, pre-work practices and internships. Open houses (70%) and socio-cultural acts (67%) are the educational activities most used for articulation with VPG process. Brakes and clubs are little used institutional spaces. (29.7%) considers that they have developed self-knowledge activities in students, besides that (46%) considers that self-knowledge is not a strategy that serves as basis for VPG and consequent career choice. There is a medium support for VPG process (54%) by authorities, teachers and tutors, despite the fact that co-responsibility of educational community is established in the processes of Counseling Department Student. District as coordinating agency and responsible for educational support provides least support for VPG process, only (16.2%) has received advice. Universities are agencies that provide some support (32%). Most influential factors at the time of choosing career are family criteria (64.9%) and students’ own conviction (62.2%). Technical criteria from teachers and psychologists have less influence. (51.4%) of institutions elaborate a plan for VPG, and only (48.6%) of institutions monitor graduates to determine if the career choice was made successful. Neither district monitoring is frequently done. Students’ survey: (60%) of the students made a single application for the career they chose and a significant percentage of students (40%) take two or more applications, which accumulate each semester. (71%) of the students affirm that they have received VPG, but (19%) of students have not received it, this percentage is worry because of huge number of students that try to enter to university in each semester. VPG is limited to one or two activities (71%), which make it an inconsistent process. Those activities are application of tests and attending university fairs. Factors that influence VPG for career choice are students’ own interests (73%) and criteria of parents and family members (36%). Technical criteria of psychologists and teachers, are taken into account in low level, coincides with the perception of the DECE professionals. 3.2
Variable: Choice of Career
(70%) of DECE’s professionals affirm that they provided a lot of information about career application system, but only half of them did it in a practical way, instead for
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students the knowledge received about process of application and the management of the system was in medium level. Majority of DECE’s professionals (65%) agree that students must place all five application careers in the same field of knowledge, and (35%) of professionals are not agree. In case of students, (52%) placed the application careers into the same field of knowledge. Almost half of institutions provide sufficient information about academic offer (46%) and about characteristics of careers (51.4%). What coincides with student’s perception, they received medium information about academic offer of universities and characteristics of careers. Almost all students do not know score required for career selected. Only (13.5%) of DECE’s professionals consider that Senescyt’s admission system is adequate. Most professionals have a negative perception of application system to universities; students express the same ideas, few of them agree with the application system. Professionals of DECE, consider that students are inclined to choose a career based on job opportunities (62.2%) and based on salary that could be wined (59.5%). They do not respond to their aspirations and their abilities. In same situation, possibility of finding work and type of activities that could be done are most important motivations when selecting a career. High percentage of students (43%) express that the career they finally selected is NOT according to their aspirations and (32%) considers NOT having qualities required in the selected career. (13%) of students are agree and (30%) less agree to select a career based on facility of getting the quota, and then change to career they really want. (60%) placed as first option the wanted career; the rest put it between second to fifth option. (43%) of professionals consider that VPG process guarantees process of career choice in an appropriate manner. (56%) consider that sometimes and never VPG guarantees a right choice. (79%) of students consider that VPG received at their school did not help them to select their career. 3.3
Differential Analysis
To determine if there are differences between Vocational and Professional Guidance variable with choosing career, we analyzed means, then to determine if differences were statistically significant was applied student’s t-test for independent samples, obtaining (t = 1.71) for type of institutions an (t = 1,17) for types of professionals. In both cases, they do not exceed acceptance and rejection area of (± 1.96), which corresponds to 95% confidence level. Therefore, there are no statistically significant differences. 3.4
Correlation Analysis
Between two variables of investigation of survey applied to DECE’s professionals of different educational institutions, important correlations are presented between following aspects:
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Significant positive correlations of moderate level between indicators are presented: 1. VPG helped career choice and 3. Information provided in VPG (r = 0.40) with statistical significance level of (p = 0.014). There is also a correlation with 8. Information on the application system (r = 0.59) with bilateral significance of (p = 0.00). In both cases there is statistical evidence of relationship between mentioned indicators. Therefore, criteria that VPG developed in school helped to choose the right career rises if information provided increases, both aspects concerning vocation and the application process There are positive correlations of moderate level between: 2. VPG guarantees the right choice, with 5. Self-knowledge developed in students in VPG process (r = 0.40) with statistical significance of (p = 0.14). It was also correlated with: 8. Information on application system (r = 0.59) with bilateral significance of (p = 0.12). There is a positive low-level correlation (r = 0.38) with a significant statistical level of (p = 0.022). It means that, in institutions that elaborated their VPG Plan, selfknowledge of students is most often encouraged (Table 3). Table 3. Correlations between items of two investigated variables in DECE’s professionals 1
2
3
4
1 Pearson correlation 1 Sig. (bilateral) 2 Pearson correlation ,143 1 Sig. (bilateral) ,397 3 Pearson correlation ,402* ,181 1 Sig. (bilateral) ,014 ,284 4 Pearson correlation -,059 ,040 ,278 1 Sig. (bilateral) ,729 ,814 ,096 5 Pearson correlation ,171 ,400* ,186 ,231 Sig. (bilateral) ,312 ,014 ,270 ,170 6 Pearson correlation ,275 -,012 -,176 -,114 Sig. (bilateral) ,100 ,942 ,298 ,500 7 Pearson correlation ,192 ,081 ,129 ,308 Sig. (bilateral) ,255 ,634 ,446 ,064 8 Pearson correlation ,590b ,410a ,451b ,034 Sig. (bilateral) ,000 ,012 ,005 ,844 a Correlation is significant at 0,05 level (2 tails). b Correlation is significant at 0,01 level (2 tails).
5
6
7
8
1 -,023 ,893 ,376a ,022 ,226 ,179
1 ,035 1 ,838 ,075 ,249 1 ,659 ,138
1. VPG helped to choose a career 2. VPG guarantees the right choice 3. Information provided in VPG 4. Number of strategies used 5. Self-knowledge developed 6. Support to VPG process 7. Planning and monitoring VPG 8. Information about application system
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Between two research variables of survey applied to leveling students of the Central University of Ecuador, important correlations are presented between following aspects: 1. VPG process helped to election of career presents moderate correlations (r = 0.40) with 9. Students received information about characteristics of career, at significance level of (p = 0.00). Additionally, it presents low correlation level (r = 0.37) with 8. Students received information about academic offer, with bilateral significance of (p = 0.000), therefore there is statistically significant relationship between indicators. While information on academic offer and career characteristics increases, the perception that VPG process helped in election of career also increases. Also, between: 2. Students have qualities for selected career and 3. The selected career is related to students’ aspirations presents important correlation (r = 0.64) with statistical significance of (p = 0.00). Understanding that knowledge of its qualities generates that career adjusts to their aspirations (Table 4).
Table 4. Correlations between items of two investigated variables in leveling students 1
2
3
4
5
Pearson correlation 1 Sig. (bilateral) 2 Pearson correlation ,27a 1 Sig. (bilateral) ,00 3 Pearson correlation ,29a ,64a 1 Sig. (bilateral) ,00 ,00 4 Pearson correlation ,28a ,11b ,070 1 Sig. (bilateral) ,00 ,03 ,17 5 Pearson correlation ,33a ,10b ,19a ,30a 1 Sig. (bilateral) ,00 ,04 ,00 ,00 6 Pearson correlation ,04 ,22a ,27a ,19a Sig. (bilateral) ,46 ,00 ,00 ,06 ,00 7 Pearson correlation ,02 ,15a ,10b -,01 ,28a Sig. (bilateral) ,71 ,00 ,04 ,83 ,00 8 Pearson correlation ,37a ,33a ,33a ,15a ,28a Sig. (bilateral) ,00 ,00 ,00 ,00 ,00 9 Pearson correlation ,46a ,30a ,27a ,19a ,36a Sig. (bilateral) ,00 ,00 ,00 ,00 ,00 10 Pearson correlation -,04 -,17 -,34 ,09 -,08 Sig. (bilateral) ,46 ,00 ,00 ,07 ,13 a Correlation is significant at 0,01 level (2 tails). b Correlation is significant at 0,05 level (2 tails).
6
7
8
9
10
1
1 ,59a ,00 ,25a ,00 ,23a ,00 -,14 ,01
1 ,12b ,02 ,17a ,00 -,08 ,11
1 ,69a 1 ,00 -,02 ,11b 1 ,70 ,03
VPG process helped to election of career. 2. Students have qualities for the selected career 3. Selected career is related to student’s aspirations 4. Students received VPG in their school 5. Number of VPG’s activities 6. Knowledge about application process
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Management of application platform. 8. Students received information about academic offer 9. Students received information about the characteristics of career 10. Selection of career based on facility of obtaining the quota.
4 Discussion of Results New operating model of DECEs, establishes series of activities for professionals in field of Psychology and Guidance, one of them is precisely the Vocational and Professional Guidance process which traditionally has been applied only to specialty selection, when there were several types of baccalaureate or to choose a career when finishing school. It is not assumed as part of their life project that must be built from first years of training. This requires that institutions have a sufficient number of professionals in the field of Psycho-pedagogy to assume this process and other important tasks that occur daily in educational institutions such as attention to cases of violence, sexual harassment, drugs addiction and special educational needs. It is clearly evident that orientation work is relegated to second and third level, for giving priority to attention of other problems that absorb all time of professionals of educational institutions. According to DECE’s professionals, information provided to VPG process is focused to tasks and functions that students will perform in workplace and to qualities that are required, although these aspects are relevant for the career selection, it is also pertinent to share valuable information such as: work days, labor risks and myths, forms of remuneration and expectations of profession; but it is necessary not to remain in informative tasks, it is better to incorporate experiential activities, activities such as visits to companies, pre-work practices and internships because these activities make it possible to have clear knowledge of the future work environment and its conditions; which is a good reference when selecting a career; as well as open houses and sociocultural events that are generally organized by higher education institutions (universities) and often used by educational institutions as link to VPG process. Another space, very important and that is not used are breaks and clubs, especially last ones where skills can be demonstrated in certain activities. It is disturbing that almost the half of surveyed consider that self-knowledge is not a strategy that serves as basis for VPG and the consequent career choice. Although in the VPG process establishes three fundamental axes of work: self-knowledge, information and decision-making. Complexity of VPG process requires support of different entities, but in reality there is medium support from authorities, teachers and tutors, despite the fact that coresponsibility of educational community in DECE’s processes is normed; additionally District as coordinating and responsible agency is the instance that provides least educational support, the only instance that provides some support is University. In VPG process, proposed by Ecuadorian Ministry of Education, is the internal and external factors that influence construction of professional vocation at election of career or occupation; identified factors are internal (identity, personality, interests, values, significant experiences) and external (family, other social relations, educational offer and sociocultural context). (Mineduc 2015). As internal factor, student’s own interests
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were found and as external factor, the opinion of parents that is the most influential factor at the time of choosing career. As well, students consider factors that influence VPG for decide career are their own interests and criteria of parents and relatives. Technical criteria of psychologists and teachers, has a low level of acceptance, this appreciation, coincides with the perception of DECE’s professionals. VPG, constitute processes of great relevance; since it must provide adequate technical advice in one of the most complex decisions that teenagers have to make in baccalaureate, (Aguirre 1996). In spite of the importance of VPG, only half of investigated institutions elaborate VPG plan and monitoring graduates to determine if the election of career was successful. Neither district monitoring is frequently done. Applying process of career, in established system by Senescyt, has been facing some difficulties. From students’ perspective, a little more than half did single postulation to career that was chosen and the rest did two or more postulations, this because majority receives VPG, but it was limited to test application and to attend university fairs. As is noted VPG process is inconsistent and do not facilitate student’s application to be done in a single postulation. Students consider that factors which influence in VPG for career choice are their own interests and criteria of parents and family members. The technical criteria of psychologists and teachers have low acceptance level; this appreciation is the same of the DECE’s professionals. For election of career, DECE’s professionals say that they offered lot of information about application system, but not in practice way. Situation that is evident at the time of postulation, especially because half of postulants located their options in different knowledge fields. This expose inconsistence of process and students say they received medium information about academic offer of universities and about characteristics of careers. Many students do not know score required for the career they select. Results of leveling students of the Central University show negative perception of application system to universities. Significant percentage of students express that career that was finally selected is NOT according to their aspirations and recognized lack of qualities required in current career, in many cases they selected a career based on facility of getting the quota, to then, in future to change to the career they want. Proposed aspects generate distrust about guarantee of VPG process to choose the correct career to executors and beneficiaries of process, because they expose that VPG received at school did not help them to select their career. With the aim of establishing causes that originate the problem in the VPG process as in the choice of careers, were compared criteria of different types of institutions such as public, private and fiscal-missionary; results establish that there are no significant statistically differences, therefore, it is a problem at educational system level and not of specific type of institution. In the same way, we compare types of professionals that work in the DECE, such as Educational, Clinical and Children Psychologists, but there are not significant differences, therefore, it is not a problem in professionals training, again we found that causes of the problem are at the educational system level. At correlational analysis of two variables, there are medium-level positive relationships between the amount of information received in VPG process and criteria that this process helped in proper postulation of the career, it means, that Students who received more information were more effective in the election. Another important
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correlation was found between amount of information received and the self-knowledge achieved as an element for choosing the career, therefore, students who obtained more information, allowed them to develop their self-knowledge at a higher level and this led to decide career with greater effectiveness. At the same time, self-knowledge has an important relationship with the existence of a VPG Plan in institutions studied, that means, that planned and intentional work of the DECE favors self-knowledge and the choice of career.
5 Conclusions There is a relationship between the VPG process that takes place in institutions of Basic Education and Baccalaureate with decision-making process for election of the career, since a planned process and with respective monitoring will allow to design and execute many activities that develop students self-knowledge, in addition to providing different information of academic offer, this provides more and better decision-making tools that will allow students to apply for careers according to their aspirations, skills and aptitudes. VPG process developed in Basic Education Institutions and Baccalaureate presents some difficulties, mainly the insufficiency of professional staff in charge of process and lack of intra and extra institutional support, which causes carry out isolated activities and not be a consistent, sustained and permanent process. Current conceptions of new models of VPG do not been apply, generating weak process that does not guarantee adequate election of careers at university level. At decisions-making in process of applying for careers in Higher Education Institutions, different factors, internal and external intervene. The amount and relevance of information, as well as possibility of practically testing, influence to choose. Labor and economic needs are the most frequent motivations to choose career, leaving beside their own interests and skills, which often lead to choose a career that has greatest facility to obtain quota and then request the change. There is a tendency to not trust, or to disagree with the admissions system and assume that Senescyt is the agency which assigns careers. There are not significant statistically differences in VPG processes and career application taking on mind variables such as type of institution and type of professionals in charge of Departments of Student Counseling, therefore highlighted problem is not a question of one or other group, but it is more structural at educational system level that favors, allows and guarantees fulfillment of sustained VPG process.
6 Recommendations That control agencies of Basic Education and Baccalaureate (Ministry of Education) and Higher Education (Senescyt) generate link between levels that allows generating a sustained VPG process according to requirements of policies and instructions for admission of students to higher education.
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Ministry of Education should increase quantity of professionals of Student Advisory Departments, as well as modify DECE’s model of comprehensive attention, reducing the number of students per professional. That Ministry of Education with Universities, specifically with careers that train Psychologists, execute training processes for DECE’s staff, about new models and strategies for Vocational and Professional Guidance. This research should be replicated with a sample at national level, taking into account provincial and rural sector institutions. Universities should publish more information about their careers in web pages.
References Borghans, L., Diris, R., Smits, W.D.: The long-run effects of secondary school track assignment. BioRxiv, 1–49 (2019) Juvier Rodríguez, M.N., Trujillo Juvier, P., Cobas Bolaños, P., Marchena Leyva, G.E.: Proffesional guidance: eficiency indicator training of proffesional. Edumecentro, 178–195 (2015) Mudarra, M., Lázaro, Á.: The professional key: validation of a vocational guidance instrument. Electron. J. Res. Educ. Psychol., 887–912 (2014) Ureña, V., Barboza, C.: Contributions of vocational guidance in labor context. Investig. News Educ., 1–21 (2015) Velásquez, T., Puentes, A., Sarabia, J.: Vocational guidance applying systems based on knowledge. Colomb. J. Adv. Technol., 74–79 (2014) Álvarez, V.: Educational Guidance Methodology. Alfar, Seville (1987) Aguirre Batzan, A.: Psychology of adolescence. Alfa Omega, ED. México (1996) Angellini-Arrigo, L.: Interest Inventory. Trillas, México (1984) Holland, J.: Vocational Election: Career’s Theories. Trillas, México (1975) López-Mira, Y.: Professional Guidance Manual. Ed. Kapelusz, Buenos Aires, Argentina (1965) Osipow, S.: Election Career’s Theories. Trillas, México (1977) Sobrado, L., Cortés, A.: Professional Guidance: New Scenarios and Perspectives. New Library, Madrid (2009) Super, D.: A development model of life as a career. Gen. Appl. Psychol. J. 32, 663–682 (1977) SUPER, D. y BACHRACH, P.B.: Scientific careers and vocational development theory. Teacher College Bureau of Pub, New York (1957) De León Mendoza, Teresa, Rodríguez Martínez, Rafael, Ortega Cortés, Verónica, González Cifuentes, Indira.: Vocational orientation and technical career pre-election criteria’s modification in CBTA N.1 mid-superior level students in the north of Mexico. Educere 10 (32), 71–76 (2006)
Use of Graphic Organizers at Técnica del Norte University Frank Guerra Reyes(&) , Claudia Ruiz , Ramiro Carrascal Albán , and Sandra Guevara-Betancourt Técnica del Norte University, Ibarra 100105, Imbabura, Ecuador [email protected]
Abstract. Graphic organizers are empirically developed on a regular basis without the application of a systematic process. Nevertheless, their design requires a harmonious organization and the application of two basic cognitive skills: essentializing and informative structuring. In order to verify this assumption, and the use and domain level of graphic organizers by professors and students, a qualitative study with a descriptive approach was carried out at Técnica del Norte University. To this effect, questionnaire, as a method, was validated and applied to a representative sample of professors. At the end, it was verified that the use of certain graphic organizers is connected to a determined major and faculty where they are being applied. Also it was verified that some graphic organizers are most frequently used to support the teaching-learning process due to their simple design. A limited use and fair development of the two basic cognitive skills aforementioned was evidenced as well. Keywords: Graphic organizers
Essentializing Structuring
1 Introduction Nowadays, graphic organizers have come to be teaching techniques with a wide range of dissemination and frequent use in almost all areas of human activity. At the end of the second decade of the twenty-first century, their use has gone beyond the high school and university classrooms, to become visual representations of a widespread variety of thematic data. Despite this utilitarian reality, in the academic preparation fields, there are still prevailing erroneous constructions of graphic organizers (GO). This research determined, among other findings, on one side the fair didactic use and on the other, the good domain of GO by professors. Also, the most frequently used GO were identified in connection to the major were they are applied. As far as the competency level of basic cognitive skills to essentializing and structuring in university graduates, according to professors’ perception is still limited.
© Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 120–130, 2020. https://doi.org/10.1007/978-3-030-37221-7_11
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2 Methodology and Methods It consists of a quantitative study with a descriptive approach applied to professors from Técnica del Norte University (UTN) whose views were identified regarding to the use of graphic organizers, and their influence on the development of essentializing and contents structuring skills. A non-probability and self-selecting sampling formed by 93 professors from five faculties from UTN was applied. The sample group had access to fill out the online questionnaire that remained active for a week. The announcement was made through the institutional e-mail and messages in the massive social network WhatsApp (Table 1).
Table 1. Sample of Professors participating in the diagnostic Faculty Faculty of Administrative and Economics Sciences (FACAE) Faculty of Health Sciences (FCCSS) Faculty of Education, Science and Technology (FECYT) Faculty of Engineering and Applied Science (FICA) Faculty of Engineering in Agricultural and Environmental Sciences (FICAYA) Total
No. of Professors 17 10 27 23 16 93
In order to carry out this action, the diagnostic instrument was developed and validated with the purpose of determining criteria on the use of graphic organizers, and the development of basic cognitive skills of essentializing and contents structuring. This instrument was made up by eight questions, with the following topics: • • • •
Frequency of use of graphic organizers in the classroom. Domain level in the development of graphic organizers. Determination of the most frequently used graphic organizers. Students’ preparation regarding to the development of skills to essentializing and structuring study contents. • Competency level of graduate students regarding to the development of basic cognitive skills aforementioned. • Relevance of a didactic proposal on the use of graphic organizers and the development of skills to essentializing and structuring contents.
To determine the reliability of the questionnaire, an online pilot test was applied through the university OneDrive, and the link was shared to 30 professors randomly chosen in all the UTN faculties. The result obtained was 0.77 in accordance with the scale of Guilford, which interpreted that the instrument has a high reliability to be applied.
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3 Theoretical Framework 3.1
What are Graphic Organizers?
According to [1, p. 113] they are “Graphic-spatial representations that in a simplified way show the relevant information, and the interrelationships among them, allowing briefly and in a glance, to consider all parts of a text that together form a whole”. According to [2, p. 402] they are “A combination of linguistic elements (as the words and phrases) and non-linguistic elements (as symbols, figures and arrows) to represent relationships”. In sum, they are visual schemes used as didactic tools that demonstrate the essential ideas of a content, their interrelationships, and structure. Graphic organizers are charts, Kant [3, 4] and Luria [5]; diagrams [6, 7] fishbones [8], flowcharts [9, 10], mandalas [11–13], conceptual maps [14, 15], mind maps [16], semantic maps [17], organizational charts [18, 19], conceptual networks [20], among others McKnight [21–26]. 3.2
Essentializing and Structuring as Basic Cognitive Skills
Nowadays, a skill is erroneously considered as a synonym of capacity (natural power), competence (know how to do something) and ability (developed skilled with high level quality). Authors as [27] consider a skill is the capacity to develop an activity in a determined period of time. [28] points out that it is the way people follow steps and a process in a procedure. [29] mention that skills must be taught because they are product of social interaction and settings. In education, [30] defines skills as “actions students carry out at interacting with the subject matter in order to convert and humanize it. When a skill is considered as an action, it can be split into processes”. We agree with [31] who state that “the skills represent the conscious and successful domain of the activity, in close relation with the habits that also guarantee the action domain, but more automatically” in the teaching-learning process. The skill is recognized as cognitive when it is linked to knowing and thinking processes for understanding, among other purposes [32]. In this research work, a skill is conceived as a set of actions developed through a systematic learning, assessed and continuously improved. It is educable and becomes relatively stable in performance. It can be built up as a result of the teaching-learning process. 3.2.1 Essentializing In correspondence with what was proposed by [1] essentializing is the ability to distinguish essential from irrelevant information. It is interpreting and transforming complex information into simple knowledge [33]. In other words, it is to be able to establish the fundamental ideas, the basic concepts and their multiple relationships. Skimming, underlining, discovering the gist and summarizing are well known essentializing strategies by teachers, since they are used regularly in educational institutions. These didactic actions of work with expository texts allow the students to
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identify the most important aspects differentiating them from the secondary ones. Their systematic practice along with professors’ guidance will make it possible for students to achieve the development of this basic cognitive ability. 3.2.2 Structuring Structuring is an ability to organize texts and thoughts in order to determine the most relevant concepts and their interconnections. Upon this, there is a scheme construction that shows all essential concepts with their corresponding relations [34, 35]. Within this research framework, structuring, is the basic cognitive skill to organize the most relevant concepts and their interconnections, and represent them through a graphic organizer, as a conceptual map, mental map, summary chart, mandala, among others. To develop this skill requires, among other procedures, to establish the hierarchy of concepts.
4 Results Dimension of didactic use: Indicator: Frequency. Table 2 shows through the weighted value (Wv = 3.46) the parameter “Sometimes” which characterizes the frequency of GO use by professors at Técnica del Norte University. Table 2. Frequency of GO use. Indicator categories and values Parameters Always Very often Sometimes Seldom Never Total
No. of views Categorical value 12 5 36 4 31 3 11 2 3 1 93 Weighted value
Total 60 144 93 22 3 322 3.46
Table 3 shows the frequency of GO use in each one of the faculties at UTN. Table 3. Frequency of use by faculty Parameters FACAE FCCSS FECYT FICA FICAYA Overall total Always 4 4 1 3 12 Very often 7 5 8 12 4 36 Sometimes 7 12 7 5 31 Seldom 3 1 1 3 3 11 Never 2 1 3 Overall total 17 10 27 23 16 93
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Based on Table 3, professors from The Faculty of Health Sciences (FCCSS) are the most frequent users of GO, with an weighted value of 4.2; and it means that these professors use GO very often, and on the other hand, professors from the Faculty of Administrative and Economics Sciences (FACAE) are the less frequent users, with a weighted value of 3.2 which means they sometimes use GO. The results obtained in the Faculty of Health Sciences are associated to the particularities in their professional performance where the need for organizing tasks and procedures prevails as a formative standard. The results from the Faculty of Education, Science and Technology also indicate a less frequent use of GO with an average value of 3.4. Among other ratings, this result determined the development of a workshop whose main topic was the application of graphic organizers in the teaching-learning process, intended for all the professors from all the subject areas in this faculty. Indicator: Domain. Table 4 shows through the weighted value (Wv = 3.58) the parameter “Very Good” which corresponds to the domain of GO use by professors at Técnica del Norte University. Table 4. Domain of GO use Parameters Excellent Very good Good Fair Poor Total
No. of views Categorical value 10 5 46 4 27 3 8 2 2 1 93 Weighted value
Overall total 50 184 81 16 2 333 3.58
Table 5 shows the domain of GO use in each one of the faculties at UTN. Table 5. The domain of GO use by faculty Parameters FACAE FCCSS FECYT FICA FICAYA Overall total Excellent 1 2 3 1 3 10 Very good 8 5 14 14 5 46 Good 7 2 7 6 5 27 Fair 1 3 2 2 8 Poor 1 1 2 Overall total 17 10 27 23 16 93
The data analysis evidences that professors from the Faculty of Health Sciences (FCCSS) think they have a greater domain with an average value of the category 3.8; followed by professors from the Faculty of Education, Science and Technology
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(FECYT) with an average value of 3.6, and professors from the Faculty of Engineering and Applied Science (FICA) with the same average; in the last places are professors from the Faculty of Administrative and Economics Sciences (FACAE), with a 3.5; and the Faculty of Engineering in Agricultural and Environmental Sciences (FICAYA) with 3.4 as average value. These results show that four faculties at UTN have a domain of GO use with an average of 4, with greater value at FCCSS. This value corresponds to the frequency of GO use at Faculty of Health Sciences; the resulting value from the professors in the Faculty of Education, Science and Technology is explained by its status as teacher trainers; regarding to professors from the Faculty of Engineering and Applied Science, it is due to their perception of being the most efficient in the vocational training with greater achievements in technological innovation and graduates recognition at a province, zonal and national levels; and at the Faculty of Administrative and Economics Sciences, by the organizational tasks, which are fundamental in the administration of human and economic resources. Types of organizers dimension: Indicator: Hierarchical Structure Table 6 shows that the most frequently GO of hierarchical structure used by professors are the conceptual map (24%), the hierarchical diagram (19%), and the organizational chart (16%). Table 6. GO of hierarchical structure GO Family tree Schematic sketch Summary chart Hierarchical diagram Brace maps Conceptual map Conceptual mind map Organizational chart Pyramid Food web Overall total
Frequency 6 6 6 18 2 22 9 15 7 2 93
% 0.06 0.06 0.06 0.19 0.02 0.24 0.10 0.16 0.08 0.02 1.00
Indicator: Sequential Structure Table 7 shows that professors place, at first, with a 29% the flowchart as the GO of sequential structure, while a 24% goes by the sequence diagram, and a 19% uses the timeline.
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% 0.24 0.09 0.08 0.08 0.29 0.19 0.02 0.02 1.00
Indicator: Radial Structure Table 8 shows that 22% of professors has a preference for the mind map; instead the conceptual network and the cycle have an equal percentage of acceptance because the 14% of professors prefer them. On the other hand, the mandala ranks the third place in preference with a 13% of acceptance. Table 8. GO of radial structure GO Cycle map Brainstorming web Mandala Character map Mind map Semantic map Spider map organizer Conceptual network Wheel attributes Blank target Overall total
Frequency 13 7 12 2 20 7 10 13 7 2 93
% 0.14 0.08 0.13 0.02 0.22 0.08 0.11 0.14 0.08 0.02 1.00
Indicator: Default Template Table 9 shows that the problem tree and the SWOT with a 24% are the GO with default template most frequently used, followed by the fishbone with a 20%, also identified as a graphic organizer used in the teaching-learning process at UTN.
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Table 9. Default template GO Agenda Album Problem solution tree T diagram Y diagram Fishbone SWOT Leaves to think Logic wheel VEE (Heuristic diagram) Overall total
Frequency 8 1 22 5 2 19 22 3 4 7 93
% 0.09 0.01 0.24 0.05 0.02 0.20 0.24 0.03 0.04 0.08 1.00
The ten types list of the most representative GO for the development of the skills to essentializing and structuring the contents, according to the professors surveyed, does not always match the types of most frequently used GO, they are: flowchart, problem solution tree, SWOT, conceptual map, sequence diagram, mind map, fishbone, organization chart, timeline and hierarchical diagram. Results of the Basic Cognitive Skills Development Table 10 and Fig. 1 show the professors’ opinion about the development of basic cognitive skills in students of UTN
Table 10. Development level of basic cognitive skills Specific aspects
Excellent Very good Good Fair Poor Total Wv 5 4 3 2 1 3.1 Ability to essentializing the 2 32 44 11 4 93 3.18 contents 3.2 Ability to structuring the 5 36 41 9 2 93 3.35 contents General weighted value 3.23
In accordance with the processing and weighting of these views, the weighted value does not exceed 3.50, therefore the development level of these skills in students who complete their university studies is Good.
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Fig. 1. Professors’ opinion about the development of basic cognitive skills in students
5 Discussion and Conclusions It is considered that there is a link between the nature of the profession in each career, the employment preferences, and type of GO obtained in the diagnostic process. The flowchart was determined as the most used GO at UTN; according to [9] often applied in electronics, computer science, mathematics, health, and administrative sciences because it represents in detail the sequence of a process and cause-effect relations. According to the results obtained, the problem solution tree, SWOT, sequence diagram, and fishbone are priorities in all faculties because they allow the tutoring of graduation work of students which would explain their preference in use. It also occurs, with the conceptual map and the mind map, both have an easy and educational design, and promote an optimal development of the teaching-learning process. Other evidence from the results points to the use of the organizational chart and the timeline as very required and used in administrative tasks, and therefore it justifies their preferential use at the Faculty of Administrative and Economics Sciences. This research showed a fair use of GO but a very good domain of them by professors. In spite of the fact professor’s perception is to have a good domain to draft graphic organizers, it did not correspond to the fair quality of graphic organizers developed. It was evidenced at reviewing some examples of GO developed by professors during training events previously carried out, and in the same way the results presented by [2]. Regarding to students, they have a limitation in the development of basic cognitive skills of essentialization and structuring. Most of the time, they do not structure good didactic graphic organizers. There is a textual copy of sentences, paragraphs which are included in ellipses, text boxes, hierarchic diagrams, braces, and mind maps. As a world reference, the use of graphic organizers in the teaching-learning process and its contribution with the development of basic cognitive skills, the documental studies and didactic research done by [24, 36, 37].
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Project-Based Learning for Teaching Statistics Using Software Mairett Rodríguez-Balza1(&) , Wilfre Machado2 and Marisela Giraldo1
,
1
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Faculty of Science and Technology Education, Technical University of the North, Ibarra, Ecuador [email protected] School of Mathematics and Computational Sciences, Yachay Experimental Technology Research University, Urcuquí, Ecuador
Abstract. This article, presents part of a teaching experience based on projects applied to teachers in the process of fourth-level training, of the master’s program “Quality Management in Education”, Technical University of NorthEcuador. It was carried out in two phases: the first was an instruction to the students of the subject “Statistics and computerized statistical packages”, on descriptive and inferential statistical tools, according to the requirements of project proposals for his undergraduate work, where a methodological guide for sampling design is developed, applied to a research project in the educational area. In addition, a valuation through surveys, of their perception of the strategy implemented. The second phase, was in a 20 h seminar, starting with diagnostic assessment of theoretical knowledge in statistical tools, followed by a knowledge strengthening, a final assessment and a written work of statistical analysis of their projects. The results indicate that the strategy as a methodology for teaching statistics contributes to higher education approaches focused on the development of research competence and can improve the mastery of statistical learning despite resistance to this area of knowledge. Keywords: Project-based learning
Statistics teaching Teacher training
1 Introduction Statistics is a valuable support tool for the generation and transfer of scientific knowledge with more objective conclusions. Proper use of statistics contributes to reliability, quality and relevance in the construction of knowledge [1–4]. Globally, universities face the challenge of improving the learning of statistics in teachers for their training as professionals and researchers. This involves contributing to the development of new teaching strategies, which allow to generate awareness about their proper use, as well as facilitating the transfer of knowledge to their students, academic and scientific environment. In response to this challenge, numerous international initiatives have emerged leading to the improvement of the learning of statistics, focused on the resolution of © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 131–142, 2020. https://doi.org/10.1007/978-3-030-37221-7_12
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real problems or projects, among which stand out: a proposal in Argentina, related to a Biology Statistics Program [5]; Spain, around the teaching of statistics through projects and their relationship to learning theories [6], interdisciplinary coordination through problem-based learning [7]. Similarly, in Spain, researchers carried out a training process of statistics to future teachers, using the didactic methodology based on project, observing conceptual and procedural difficulties that require more attention from the teacher [8]. Similarly, in Ecuador, research was carried out in the learning of project-based statistics to improve the teacher training process at the graduate level [9], as graduate students showed weaknesses in the develop their undergraduate work, because of the limitations around the basic knowledge of statistics and the tools approved for the analysis of their respective research data. In line with these efforts, this study manages to generate innovation in the teaching process—learning statistics, leading to an improvement in approaches to higher education, as suggested in the generic model of assessment of postgraduate programs in Ecuador [10] (p. 12), for learning through a practical approach without designaling from the underlying theory. The objective of this work is to evaluate the teaching strategy “Project-based Learning (PBL)” using statistical software, starting with a teaching ex-experience with teachers in the process of training at the graduate level of the master’s program “Quality Management in Education”, at the Technical University of North-Ecuador. The intention was to strengthen research skills, as, in education careers, weaknesses were observed around the research process, probably because statistics subjects tend to focus mainly on conventional strategies.
2 Metodology The research is of a mixed type, since as detailed in paragraphs later, two mechanisms were used for the generation of information. For a couple, the survey was used to determine students’ perception of the contributions of the subject in their research and professional training. In addition, researchers, based on their experience, were involved in making assessments and inquiry into the emotions, attitudes, experiences, meanings and other subjective aspects of students and on the products (reports) generated by the students disciples. The research design is non-experimental (field), since researchers beyond the implementation of the strategy, do not modify conditions, but instead observe and study the characteristics of the phenomenon; in addition, it is longitudinal, because it was made to the same teachers in the process of training, at two times or academic periods, with a semester difference between them. The scope of this research is descriptive, while the results obtained by the implementation of the teaching strategy in question [11] are characterised. The teaching experience was developed in two subjects (modules) with teachers in the process of training the program “Quality Management in Education”, of the
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Graduate Institute, Technical University of North-Ecuador. The study was carried out in four phases: Phase 1—Application of Statistical Tools Appropriate for Data from Research Projects at SCSP. Through the project-based learning teaching strategy using statistical software, within the framework of the subject “Statistics and Computerized Statistical Packages (SCSP)”, semi-presence of 128 h, distributed in 5 weeks, from October of 2016 to May 2017 to a course of 46 students, the instruction was held, on descriptive and inferential statistical tools, according to the requirements of their respective proposals for grade work projects. This phase envisaged five steps: (a) Socialization of research proposals by teachers in training, in order to determine the requirements in relation to statistical tools, in addition, the speakers mentioned their perception about the subject, (b) Discussion of content based on the previous stage and examples of application of statistical tools, using the statistical softwares Statistical Package for the Social Sciences [SPSS] v.22 and Statistix v.10, (c) Socialization of the progress of each teacher in the application of statistical tools for their research. (d) Delivery of a final report in response to the objectives of the research, with feedback and evaluation by the seminar facilitators. (e) Implementation of a survey of the perception of trained teachers on the methodology, the importance of statistics in their training as researchers and as professionals and on the competence acquired for the development of a technical report. Phase 2—Validation of Acquired Knowledge. With the same group of postgraduate teachers, in September 2017, a 20 h semipresencial seminar was held, called “Processing of scientific information” (SPSI), in which the PBL strategy continued to be implemented using statistic software with the aim of providing support for the analysis and interpretation of data in its undergraduate work. This phase considered four steps: (a) Diagnostic assessment of some theoretical knowledge through cases or examples, including: likelihood of selecting an individual, scopes of quantitative research, ratio of maximum permissible error to confidence level, random sample, representative sample, probabilistic or non-probabilistic sampling, related samples, independent samples, p-value, categories of variables and measurement scales, correlation tests and types of graphical representation of variables in scale of Proportion. (b) Strengthening of knowledge considered in the previous subject (Phase 1), in which trainee teachers clarified doubts regarding the appropriate tools for their research. (c) Presentation by the speakers of a preliminary version of the report, with feedback and evaluation by the facilitators of the seminar. (d) Application of a written test assessing aspects similar to those referred to in the diagnostic test. Phase 3—Evaluation of PBL Didactic Strategy. The effectiveness of the strategy was assessed on the basis of: • Assessment of the content of the final reports of the proposals for research projects submitted by teachers in training in Phases 1 and 2, in accordance with: applied statistical methods, use of software, presentation of information and a brief discussion of results with scientific inputs. • Evaluation of the perception survey of teachers in training. • Results of the Phase 2 diagnostic evaluation, to discern through the Pearson correlation test, on the fixed phase 1 learnings.
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• Contrast of the results of the diagnostic and final tests in Phase 2, by means of the paired T test. Six trained teachers who did not submit the final written assessment were excluded from the analysis. Phase 4—Proposal for Methodological Guidance for Sampling Design. One of the projects presented by the trained teachers was selected, from which a methodological guide for sampling design was formulated in the research, taking into account the high frequency with which surveys are used at a sample, without consider their representativeness, and interpretations and inferences about the parameters that can be estimated.
3 Results and Discussion It was evident in the reports of teachers in training, which were generally a layer of selection from the statistical tools studied and to perform the evaluation of the results. Some with certain deficiencies, especially in the SCSP assignment for the presentation of results (table titles and figures) and/or in the interpretation and discussion of results. So they were considered to be ready to achieve the required learnings (see Fig. 1).
63.2 52.2
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Fig. 1. Level of performance in terms of knowledge achieved during the development of the SCSP subject in relation to competence: “Produces a technical report”, according to the perception of teachers in training and the evaluation of the content by the facilitator.
Despite the view that 63.2% of trainee teachers considered to be satisfied with the competition: “It produces a technical report” (Fig. 1), 63.16% believe that the PBL strategy allowed it to build significant learning in relation to the contents inherent in the module. Likewise, a low, but no less important percentage of the speakers knew that the module was not important or did not provide skills for the realization of gsu work of career completion or for their professional training (see Figs. 2, 3, 4 and 5). This
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attitude of rejection probably based on fear of statistics could negatively impact the cognitive learning of trained teachers [12], as indicated at the beginning of the course.
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Fig. 2. Perception of trained teachers on the skills provided by the SCSP module for their processes in professional practice
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Fig. 3. Perception of teachers in training on the degree of importance of the SCSP module in their vocational training
12% Few
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Fig. 4. Perception of trained teachers on the skills provided by the SCSP module for the development of their career completion work
88%
Fig. 5. Percentages of perception of teachers in training on the degree of importance of the SCSP module for the development of their career completion work
In Fig. 6, the results of the content assessment of the final reports are observed in each subject carried out by the teacher. The improvement of trainee teachers in the technical report presented in the second SPIS subject with respect to SCSP can be clearly seen. 25% of SCSP trained teachers obtained equal or knew-riores grades at 8, while in the SPIS subject 50% (median) exceeded 8 points and the dispersion was slightly reduced, considering the extent of variation (see Fig. 6). Figure 7, reflects the relationship between the results of the diagnostic test with the grades obtained in the application report in Phase 1 (r = 0.5019; p-value = 0.0173). It is generally evident that the trained teachers who submitted a satisfactory or very satisfactory report obtained a higher percentage of correca responses, except for one case that despite having successfully applied the co-notions acquired in the SCSP
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Fig. 6. Box plot for the qualifications of trained teachers in the final phase 1 report (SCSP) and the final phase 2 report (SPIS)
Fig. 7. Scatter plot between final report (SCSP) grades and correct response percentages in the diagnostic test (SPIS).
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module for its final report (8.5 points/10), in the evaluation of theoretical elements did not obtain good results (27.3% correct answers). It could be noted in their assessment that in some cases was confused with the options of answers presented, another reason could be related to the time since they took the previous subject (SCSP) to the SPIS seminar. By contrasting the results of the diagnostic and final tests in SPIS (Phase 2), the percentage of correct responses in the final evaluation of the seminar improved significantly (T = −9.013; p-value = 0.0000). It was noted that the above mentions, regarding resistance to the state, were noted, since, once the knowledge was strengthened, the teachers in training gained greater confidence, allowing them to answer more consciously the questions of the final test. The results of the final test were similar to those obtained in the seminar report (Report 2, see Fig. 6), although the final written test found greater variability (see Fig. 8). The seminar consisted of only 20 h, time that may not have been sufficient for total cognitive development in some teachers in training. Figure 9 sets out the methodological guide to sampling design.
Fig. 8. Box plot for the percentages of correct responses of teachers in form in the diagnostic and final assessment (SPIS)
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CONSIDERATION OF THE PROBLEM
TYPE OF DATA COLLECTION OR METHOD OF MEASUREMENT
TARGET POPULATION
SAMPLE SIZE
SAMPLING FRAMEWORK
SAMPLING TECNIQUE
PILOT SAMPLING
FIELDWORK
DATA ANALYSIS
Fig. 9. Methodological scheme of sampling design for the application of surveys.
Each of the stages are detailed below. Consideration of the problem: It is vitally important, as this is the starting point in the delimitation of the target population and the expected scopes with the results of the research. In this sense, as [1] the type of data, the technique or strategy of selecting and the type of statistical analysis states, will depend to a large extent on the formulation of the problem. It is also important to consider the objectives of the research, in order to consider the methodological strategies that will enable the information to be gathered. For the application case, among the objectives of the research, the following is “To unveil the English language teaching strategies used in pedagogical practice by teachers of the Educational Unit for Persons with Inconclusive School (PWIS) October in the 2016–2017 year”; teacher surveys, interviews and assessments should be applied to students to determine the level of actual English knowledge students have, observations of teaching practice, and review of teaching plans. Target population: Delimit the elements under study according to the objectivity of research in defined space and time. For the research project consists of six (6) teachers of the English language and 240 students from the first years of high school, distributed in four (4) groups, two parallels for each year, in the educational nity (PWIS) October 31, during the year 2016–2017. Sampling framework: Determined by the group of sampling units that confor-man the population, on which sampling is performed. The observation-bearing units correspond to the object or individual on which a measurement is performed. This is the basic unit of observation, sometimes called element [13]. For the application example, the framework corresponds to the list of students from the first years of high school enrolled and the list of teachers in the English area, in the (PWIS) Educational Unit 31 of October. The sampling and observation units made up of students and teachers. Sampling technique: Methods for selecting and observing a part of the population in order to make inferences about the entire population [14]. Sampling may be probabilistic or non-probabilistic, the researcher and the nature of the study define which to employ. Non-probabilistic sampling: it is not guaranteed that all individuals can belong to the sample, or it is not possible to calculate the probability that an individual will belong to that simple. Probabilistic sampling: The probability that an individual will belong to the sample can be calculated.
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Non-probabilistic sampling techniques may include: opinic sampling (judgmental, intentional or discretionary sampling and convenience sampling, erratic, circumstantial or non-standard), quota sampling, snowball sampling, sampling stratified sampling, cluster sampling and staged sampling. Probabilistic sampling techniques include simple random sampling, systematic sampling, random stratified sampling, cluster sampling, and staged sampling. Teachers will not be sampled, only one sample of students will be selected, the proposed sampling technique is random stratified sampling, since, with the list you can list all students per academic year (stratum) that make up the determine a sample size in which all students are equally likely to be selected within each academic year. Type of data collection or method of measurement: establish the method to be used to collect information, including personal interviews, telephone interviews, surveys by self-administered questionnaires or applied by a pollster, or direct observation. The survey was recommended to consult on the teaching strategies developed by teachers of the PWIS Educational Unit 31 October, for the teaching of the English language and its curriculum update in this area. The survey should be properly designed to minimize non-sampling errors that may appear [15]. In addition, it is necessary to use the direct observation of teaching practice and planning. Measuring instrument: This is the means of obtaining information for research. For the project under consideration, the suggested instrument was the questionnaire. The order of the questions should be considered in the preparation of a questionnaire, while maintaining some consistency for the respondent’s responses; the format of the questions, open format (Example: What strategies to… know?), closed format (Example: select from the options below, the domains you consider must have a teacher according to the new Foreign Language curriculum), binary format (Example: Does the elements of the foreign language curriculum apply in the classroom according to the Ministry of Education for Ecuador? Answers: yes, no), mixed format (Example: select the domains you consider should have a teacher according to the new Foreign Language curriculum. Answers: Some more common strategies are presented and the “other (specify)” option is added. Reliability is all about the accuracy and accuracy of the measurement procedure. The degree to which an instrument produces consistent and consistent results. Validity is the degree to which an instrument measures what it actually intends to measure or serves the purpose for which it has been built [16]. To promote the validity of content, you can use the judgment of experts who certify, that the questions of the instrument are clear and consistent with the subject of research. Reliability is a topic of great relevance and due to its great breadth is not detailed in this article. However, it is proposed to use a pilot sample to determine reliability and validity in order to make the necessary adjustments to the questionnaire. The questionnaire questions should be organized according to the variables that will be measured, the scale of measurement and an identification code that facilitates the subsequent tabulation. For example: for the question to English teachers “What domains do you think you have, according to the new Foreign Language curriculum?”, possible answers (categories): language (1), curriculum development (2),
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professionalism and ethical commitments (3), culture (4) and evaluation (5). Being the nominal qualitative “domain” variable. Sample size: For the determination of the number of individuals to be sampled should be considered: the sampling framework with which it is counted, the type of sampling to be applied, whether or necessary to estimate the variance or proportion (depending on the variables to med define the maximum permissible error and set the confidence level for the study. It is important to note that the maximum permissible error is not a complement to the level of trust, as it will be described below are separate elements. In order to determine the number of students in the early years of high school who will be given validated assessments, it was proposed to use the equation of stratified sampling technique, without specifying the fixation on strata, which according to [17] is as follows, P n ¼ e2
k2
where, k e Wh ¼ NNh wh ¼ nnh S2h
þ
1 N
Wh S2h h¼1 wh
P
h¼1
Wh S2h
ð1Þ
Coefficient for the confidence level set. maximum permissible error for estimated average rating. Expressed in the same units of the rating. Weight of the hth stratum in the population, which is equivalent to the proportion of students in each academic year per group, relative to all students in the early years of high school. Weight of the hth stratum in the sample, equals the proportion of students in each academic year for each group in the sample, relative to all students in the early years of high school in the sample. Population variance of the hth stratum, i.e. the variance of student grades according to the level of English for each academic year.
The minimum sample size required, as can be seen in Eq. (1), requires knowing a parameter S2h . In situations where there is little or no information about variable dispersion, it is advisable to apply a pilot sampling, in which your insssed estimator S2h is used. Pilot Sampling: The pilot sample allows you to test the measuring instrument in the field, rate observers, determine the time it takes for the interview or survey, check the understanding of the instrument’s questions and check the handling of the field operations, thus determining the reliability and validity of the instrument. The questionnaire was considered to apply at least twelve (12) students, three per side randomly chosen, to verify understanding of the questions, and if some need to be added or removed, as well as determining the average estimated time that students they take time to respond to the survey. This selected group, you must test the level of English that you have, to estimate the deviation of the grades and the sample size to select in each group.
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Fieldwork: Depending on the nature of the research, the process is organized according to the methodology established for it. For the example in question, once the sample size and sampling technique to be used is defined, students are selected and the location assessment and perception survey of the strategies employed by teachers are applied. For teachers in the English area, the expert-validated survey is applied to them. Subsequently, the management staff of the Educational Unit will be interviewed. Following the necessary authorization, the observation of the teaching practice will be made at a time to be agreed and a review of the programmes or planning of these teachers, for the corresponding observations and proposal of the strategies curriculum guidelines that promote the consolidation of the metacognitive processes of English language teaching. Data analysis: With the information collected, the appropriate statistical tools should be used according to the objectives of the research, the scale of measurement of the variables and the fulfillment of assumptions. It is important to point out that, in the case of probabilistic sampling, the results obtained from the sample refer to the population from which it was extracted. Conversely, if the sample is non-probabilistic, the results should refer to the sampled or surveyed elements and not to the population.
4 Conclusions PBL as a postgraduate statistics teaching methodology, applied in the context of the research work of teachers in training using statistical software, is an innovative contribution to the approaches of university where the study was conducted, focusing on the development of research competence. Despite the short time of implementation of the teaching strategy—PBL learning to teachers in the process of postgraduate training, the results show clear evidence of the improvement in the mastery of statistical learning, however, to the resistance to this area of knowledge. With the PBL strategy employed, the capacities were significantly developed in the teachings in training, for the application of statistics for the collection, description and analysis of results, strengthening their research in the educational area. However, it is suggested to continuously and sequentially implement this strategy in order to note in future cohorts the changes evidenced in this research. This work presents a methodological guide to sampling design, which can support very common sampling studies in educational research and respond to deficiencies identified in that area.
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References 1. Gil, J.: La estadística en la investigación educativa. Revista de Investigación Educativa 21(1), 231–248 (2003) 2. Tintle, N., Chance, B., Cobb, G., Roy, S., Swanson, T., VanderStoep, J.: Combating antistatistical thinking using simulation-based methods throughout the undergraduate curriculum. Am. Stat. 69(4), 362–370 (2015). https://doi.org/10.1080/00031305.2015.1081619 3. Kass, R.: The gap between statistics education and statistical practice. Carnegie Mellon University. Dietrich College of Humanities and Social Sciences. The American Statistician, Online Discussion (2015) 4. Arteaga, P., Batanero, C., Contreras, J.M., Cañadas, G.: Evaluación de errores en la construcción de gráficos Estadísticos elementales por futuros profesores. Revista Latinoamericana de Investigación en Matemática Educativa 19(1), 15–40 (2016). https://doi.org/ 10.12802/relime.13.191 5. Walz, M.F.: Programa de Estadística aplicada a la Biología: una propuesta. Números, Revista de Didáctica de las Matemáticas. Sociedad Canaria Isaac Newton de Profesores de Matemáticas vol. 88, pp. 17–29 (2015) 6. Díaz, D.A. Aguayo, C.G., Cortés, C.I.: Enseñanza de la estadística mediante proyectos y su relación con teorías de aprendizaje. Revista Premisa 16(62), 16–23 (2014) 7. Martín-Peña, M.L., Díaz-Garrido, E., Sánchez-López, J.M.: Coordinación Interdisciplinar mediante aprendizaje basado en problemas. Una aplicación en las asignaturas dirección de producción y estadística empresarial. Revista de Investigación Educativa 33(1), 163–178 (2015). http://dx.doi.org/10.6018/rie.33.1.179741 8. Godino, J.D., Arteaga, P., Estepa, A., Rivas, H.: Desafíos de la enseñanza de la estadística basada en proyectos. In: Contreras, J.M., Cañadas, G.R., Gea, M.M., Arteaga, P. (eds.) Actas de las Jornadas Virtuales en Didáctica de la Estadística, Probabilidad y Combinatoria, pp. 173–180. Granada, Departamento de Didáctica de la Matemática de la Universidad de Granada (2013) 9. Machado, W., Rodríguez Balza, M.: Criterios para la selección y aplicación de herramientas estadísticas en la investigación educativa Delectus. Revista de investigación y capacitación continua 2(1), 75–89 (2019) 10. Modelo genérico de evaluación de programas de posgrados en ecuador. Versión preliminar. Consejo de Evaluación, Acreditación y Aseguramiento de la Calidad de la Educación Superior (2017) 11. Hernández, R., Fernández, C., Baptista, M.: Metodología de la investigación. Sexta edición. Mc Graw Hill, México (2014) 12. Estrada, A., Bazán, J., Aparicio, A.: Evaluación de las propiedades psicométricas de una escala de actitudes hacia la estadística en profesores. AIEM. Avances de Investigación en Educación Matemática 3, 5–23 (2013) 13. Lohr, S.: Sampling: Design and Analysis. Brooks Cole, Cengage Learning, United States (2010) 14. Kish, L.: Survey Sampling. Wiley Inc., New York, London (1965) 15. Scheaffer, R., Mendenhall, W., Ott, L.: Elementos de muestreo, 6th edn. Editorial Paraninfo, España (2006) 16. Corral, Y.: Validez y confiabilidad de los instrumentos de investigación para la recolección de datos. Revista Ciencias de la Educación. Segunda Etapa 19(33), 228–247 (2009) 17. Azorin, F.: Curso de muestreo y aplicaciones. Aguilar, Madrid (1972)
Digital Gamification in Basic General Education Students Edda Vélez Meza(&) , Guzmán Terán Alexis , Gallegos Varela Mónica , and Méndez Urresta Jacinto Universidad Técnica del Norte, Av. 17 de Julio y José Córdoba 5-21, Ibarra, EC 1001150, Ecuador {emvelezm,ajguzman,mgallegos,jbmendez}@utn.edu.ec
Abstract. Gamification refers to the use of games which through fun help to strengthen teaching-learning process, in order to support and motivate the activities, which take place in classroom. The present research intends to transmit the experience of the use of digital gamification in mathematics to students of Basic General Education (BGE), as a new strategy of teaching and learning multiplication. The purpose of this research was to analyze the educational gamification as an innovative alternative for the initial learning of the multiplication and to value the logical mathematical skills by applying a digital gamification resource for the approach to multiplication. Through a correlational study of descriptive scope, it was possible to show that students are much more motivated with learning when the teacher uses playful elements in the classroom. The application of ICT was a determining factor in this process; it could be shown that children retained more easily the concepts of multiplication, because they were more open and motivated to acquire knowledge in the classroom. Keywords: Digital gamification Mathematics Multiplication
ICT Basic general education
1 Introduction Digital technology has great potential to expand the reach of education and improve its quality through digital tools with innovative teachers, motivated students and an appropriate pedagogy. ICT have the potential to contribute to the effective teachinglearning (TL) process of literacy and basic arithmetic to improve access and results, promoting lifelong learning [1]. Framed in education and technology the National Development Plan 2017–2021 (NDP) [2] of the Ecuadorian government, points out that to undertake a change of this scope requires teachers willing to strengthen the teaching methodology in elementary and high schools and how to understand their role in the learning process. Qingdao Declaration in its article 11 about quality learning, states that to successfully integrate ICT in teaching and learning, it is essential to rethink the role of teachers, transform their training and professional development [3]. Target 4.2 of the Sustainable Development Goal considers it necessary to ensure that children have © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 143–156, 2020. https://doi.org/10.1007/978-3-030-37221-7_13
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access to early childhood care and development services and quality pre-school education, so that they are prepared for primary education. Basic mathematics is an area that needs to be continually reinforced and be part of literacy programs. ICT and in particular technological educational tools are very promising to accelerate progress towards the execution of this objective [4]. The teaching of mathematics in the sublevels of preparatory and elementary is linked to the playful activities, which encourage creativity, socialization, communication, observation, investigation, daily problem solving, and things like that. The intuitive, visual learning is concreted through the manipulation of objects to get the desired mathematics properties and introduce new concepts in turn [5]. You may wonder, Do the methodological strategies, the resources proposed by the BGE curriculum and those used by teachers, are suffice for the development of logical mathematical thinking in the elementary sub-level? Can the development of logical mathematical thinking be strengthened in the elementary sub-level with digital playful activities? International organizations such as the Inter-American Development Bank [6], United Nations [7], Economic Commission for Latin America and the Caribbean [8], United Nations Children’s Fund [9] they present important statistical data on the evolution and trends of ICTs worldwide and address the problem of How can the use of technology in education help to improve student learning? These organizations agree that there is a growing number of children who continue to be influenced by digital technology and represent a considerable percentage of the world’s networked population, whose participation continues to grow. The National Council of Teachers of Mathematics [10], a prestigious world organization in mathematics emphasizes the importance of the integration of ICT in this subject; incorporates into its school guide a program of excellence that integrates the use of mathematical tools and technology as an essential resource to help students strengthen their logical reasoning and communicate their mathematical thinking. The Organization for Economic Cooperation and Development [11], in an analysis of the results of PISA-D (International Student Assessment Program), for the development in low and middle income countries: Ecuador, Guatemala, Honduras and Paraguay, it points out that in Latin America and the Caribbean almost three of each four students do not reach the basic level of competences. In the region, 69% of students are below the basic level of competences, with Chile obtaining the lowest proportion (49%). In mathematics, Ecuador has 71% of its underperforming students, followed by Honduras (85%), Guatemala (89%) and Paraguay (92%) (Fig. 1). Low performance in mathematics happens even among students who are not poor in Ecuador (64%), Honduras (78%), Guatemala (84%) and Paraguay (88%). In addition, it points out that Ecuador and Honduras are among the five countries at the international level with the largest gender gaps in mathematics, women are 20 points below their peers.
Digital Gamification in Basic General Education Students 64
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Fig. 1. Math results PISA-D 2018: Latin America and Caribbean
In relation to the results of the evaluations [12], corresponding to the 2015–2016 academic cycle, with a sample stratified by urban rural area, type of support and school system; it was gotten that in the field students of BGE there were better results in Natural Sciences while in Unified General Baccalaureate (UGB), it was Spanish. The field with the highest percentage of students in the insufficient category is Mathematics. It is evident then the difficulty in this area and therefore in the development of logical mathematical thinking skills in the early stages of learning, which must be executed throughout the teaching learning process and leads the student to understand the contents of the subjects for that it can use them when it will be needed [13]. Regarding the level of achievement achieved by the students with respect to the Learning Standards, established by the Ministry of Education (Mathematics, Spanish, Natural Sciences and Social Studies), it is determined that the majority of the students achieve an elementary result except for the 3° UGB that achieves a satisfactory degree in the 2015–2016 period as shown in Fig. 2 [12].
70 60 50 40 30 20 10 0 4° EGB
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Fig. 2. Levels of achievement BGE-UGB, Evaluation INEVAL 2016-Imbabura
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2 Conceptual Framework Formulation This section will examine the conceptual theoretical bases, which support the present study about gamification as support in the development of logical mathematical thinking in students. 2.1
Use of the Game in Education
Since its inception, one of the ways of learning from man has been through the game as a valuable learning resource for adult life, which over time becomes the main hobby that characterizes not only children but essentially the human being [14]. Currently it is used for other activities, rated as more formal, even within the classroom, where it is considered one of the most effective methods of transmitting learning [15]. Authors such as [16], consider the game a way of helping to experiment with new identities, explore options and consequences, and test our own limits. Through games, the development of social skills [17], the motivation towards learning [18, 19], an improvement in attention, concentration, complex thinking and strategic planning are possible [17]. Even for [20], it helps to internalize multidisciplinary knowledge and also encourage logical and critical thinking, to improve skills that help solve various problems, develop cognitive skills and make technical decisions [21]. The elements of the game generate a change in the behavior of people in a positive way and motivate them to interact through instructional activities to achieve the goals [20]. In this context, motivation becomes fundamental and it is used to draw the attention of the players in order to devote time to the activities. By the way [22], suggest categorizing the elements of the game into three groups: mechanics, dynamics and aesthetics. Mechanics often define the way in which games convert specific inputs into physical products. In addition, they have a direct connection to learning content and when working with educational content they include the use of challenges. Dynamics mean the needs to be satisfy. These, together with mechanics, interact during the game. Aesthetics, however, refers to the way in which game mechanics and dynamics interact with the “art” of the game, to produce emotional results. Includes all those elements that the user will perceive. Currently in Ecuador, there are still educational units where the teaching model continues based on the traditional method, that is, centered on the teacher and the student’s role is limited to the taking of notes, to subsequently memorize the contents through of the repetitive reading. In consequence, [23] point out that motivating the student to learn becomes a challenge for teachers who use traditional methods even more, for those who only rely on the blackboard and books. Thus, [24] find necessary to apply new learning strategies and contribute to a change in the educational paradigm, where there is no attempt to educate accumulators of knowledge, but subjects who know how to understand, select, interact competent and smart with reality.
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In this context, the new methodologies that the teacher uses in the classroom are of vital importance in the educational field and their proper use can provide tools to modernize teaching methods that have become obsolete and that fail to attract, motivate and encourage students. To improve the teaching-learning process, teachers have been forced to use new strategies that seek to generate a positive attitude with a more pleasant classroom environment, where attention and motivation receive greater importance. Using the games or elements of the same to transform the educational environment, allows students to advance at their own pace, developing skills such as communication, problem solving strategies and collaboration through an immediate feedback whose main ingredient is the game. 2.2
Gamification
The term gamification (in Spanish language “gamification” or “ludification”), suggest according to [25], to be able to use elements of the game and the design of games, to improve the commitment and motivation of the participants in the classroom. Also, Espinosa et al. [18], point to gamification as an improvement process, which provides gaming experiences in order to support the activities developed by users. Although the term gamification was not born with education, nowadays it has become one of the pillars of the new active methodologies in the field of educational innovation [26]. In this context, the methodologies to be used should seek playful, active and participative strategies. Other authors like [27], understand gamification as a process that uses game design techniques and mechanics, to captivate and motivate the audience in the achievement of certain objectives. It is defined as an application of resources of the games (design, dynamics, elements, and things like that), to modify the behavior of the students so that the result of the educational or training action is effective for them, for the provider and for the promoter this [28]. The gamification consists of the application of elements and principles of the game in a learning environment, in this way, it contributes to favor the participation of students and increase their motivation [29]. About that, [26, 30] they agree that the elements of the game contribute to gamification as: rules, obstacles and choices make it a means that encourages motivation, cognitive development, metal agility, problem solving, participation, among others. 2.3
New Technologies in Gamification
The application of the game during the class has in the student a positive consequence that includes a series of processes that allow individualizing the education for each student. For this, it is key the use of technological tools where it is relevant to consider the most essential elements in the conception and design of a gamified system. In accordance with [31] the steps for the design are eight and are shown in Fig. 3.
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Goals
Indicators
Desired behaviors
Describe the users
Develop mechanics
Establish dynamic
Define aesthetics
Platforms
Fig. 3. Steps to design a gamified system
• Goals: Without a doubt, the key question before designing a digital tool is Why is it going to do it? Why do they want to gamify? It is essential to set clear objectives and at the same time to reflect on the expected educational results that justify the creation of the gamification system. • Indicators: After defining the objectives of the gamification, it is necessary to present the indicators with which obtained results will be measured. • Desired behaviors: In this step, you must establish the specific behaviors expected of users to achieve the proposed objectives. • Describe the users: It is a primordial step to show empathy with the users, identifying their motivations, interests and how to connect with them. • Develop mechanics: It supposes the rules with which one is going to interact in the game, necessary to achieve the objectives. • Set dynamics: It refers to the actions that will be developed in the game in relation to the mechanics and that generates greater enjoyment. • Define aesthetics: Refers to the emotional response expected when the user interacts with the system. Involves fantasy, sensation, narrative, challenge and community. • Platforms: Referred to the environments on which the mechanics of the game will be developed as an App, an ODA (digital learning object), an open resource, and things like that. The gamification in a support strategy that according to Barros [32], it allows: (1) stimulate and make student participation more attractive, (2) simplify difficult activities, (3) motivate constant participation, (4) create positive feedback through rewards, (5) promote perseverance and triumph, (6) increase the fellowship, (7) help build your own identity, (8) transform boring activities into fun and interesting, (9) encourage peer-to-peer communication, (10) creates trust environments, among others. However, [33] observes negative aspects in the application of gamification in the classroom, for instance, the possibility of being distracted by the game and therefore loss of productivity in the development of his activities; in addition, it can generate a temporary motivation in the students while the game lasts or is repetitive;
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social isolation since the student focuses only on his activity individually and seeks only to win for himself. However, the negative aspects are less risky if there is continuous control of the teacher. This methodology does not allow the teacher to disengage from the class and leave the students free; rather it requires continuity and perhaps a less didactic attitude to solve problems generated by the students. 2.4
Gamification in Math
Math has been considered a difficult subject to explain and understand, accompanied by discouragement and disinterest. This clearly shows that students do not like the content referring to mathematics because there is no motivation for it [34]. According to [30], the goal is to lead the students to learn to develop themselves, to be empowered of learning as with a video game and do it for the satisfaction of doing it and not for the gift they will receive if they achieve good grades; in this way, motivation is achieved in the classroom so that learning is meaningful. In the past, the learning of the multiplication tables was a purely rote memorial process; however, at present it is intended to achieve the assimilation of knowledge in an effective way by attracting the student’s attention and using games in math classes [35]. The gamification in math is important since, the participants can understand in a better way the contents to be treated and with the help of the ludic activities, it is possible to assimilate the knowledge better, therefore, the learning increases. 2.5
Math Teaching-Learning Strategy
According to [36], significant learning is activated when the child discovers, manipulates, invents and builds knowledge from learning experiences related to the previous conceptual structure and close to their daily life. That said, the child so that he can learn mathematics in a better way, needs to relate it to his environment. In this context, for the understanding of mathematics, it is necessary to introduce children to a new scenario, where there is the motivation to perform different activities related to mathematics, group work should be encouraged, dynamics, use of concrete elements, and things like that [37]. For there to be a construction of knowledge in mathematics, social interaction between students in the classroom is fundamental, this allows for exchanges of ideas and with that, a critical thinking is developed with the help of recreational activities and mainly of the motivation.
3 Methodology The purpose of this research was to analyze educational gamification as an innovative alternative for the initial learning of multiplication tables in third-graders of BGE and to assess the logical-mathematical skills when applying a digital gamification resource. Using a descriptive cut quantitative approach, the correlation is used to determine the improvements related to learning the multiplication tables and the exchange of the use of gamification tools in the classroom. The investigation was applied in two cases
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considering the existing parallels in the third level. For the first group the traditional method was used with students who had been working the common class. For the second case, the students applied digital gamification. The process began with the bibliographic search of primary sources that talk about the importance of the dynamics of the game in the learning process and digital gamification applied to the educational sector. Next, the game was selected according to the level of the students and contents of the curriculum. Based on the chosen content, the selection of the surveyed population was made, which consisted of 64 third-year BGE students aged between 7 and 8 years and 12 teachers at Unidad Educativa Sánchez y Cifuentes; the first group was presented the theme in its normal class, using the blackboard and printed activities, there was a final evaluation to verify the learning and the content fixation. For the second group, digital gamification was applied, socializing the tool with the same theme of the group1; the game was presented and explained through the website www.tablasdemultiplicar.com. In both cases, learning difficulties were perceived due to problems of attention and concentration. To identify the levels of achievement it was necessary to establish a correspondence between the performance achieved by students using gamification in the classroom and the relationship with students who applied a traditional class. However, to know the level of acceptability and their thinking about the activities inherent to the mathematics class, the digital tool was validated using the text of Mathematics of the third BGE [5], as reference, considering three aspects: (1) achievement indicators; (2) skills and (3) performance criteria. The following Table 1 summarizes these aspects: Table 1. Indicators of achievement, skills and performance criteria. Achievement indicators – Associate multiplication with addition – Identify multiplications in groups of elements – Multiply by 2, by 3 and by 4
Skills
Performance criteria
– Relate the notion of multi-plication with equal addend patterns or with situations of “so many times so much”
– Master the required learning – Achieve the required learning – Children are close to achieving the required learning – They do not reach the required learning
– Apply the commutative and associative properties of multi-plication in the written and mental calculation, and in the resolution of problems
4 Results and Discussion Regarding the application of digital gamification for learning the notion of multiplication, the professors surveyed expressed in equal percentages that it is important and very important (50%). It must consider that using games as cognitive tools is a reality that cannot be missed; it is a very enriching contribution to the educational activity. In this sense, it is appropriate to point out [38], which define gamification as the exercise of employing strategies and game mechanics in non-playable contexts, in order for
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people to accept certain behaviors, these non-game contexts, common in traditional education environments in which the game is part of the hours of rest and not the pedagogical activity. In relation to the strategies that motivate the learning and interest of the children by the multiplication tables, approximately one third of the teachers (33%), they consider playful activities; other strategies mentioned are memorization (25%) and digital games (25%). In the teaching and learning of mathematics [39], they consider that the elements of the game that the gamification uses are appropriate to increase the intrinsic motivation of the students, procuring a significant purpose, autonomy, dominion and affinity. With respect to digital play tools for the achievement of skills with performance criteria in multiplication, most teachers express that these are appropriate (67%), others point out that they are highly adequate (33%). It has been corroborated from different perspectives and proven that working mathematics with digital technologies is more significant for students compared to the motivation generated by using traditional materials [40]. Also, those who use computers the most in math class, have better results, compared to those who do not. In reference to the indicators of achievement of the notion of multiplication that present greater difficulty in the students, according to experience, a 50% of teachers consider that solving problems of multiplication of 2, 3 and 4 is one of the indicators of greatest difficulty. A 17% points out that the problem is to identify multiplications in groups of elements or in the multiplication tables (25%). Almost all authors agree that we must start the teaching of multiplication with problematic situations. Initially the problematic situations must be solved both with the addition and with the multiplication, until the child notices that with the multiplication and later, with the use of the tables, it is faster and safer [41]. With regard to the relevance of the selection of games and digital leisure activities for the teaching of multiplication tables, teachers consider it pertinent (67%) and very relevant (33%), the selection of games and digital leisure activities for the teaching of multiplication tables. There are some mobile applications for the promotion of basic skills in mathematics, for example, the Apps Bee application, which favors the development of basic math skills [42]. The child learns through games the differences between major and minor, groups of elements, exercises of addition, subtraction, multiplication and division. The information reveals that the vast majority of teachers have not received (42%), or have received sometimes (33%), preparation on digital tools for teaching multiplication with playful approach. This is worrisome, when contemporary education systems require or require teacher training in ICT. The research process requires the design of a rubric for the pre-test and post-test, which allows establishing the level of mastery and performance criteria in relation to the skills for the notion of multiplication (Table 2) [5]. Table 2. Rubric for Group 1 and 2 Assessment Performance criteria
4 Master the required learning
3 Achieve the required learning
2 It is close to achieving required learning
1 Does not achieve the required learning
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In reference to the achievement indicator “associates multiplication with addition”, the pre-test reveals that more than half of children (60%), associate multiplication with addition and according to the performance criteria reach a domain of the required apprenticeships. Traits of near performance are observed (13%), some children do not reach the required learning (15%). In the post-test, using digital gamification with the selection of games for learning by association of multiplication with addition, 75% of the children improved their grades, achieving mastery of the required learning; a percentage, although the minimum number of children did not reach the learning required in the traditional group (6%), since the gamification they are located next to achieve said learning (Fig. 4).
Associate multiplication with addition Gamification -75%
Master the required learning
60%
-9% Achieve the required learning
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-10% It is close to achieving required learning
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-6% Does not achieve the required learning -100%
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Fig. 4. Results of the achievement indicator: associate multiplication with addition
Skills with performance criteria given by the math curriculum [5], in relation to the notion of multiplication they point out: Relate the notion of multiplication with patterns of equal summands or with situations of so many times so much. With respect to the achievement indicator “Identify multiplications in groups of elements”, the information of the Traditional Group reveals that more than half of the children (55%), identify multiplications in groups of elements and according to the performance criteria reach a mastery of the required learning. Traits of near performance are observed by several children (15%), others do not reach the required learning (18%). In the Digital Gamification Group games were selected that allow the child to identify multiplications in groups of elements, most of the children (70%) improved their grades, obtaining a mastery of the required learning; a minimum percentage of children (7%), who did not achieve the learning required in the pre-test, from the gamification are located next to achieve such learning (Fig. 5).
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Identify multiplications in groups of elements Gamification -71%
Master the required learning
55%
-15% Achieve the required learning
12%
-7% It is close to achieving required learning
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-7% Does not achieve the required learning -100%
Traditional
-75%
-50%
-25%
18% 0%
25%
50%
75%
100%
Fig. 5. Results of the achievement indicator: identify multiplications in groups of elements
Experience shows that children have greater control over the operation of multiplication, when it is associated with equal summing patterns and represented in groups of elements. What does not happen when multiplying operations are randomly planned. about that, [35] consider that, learning the multiplication tables was a purely rote memorization process, however, at present it is intended to achieve that assimilation of knowledge is meaningfully calling the attention of the student and using games in math classes. In reference to the indicator of achievement “multiplied by 2, by 3 and by 4”, the information in the pre-test shows that, when performing multiplication operations of 2, 3 and 4, only 39% of children master the required learning. The problem is accentuated in this indicator, when approximately half of the children in their performance are close to achieving the required learning with 33%, and the required learning does not reach 18%. From digital gamification as a strategy and selection of games for learning the multiplication of 2, 3 and 4, the post-test points out that 52% of the children improved their grades, achieving a mastery of the required learning in accordance with the performance criteria (Fig. 6). It seems to be a tendency for children to immediately perform a multiplication operation when the textual statement includes two numbers and a question with the expression: “How many…?” In addition, this trend seems to be reinforced by the fact that problems of this type are proposed at a time when the scholar has memorized the multiplication tables, according to Schoenfeld [43], When the numbers that make up the multiplication tables do not make sense in the context of life situations, but such numbers can represent anything, it is not surprising that for the child a problem statement that does not lead immediately becomes difficult to propose a multiplication operation.
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Multiply by 2, by 3 and by 4 Gamification
Traditional 39%
Master the required learning -52% 10%
Achieve the required learning -16%
33%
It is close to achieving required learning -22% 18%
Does not achieve the required learning -10% -100%
-75%
-50%
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0%
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Fig. 6. Results of the achievement indicator: multiply by 2, by 3 and by 4
5 Conclusion Using gamification in the classroom is effective as long as it is used to encourage students to progress through the learning content, to influence their behavior or actions and to generate motivation. It is possible to motivate students with the introduction of a methodology, which includes challenges, goals, and things like that. These elements encourage participation or action in human beings in general. However, it must take into account even the cultural context or previous experiences. Despite the fact that almost half of the surveyed teachers do not know of the term gamification, they are motivated to innovate within the classroom using game techniques, which help to entertain and attract the attention of their students, because through their experience in the classroom, They consider games as a tool which benefits and motivates learning.
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Confirmatory Factorial Analysis Applied on Teacher Evaluation Processes in Higher Education Institutions of Ecuador Alexandra E. Jácome Ortega1, Jorge A. Caraguay Procel2, Erick P. Herrera-Granda2(&), and Israel D. Herrera Granda2
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1 Facultad de Ingeniería en Ciencias Agropecuarias y Ambientales, Universidad Técnica del Norte, Av. 17 de Julio, 5-21 y Gral. José María Córdova, Ibarra, Ecuador [email protected] Facultad de Ingeniería en Ciencias Aplicadas, Universidad Técnica del Norte, Av. 17 de Julio, 5-21, y Gral. José María Córdova, Ibarra, Ecuador {jacaraguay,epherrera,idherrera}@utn.edu.ec
Abstract. The verification of validity and reliability of teacher evaluation processes in Higher Education Institutions of Ecuador, has been a topic of interest in recent years. The insertion of ICT in these processes allowed the creation of computer tools and statistical applications with the aim of improving the evaluation instruments, giving support in processes like item selection and factorial structuring. Typically, test reliability and validity has been calculated through techniques, such as Chronbach’s a and Exploratory Factorial Analysis. However, previous studies have exposed their limitations and demonstrated that these methodologies do not guarantee scale of measurement validity. For this reason, the Confirmatory Factor Analysis emerges as an integrative alternative that provides a more adequate statistical framework, in addition to guiding the researcher towards the optimization of construction process and/or test adaptation. This article details the application of the Confirmatory Factor Analysis to teacher evaluation processes of higher education institutions of Ecuador, demonstrating its usability and benefits over commonly used techniques. Keywords: Factorial confirmatory analysis Multivariate analysis Validity Reliability
1 Introduction The starting point of this research was the data obtained in a previous study related to the evidence and quality indicators in Higher Education Institutions (HEI) of Ecuador [1]. In the aforementioned article, the implementation of an Integrated Information System (SIIU) was detailed. The case study was the Universidad Técnica del Norte (UTN, Ibarra-Ecuador), which allowed automation and improvement of university academic, administrative and financial management. In adittion, this system was used to evaluate the performance of teaching and administrative staff. The academic activity of each teacher is registered in the SIIU and constitutes the main evidence for peer and © Springer Nature Switzerland AG 2020 A. Basantes-Andrade et al. (Eds.): TSIE 2019, AISC 1110, pp. 157–170, 2020. https://doi.org/10.1007/978-3-030-37221-7_14
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directive evaluation, which is carried out in each academic period. Additionally, it can be mentioned, that the system provides different types of reports which allow the verification of indicator compliance requested by the Higher Education Quality Assurance Agency in Ecuador (CACES). As detailed in Article 151 of the Organic Law of Higher Education LOES [2], “it is mandatory that teachers undergo a comprehensive periodic evaluation in accordance with the Career and Ladder Regulations of the Professor and Researcher of the Higher Education System”. Consequently, the UTN promulgated its Internal Regulations for the Comprehensive Performance Evaluation of Academic Personnel (EIDPA), [3] in order to comply with the current statutes with the objective of continuous improvement of educational quality. The evaluation instrument is constituted by the following components: self-evaluation (carried out by the teacher himself), heteroevaluation (carried out by the students), peer evaluation (carried out by other teachers related to the subject) and directives coevaluation (made by the immediate superior manager in the area of competence of the evaluated). In accordance with the performance evaluation project approved by the University Council of the UTN, and in accordance with the regulations issued by the regulation organism of higher education [3], the weighting of the different components of the evaluation applied on teaching, investigation and management activities are detailed in Table 1. Table 1. Weighting of evaluation components Activities Teaching Investigation Management
Self-evaluaion 20% 20% 20%
Peer coevaluation 30% 50% 30%
Directive coevaluation Heteroevaluation 20% 30% 30% 40% 10%
After the evaluation, and once the results have been tabulated, the academic staff will receive, through its teaching portfolio (SIIU), the report of the evaluation with its respective grade, according to the scale shown in Table 2.
Table 2. Grading scale for teacher evaluation Calification ! Excelent A Very good B Good C Regular D Deficient E Weighting range ! 90 a 100 80 a 89 70 a 79 60 a 69