Se llevó a cabo un estudio cuantitativo con diseño transeccional descriptivo con el objetivo de analizar las competencias didácticas virtuales del modelo T-PACK (Shulman, 1986; Koehler y Mishra, 2009), que mayormente fueron desarrolladas por los docentes (N=87, Edad: M=33.91, DE=7.699, Max=51, Min=20) de la Universidad Autónoma de Tamaulipas que cursaron el Diplomado en Ambientes Virtuales de Aprendizaje del 2014 al 2019 e impartieron clases en línea durante contingencia del COVID-19 en el periodo comprendido de marzo a abril del año 2020. Los resultados muestran que los docentes presentaron competencias sobresalientes en su cátedra a distancia durante la contingencia, y además, no se encontraron diferencias significativas (p>0.05) entre el logro de los docentes varones (N=51, Edad: M=35.84, DE=7.298, Max=50, Min=20) y mujeres (N=36, Edad: M=29.33, DE=4.980, Max=49, Min=20) en ninguna de las dimensiones del modelo T-PACK.
This work has the aim to demonstrate the importance of the development of the digital competitions in the university teachers to empower his academic work with the support of the Technologies of the Information and Communication (ICT). In this sense, the University of Tamaulipas (UAT) Mexico has trained a total of 124 teachers from the different UAT schools in the International Certification Program in Digital Competencies-ICDL, of which up to now 76 teachers have accredited the Basic Certification-ICDL related with Computer Fundamentals, Online Course Fundamentals, Word Processor and Spreadsheets. To do this, teachers had to perform level tests, study lessons and develop, in a self-taught manner, different types of exercises and practices, until submitting their certification exam. This paper also presents the advances that teachers had in the development of their digital competences, comparing the results of the beginning and the end of the certification. Universities should invest in the training of their teachers, in order to respond to the challenges of the 21st century higher education, mainly because they require a specialized teaching profile, sufficient background in pedagogical methods, expertise in contents and certifications in digital competencies recognized by international organizations that guarantee their quality.
The social service is an essential part of modernization process of national and international Higher Education institutions, because it is an academic activity for the benefit of society and where university students consolidate their vocational training. The Social Service for distance Higher Education is a challenge, mainly because they should design innovative strategies to provide the conditions to link and coordinate academic work among the four most important actors in any model education: Students, teachers, labor context, and plans and study programs. Based on the above and considering that students in educational programs online of the UAT are distributed throughout Mexico and the United States, the Intervention Project is presented as a viable, creative and systematic option for distance students do their social service. Throughout this work it presents the structure, the work methodology, lines of action and generation of knowledge for the development of Intervention Project, as well as the delivery process reports of Social Service for distance students can fulfill in a timely manner with this institutional and social commitment.
The representing of a student’s knowledge in an academic discipline plays an important role in boosting the student’s skills. To support stakeholders in the educational domain, it is necessary to provide them with robust assessment strategies that facilitate the teaching-learning process. Student´s mastery is determined by the degree of knowledge, which demonstrates objectively, on the topics included in the different areas that make up an academic discipline. Although there is a wide variety of techniques to represent knowledge, particularly Knowledge Graph technique is becoming relevant due to the structured approach and benefits it offers. This paper proposes a method that classifies and weights the nodes (topics) of a Knowledge Graph of a disciplinary area, which is analyzed through a case study. The method has two approaches: avoid exhaustive evaluation of the nodes and weight the nodes with adequate precision. Method´s application is illustrated by a case study. As results, a Knowledge Graph is obtained with its classified and weighted nodes through the application of the proposed method, in which 100% of the topics have been impacted through the objective evaluation of 20.8% representing 10 nodes. It is concluded that the proposed method has potential to be used in the representation and management of knowledge, being necessary to improve phases’ iteration to condition number of objective nodes.
This paper presents the results of a research project related to the learning styles of postgraduate distance learning students from the
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