A navegação consulta e descarregamento dos títulos inseridos nas Bibliotecas Digitais UC Digitalis, UC Pombalina e UC Impactum, pressupõem a aceitação plena e sem reservas dos Termos e Condições de Uso destas Bibliotecas Digitais, disponíveis em https://digitalis.uc.pt/pt-pt/termos.Conforme exposto nos referidos Termos e Condições de Uso, o descarregamento de títulos de acesso restrito requer uma licença válida de autorização devendo o utilizador aceder ao(s) documento(s) a partir de um endereço de IP da instituição detentora da supramencionada licença.Ao utilizador é apenas permitido o descarregamento para uso pessoal, pelo que o emprego do(s) título(s) descarregado(s) para outro fim, designadamente comercial, carece de autorização do respetivo autor ou editor da obra. Na medida em que todas as obras da UC Digitalis se encontram protegidas pelo Código do Direito de Autor e Direitos Conexos e demais legislação aplicável, toda a cópia, parcial ou total, deste documento, nos casos em que é legalmente admitida, deverá conter ou fazer-se acompanhar por este aviso. Indicadores de excelencia docente en la Universidad de GranadaAutor(es):
Teaching methodologies that university faculty use are varied but in Spain, traditionally, the lecture has been the main method used. This is where the teacher has been the focus of teaching and the student is a mere receiver of knowledge, but in other places such as England, other techniques have been introduced to help students actively participate, helping the learning process significantly. This has been a great help for adaptation to the European Higher Education Area with the implementation of the Bologna Process. That is why countries with long traditions of theoretical teaching, as is the case in Spain, have undergone a complex and traumatic process during the adaptation period. In Spain there has been a change of roles by both the faculty as well as the students and that has led to some mistakes when implementing new working tools such as seminars and workshops. The research presented makes a comparison between the faculty teaching in the Primary School Teaching Degrees at two universities; one Spanish and one English, for the Bologna process to check the similarities and differences when working and thereby obtain information needed to improve the process in Spain.
Resumen:En este artículo mostramos, tras una pequeña introducción sobre las funciones sociales y posibilidades actuales de la televisión y en concreto de la televisión universitaria, la experiencia llevada a cabo en la Universidad de Granada con la puesta en marcha de una televisión Universitaria. Explicamos lo que se está haciendo (tipo de emisiones) y cómo, ya que la Universidad de Granada ha apostado por la evolución tecnológica y está trabajando la televisión vía Internet y explotando sus posibilidades; describimos los recursos que está utilizando la UGR para la producción y distribución de material audiovisual. Finalmente valoramos la puesta en marcha de esta experiencia y señalamos sus posibilidades futuras en torno a su potencial formativo además de informativo y cómo ésta puede incidir en la formación de los receptores, modificando sus conocimientos, conducta, actitudes, etc., pero que sobre todo se ha de basar en la mejora del proceso de formación del individuo. Palabras claves: medios de comunicación de masas; tetelevisión; streaming; enseñanza superior. Abstract:After a brief introduction about the social functions and current possibilities of television in education, in this paper we show the experiences carry out in the University of Granada with the starting of a university television. We explain what (type of emissions) and how it's been doing now. The University of Granada has opted to technological developments and it's working on IP Television and taking advantage of its possibilities. We describe here the resources that have been used by the University of Granada for developing and broadcasting of audiovisual material. Finally we evaluate the starting of these experiences and we focus on its future possibilities around formative and informative potentials. Also we analyze how it can influence in the training of receptors by modifying their knowledge, conduct, attitudes... But, above all, we think that these experiences must be based on the improvement of learning processes.
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