The maximum mortality was recorded in Bahia de Todos Santos, B. C. It is estimated that more than 3,000 Grebes died. The other "died-offs" were documented at La Misión,
Hoy en día existen una gran cantidad de bibliotecas virtuales y repositorios de recursos en general, donde es posible acceder a diverso tipo de información, destinado a múltiples áreas de conocimiento. Uno de esos tipos de información corresponde a los Objetos de Aprendizaje (OAs), los cuales a través de sus metadatos pueden ser localizados y recuperados según necesidades educativas específicas de los usuarios. Los objetivos educativos están claramente orientados al desarrollo de competencias, por tanto, es importante tener en cuenta materiales que puedan potenciarlas. Debido a la caracteristica de los OAs, como unidades independientes que puedan ser reutilizadas, se propone un modelo de diseño que oriente la creación de estos recursos según niveles de conocimiento necesarios para el desarrollo de competencias. Para promover la búsqueda de estos recursos en base a niveles de conocimiento, se presenta una propuesta para su catalogación a través de metadatos, que considere además de los niveles de conocimiento, su clasificación por competencias.
This chapter tries to awake a critical sense from sociological approaches in an analysis of the Massive Online Open Courses (hereinafter, MOOC), that is capable of emerging from the media noise generated from concerned positions. This reflection shows some explanatory variables about the socio-educational MOOC phenomenon involving appropriate research lines to approach the veracity of such sensation. Determining the scope of analysis and its internal logic is essential in a concept as confusing as MOOC. A close up on three levels -genesis, maintenance and related effects- lets us overcome simplified visions associated with functionalist approaches. At these levels, the network of relationships, interests and struggles for power is shown as well as the influence of the own educational actors themselves that is determined by the impact of their environments. Moreover, it is possible to realize the variables that explain the interactions with other fields: scientific, economic, business, administrative which are interested in influencing the autonomy of the educational field by means of MOOCs. The chapter concludes with two sample reflections as to show how to think inside the aforesaid sociological analysis. Clearly, any analysis will be restricted by the extent of the chosen model of causal variables that will never embrace all those that reality imposes. In this sense, previous studies of such variables and a suitable election will determine its explanatory scope.
This chapter aims to introduce the reader into the concepts Gamification and Game-Based Learning (hereinafter, GBL) and to highlight their influence on the transmission of knowledge and development of competencies and skills in the Society of Knowledge. After a brief prior familiarization with the main features of learning and educational paradigms in the twenty-first century as well as with effective teaching strategies and pedagogical methodologies in such a context, it will move towards the clarification of the meaning of the aforementioned terms and other related concepts in what might be called the framework of playful learning. Straightaway, a detailed description of the main applicable strategies to develop an effective gamified proposal will be offered. These playful techniques have a significant ability to influence learners' motivation and strengthen their commitment to training projects while their participation, engagement, curiosity, fantasy and desire for adventures are stimulated and developed. They also have plenty of remarkable chances in the field of behavioral modeling, a topic also discussed in the chapter and whose applications within Education, and in any other economic or social area, are numerous and varied. The final level of this challenge is an exploration of the key game-based design elements (aesthetics, dynamics, mechanics and components) to close the overview of the landscape that is presented.
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