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The Sac Actun system, located in northeast Quintana Roo , Mexico , is among the most extensive underwater cave systems located along the Caribbean coast of the Yucatan Peninsula. The cave is composed of linear phreatic conduits that have two forms. The coastal sections of the Sac Actun system are characterized by low horizontal tunnels that form mazes paralleling the coast and rudimentary conduits broken by fracture-controlled rooms. Access to the cave system is gained through cenotes which are the portals into the Yucatan underwater cave systems. The occurrence of drowned speleothems in many parts of the cave system, and sections of air-filled upper level passages are indicative of major fluctuations in sea level.

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Alejandro Ramirez has worked in education for 30 years; currently he is at the Sprott School of Business at Carleton University in the Information Systems area. He has a Ph. His research interests include the analysis, design, adoption, and evaluation of information systems in organizations, emergent information and communication technologies social software, wikis, blogs, syndication, cloud computing. He has studied the impact of ICTs in education and his research has been published in areas of curriculum development and student empowerment through ICTs.

In many ways it is not a matter of whether information and communication technologies have a place in universities, but of how and when they will be fully adopted. Youssef A. He has Ph. His ques-. Does Facebook have a more formal place in your academic life? Similar assumptions are appearing in the media and are discussed in different forums.

Youssef, Alejandro Ramirez. Unisul, ISBN Ramirez, Alejandro, CDD The need for a reflection on ict praxis in higher education Youssef A. Youssef and Alejandro Ramirez. The consequences of information and communication technologies in higher education: the age of the network society Alejandro Ramirez. Interactive pedagogical design: the collaborative learning and the use of concept maps in distance education Jucimara Roesler and Ademilde Sartori.

Jara Bravo, Gabriel J. Lia C. Rosa Cabedo is Ph. She researches on the development of a quality model for Spanish eLearning teaching. She is the author of several articles and online publications. Her work focuses on e-Learning quality, blended learning quality, e-Learning best practices and e-Learning applied to languages learning.

She is currently studying blended learning applied to Spanish teaching. Candelas was born in Alicante Spain. He received the Computer Science Engineer and the Ph.

He also researches in the Automatics, Robotics and Computer Vision Group in the UA, since , where has been involved in several research projects supported by the Spanish Government, as well as 7. His current major researching interests are virtual and remote laboratories, industrial automation.

Atuou como professor Colaborador do Projeto de EaD. Corrales received his B. He has participated in several research projects supported by the Spanish Government and is the author of several journal articles and international conference papers.

His current research interests are focused on human-robot interaction, robotic manipulation and new teaching methodologies in engineering degrees. His researching areas are virtual immersion, organizations modeled as cognitive agents, cognitive ergonomics. Also, he has 8. Garcia received his B. His current research interests are focused on visual servoing, force control and new teaching methodologies in engineering degrees.

Pablo Gil received the Ph. He teaches courses in computer networks, automatics and robotics. His research interests include virtual laboratories and computer vision for robotic systems. He is member of CEA-IFAC and he has published several international papers as well as participated as reviewer in international journals and conferences. Shirley holds an MSc in E-learning and her principle interests and areas of expertise lie in technology enhanced learning and online course design, focusing on distance and blended learning.

Her previous research has explored the use of embedded au9. Jara received the industrial engineer degree from Miguel Hernandez University of Elche. His research interests include virtual and remote laboratories, collaborative learning and industrial automation.

Contact him at carlos. Since he works in the development and application of business games in undergraduate and graduate courses and in companies. He has two games developed: Virtual and Lider. A move into Higher Education in brought together practical business acumen and an academic profile.

Perea received his B. Now he is current working as laboratory technical assistant in a research project supported by the Spanish Government, designing and building a robotic joint structure.

Pomares was born in Alicante Spain. He also researches in the Automatics, Robotics and Computer Vision Group in the UA, since , where has involved in several research projects supported by the Spanish Government, as well as development projects in collaboration with regional industry. His current major researching interests are robotics, visual servoing and new teaching methodologies in engineering degrees.

Santiago T. Puente received the Computer Science Engineer and the Ph. UA, since , where has been involved in several research projects supported by the Spanish Government, as well as development projects in collaboration with regional industry.

His research interests include robotics, manufacturing automation, virtual and remote laboratories. He has published several international papers as well as participated as reviewer in international journals and conferences. E-mail: terevargass yahoo. Atuou como professora Colaboradora do Projeto de EaD. Since , he has been at the Alicante University, as professor in control, robotics and computer vision.

His research interests include automatic visual inspection, robotics, manufacturing automation, visual servoing, morphological processing and new technologies for teaching. He has published several international papers. E-mail: patorres terra. He earned Ph. Many of the tools that we are presenting in this volume did not even exist when she wrote those words; still the perception has not changed regarding any ICT, even in an age of social software and after the arrival of the Net Generation into universities.

We want to move the discourse forward by offering some examples of what researchers are doing to incorporate ICTs in the curriculum, how pedagogy is adopting them, and how assessments are taking them in consideration when evaluating students. For educators, perhaps, is the power we get to study almost on an individual level the process of learning, through e-mail messages we engage in conversations with students going through the material, answering questions that will help them move on and continue instead of giving up and closing the books.

Through discussing forums, students engage in conversations among peers and together tackle issues that seem difficult and by listening to other how they overcame those difficulties, they learn to overcome them as well. It seems that finally these technologies have the characteristics promised before but never delivered: ease of use, user friendliness, low learning curves, powerful and reliable. ICTs are precisely these types of objects; they present themselves as objects only when there is some kind of breakdown or unreadiness-at-hand.

They are objects only if they are not informing or allowing communication or if the need for information and communication arises and there are no ICTs.

For different people, engaged in different activities, the existence of ICTs and their properties emerge in different types of breakdowns: some may need to use a word processor or an e-mail program.

In sum, Heidegger claims that it is pointless to discuss the existence of objects and their properties in the absence of concerns or activities related to breakdowns. Therefore, breakdowns are possibilities to reinvent ourselves in the discourses we engage regarding ICTs.

For Heidegger, information and communication theory hide the facticity of language; that we first of all respond to language rather than to any particular speaker.

Basically, it is in the doing where we can see how ICTs are relevant in learning. It is in the way they are adopted, adapted and designed, in the way they are included in the curriculum, in the pedagogies, and assessments that we will see how ICTs are incorporated in higher education. These were the views we shared when we decided to open a conversation regarding these themes with other academics in the form of a book; to join other researchers and educators moving the discourse of ICTs in education Gallagher , McDougall , Wallin We have being successful in using higher education to satisfy the needs of the industrial revolution; can we do the same to satisfy the needs of the information revolution?

In other words, what can we do —as teachers- to encourage them to think, and to think long and hard, about those things they hold dearest to their hearts p. It is within this spirit that we offer this collection. Introduction to this volume This book is intended for everyone who has an interest in the use of technology in higher education: academics, researchers, students, teachers, university administrators, policy makers, and others. We want to engage in a conversation that will advance some of the changes we If these chapters facilitate this conversation by engaging in a thought provoking discussion, we think that we have achieved our goal.

We think that changes are imminent and we have to encourage them. We have to adapt to an era where information and knowledge are disseminated rapidly and constantly change.

Some of the strategies that are currently used are presented in this volume. He recognizes that there is a symbiosis between technology and society as envisioned by Giddens In his analysis, it is clear that there is no neutrality in adopting ICTs in universities. Recognizing that a new generation of students is entering these organizations: the Net generation.

According to Tapscott , this generation is changing the world. Ramirez position is to encourage educators to rethink their role and see in technology an ally to transform the educational experience. But, he also warns us that we have to understand what these technologies offer and understand what can be gained by using them, not only hoping that good thing may happen.

Cabedo Gallen in her chapter: The Role of Quality in the Future of E-Learning, uses the subjective concept of Quality as a reminder of the importance of the individual in the process of learning, especially within E-Learning. She aims to present an exhaustive list of best practices that can be used to deliver these programs. These best practices come from work conducted by the European Commission and grouped into nine dimensions: objectives, strategic, investment, pedagogical, technological, motivation, assessment, ethical and quality.

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