Conference
Resource Discovery
About: Resource Discovery is an academic conference. The conference publishes majorly in the area(s): Computer science & Competence (human resources). Over the lifetime, 96 publications have been published by the conference receiving 54 citations.
Topics: Computer science, Competence (human resources), Context (archaeology), Biology, Argumentative
Papers
TL;DR: In this article , a systematic literature review has been carried out using the Web of Science (WoS) and Scopus databases to analyze the existing research into the metaverse in the educational field.
Abstract: The Addressing the new educational needs and requirements still remains a challenge. Moreover, due to the COVID-19 pandemic and the technological advancements, learning environments are being transformed. Metaverse is a computer-generated lifelike 3D virtual extension of the physical world as it immerses users, allows them to interact with others and with digital objects, and eliminates the constraints of distance and time differences. It is characterized by persistence, interactivity, and embodiment. The use of the metaverse in educational and training processes to create new learning environments that allow learners to function in a parallel, safe and personalized reality is gaining ground. The aim of this study is to analyze the existing research into the metaverse in the educational field. Hence, a systematic literature review has been carried out using the Web of Science (WoS) and Scopus databases. To provide more complete and constructive results, no year, educational level, or subject restrictions were set. As metaverse is a new topic and taking the inclusion and exclusion criteria into account, a total of 17 articles has been analyzed. Based on the findings, metaverse has the potential to enrich and transform education and lead to increased learning outcomes and enhanced students’ engagement and motivation. Despite this fact, the use of metaverse in education is in its infancy, thus, more research and experiments should be carried out in all educational levels and populations to assess its impact and improve its effectiveness. Finally, the need for designing valid instruments to evaluate the educational experiences generated within the metaverse was evident.
Abordar las nuevas necesidades y requerimientos educativos sigue siendo un desafío. Debido a la pandemia de COVID-19 y los avances tecnológicos, los entornos de aprendizaje se están transformando. El metaverso es una extensión virtual 3D realista del mundo físico generada por computadora, ya que sumerge a los usuarios, les permite interactuar con otros y con objetos digitales, y elimina las limitaciones de distancia y diferencias de tiempo. Se caracteriza por la inmersividad, la interactividad y la personificación. Está ganando terreno el uso del metaverso en los procesos educativos y formativos para crear nuevos entornos de aprendizaje que permitan a los aprendices desenvolverse en una realidad paralela, segura y personalizada. El objetivo de este estudio es analizar la investigación existente sobre el metaverso en el ámbito educativo. Por lo tanto, se ha llevado a cabo una revisión sistemática de la literatura utilizando las bases de datos Web of Science (WoS) y Scopus. Para proporcionar resultados más completos y constructivos, no se establecieron restricciones de año, nivel educativo o materias. Como el metaverso es un tema nuevo y teniendo en cuenta los criterios de inclusión y exclusión, se han analizado un total de 17 artículos. Según los hallazgos, el metaverso tiene el potencial de enriquecer y transformar la educación y conducir a mejores resultados de aprendizaje y una mayor participación y motivación de los estudiantes. A pesar de este hecho, el uso del metaverso en educación es todavía preliminar, por lo que se deben realizar más investigaciones y experimentos en todos los niveles educativos y poblaciones para evaluar su impacto y mejorar su efectividad. Finalmente, se evidenció la necesidad de diseñar instrumentos válidos para evaluar las experiencias educativas generadas dentro del metaverso.
47 citations
TL;DR: In this article , the authors analyse the level of digital competence of 230 future teachers (primary and secondary education), as well as explore possible differences based on some basic variables, concluding that the digital competence is intermediate.
Abstract: Digital competence is not only a desirable skill for any citizen, but also a responsibility for the training of future teachers. Using a mixed methodology combining a questionnaire based on the Common Framework for Digital Competence in Teaching and open items, this paper aims to analyse the level of digital competence of 230 future teachers (Primary and Secondary Education), as well as to explore possible differences based on some basic variables. A study is also carried out on the perceived level of digital competence and the true level of digital competence, exploring, finally, the perceptions of the uses of technology in the educational environment. The results show that the level of digital competence is intermediate, with some differences being identified depending on the dimension (with the majority considering the area of security to be the most important), as well as some variables such as age or type of access to university. Similarly, there is a self-perception of competence that is higher than real skills. Finally, an eminently instrumental use of technology is perceived, which is assumed to be part of the digital society in which teaching work is carried out.
La competencia digital es, al margen de una destreza deseable para cualquier ciudadano, una responsabilidad para la formación de los futuros docentes. Utilizando una metodología mixta en la que se combina un cuestionario basado en el Marco Común de Competencia Digital Docente e ítems de carácter abierto, este trabajo pretende analizar el nivel de competencia digital de 230 futuros docentes (Educación Primaria y Educación Secundaria), así como explorar posibles diferencias en base a algunas variables básicas. Asimismo, se realiza un estudio sobre el nivel de competencia digital percibida y el nivel de competencia digital real, explorando, por último, las percepciones de los usos de la tecnología en el ámbito educativo. Los resultados apuntan a que el nivel de competencia digital es intermedio, identificándose algunas diferencias en función de la dimensión (considerando de manera mayoritaria que el área de seguridad es la más importante), así como de algunas variables como la edad o el tipo de acceso a la Universidad. De igual manera, se constata una autopercepción de competencia mayor a las destrezas reales. Por último, se percibe un uso eminentemente instrumental de la tecnología, que se asume como parte de la sociedad digital en que se desarrolla la labor docente.
19 citations
27 May 2012
TL;DR: This article presents a review of approaches using Petri Nets for WS composition: a transactional-QoS-driven WS selection approach and a framework for reliable execution of Composite WSs based on Colored Petrinets.
Abstract: Web Services (WSs) are the most used implementation of service-oriented architectures allowing the construction and the sharing of independent and autonomous software. WS composition consists in combining several WSs into a Composite one, which becomes a value-added service, in order to satisfy complex users queries. Thus, the WS composition process may imply several phases to identify how and which WSs will conform the Composite WS, including specification, verification, evaluation, WSs selection, and execution. As it is known, Petri Nets are the main formal models used to describe static vision of a system and dynamic behavior of processes. Then, Petri Nets are well suited to model internal operations of WSs and interactions among them as well as to model the processes in all phases of the WS composition process. In this article we present a review of approaches using Petri Nets for WS composition. Moreover, we describe our experiences in this field: a transactional-QoS-driven WS selection approach and a framework for reliable execution of Composite WSs based on Colored Petri Nets.
17 citations
TL;DR: In this article , the impact of the curricular management of the ITT curriculum has on the development of the teaching digital competence of future teachers is analyzed, and it is concluded that trends in educational innovation and integrative processes of the TDC are not reflected, and that there is a need to strengthen the training processes in the initial teacher training so that future teachers develop the competencies that allow an effective use of digital technology to professional level.
Abstract: This paper analyzes the impact of the curricular management of Initial Teacher Training (ITT) curriculum has on the development of the Teaching Digital Competence (TDC) of future teachers. For this purpose, at the methodological level, an evaluative research approach was implemented. The sample was made up of students (n: 153) from the bachelor of early childhood education program at the University of La Guajira. The data collection instruments used were an observation sheet of indicators of curricular management, and a rubric to evaluate the teaching digital competence. The results show that there are at the curricular level, objectives and subjects that guide pedagogical training in the educational use of digital technology. However, in the assessment of TDC in students, they are located at the lowest levels of the rubric, with 37.3% at the Lower level, and 30.7% at the Low level. It is concluded that trends in educational innovation and integrative processes of the TDC are not reflected, and that there is a need to strengthen the training processes in the ITT so that future teachers develop the competencies that allow an effective use of digital technology to professional level.
El presente artículo analiza la incidencia que tiene la gestión curricular de la Formación Inicial Docente (FID) en el desarrollo de la Competencia Digital Docente (CDD) de los futuros profesores. Para tal efecto, a nivel metodológico se implementó un enfoque de investigación evaluativa. La muestra fue conformada por los estudiantes (n: 153) del programa licenciatura en educación infantil de la Universidad de La Guajira. Los instrumentos de recolección de datos usados fueron una ficha de observación de indicadores de la gestión curricular, y una rúbrica para evaluar la competencia digital docente. Los resultados evidencian que existen a nivel curricular, objetivos y asignaturas que orientan la formación pedagógica en el uso educativo de la tecnología digital. No obstante, en la valoración de la CDD en los estudiantes se ubicaron en los niveles más bajos de la rúbrica, con 37,3% en el nivel Inferior, y 30,7% en el nivel de Bajo. Se concluye que no se refleja tendencias de innovación educativa y procesos integradores de la CDD, y que existe la necesidad de fortalecer los procesos de formación en la FID para que los futuros docentes desarrollen las competencias que le permita una utilización eficaz de la tecnología digital a nivel profesional.
14 citations
TL;DR: In this paper , an explanatory theoretical instructional model of the different teacher profiles that brings together all the variables and factors that can intervene in the integration of digital technologies in the educational environment, focusing on the needs, types and characteristics of teachers.
Abstract: The figure of the teacher plays a fundamental role in the integration of digital technologies (TD) in the teaching-learning process. From this perspective, several studies have been carried out with the aim of defining the most influential variables and/or factors in the adoption, use and integration of TD from the teacher's perspective, of which very few conclude with a clear definition. From this point of view, the study aims to design an explanatory theoretical instructional model of the different teacher profiles that brings together all the variables and factors that can intervene in the integration of digital technologies in the educational environment, focusing on the needs, types and characteristics of teachers. Based on the analysis of the literature and previous pragmatic studies, different variables have been identified that influence the integration of TD and that have allowed the design of a model of teacher profiles from the perspective of teaching practice, which determine the stages of adoption, applying contextual paradigms. The study concludes that the determining variables for the appropriation of TD from the context of teachers are Attitude and Self-efficacy, to which are added the factors: Usefulness of use, Ownership, access to TD, Teacher training, Ease of use, Importance, social pressure and Interest in TDs. These variables and factors lead to the creation of an instructional model of theoretical and explanatory approximation of the five teacher profiles with respect to the adoption, use and integration of TD in the educational process, which we have labelled as: "resistant", "confused", "adopter", "persuaded" and "innovator".
La figura del docente tiene un papel fundamental en la integración de las Tecnologías digitales (TD) en el proceso enseñanza aprendizaje, desde esta perspectiva se ha realizado muchos estudios con el objetivo de definir el perfil docente y sus variables que influyen en la aplicación de las TD, los cuales llegan a concluir con el agrupamiento de los distintos perfiles sin una definición clara. Este estudio tiene como objetivo diseñar un modelo teórico explicativo que aúne todos las variables y factores que pueden intervenir en la integración de las TD en el ámbito educativo por parte del docente, centrándose en las necesidades, tipos y características del profesorado. A partir del análisis de la literatura se han identificado diferentes variables de integración que han ayudado a configurar un modelo de los perfiles del profesorado desde la perspectiva de la práctica docente, así como las etapas de adopción analizando paradigmas contextuales de modelos y metodologías. La revisión concluye que las variables determinantes para la apropiación de las TD desde el contexto del profesorado son la Actitud y la Autoeficacia, a las que se suman los factores que permiten establecer los perfiles del profesorado que son: Utilidad de uso, Propiedad, acceso a las TD, Formación docente, Facilidad de uso, Importancia, presión social e Interés ante las TD. Estas variables y factores permiten realizar una aproximación teórica y explicativa de los cinco perfiles de profesorado con respecto a la adopción, uso e integración de las TD en el proceso educativo, las cuales hemos etiquetado como: “resistente”, “confuso” “adoptante”, “persuadido” e “innovador”.
12 citations
Performance Metrics
| Year | Papers |
|---|---|
| 2023 | 45 |
| 2022 | 47 |
| 2012 | 1 |
| 2011 | 1 |
| 2010 | 2 |