Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Familial hemophagocytic lymphohistiocytosis, a case report

Campus UVM online corresponds to the Virtual Learning Environment (EVA) of the Viña del Mar University, through the use of the LMS Moodle virtual platform. To achieve the learning, a virtual pedagogical model is used for the design, implementation and structure of the study programs taught in virtual mode. The pedagogical model is composed of digital processes and resources that are described in this article, whose effectiveness is intended to be measured through a satisfaction survey that is in the process of pilot testing. The results obtained in this initial measurement process provide favorable data, which consider positive aspects of the virtual pedagogical model applied in Campus UVM online

The action research is understood as a form of research focused on making a change according to the needs of the members of a specific social group. This article describes three interventions in high school teaching practice based on action research. The first intervention addresses the development of strategies to promote motivation in the classroom. This intervention was carried out establishing goal setting strategies based on Edwin Locke's theory, which states that the intention to reach a goal is a basic source of motivation. For the second intervention, the model based on the analysis and discussion of cases was implemented as a strategy with the objective of increasing interest and significant learning, this because of the identification of the exposure of monotonous classes based on a traditional model. In the third intervention it corresponds to a model of intervention in the teaching of health sciences, whose purpose is to promote motivation and awaken the interest of the student by not only addressing issues of science, but positively influencing the construction of new knowledge in high school students with respect to this area. As main results we can mention the improvement in cognition and social skills, the improvement in teacher's practice is highlighted through the intervention in each case, these changes are represented by an effective and creative teaching, better communication between teacher and students and detection of context needs. Finally, we conclude that the action research is a methodology that helps to increase the educational quality through the improvement of teaching practice.

This work presents and analyzes the didactic experience developed on Pinterest, within the field of experimental science didactics. This didactic proposal was carried out with students belonging to the Primary Education Degree, in two different academic courses. The objective of this study was to use Pinterest as a learning tool for future teachers. The didactic experience that was designed combined both the individual work and the collaborative work of the participating students. It was also intended that the students were the main actors in the didactic sequence that was designed, where their active participation was essential. To obtain the data and further process them, both the resulting work on Pinterest and the perceptions and opinions of the students were used through the completion of a questionnaire. From the results obtained, it should be noted that the students, after carrying out a didactic experience such as the one presented, have verified the educational value of social networks, and the ability to take them to classrooms, in this case primary school.

In the field of educational technology, in recent years the concept of personal learning environment (PLE), which is approached both from a pedagogical and technological perspective, has gained considerable prominence. Given the disparity of conceptions associated with the PLE, this paper proposes a qualitative analysis of reference documents dedicated to this concept and establishes categories that allow the analysis to be decomposed and deepened. From this analysis, we arrive at a more agglutinating view of the PLE that can be used by universities at the service of active methodologies centered on the student.

Editorial

Editorial

This article will present an analysis focused on the memories transmitted through the stories of different characters and how they turn out to be key in the evolution experienced by the protagonist of the novel. The analysis is developed supported by various theoretical resources that aim to identify the factors extracted from these oral stories and how they affect the identity of the protagonist. At the end of the analysis it is concluded that the evolution or adaptation of Lisette’s identity results in a transformation of it that responds to a social and personal need for change.