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

Review of "Blockchain in Education. Chains breaking moulds", a new book published in the Transmedia XXI collection by LMI. Edited by Antonio Bartolomé and José Manuel Moral, it gathers contributions from the main actors in this new and surprising field. The book explains what Blockchain is, how they are applied in Education, and warns about the many unknowns of a future that, today, is unpredictable.

The purpose was to determine the use of Problem Based Learning (PBL) as a didactic strategy in the teaching process. Fieldwork was carried out at the José de la Vega Basic General Education School in Paute, province of Azuay, Ecuador, in the academic year 2016-2017. With teachers, male and female students from the eighth, ninth and tenth of General Basic Education. The survey technique was used by using printed forms; in addition, an analysis of the Didactic Schedules was made using a document review matrix for each document. Identifying that PBL is a didactic strategy that allows the learner to construct their learning through active, investigative and critical participation leading to a significant learning; in addition, it was identified that the level of knowledge about the PBL is almost null in the teachers, as well as its use in teaching process.

The aim of this research is to associate academic achievement and learning styles and strategies used by students in the second cycle of educational psychology UCACUE city of Cuenca, Ecuador. From an approach of quantitative research, an explanatory descriptive study, following an observational not experimental design was realized at the Academic Unit of Pedagogy, Psychology and Education, Catholic University of Cuenca in Cuenca Ecuador, during the school year 2015 -2016. Sample was selected through a non-probabilistic convenience sampling its extension was 29 students of both sexes, who enrolled in the second cycle of the career of Educational Psychology. ACRA and CHAEA questionaries’ for determining strategies and learning styles were applied respectively. Descriptive, inferential and statistical association between variables was performed using non-parametric tests and correlation. The strategies used are insufficient, mainly focused on the acquisition and encoding of information without association with the academic performance of the subjects evaluated. The predominant learning styles were the Active and Reflexive, showing a weak association with the academic results of the subjects studied. Low influence of Strategies and Learning Styles on academic results makes the necessary contextualization of teaching based on the attitudes and skills of students in order to achieve higher academic achievement.

The limited dissemination of consumer rights in the field of higher education raises concerns, since these are the means to guarantee service to students. The present work aims to demonstrate that the quality of education is covered by the Organic Law of Consumer Protection and, not only allows to guarantee and make effective the rights of the consumer, but also contributes with the same in his university career to receive a title that is recognized and accredited by SENESCYT. Under this framework, some theoretical aspects related to the Organic Law of Defense of the Consumer with their respective responsibilities and obligations of those who offer a good and / or service, in compliance with the Organic Law of Higher Education, the Board of Insurance of the quality of Higher Education and the internal regulations of the Catholic University of Cuenca (UCACUE) Azogues headquarters, so raised, a study of education services offered by the institution with emphasis on the quality of education will be conducted; then, it seeks to apply an inductive analysis from the current situation of the provision of educational service, compliance with quality parameters and propose a better application of the Organic Consumer Law, which favors the student at the time of receiving the service educational.

The main objective of this learning research study was to analyze the educational, cultural, ethic, and values approach to Early Education. Promoting the importance of inspiring values to children from an early age, as future early education teachers, is one of the challenges in this multi and intercultural society. The aim is to develop respectful human beings within a democratic society. The research methodology was qualitative and quantitative. It was also exploratory and descriptive. The applied tool was the interview. The sample consisted of 7 teachers from an early education center. They all work with zero to three year olds. The applied tool has a total of fifteen questions regarding inter-culturalism and what is implied when implementing it in the institution. This will allow to verify the knowledge the teachers have regarding this topic; its application based on the Well-being Plan (2013-2017). The conclusions are the differences in the teachers´ understanding of the concepts of inter, multi and pluri culture and understanding their characteristics within the framework of Well-being Plan. It is important to highlight the interactions between the teachers and the students, which are constant, looking to implement in children different values and the acceptance of different cultures and traditions through topics or specific classes. Nevertheless, it was observed that as an institution, where children from different provinces and nationalities coexist, it lacks an explicit program which works with the previously mentioned topics.

The projection of the University towards Society acquires a significant relevance within the framework of a relevant higher education and with social responsibility. The Ecuadorian University in a general way, immersed in this process, has as its mission to preserve, develop and promote, through its substantive processes and in close connection with society, culture, which will allow it to train integral professionals that contribute to the development of the locality, the province and the country. However, it has become evident that, during the process of professional degree formation, there is a deficient articulation of the University Extension with the other substantive processes of the University, identifying as the only beneficiaries to the community actors and not to the university students. thus demonstrating the absence of the analysis of the university extension from its pedagogical dimension, where the educative value that the University Extension has in the professional degree training is recued. In this context, the university extension constitutes an important linking action with the community and an organizational form of learning, in response to social demands, where the university can respond and learn at the same time from the reality. However, the University Extension as a social and educational experience has not achieved adequate visibility and transcendence in relation to its formative nature and social transformation, which limits the scope of this training space in the personal, professional and social growth of students. university. Thus arises the need to resignify the potential of University Extension from the extension practices as a social space of integration training-experience-community context, to which this research responds with both conceptual and experimental analysis of an extension practice through a case study carried out in ecuadorian universities, by the authors of the present research, oriented to the transformation of the extensionist practice in formative experiences of social commitment, integrated to the formative process of the professional.

Innovation as a category of analysis in the educational field, drags a heritage and tradition that comes from the business scenario, which drives the idea of ​​improving a good or service, which in this case is translated into the application of training processes in the quantitative evaluation of academic achievements. The present work, advocates the idea that innovation has to be rethought in education, considering that the improvement does not occur in the approval or disapproval of students, but rather in the power to rethink models, didactics and teaching methodologies and Active, dynamic and participatory type learning for students. With the aforementioned, digital narratives are presented as innovative learning strategies, which makes it possible to change from a one-directional educational model to a muldirectional model and the field of didactics, stimulating learning processes from a systemic activation logic. visual, auditory, sensory type, taking the step from a memorization process towards assimilation, understanding and transfer of knowledge towards learning in real contexts. The case of storytelling is an expression of digital narratives, which is understood as a system of visual and sound languages ​​that allow hypertext navigation, which in the case of education is presented as an art of storytelling, which makes it possible to generate a dynamic, sensory and open education, which proposes active learning methodologies, co-creation and knowledge construction collectively.

This study aims to determine the level of implementation of inclusive practices by teachers and students in the Educational Unit Stielhe Juan Bautista city of Cuenca in the 2015-2016 school year. Inclusive practices, reflect the culture and inclusive policies, have to do with ensuring that classroom and after-school learning activities promote the intervention of all the students and that they consider the knowledge and experience acquired by them outside the institution educational Teaching and support are integrated to orchestrate learning and overcome barriers to learning and participation. Staff mobilizes resources from institutions and the community to maintain active learning for all For the development of this research it was based on the quality-quantitative method of descriptive and exploratory, with a population of nineteen hundred and eighteen teachers and students of higher levels of basic and high school students of the institution; for the collection of information, Including the Index of UNESCO, adaptation of Rosa Blanco, consisting of twenty indicators of inclusion was applied abstracting information allowing teachers and students; the information is processed statistically using the Microsoft Excel program, the results are analyzed and concluded that teachers have a predisposition in favor of including meeting their curricular obligations practices, make greater use of organizational strategies and management effective classroom in the learning process, while students have good perception and predispose educational inclusion, the authorities provide facilities to meet the inclusive process complying with the laws and regulations of the country.

A theoretical review of Gardner's (1997) multiple intelligence and the relationship with Piaget's (1968) Theory of Genetic Development was conducted to establish a proposal that associates intelligences with Piaget's characteristics and these could be consistent with the Early Childhood and Basic Education. Therefore, a proposal is made that relates these three factors: Ecuadorian Educational System, Multiple Intelligences and of Cognitive Development Stages. This document relates Intelligence that teachers requiere in educational level that they work, intelligences were classified according to Cognitive Development of Piaget`s theory and relationship to ages in children of Early Childhood and Basic Education, whith Gardner's Multiple Intelligences. The proposal goes to the teachers who are working with childrens of Early Childhood and Basic Education. The analysis, associates the intelligences that support teachers acoording to the cognitive characteristics of children.

The present study of qualitative approach with descriptive scope analyzes the attitudes of teachers towards the school inclusion of children with autism at Unidad Educativa Particular at   La Troncal, Cañar Province, Ecuador. It delves into the theoretical conceptions of school inclusion and the differences in teachers' attitudes towards children with autism that are influenced by the teaching experience, the characteristics of children with autism, the time that teachers have in their classroom with a child with autism, support resources and teacher training. The attitude of the teacher is transcendental during the process of school inclusion; therefore, the analysis of their perceptions, attitudes and expectations are relevant for the successful development of inclusive education for children with autism. This study is a beginning to promote an inclusive culture, policies and practices that provide teachers with specific resources and supports to assist children with autism in an efficient manner.