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

Spanish Cabinet declared on Saturday 14th of March 2020, state of alarm in Span to slow coronavirus COVID-19 spread and the universities were closed. Later, lecturers were forced to turn to remote teaching in a short period of time. The transition required time and patience to learn the technology, i. e. Microsoft Teams, and identify the best teaching tactics for our chemistry and construction materials. Every day, we gave lecture with new contents and exercises by using Microsoft Teams. In our opinion, there is an essential tip: seek continuous feedback from students. Students need questions to know what they have learnt. In addition, we asked for feedback to improve the class and to make sure they understood the knowledge base. We should have into account that the biggest risk is that we could become a talking instrument teaching concepts that students are not following. In this case, students give up.

En el sector productivo, así como en las instituciones de educación superior, es importante identificar las competencias de desempeño que sus profesionales poseen, reconociendo fortalezas y debilidades con el objetivo de movilizar procesos formativos que favorezcan el desarrollo de las competencias descendidas y el robustecimiento de aquellas que han sido mejor trabajadas, tributando a los procesos de detección de necesidades del sector empresarial, en tanto futuros espacios de desempeño profesional. Lo anterior, representa una oportunidad en la cual es indispensable el empleo de instrumentos basados en marcos internacionales de competencias que permitan trazar un camino progresivo del desarrollo de habilidades, así como la evidencia de su evolución. La aplicación de estos marcos permitiría asegurar el nivel de responsabilidad declarado para cada competencia según el tipo de profesional y sus características asociadas. Para el rubro de los profesionales de las Tecnologías de la Información, en la actualidad se dispone del marco SFIA, el cual responde como un modelo bidimensional y flexible, ajustable a las necesidades de instituciones y empresas. Este marco se organiza y distribuye en diferentes niveles de responsabilidad y competencias, los cuales describen responsabilidades y aptitudes empresariales requeridas por el mercado a nivel internacional, creando un puente de comunicación entre el sector laboral, Instituciones de Educación Superior y los profesionales. Comprender el nivel de desarrollo de las competencias constituye una ventaja, ya que permite, tanto a profesionales como estudiantes identificar sus propias brechas para resolverlas y potenciar sus capacidades, y de igual manera a las instituciones de educación superior para materializar estos diagnósticos en posibles mejoras reflejadas en sus indicadores, y finalmente en resultados perceptibles que apoyen a las empresas y al ecosistema formado entre empresas, instituciones y profesionales.AbstractIdentify competences of the professionals framing their strengths and weaknesses in order to address what skills improve or learn, and cover the needs of the business sector, represents the needs for the business sector and higher education institutes. This represents an opportunity to use instruments based on international skill frameworks that allow to understand a progressive path of the development of skills or competencies and their evolution. These frameworks and its use could ensure the responsibility level declared for each skill according their characteristics and the type of professional. For the Information Technology professional, we found the SFIA framework like a flexible and two-dimensional model, adaptable to the needs of the business sector and higher educational institutions. This framework consists of different skills distributed in varied levels of responsibility, which describe the needs of the area on an international level, setting a communication bridge between the professionals, business sector and educational institutions. It becomes an advantage to understand the level of development of the skills, because allows students and professionals to identify their own gaps and solve them. The same advantage applies to the educational institutes turning them into improvements in their own indicators, and finally in results that support the business sector and the ecosystem formed by the professionals, educational institutes, and the business sector.

La metodología de Aprendizaje-Servicio (APS) hace posible combinar los procesos de enseñanza universitario con el apoyo y servicio a las necesidades de la comunidad. En este trabajo se plantea una propuesta educativa que prentende impulsar la gestión eficiente de los Neumáticos Fuera de Uso, a través de la enseñanza universitaria en el Grado en Edificación. De esta manera, se plantea la metodología necesaria para llevar esta experiencia APS en el aula, describiendo tanto las herramientas de apoyo como las fases de implantación de la propuesta en un semestre académica. Adicionalmente, en el trabajo también se describen los posibles métodos de evaluación que pueden ser aplicados en el contexto universitario, con el objetivo de servir como punto de apoyo a aquellos docentes interesados en la implantación de esta metodología. Finalmente, cabe destacar que durante todo el documento se han tenido en consideración los criterios de sosteniblidad y de servicio comunitario vinculados con esta metodología.AbstractThe Service-Learning (SL) methodology makes it possible to combine university teaching processes with support and service to the needs of the community. This paper presents an educational proposal that aims to promote the efficient management of End-of-Life Tyres through university teaching in the Bachelor's Degree in Building. In this way, the methodology necessary to carry out this SL experience in the classroom is proposed, describing both the support tools and the phases of implementation of the proposal in an academic semester. In addition, the work also describes the possible evaluation methods that can be applied in the university context, with the aim of serving as a point of support for those teachers interested in implementing this methodology. Finally, it should be noted that the sustainability and community service criteria linked to this methodology have been taken into consideration throughout the document.

El presente documento muestra los resultados de un trabajo de investigación realizado para facilitar el paso por la educación superior al alumnado con necesidades específicas de apoyo educativo. Para ello, se ha realizado una búsqueda exhaustiva de herramientas en varias bases de datos de programas y utilidades creadas con este fin (TICNE). Entre los parámetros de búsqueda se establecieron la gratuidad, la facilidad de implantación y la utilidad de la herramienta. Después de esto, un análisis concreto de cada una de las herramientas se ha realizado con el fin de explicar el funcionamiento, las características y las utilidades de cada una de ellas. El análisis contiene también ventajas e inconvenientes de la utilización, así como características básicas de funcionamiento. La finalidad de este studio es acercar herramientas y programas al estudiantado de manera que la brecha existente debido a las capacidades de aprendizaje se vean reducidas y permitan la inclusión de todas las personas en la educación superior.AbstractThis document shows the results of a research work conducted to facilitate the transition to higher education for students with specific educational support needs. To this end, an exhaustive search for tools was conducted in several databases of programmes and utilities created for this purpose (TICNE). Among the search parameters, free of charge, ease of implementation and usefulness of the tool were established. After that, a concrete analysis of each of the tools has been conducted to explain the functioning, characteristics, and utilities of each of them. The analysis also contains advantages and disadvantages of use, as well as basic operating characteristics. The aim of this study is to bring tools and programmes closer to the students so that the existing gap in learning abilities is reduced and allows the inclusion of all people in higher education.

Construction stakeholders plan to guarantee the success of projects. Still, the results frequently are different in quality, time, or costs. The disruptions are frequent, and the stakeholders must be ready to react promptly to changes while keeping competitiveness and sustainability. This goal requires proper construction education. Based on diverse civil engineering and architecture programs, the article evaluates if current construction education includes past knowledge, notions of sustainability, and global matters to allow its participants to identify challenges and risks, giving them the tools to act appropriately. The results show different construction education perspectives. Some are very advanced, and others are not. The Venezuelan case is a reference to link theory and practice in the construction sector. Incorporating critical analysis and comparisons with data and cases from diverse successes, disruptions, or errors is presented as education innovation to support this industry's competitiveness and sustainability.

The integration of technology has been a constant fact in various areas of architecture. Currently there are innovative tools to be used both in the architectural design process and in professional practice, so its incorporation in architectural education is necessary for the preparation of future professionals. However, the incorporation of technology in architectural education is a process that involves various factors, so this article aimed to analyze the technologies and software that have been incorporated into architectural education to establish criteria in this regard, in addition to identifying the pedagogical approaches used for their incorporation. A systematic review was carried out through three online scientific databases and a quantitative-qualitative analysis was performed. The results suggest that the most incorporated technology and software are Virtual Reality and Rhinoceros respectively. The main reason for integrating a certain technology or software is the need to encourage the adaptation of these to the current demands of the area. Four main criteria used for the incorporations were identified: selection of learning resources, learning design, implementation and degree of success and evaluation. In terms of pedagogical approaches, the constructivist approach was found to be the most used. The incorporation positively influence the teaching-learning process in architecture education, however, there are limitations to their complete satisfaction, so studies on the subject are necessary, especially in specific contexts.Abstract

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Graphic methods can be used when teaching Building Structures to solve some problems such as analysis of cables and arches through funiculars tracing; analysis of trusses with the Cremona method; graphically obtaining the lateral earth pressure of the ground on a wall and many other problems. This article presents some tools to solve these problems using GeoGebra, a free interactive mathematical software for education created by Markus Hohenwarter. The usefulness of Geogebra in teaching Building Structures will be presented through specifically created resources. These are new resources with approaches and utilities that commercial software does not have either. For each problem studied, the theory on which it is based is shown, the general description of the parameters used in Geogebra, and the application that has been created. In addition, the learning objectives to be achieved and the results docents will be shown

Large number of unfilled teaching positions in rural regions is a common problem in most of the countries, including Azerbaijan. In this paper, we try to identify factors affecting preferences of teachers on workplace and thus, the reasons for not choosing schools in rural areas and propose an incentive mechanism to reduce number of unfilled vacancies in these regions of Azerbaijan. To understand the factors affecting student preferences, wesurveyed around 2000 junior students majoring in various education programs in different universities. Based on the survey results, we identify the factors affecting the decisions of the prospective teachers and the barriersthat keep them away from choosing schools in rural areas. Based on our findings, we propose an incentive mechanism to fulfil the vacancies in rural area schools.

Background: Floral nectar and honey vary in sugar concentration, from low concentration in nectar to high concentration in honey. Variation in sugar concentration is a gradient that determines yeast growth and can lead to its ecological niche specialization. Objective: Evaluate the effect of a sugar concentration gradient on the growth kinetics and cell size of yeasts isolated from the floral nectar and honey of Melipona beecheii. Methods: Four strains identified as Metschnikowia koreensis and Sympodiomycopsis paphiopedili, isolated from floral nectar, and Starmerella apicola and Starmerella apicola 2, isolated from honey of Melipona beecheii were grown in artificial media with a gradient of 2, 10, 20, 40 and 60% glucose. We evaluated culture density (cells / µL), growth parameters, and cell size in each strain. Results and Conclusions: Strains isolated from honey had high growth rates at the highest glucose concentrations, while strains isolated from floral nectar grew best at low concentrations. Cell size decreased as glucose concentration increased in all strains. The data supports the hypothesis that sugar concentration gradient is an ecological filter that modifies the growth and morphology of yeasts associated with flowers and honey and leads to niche specialization in yeasts that colonize plant-bee environments.